수·해양계 고등학교 승선실습의 교육조건 개선을 위한 입법론적 연구

다국어 초록 (Multilingual Abstract)

The right to learn refers to the inherent right granted to every human being from birth, which enables individuals to develop their personality through learning, realize human dignity and value, and pursue holistic growth and development as human beings. It possesses the nature of a negative liberty right, ensuring that individuals are free from interference by state power or third parties in the exercise of their right to learn, and at the same time, it is understood as an innate natural-law right related to the essential growth and development of human beings. Furthermore, the right to learn goes beyond merely guaranteeing the freedom of learning; it also possesses the nature of a social right that enables individuals to demand the state to actively ensure the improvement of educational conditions as well as the substantive equality of educational opportunities. The term “improvement of educational conditions” refers to the organization and enhancement of human, material, and financial systems necessary for the realization of the right to learn. The determination of whether the constitutional right to receive education has been violated requires, first, the establishment of an “adequate standard” of educational conditions necessary for education. A violation may be found when the conditions fall below the minimum level deemed appropriate in light of relevant statutory standards. Furthermore, based on a comprehensive review of the Constitutional Court’s decisions and the Supreme Court’s rulings, the “minimum standard of educational conditions” for determining the infringement of the constitutional right to receive education may be understood as including the following situations: ①where the burden imposed on students is excessively heavy; ②where there exists a significant disparity in educational environments among schools; ③ where the educational conditions are severely inadequate; and ④where the ancillary facilities essential for learning cannot be used normally for a period of two months or longer. The examination, which regulates the On-board Training of Maritime and Fisheries High Schools, is a legal order and is binding on students. However, beyond the internal and external limitations of administrative legislation mandated by the Constitution or law, the conditions of "Number of students per class," "Seagoing experience required for licensing," and "Bridge watchkeeping duty" did not meet the "minimum standards of educational conditions" and violated students' right to learn. In order to protect the infringed right to learn of students through ex post remedies, it is necessary to amend certain provisions of the On-board Training Program for Merchant Marine Officers, the On-board Training Program for Fishing Vessel Officers, and the Standards for Designated Educational Institutions. In addition, the “Minimum Standards of Educational Conditions” should be incorporated into the scope of internal and external evaluations under the Maritime Education Quality Standards. Through such measures — such as verifying compliance during evaluation processes, ensuring continuous efforts for improvement, identifying critical deficiencies, and implementing corrective actions — the students’ right to learn during On-board Training can be effectively protected within the maritime education quality system. Keywords: the student's right to study, on-board training, improvement of educational conditions, the number of students per class, sea service required for the issuance of a license, bridge watchkeeping duties

목차 (Table of Contents)

• Abstract ⅶ
• 제1장 서론 1
• 제1절 연구의 배경 1
• 제2절 연구의 방법 및 목적 4
• 제2장 수·해양계 고등학교 승선실습의 현황 및 문제점 6
• 제1절 수·해양계 고등학교 승선실습의 현황 6
• Ⅰ. 해양계 고등학교 6
• Ⅱ. 수산계 고등학교 10
• 제2절 수·해양계 고등학교 승선실습의 문제점 16
• Ⅰ. 학급당 학생 수 16
• Ⅱ. 면허를 위한 승무경력 17
• Ⅲ. 선교당직직무 19
• 제3장 수·해양계 고등학생의 학습권 침해 판단에 관한 비교법적 검토 22
• 제1절 수·해양계 고등학생의 학습권 침해 판단 기준에 관한 이론적·법적 근거 22
• Ⅰ. 적정 학급 규모 22
• Ⅱ. ｢STCW 협약｣ 27
• Ⅲ. IMO Model Course 31
• 제2절 헌법상 학생의 학습권 침해 판단에 대한 법적 해석 40
• Ⅰ. 학급당 학생 수와 학습권 침해에 관한 법적 해석 41
• Ⅱ. 면허를 위한 승무경력과 학습권 침해에 관한 법적 해석 43
• Ⅲ. 선교당직직무와 학습권 침해에 관한 법적 해석 44
• 제4장 수·해양계 고등학생의 학습권 침해에 대한 법적 구제방안 49
• 제1절 기본권 침해와 보호에 대한 일반이론 49
• Ⅰ. 기본권의 개념과 주체 49
• Ⅱ. 기본권의 효력 52
• Ⅲ. 기본권 침해·보호의 개념과 유형 59
• 제2절 학생의 학습권 침해에 대한 사후구제적 기본권의 보호방안 64
• Ⅰ. 법원 및 헌법재판소에 의한 보호 65
• Ⅱ. 집행권에 의한 보호 67
• Ⅲ. 국가인권위원회 국민권익위원회 및 청원에 의한 보호 71
• 제5장 수·해양계 고등학생의 학습권 보장을 위한 교육조건의 정비 방안 74
• 제1절 교육조건정비청구권에 대한 일반이론 74
• Ⅰ. 교육조건정비청구권의 개념과 헌법상 근거 74
• Ⅱ. 교육조건의 분류에 관한 학설과 판례 77
• Ⅲ. 교육조건에서 학생의 학습권 침해에 대한 판단 기준 78
• 제2절 학생의 학습권 보장을 위한 교육조건의 정비에 관한 입법론적 개선방안 80
• Ⅰ. ｢상선해기사 승선실습프로그램｣ 고시 개정 81
• Ⅱ. ｢어선해기사 승선실습프로그램｣ 고시 개정 82
• Ⅲ. ｢지정교육기관기준｣ 고시 개정 83
• Ⅳ. ｢해기품질기준｣ 고시 개정 86
• 제6장 결론 89
• 참고 문헌 93
• 초록 97