• Title/Summary/Keyword: Educational Finance

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Comparative Education and Educational Finance and Economics (비교교육학과 교육재정경제학)

  • Kim, Byoungjoo
    • Korean Journal of Comparative Education
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    • v.28 no.6
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    • pp.111-130
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    • 2018

  • In that all aspects of education can be compared from an international perspective, Comparative Education can share research subjects with most of the subdisciplinary study of Education. Especially Educational Finance and Economics, which is an important part of institutions and policies of education, has been one of the important areas in Comparative Education studies. In this regard, this paper summed up the relationship between Comparative Education and Educational Finance and Economics. Not only for the development of Educational Finance and Economics itself, but also in point of view of Comparative Education, it is as follows to discuss several tasks for Educational Finance and Economics to develop from now on. First, it is necessary to diversify the methods and approaches to Educational Finance and Economics. Comparative Educational studies or exploration on Educational Finance and Economics should require additional analysis from a variety of perspectives. Second, more efforts should be made to establish an independent theoretical framework for Educational Finance and Economics. Comparative Education may also be interested in international comparisons of these theoretical orientations or directions of Educational Finance and Economics. Third, we have to secure the identity of the Korean Educational Finance and Economics. Various comparative educational studies on Educational Finance and Economics of Education from an international perspective should be attempted on the basis of indigenous and independent Educational finance and Economics. Educational Finance and Economics are areas in which comparative educational analysis is needed more than any other study field of Education. We look forward to more active research on Educational Finance and Economics in the future from a comparative educational standpoint.

  • https://doi.org/10.20306/kces.2018.28.6.111 인용

Local Education Welfare Financial Analysis - Focused on Busan Metropolitan City Office of Education Special Account (지방교육 복지재정의 실태 분석 연구 -부산광역시교육청 교육비특별회계를 중심으로-)

  • Lee, Young-Nae;Joo, Chul-An
    • Journal of Fisheries and Marine Sciences Education
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    • v.26 no.6
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    • pp.1245-1260
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    • 2014

  • This paper is to analyze the size of Busan Metropolitan City Office of Education Special Account and Educational finance Changes based on the welfare types from 2009 to 2013. It also identifies the impact on welfare finance education programs that target low-income students. The size of Education welfare finance was increased to 355.3 billions (2013) from 90.9 billions (2009), with the last 5 years average annual growth rate as high as 41.9%. But there has been relative decrease in the size of selective welfare budget for low income students such as tuition assistance & IT support to low-income and vulnerable groups, rural schools support to improve facilities, education welfare priority program. The finding suggests that the size of selective welfare budget should not be decreased due to universal education welfare policy. If it is to expand the universal education welfare, then there should be redesigning of local educational finance and further revenue for local education finance to keep the budget for the education welfare target groups.

  • https://doi.org/10.13000/JFMSE.2014.26.6.1245 인용 PDF KSCI

A Study of the Standard Evaluation of Baccalaureate Nursing Education (4년제 간호교육 평가표준안 개발연구)

  • 신경림;안양희;박경숙;서연옥
    • Journal of Korean Academy of Nursing
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    • v.31 no.6
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    • pp.1109-1118
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    • 2001

  • The purpose of this study was to analyze the appraising frame and the accreditation system of universities in both Korea and the United Sates, as well as developing a standard plan to appraise 4 year nursing education institutions in Korea. Research design of this study was descriptive comparative research. The results of the research can be divided into six fields, educational purposes, educational courses, students, faculty, facility .equipments and administration.finance in Korea. Then the results were further categorized into seven fields : mission and governance, faculty, students, curriculum and instruction, resources, educational effectiveness and integrity. Thus Korean appraising frames were suggested to have eight fields of standard. The fields are philosophy and purposes of educational institution, educational courses and instruction, students, faculty, facility .equipments, adminstration.finance, educational effectiveness and integrity.

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