• 한국문헌정보학회지
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• 제47권3호
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• pp.139-160
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• 2013

국내의 교육정책정보서비스를 제공하는 교육정책당국, 전문 연구기관과 전문사이트의 10개 웹사이트를 선정하여 내용분석법의 방법으로 이들이 제공하는 주요 정책정보의 종류, 분류체계, 검색시스템의 정보검색 기능 등을 중심으로 분석하였다. 비교 분석한 결과 제시된 문제점을 검토하여 표준화된 교육정책정보 분류체계 개발, 교육정책정보원의 메타데이터 표준화와 검색시스템의 편의성 제고, 정책당국 밀착형 맞춤서비스 제공, 분야별 정책정보 전문센터 운영, 정책분야 간 협력체제 구축을 개선점으로 제안하였다. 또한, 교육정책정보원, 교육정책정보시스템, 운영체제, 협력체제로 구성된 교육정책정보전문센터 모형을 제시하였다.

• 한국시스템다이내믹스연구
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• 제11권1호
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• pp.85-102
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• 2010

This paper explores the ways in which the functions of local educational authority in Korea can be analyzed by systems thinking, and puts forward some policy leverage strategies to enhance predictability of education policy effects and also to prevent unanticipated side effects arising from it. In dong so, we sketch causal diagrams to depict functional changes of local educational authority, based on before and after comparison, and attempt to derive policy intervention points to minimize unforseen reactions from the stake-holders concerned. These diagrams make it possible for educational policy-makers to capture the feedback, stocks and flows, time delays, and non-linearities they identify, although they have some limitations. This paper concludes that newly-designed functions and structures for local educational authority may be accepted by the stake-holders including teachers and unions, only if complex systems surrounding functional changes regarding local educational authority can be clearly understood and relevant policy measures can be effectively taken before the functional changes happen.

• 한국시스템다이내믹스연구
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• 제15권2호
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• pp.75-96
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• 2014

The purpose of this paper is to analyze the functional changes of local educational authority policy based on the systems thinking perspective using causal loop diagrams. In the past, the main function of the local educational authority was to manage and supervise schools. Through this policy, local educational authority would be transformed into a support agency. However, this policy did not achieve the goal, was to cause confusion and require improvement. This study shows structured causes of the problem based on systems thinking. These diagrams make it possible for educational policy makers to provide ideas, although they have some complicated environment. The findings indicate that based on systems thinking in this policy can help those who related to policy decision than existing diagnosis method.

• 비교교육연구
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• 제28권1호
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• pp.153-173
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• 2018

이 연구의 목적은 교육정책 탐구에 있어서 비교교육연구접근이 활용되는 영역과 내용, 방법 등의 분석을 통하여 합리적인 교육정책 개발과 집행을 위해 비교교육(학)연구 접근의 유용성을 규명하는 데 있다. 본 논문에서 제시한 교육정책(학)연구의 개념구조의 요소들, 즉 교육정책이념, 교육정책과정과 분석, 교육정책내용과 환경을 한국비교교육학회에서 학술지로서 발간하고 있는 '비교교육연구'의 내용 분석틀로 사용하였다. 분석결과, '비교교육연구'(1971년부터 2017년 9월)에 게재된 총 748편의 논문 중 교육정책(학)연구 관련 논문은 157편(21.1%)인 것으로 나타났다. 교육정책연구 관련 전체 논문 182편(내용 중복 25편) 중에서, 교육정책이념 1편(0.54%), 교육정책과정 40편(21.98%), 교육정책분석 7편(3.85%), 교육정책내용(교육개혁 제외) 60편 (32.97%), 교육개혁 51편(28.02%), 그리고 교육정책환경과 관련한 연구 23편 (12.64%)으로 나타났다. 또한, 교육정책과정에 관한 연구 논문 40편을 분석한 결과 교육정책집행에 관한 논문이 가장 많은 것(24편, 60%)으로 나타났다. 교육개혁에 관한 논문을 제외한 교육정책내용으로 분류된 60편 연구논문 중 정책유형의 분석한 결과 국제 비교연구의 특성상 배분정책(27편, 45.0%)과 재분배정책(23편 33.3%)이 주종을 이루고 있음을 알 수 있다. 본 연구에서 비교교육(학)연구 접근을 통해 분석된 주요 교육정책에 관한 연구 혹은 정책 집행에 대한 연구결과들은 궁극적으로 비교교육학의 학문적 측면에서 비교교육연구 방법과 절차의 타당성, 정교성을 개발시키고, 또한 실제 합리적인 교육정책 개발과 집행에 유용한 시사점을 제공하게 될 것이다.

• 비교교육연구
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• 제28권1호
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• pp.89-115
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• 2018

이 연구는 미국의 교육격차 배경과 최근의 구체적인 교육격차 실태를 분석함으로써 한국 교육격차 해소를 위한 시사점을 도출하는데 목적이 있다. 이를 위해 관련 논문과 미국교육부 게시 자료를 분석하였다. 분석결과, 미국은 사회적으로 소득 격차가 더욱 확대되고 있고, 이것은 교육기회의 격차로 이어지고 있으며, 결과적으로 교육격차로 격차로 귀결되고 있다. 이러한 교육격차는 인종적인 차원의 차이보다는 경제적 차원의 차이로 인식되고 있다. 모든학생성공법(ESSA)을 바탕으로 교육격차를 해소하기 위한 노력을 하고 있으며, 특히 농촌지역에 대한 교육지원정책이 크게 확대되었다. ESSA는 농촌지역 교육성취프로그램(REAP)을 통해 명목적이었던 기존의 지원을 보다 실제적으로 바꾸었다. 이러한 내용을 바탕으로 교육격차를 해소하기 위해 지역별로 차별화된 교육목표 설정, 소외지역에 대한 지원 강화, 지역별 교육비 격차 해소, 농촌지역 및 학력이 낮은 학교에 대한 정기적인 모니터링 등을 논의하였다.

• East Asian mathematical journal
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• 제39권2호
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• pp.199-227
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• 2023

The Korean government initiated an educational policy regulating academic acceleration in schools (e.g., regulating teaching or assessing above-grade-level content) in order to normalize public education and prevent the growth of private tutoring. To analyze whether the policy is achieving its intended goals, this study examined how high school mathematics teachers responded to the policy. The findings indicate four distinct teacher responses: the teachers would teach above-grade-level lessons in classes, but not assess them on a test; the teachers sought academic acceleration to prevent excessive private tutoring, although the policymakers thought that teachers' academic acceleration results in an excessive demand for private tutoring; the teachers were willing to teach above-grade-level content for students, but they were reluctant to teach below-grade-level content due to the time constraints; and the teachers recognized that the policy limited their curricular autonomy, even though it was intended to ensure their autonomy. Implications for mathematics teacher educators and policymakers are discussed.

• 교육시설
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• 제17권4호
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• pp.47-58
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• 2010

• 교육시설
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• 제20권5호
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• pp.42-45
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• 2013

• 의학교육논단
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• 제25권2호
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• pp.109-113
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• 2023

An educational outcome cohort has been established at Keimyung University School of Medicine to help make educational policy decisions and improve educational programs based on data. The purpose of the educational outcome cohort is to support educational policy decisions for achieving graduation outcomes smoothly and to accomplish the intended human resources development of the university through objective analyses and regular monitoring, providing continuous feedback. The data collected for the educational outcome cohort include the student identifications of freshmen, entrance exam scores, premedical and medical school grades, titles and forms of student academic research, the results of psychological testing, scholarship recipient lists, volunteer clubs, and so forth. The data are collected using an information utilization agreement approved by the Institutional Review Board, and the collected data are encrypted and stored on a dedicated computer for enhanced personal information security. Proposals to access and utilize the educational outcome cohort data must be discussed and approved by the Educational Outcome Cohort Committee, which decides on the scope and method of utilization. The collected and managed educational outcome cohort data have been used to develop comparative programs to improve students' competency and to support admission policy decisions through an analysis of the characteristics and performance of medical school students. The establishment and utilization of the educational outcome cohort will play an important role in determining the School of Medicine's educational policies and suggesting new directions for educational policies in the future.

• Asian Journal of Innovation and Policy
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• 제9권2호
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• pp.207-222
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• 2020

As the COVID-19 continues spreading, Korea's Ministry of Education (MOE) announced that all public schools, including elementary, middle, and high schools, must begin on April 9, 2020, via online teaching for the first time in the nation's history. There were opposite views among educators regarding the unprecedented attempt to start school online. This study intends to analyze the strategies and policies of distance learning in the public education sector using the experiences in Korea, which has been dealing with the COVID-19 pandemic over the past six months, and thus presents educational implications that may be of interest other countries in the post-COVID-19 era. This study first conceptualized the distance education policy in two domains: technological infrastructure and technological teaching and learning, and then examined what specific policies have supported distance education in school settings. For the analysis of policies supporting distance education in Korea, this study analyzed the relevant documents that include the annual plan and press release uploaded on the website of MOE from early March until early August. Accordingly, 13 documents that contain the distance education policy were analyzed in this study. To provide equal opportunities for all students and ensure fair resource allocations, technological inequality should be discussed in the context of educational inequality. Finally, this study looks at how strategies and policies could be related to educational equality and equity.