5-6世紀 高句麗 鐵器製作技法에 對한 一考察 : 漢江下流域 資料를 中心으로

학위논문(석사)--서울대학교 대학원 :고고미술사학과 고고학전공,2002.Maste

케냐 보편초등교육 분석: 국가정책 프랙티스에서의 국제개발원조 의제 영향력

학위논문 (박사)-- 서울대학교 대학원 : 교육학과, 2013. 8. 김기석.The research presented here is a study of the global educational development discourse in national policy practice of universal primary education (UPE) in Kenya. This study provides an opportunity to identify and analyze the effects of global development agenda and national response in policy practice in Kenya with a focus on primary education. In Sub-Saharan Africa, education policy for universal primary education has long been a popular policy choice for many countries although lacking continuity due to global and domestic constraints. Yet, much debate on the challenges and shortcomings on similar UPE policies driven by the international development agencies pushing the millennium development goals (MDGs) as the ultimate goal continued when simple and numerate expression of the MDGs became dominant development agenda in global development society. Decline in the quality of education, vicious cycle of overcrowded classrooms and high dropout rates, and questionable sustainability resulted from financial constraints are common outcomes of impromptu policy implementation in most countries in the Sub-Saharan Africa (SSA) region that introduced UPE including Kenya. Suffered from the British colonial rule for a long time, Kenya endeavored to expand educational opportunity through the introduction of UPE policy. In order to rise above the initial setting of colonial education system from the onset of independence, education system reform was conducted for the introduction of UPE policy. Political, economic and social changes in the society, in turn, affected the segmental development of the UPE policy in Kenya. The expansion of UPE in the 1970s, decline in the 1980s, and the new emergence from the 2000s, particularly with the 2003 UPE initiative supported by the international development community through the Kenya Education Sector Support Program (KESSP). Among many developing countries in the SSA region adopted UPE policy as a major strategic plan for national educational development, Kenya has achieved notable progress with regards to the MDGs and Education for All (EFA) targets and indicators with the substantial aid from major international development agencies in the implementation process. Despite the quantitatively progress toward the attainment of universal primary education, this progress is not reaching the marginalized. Kenya still confronts many challenges in enhancing access, equity, quality and relevance of education including regional disparities, low capacity and weak governance in education, lack of human and financial resources, and ineffective and uncoordinated monitoring and evaluation systems. The UPE policy in Kenya has been underpinned by the dominant global educational development agenda promoted by international development agencies where the global-national dynamics prescribed in embracing universal primary education into national policy practice. As observed in the case of Kenya, the national educational development policy in developing country is often swayed by the direction of hegemonic international agenda. Lacking financial stability and state accountability for sustainable implementation may alter the goal of universal primary education to the outcome of universal poor education. Therefore, the UPE in Kenya provides a good case study to examine the global-national dynamics in the educational development practice and challenges in the course of interaction, representing a developing country responding to powerful global educational development agenda in its national policy practice.ABSTRACT i TABLE OF CONTENTS iii LIST OF TABLES vi LIST OF FIGURES vii CHAPTER 1. INTRODUCTION 1 1.1 Overview 1 1.2 Statement of the Problem 8 1.3 Research Questions 13 1.4 Conceptual Framework 15 1.5 Methodology 18 CHAPTER 2. BACKGROUND OF THE STUDY 24 2.1 Global Discourses on the Educational Development 24 2.1.1 Education for All (EFA) 24 2.1.2. The Millennium Development Goals (MDGs) 33 2.2 Universal primary education in Sub-Saharan Africa 40 CHAPTER 3. THE CONTEXT OF EDUCATION IN KENYA 46 3.1. History of Educational Development in Kenya 46 3.2. Education System and Reforms in Kenya 51 3.2.1. Colonial education system before the Independence 51 3.2.2. The 7-4-2-3 education system between 1964-1985 53 3.2.3. The 8-4-4 education system from 1985 onwards 56 3.2.4. Recent development in education system: Kenya Vision 2030 and the Constitution of Kenya 2010 59 3.3 Issues in Education in Kenya 65 3.3.1. Characteristic of current education system 65 3.3.2. Challenges and concerns in education 67 CHAPTER 4. UNIVERSAL PRIMARY EDUCATION PRACTICE IN KENYA 71 4.1 The Expansion of UPE: 1970s-mid-1980s 71 4.1.1. The first UPE initiative in 1974 71 4.1.2. The second UPE initiative in 1978 81 4.2. The Decline of Free Primary Education Policy: mid-1980s-1990s 89 4.2.1. The socio-economic context in Kenya 89 4.2.2. Consequences of the structural change in education system 94 4.2.3. The World Bank and the cost-sharing scheme for education 97 4.3. The New Emergence of UPE: 2000s-present 103 4.3.1. The third UPE initiative in 2003 103 4.3.2. Support from the international development community through KESSP 108 CHAPTER 5. DISCUSSION 115 5.1. Global Educational Development Discourse and Agenda Setting 115 5.1.1. The shift of the global development discourse toward social and human development 115 5.1.2. Globalization and its impact on international educational development agendas 119 5.1.3. International development agencies and agenda setting 124 5.2. National Response through UPE Policy Practice in Kenya 132 5.3. Challenges in the Implementation of Global Agendas in National UPE Policy Practice 140 CHAPTER 6. CONCLUSION 146 6.1. Summary 146 6.2. Re-examining the global-national power dynamics in educational development practice 153 Reference 161 Appendices 176 1. Kenya at a Glance 176 2. Millennium Development Goals, Targets and Indicators 177 LIST OF ACCRONYMS 181 Abstract in Korean 183Docto

Effects of the instructional strategies and program types on the cyber university contents satisfaction supported by the government

본 연구의 목적은 2006년에 개발된 원격대학 국가 지원 콘텐츠들을 활용된 교수-학습전략, 멀티미디어 유형, 그리고 프로그램 유형에 따라 분류하고, 교수-학습 전략의 제공 여부와 프로그램 유형이 교육 효과로서의 학습자 만족도에 어떠한 영향을 미치는가를 분석하는데 있다. 본 연구는 2006년 국가 지원 원격대학 콘텐츠로 개발된 10개 콘텐츠의 유형을 분류하고, 이를 수강한 4개 대학 학생 63명에게 학습자 만족도를 조사하였다. 연구 결과로, 교수-학습 전략의 유형을 분류하면 문제중심학습/프로젝트중심학습과 목표중심시나리오 콘텐츠가 각각 2개, 사례기반학습과 게임기반학습 콘텐츠가 각각 1개로 나타났으며, 멀티미디어 유형 구분에 따라 플래시 애니메이션을 위주로 한 콘텐츠가 5개, 플래시나 동영상을 혼합한 콘텐츠가 5개로 나타났다. 프로그램 유형에 따른 구분에 의하면 튜토리얼이 5개, 반복연습이 2개, 스토리텔링이 3개로 나타났다. 다음으로 교수-학습 전략의 제공 여부와 프로그램 유형에 따라 만족도를 구성하는 8개 종속변인에 대한 효과를 알아보기 위해 다변량분석을 이용하여 분석하였다. 적합한 교수-학습 전략을 활용하여 콘텐츠를 설계했을 때가 그렇지 않은 콘텐츠에 비해 학습자 만족도가 유의미하게 높았고, 프로그램 유형에 있어서는 반복연습형 콘텐츠가 스토리텔링 콘텐츠보다 만족도가 높았다. 이 결과로 스토리텔링을 비롯하여 향후 콘텐츠를 개발하는데 있어 구체적인 설계 기법을 콘텐츠의 목적에 맞게 효과적으로 구현하는 것이 요구된다고 할 것이다. The purposes of this study are to classify the contents types of 10 cyber university contents supported by the Korea government in 2006 and to investigate the effects on the student's satisfaction. This study was a part of the 'Support to Develop the Cyber University Contents' project launched at 2003 to promote quality, strength, and competitiveness of the cyber universities in Korea. The contents types were classified into 3 categories as instructional strategies, multimedia types, and program types. Contents as instructional strategies classified in this study were 2 of Problem/Project based learning, 2 of Goal based scenario, 1 of Case based learning, and 1 of Game based learning. Contents as multimedia types in this study were 5 of Flash animated instruction and 5 of Flash-VOD mixed instruction. Finally, Contents as program types were 5 of tutorial, 2 of drill and practice, and 3 of story-telling. Main effects were found as instructional strategies and program types. The results showed contents applied effective instructional strategies effects on the students satisfaction. And evidence showed the drill and practice typed contents were more effective than story-telling typed contents. This research suggests that efforts are needed to apply the effective instructional strategies as contents objectives