開放大學의 形成과 變形에 關한 硏究

학위논문(석사)--서울대학교 행정대학원 :행정학과 정책학전공,1998.Maste

A Study on the Legal Foundation for Educational Growth in Private Academies

본 연구는 다음과 같은 연구목적을 성취하고자 추진되었다. 첫째, 학원교육 관리의 효율화를 위한 규제 관리 전략을 탐색한다. 이를 위하여 학원교육의 자율성을 제고할 수 있는 법적 제도적 방안들은 무엇이 있으며, 그에 터하여 학원이 건전한 성장을 도모할 수 있는 규제 완화 또는 강화 방안으로는 무엇이 있는지 검토 · 제시한다. 둘째, 사회교육기관으로서 학원교육의 발전 방안을 제시한다. 이를 위하여 학원이 사회교육기관으로서의 역할을 수행할 수 있는 가능성과 영역들을 검토하고, 아울러 국민교육기제로서의 학원교육의 발전방향을 모색한다.A. Purposes and Procedures The future competitive job world will require more educational devotion by which knowledge and skills are developed further fulfilling the social needs. In a similar context, more anticipations towards the qualitative improvement of private academies are awakening. Various suggestions have been made to be answers for the revision of the legal system in establishing and managing private academies, and for the advancement of education in those private academies. One of them is deregulation measures managing the legal system, especially in establishing and managing private academies. Amazingly enough, this policy suggestions are not fully accepted even by private academies. That is partly because the implementation of the policy scheme will result in downgrades of private academies demoralizing those well developed ones. Thus, more specificated research was needed to search for the improvement tips of private academies. A more realistic empirical study instead of theory-building abstractive thinking was required to handle the on-stage situations in developing those private academies. The study was to achieve the following goals. (1) Deregulation policies were searched for the effective management of private academies. (2) Future developmental points of private academies as social educational institutes were arranged. The study areas to identify the developmental points of private academies were as follows. (1) New roles of private academies to be lifelong educational institutes (2) Current issues and problems in the legal system for the establishment and management of private academies - Problems in the registration process of private academies and in the management of the teaching areas in private academies - Problems of facilities management in private academies - Problems in the teaching staffs management - Problems in the tuition fee management (3) Case studies on establishing and managing private academies in the United States and in Japan - Self-regulatory practices - Achievement assessment of private academies - Managemental provisions of related associations and unions The study adopted various procedures and methods such as field surveys, interviews, organization and utilization of a special cooperative consulting group, and research group meetings. Many related but foreign literatures and practices, especially in the United States of America and in Japan were reviewed. And the following policy suggestions were gathered in relation to the betterment of the legal system and practices of private academy education. B. Policy Suggestions to Improve the Legal System in Establishing and Managing Private Academies It is not easy to achieve the managemental goals of private academies only with single emphasis either on business success or with pronouncement of educational missions, because private academies must be eager to achieve both goals. Likewise, the developmental points of private academies are dualistic. In a similar context, deregulation may cause both despair and hope, and regulative access to private academy activities can produce further frictions in terms of who will take over the burden and who will obtain rewards. To deal with this situation, two major foci were identified in advance for the study as follows. First, both deregulation and regulation aspects should be emphasized simultaneously in relation to the establishment and management of private academies. Second, further profitable efforts should be enforced to support the fundamental development of private academies. The following suggestions were arranged, in an inclusive manner, with an expectation that private academies be improved to be ideal educational institutes meeting various social needs. First, private academies should search for diversification of their educational services to the public. Second, private academies should have more short-term functions by which they may act promptly towards the needs from the society. Third, management systems in private academies should be provided in a sense that learners' rights be met. Fourth, private academies should cooperate with schools. Fifth, the government should provide and supplement the administrative and financial supports to meet with the advent of future knowledge-based economic and life-long learning society. With the above-mentioned anticipation, various policy suggestions and were proposed in relation to further improvement of the legal system for private academies. The implementation tips were introduced to serve for selective situations. Tips in every a) may be used in the deregulation stage, while those in b) for the regulation step.연구 요약 I. 연구의 개요 1 1. 연구의 필요성 및 목적 1 2. 연구의 내용 3 3. 연구의 수행 방법 4 4. 연구의 제한점 13 II. 학원 설립·운영과 규제관리 15 1. 학원 설립·운영의 역사 15 2. 법·제도적 규제 대상으로서의 학원교육 22 3. 학원교육 육성·지원책으로서의 규제관리전략 27 III. 학원 설립·운영 규제에 대한 인식 39 1. 교습과정의 설치·운영 39 2. 강사 자격의 관리 50 3. 수강료의 관리 68 4. 시설·설비 및 교육환경의 구비 81 5. 학원의 설립 등록 및 관리·감독 96 IV. 미국과 일본의 학원 설립·운영 사례 및 시사점 117 1. 학원 설립·운영 실태 117 2. 미국과 일본 사례가 주는 시사점 137 V. 정책 제안 143 1. 학원의 발전 방향 143 2. 학원의 설립·운영 제도 영역별 개선안 146 참고 문헌 163 ABSTRACT 165 부 록 17

[직업교육훈련동향] 제1차 직업교육훈련기본계획의 수립과 인력양성정책 실현방향

1. 서론 2. 직업교육훈련기본계획의 작성 배경 및 작성 과정 3. 직업교육훈련기본계획의 주요내용 4. 직업교육훈련기본계획의 성격 5. 향후 추진방

[정책동향] 직업교육훈련 정책동향

평생교육법 통과 기술대학 설립 확대 학점은행제 첫 졸업생 배출 고객지향 직업훈련 실시를 위한 '맞춤훈련 시행지침' 마련 산업수요에 맞는 인력양성의 추진을 위한 중기 실업대책 확정 지식 기반 산업의 인력 개발 및 신지식인 육성을 위한 국정과제 후속 조치 마

Ways to Develop Vocational and Technical Education as Specialized Education at Higher Level Learning : Focusing on the Short-Term Programs

본 연구는 고등교육이 현재 담당하고 있거나 앞으로 담당해야 할 직업교육 방향의 탐색과 관련하여 직업교육으로서의 고등교육단계 전문교육의 발전 방안을 제시하고자 수행되었다. 이를 위하여, 고등교육기관 내에서 수행되고 있는 현행의 직업교육 실태와 문제점을 파악하고 그를 바탕으로 하여 고등교육단계 내 직업교육의 발전 방향을 탐색하여, 그 방향이 관련 정책의 개발에 있어 합리적인 투입요소가 될 수 있도록 정책 방안을 도출하여 제시하고자 하였다. 이를 좀 더 상세히 기술하면 다음과 같다. 고등교육단계에서 전문적 수준의 직업교육을 담당하고 있다고 판단되는 단기과정의 운영 실태의 조사 및 관련 요구의 진단 - 직업교육으로서의 고등교육단계 전문교육 개념의 정리 - 단기과정을 중심으로 하여 고등교육기관 내에서 수행되고 있는 전문적 수준의 직업교육과정 운영상의 주요문제 및 요구의 파악 미국과 일본의 단기과정 운영 사례의 분석 - 단기과정 운영 실태의 분석- 단기과정 운영 표본의 확보와 관련 시사점의 도출 고등교육기관에서 담당하는 전문적 수준의 직업교육의 발전 방향 및 발전 방안의 제시1. Backgrounds and Objectives for the Study Professionalism in higher education, especially for vocational education, has been nourished in accordance with advancements in technologies and with accumulating related knowledge in the information age. However, general understandings over vocational education are not still common and favorable to the higher education level, demands on high level human resources leads to these trends further though. Universities and colleges have contributed so impressively to education and training of high level human resources. Short-term programs in universities and colleges are considered to be flexible and effective educational delivery methods because they are adjustable in every stage enough to answer for rapid changes in industrial surroundings. To understand these trends and to verify the roles of these short-term programs in universities and colleges, further analytical stages to identify the current practices of vocational education in higher education and to search for more strategic planning were required. Based on these necessities, the study was to identify the current managemental status of short-term programs in universities and colleges which were thought to be installed to answer directly for the vocational education needs in higher education institutes, and, in the end, to propose policy suggestions for the development of vocational aspects of higher learning. 2. Study Contents and Methods The following contents were reviewed by related study methods: The identification of current status and needs analysis on vocational educations through field survey and interviews over the related personnel and the management of short-term programs, especially in terms of overall aspects of time and facility management, of resources management, of structuring, of procedure management, outcome management; Literature review on foreign cases of short-term programs and the identification of implications on Korean practices in terms of diversification of educational opportunities, practical aspects, easiness to attend, and values of managing such open lectures for universities and colleges; The identification of current positions and roles of short-term programs as professional vocational institutions, and the proposition of policy suggestions based on the analyzed results for the future growth and development of open lectures. 3. Legal Foundations for Establishing and Managing of Short-term Programs in Universities and Colleges as Professional Vocational Institutions According to Higher Education Act(Act 6006, 1999. 8. 31), universities, industrial colleges, primary teachers' colleges, two-years colleges, open university, technical colleges, miscellaneous educational institutions in the higher learning level, and graduate schools can establish and manage short-term programs such as open lectures based on each institutional regulations. The study duration of these short-term programs are usually limited at best to one year though (Article 26). Non-traditional students are expected to learn new theories and related technologies through these programs, with expectations that they will play vital roles as men of talents in the Korean society realizing self and as contributors for the national development and international welfare. 4. Current Status and Issues in Managing Short-term Programs (1) Legal Foundations The functional disorder may be the first issue in these short-term programs. Some programs have names without reality even though they have roots in legal foundations such as the Higher Education Act and its related inferior legal families. In most cases these programs are simply subordinated to the regular programs, copying those routinized practices only. So, implication practices should be enforced enough to make educational effectiveness greatly. First of all, an constructive management of legal organs should be planned for better use in future. If needed, a new legal preparation should be provided to utilize the legal system. (2) College and University Level Management In fact, the typical practices of vocational training can not be achieved even in higher education. It is because vocational education should produce definite visible outcomes showing in numbers or in shapes. However, it is difficult to show these effectiveness in reality because those efforts can be misunderstood to make all four-years universities and colleges to be technical colleges. If it happened, it will not be easy to face these critiques directly against existing educational standpoints towards higher education or higher learning. (3) Graduate School Level Management The qualifications of the attendant to these programs are not favorable, because most of them are high school graduates instead of college graduates. They are not fully prepared to learn what they want to learn especially in the graduate school level. Short school history and low academic preparations are not fitted for sophisticated professional learning in graduate schools. Thematic units are the major division of that they learn in these programs, are not professional subject matters. The scope of the themes are so broad that the study depth are superficial. Among program defects, the content areas of the programs are not assessed enough to verify what they have learnt. (4) Management of Short-term Programs as Attached Parts to Colleges and Universities The concrete meanings of job skills development are not identified, these short-term programs are focused to enliven the job skills though. Dependent to the main functions of the university belonged to sometimes physically and sometimes mentally are the major reason why abilities to cope with risks and changes of the short-term programs depreciated, lacking willness towards development and growth. 5. Developmental Directions of Short-term Programs as Professional Vocational Educational and Training Tools (1) Developmental Directions Management of the short-term programs should emphasize the practical aspects of the training, that is, raising the ability of understanding and application techniques in directly relation to the job world. For the further development of the short programs to enforce professional education, more sophisticated institutionalization may be needed to combine various sub-units and to enrich the whole system of vocational education. (2) Suggestions for Time Management The adoption of a semester system may be the best mode of time allotment for short-term programs. However, a great combination of half-semester and of multi-semester systems will induce various needs from students who are showing different learning needs. (3) Suggestions for Facilities Management Well-designed facilities may be fitted for short-term activities providing characteristic aspects of learning in short term different from those of regular courses or programs. The characteristic provision of various physical components may be the winning points of success in higher education management. (4) Suggestions for Resources Management Full time teaching staffs, an ample student pool, and need-based curriculum are the ingredient of productive programs. Lecturers and professors should prove well-qualified abilities of teaching along with sound practical experiences. Sizable administrative staffs may be prerequisite to program success. Strategies to induce a great number of students should be emphasized further on. (5) Suggestions for Better Structuring Periodic renovation of the curriculum for short programs to enrich job skills in every aspect. First of all, it can reduce various learning needs, inviting those who are interested in developing and managing better curricula further. It may be desirable to establish and manage those curricula with which more employabilities can be introduced. (6) Suggestions for Procedure Management Direct relations between educational institutes and industrial sectors should be established. More opportunities to accumulate informations on jobs should be provided through running short-term programs. (7) Suggestions for Outcome Management Detailed implementation reports of job skills development and professional improvement should be provided to identify the effectiveness of short programs. Open communication web and its use should be identified as the results of managing short programs. 6. Policy Suggestions for the Development of Open Lectures The following policy directions need to be established for the development of open lectures in higher education institutions. Short-term programs should be developed to achieve more sophisticated objectives. Simple and clear objectives should be identified, considering various time arrangements, students from wide backgrounds, and rich study contents. Distinctions between institutions should be identified enough to have different roles in higher education. Two-year colleges are expected to run practical courses, while four-year colleges and universities are planned to establish more high class courses. Competitive situations between national institutes and private ones can be introduced for further enrichment of short programs. Legal foundations should be adjusted for better achievement of educational goals through short programs. Distinctive programs in terms of students served and contents provided should be institutionalized to maintain the spirit or feelings of people. Simplification and clarification of the guides of the Ministry of Education and National Human Resources Development should be made to establish those related courses to undergraduate courses. Free access to those short-term programs, competitive increase of students, and continuous policy implementations may be the three ingredient of success in short programs.연구 요약 I. 서론 1 1. 연구의 필요성과 목적 1 2. 연구의 내용과 방법 5 3. 용어 정의와 연구 범위 및 제한점 8 II. 직업교육으로서의 고등교육단계 전문교육과 단기과정 15 1. 직업교육 기반으로서의 고등교육기관의 성장 15 2. 고등교육단계 직업교육관 24 3. 고등교육단계 직업교육과 전문성 28 4. 전문직업교육장치로서의 고등교육기관 내 단기과정 37 III. 직업교육으로서의 단기과정 운영 실태 및 문제점 49 1. 설치 및 운영 관련 법제 49 2. 개설·운영 유형 52 3. 개설·운영 실태와 문제점 56 4. 단기과정 운영 실태와 문제점 분석 결과에 대한 논의 113 IV. 미국과 일본의 고등교육기관 내 단기과정 운영 사례 117 1. 분석 준거 117 2. 미국 119 3. 일본 131 4. 시사점 149 V. 단기과정 중심의 고등교육단계 전문직업교육의 발전 방안 151 1. 기본 전제 151 2. 발전 방향 154 3. 발전 방안 155 Ⅵ. 결론 및 정책 제안 165 1. 요약 및 결론 165 2. 정책 제안 168 참고문헌 175 ABSTRACT 179 부 록 18

A Case Study on the Ethical Management in Workplace

Ⅰ. 연구의 설계 1. 연구의 필요성 2. 연구의 설계 Ⅱ. 직업윤리 경영 사례 분석 결과 1. 윤리경영 대상으로서의 윤리 가치 2. 직업윤리 검증 단계와 운용 절차 3. 직업윤리 실천 구도 또는 실천 실제 Ⅲ. 논의 및 제언 참고문헌 AbstractEthical dilemmas are considered to bring social malfuctions especially at the final stage even though individuals have been understood to have their own responsibilities to deal with ethical issues. This study was to identify these ethical situations by accepting the notion that ethical problems are manageable only at the organizational level. A list of ethical checklists developed by Doug Wallace and Jon Pekel, a ten-step method of decision making organized by Wallace and Pekel, and twelve questions of ethical dilemmas summarized by Laura Nash were used to address and resolve ethical dilemmas in four selected working places. Selected cases for the study were shown mostly diversified but unique aspects in managing group ethics for their own managemental purposes. Final conclusions were made based on the discussion that ethical dilemmas in various organizations should be resolved in consideration of their diversity and organizational perspectives

A Study on the Legal Foundation for Educational Growth in Private Academies

본 연구는 다음과 같은 연구목적을 성취하고자 추진되었다. 첫째, 학원교육 관리의 효율화를 위한 규제 관리 전략을 탐색한다. 이를 위하여 학원교육의 자율성을 제고할 수 있는 법적 제도적 방안들은 무엇이 있으며, 그에 터하여 학원이 건전한 성장을 도모할 수 있는 규제 완화 또는 강화 방안으로는 무엇이 있는지 검토․제시한다. 둘째, 사회교육기관으로서 학원교육의 발전 방안을 제시한다. 이를 위하여 학원이 사회교육기관으로서의 역할을 수행할 수 있는 가능성과 영역들을 검토하고, 아울러 국민교육기제로서의 학원교육의 발전방향을 모색한다.The study was to achieve the following goals. (1) Deregulation policies were searched for the effective management of private academies. (2) Future developmental points of private academies as social educational institutes were arranged.연구 요약 I. 연구의 개요 1 1. 연구의 필요성 및 목적 1 2. 연구의 내용 3 3. 연구의 수행 방법 4 4. 연구의 제한점 13 II. 학원 설립·운영과 규제관리 15 1. 학원 설립·운영의 역사 15 2. 법·제도적 규제 대상으로서의 학원교육 22 3. 학원교육 육성·지원책으로서의 규제관리전략 27 III. 학원 설립·운영 규제에 대한 인식 39 1. 교습과정의 설치·운영 39 2. 강사 자격의 관리 50 3. 수강료의 관리 68 4. 시설·설비 및 교육환경의 구비 81 5. 학원의 설립 등록 및 관리·감독 96 IV. 미국과 일본의 학원 설립·운영 사례 및 시사점 117 1. 학원 설립·운영 실태 117 2. 미국과 일본 사례가 주는 시사점 137 V. 정책 제안 143 1. 학원의 발전 방향 143 2. 학원의 설립·운영 제도 영역별 개선안 146 참고 문헌 163 ABSTRACT 165 부 록 17

Supportive Activities and Studies in Realizing the MOE's Empowerment Plan for Vocational High School Development

본 실업계 고교 육성 대책 추진 지원 연구에서는 이러한 인식에 기초하여 교육인적자원부가 지향하고 있는 실업계 고교의 육성책과 관련한 제반 정책의 추진을 지원하기 위한 연구·분석·정책 입안·조언 활동을 수행하고자 하였다. 본 연구 사업에서 성취하고자 추진한 구체적인 목표는 다음과 같다. 첫째, 실업계 고교 육성 대책 내용에 대한 이해 정도를 높이기 위해 현재 실업계 고교의 현황과 중등단계 직업교육이 처하고 있는 문제점에 대한 종합적인 이해를 모색한다. 둘째, 실업계 고교 육성 대책과 관련하여 계획되어 있는 관련 정책을 시행 하고자 하는 중앙 정부 부처와 시·도교육청 및 단위학교에서 전개되는 여러 가지 정책 수행 활동들을 적극 지원한다. 셋째, 실업계 고교 육성 대책을 검토하고, 그 실현 가능성을 더욱 높이기 위해 추가로 필요로 되는 정책 대안들을 분석하고, 보완적 정책 수단들을 제안한다.1. Introductory The roles of vocational high schools as providers of field workers have been degraded dramatically because of drastic changes in technologies and of low appreciations towards the high school graduates in the job markets. To deal with these situations, continuous implementation of national strategies announced in 2000 should be enforced further. In addition, new policies for compiling nourishing visions and missions for vocational high schools by accumulating charming ideas strongly reviewed. The first thing to meet these goals for the study team was to gather issues in vocational education in high schools. And next, the team was activated to participate in those supportive processes scheduled in the actual stage of implementing national policies. Finally, supplemental guides for the successful realization of the national policies were established and suggested for the vocational high school development. 2. Participation in activities to implement national policies towards the empowerment of vocational high schools A. Supportive participation in implementing national policies A participation to the national meeting of provincial officials and high school principals which hosted by MOE and organized to discuss the problems and issues in vocational education of the secondary level were beneficial to the study team in a sense that the meeting was a gathering of all directors of vocational education in local governmental bodies. At the meeting various opinions related to sound management of vocational high schools and future goals for further development of vocational education in the secondary level were pronounced and identified. An observatory chance to the a Provincial Educational Board was provided enough to understand its efforts in realizing its vocational education policies. Especially, at the workshop for school teachers was profitable to gather valueless information on the vocational education strategies. At the final stage prepared at a local University which was the major location for establishing the implementation plan of vocational education for the Province, ample strategies for the development of vocational education were proposed. At the training camp for vocational teachers who were eager to obtaining their second teaching certificates, the study team could collect various opinions in relation to their motives to take part in the training camp and their feelings over the possibilities to achieve minor specialization. To schools at various locations, many official tours were made to have interviews on teachers talking about their understanding and preparation for the development of schools and vocational education at the secondary level. The drastic downhill of the applicants to the vocational schools, shortage of experimental facilities, additional financial needs were major problems and requests in these individual schools. Specific considerations were provided through distinctive areas such as design, autos, horticulture, cooking, animation, computer, internet, tourism, by preparing special curriculum organized mainly based on students' distinctive interests. High application rate and favorable understanding towards the teaching and learning practices were their favorites. A special committee organized and supported by top level governmental bodies proposed some approaches for the renovation of learning circumstances in vocational schools. The study team gave some implicative consultation over what they have made, especially on policy changes in the college entrance examination system...Ⅰ. 서 론 1 1. 실업계 고교 육성 대책 추진 지원의 필요성과 목적 1 2. 실업계 고교 육성 대책 지원 활동의 전개 4 3. 실업계 고교 육성 대책 추진 활동의 지원 방법 5 4. 실업계 고교 육성 대책 추진 지원 활동의 범위 6 Ⅱ. 실업계 고교 현황 및 문제점 9 1. 실업계 고교 환경 9 2. 실업계 고교 현황 및 문제점 16 Ⅲ. 실업계 고교 육성 대책 추진 지원 활동 및 관련 정책 수행에 대한 평가 67 1. 실업계 고교 육성 대책의 주요 내용 67 2. 실업계 고교 육성 대책 추진 지원 활동 69 3. 실업계 고교 육성 대책 내용 보완 연구 132 Ⅳ. 실업계 고교의 지속적 육성·발전을 위한 과제 145 1. 교육과정의 혁신 145 2. 실업계 고교 실정에 맞는 학생 지도의 실시 156 3. 교원의 전문성 확보와 인력 수급의 안정화 도모 161 4. 제도 개선 및 행·재정 지원의 강화 169 참고 문헌 181 Abstract 18