경남지역 고등학교 학생의 직접 교육비와 간접 교육비 분석

최청일,천구태 東亞大學校 學生生活硏究所 1994 學生硏究 Vol.22 No.-

The aim of this paper compares both the public and private costs of academic and vdcational upper secondary school students. We also compare both the public and private costs among vocational upper secondary school students : commercial, agricultural, technical, aquatic. The sample of students used in the study were selected from academic and vocational upper secondary school. Two types of data were requried to carry out this study; data on public cost and data on private cost. Data on public cost were collected from Educational Board in Kyung-nam. To acquire data on private cost the questionaire was administered to 1800 students. The findings divided by public and private cost per student are as follows. 1. Government-borne public costs were higher for vocational educational students relative to academic educational students. Among vocational students fishery school students were the highest. 2. Educational costs which are publicly borne by students and parents were for higher academic students relative to vocational students because fees and tuitions were high. 3. Academic students paid direct private costs much more than vocational students,but we must keep an eye on commercial students paying direct private costs much more than academic students. 4. Total educational costs per student, which consist of government-borne costs,tuitions and fees, direct private costs, were higher for academic students relative to vocational students. Among vocational students commercial students were higher for other vocational students. 5. When comparing total educational costs per student with students'social-economic status. There was little difference. 6. Indirect private costs were higher for academic students relative to vocational students. Among vocational students. Among vocational students indirect cost of fishery students students. were lower in contrast to other vocational students. 7. Parents' occupation and family income were little related with private costs. But parents' educationwas related with private cost. In sum, the analysis to cover total education costs has shown that the more expensive educational program is the academic one-Govemment-borne public cost was only higher for vocational education than that of academic education, whereas private and indirect costs were higher for academic students. In monetary outlay academic students paid 280,000won in average more than vocational students peryear. Among vocational students the order which was much paid direct costs was commercial, agricultural, technical, aquatic. In terms of indirect cost academic students paid 31687won more than vocational students per day. But except for aquatic students there was little difference in indirect cost.

敎師의 給與政策 比較硏究

최청일 東亞大學校 學生生活硏究所 1998 學生硏究 Vol.17 No.-

The purpose of this study was to review teachers' salary policy in the United States. The present study gave attention to personnel policies that bore on school financing and provided specific detail and discussion of teachers' salaries. Of concern was the relative financial condition of teachers in the national economy. Teacher policies that addressed both the needs of the children and the welfare of the teachers were necessary for a productive educational system. Such personnel policies were affected by the supply of a quality teaching force as well as by the economic and demographic conditions of the school district. Collective barganining played an important role in the welfare of teachers in over half of the states : but, the evidence was inconclusive as to whether over the long term, teachers' salaries were higher in the states and school districts where collective bargaining was practiced. Teachers had historically been subjected to low levels of compensation. Adam Smith attributed the low wages of teachers to the plentiful supply. The fact that public school teaching was not subject to conventional market forces with regard to both supply and demand prevented teachers' salaries from being competitive with other white-collar employments. Rather than having the characteristics of an open marketplace the public school teaching profession exited as an oligopoly wherein the state legislature could if it chose control supply and demand. The measurement of both the supply and demand of teachers was extremely complex. The supply was generally dependent on the number of teachers continuing in the profession and the number of new entrants. Both variables were dependent on facors such as age of teachers, retention power of the profession, opportunities for other employment, and the like. Further complication was added by the length and number of career breaks and the gender of teachers. Investment in public schools and the economic conditions of teachers was influenced by the general condition of the economy. In periods of revenue shortfalls, teaches tended to personally absorb or cushion the effects of the economy. An objective measurement of how much teachers should be paid to provide a quality education was not likely to be found. If teachers' salaries exceed the rise of inflation it Is thought to be good. If teacher’s salaries in the United States were relatively better than in other countries, there might be reason to assume some relative elevation of teaching status in the economic system. Today, teachers' salaries fall short of most other white-collar prolessions in the United States, but appear to provide greater purchasing power for U.S. teachers than teachers' salaries in other advanced nations.

사학재정의 정책방향

최청일,고영진 東亞大學校 學生生活硏究所 1995 學生硏究 Vol.17 No.-

地方文化와 地方大學의 役割과 機能

최청일,설기문,박영태,이광원 東亞大學校 學生生活硏究所 1992 學生硏究 Vol.20 No.-

A local culture ought to be established by local citizens and existed for the sake of local citizens, at the same time a local culture should be cultures developing, prospering the locality. That is why a local culture must be separate from centralizm. On this account it is necessary that local inhabitants should create their own cultures in their own way. Up to now, however, a central government has controlled local cultures, so we find it very difficult for the inhabitants to form creative cultures for their own locality. Therefore universities, colleges, and community colleges where are located in the locality are now asked to play initiative roles to produce local cultures. There are factors to make allowances for advancing local cultures; that is, the qualities, a cultural space, a cultural organization, cultural events, maintenance and transmission. The functions of higher educaion are instruction, research, service, these general functions of higher education and the above factors are indispensable to the development and creation of local cultures. In this paper we mean to investigate the functions and roles of higher education in Pusan area for the prosperity of local cultures. The followings specify the functions and roles of higher education for the advancement of local cultures. 1. Higher education has the responsibility of creating and maintaining of the qualities of local cultures corresponding to the area. Pusan is surrounded with rivers, seas, mountains and has plentiful of traditional inheritances. In spite of these environments Pusan is regarded as a marine city, Pusan has not only activities to maintain qualities as a marine city but also contains activities to keep pace with cultural qualities as a riverside city, a mountainous city including historical inheritances. 2. Higher education tries to play an important role to search for programs to utilize the existing cultural space and to devise new cultural space. In case local qualities in Pusan are divided into riverside, mountainous, marine, and traditional, Dong-A University and Busan Junior College are situated at Nak-dong River, so they had better devise cultural acticities in connection with riverside cultures. Busan National University, Dong- Ui University, Busan Women's University, Busan Teachers'College are surrounded with mountanous areas, therefore they had better plan cultural programs to devise activities connected with mountainous cultures. Korean Marine University, Gyongsong University, Susan University, Goshin University are surrounded with seas, so they had better devise programs to make use of activities related to marine cultures. 3. Higher education should provide local citizens with the facilities for cultural space. 4. Higher education should educate persons who keep and create local cultures. 5. Higher education should have close ties with cultural organizations in the locality to activitize and study the programs, and supply them with the materials. 6. Higher education should make their resource personnel take part in the activities of the cultural organizations and contribute to the development of the cultural organizations. 7. Higher education should get their own members to participate in the cultural events and to help to activitize the events. 8. Higher education should develop cultural event corresponding to local qualities and devide them into weak points and strong points to activitize the program. 9. Higher education should participate in the cultural events and manage the events. 10. Higher education should have research activities to keep the existing local cultures and to develop new cultural patterns. 11. Higher education should have their own members educate the inhabitants to transmit local cultures and try to practise examplary cultural patterns.

고교생의 과외수업 실태 분석

최청일,박영희 동아대학교 학생생활연구소 2001 學生硏究 Vol.29 No.-

The purpose of this is to examine the current status of private tutoring received by high school students Results of the study can be described as follows. 1.The majority of high school students receive the private tutoring. Most of them experienced such lessons during their elementary school days whether they sought to advance into higher levels of school or develop their own tastes, specialties or skills. 2.Despite a substantial public investment to school education under the policy of 5% educational finance the quantitative expansion of education have not proceeded along with the qualitative improvement of education of terms of educational conditions and facilities. For this reason, private educational expenses have been spent more than public ones. The amount of such private expenses depends on the economic power of homes because the market of private education is governed by the principle of market economy. Differences in the economic ability lead to the deepened differences in the quality of education experienced by students, increasing the inequalities of educational opportunity and further social opportunity. To solve these problems, measure to convert such enormously paid private educational expenses into such expenses used for public education should be taken. 3.A flood of private education including private tutoring and lectures by private institutes and thereon excessive expenses for such education have been all caused by the fact that the existing public education could not have provided services enough. To solve these problems, public education should have competitive power as comparable to private education. 4.Most of those students who received private tutoring responded that such lessons were helpful to their better academic achievement. Furthermore, it was found that the majority of students who achieved good results at the college entrance exam experienced private tutoring. Thou such lessons should be changed from as a means seeking the fierce competition of college entrance to as a means helping students develop their own qualities. 5. Long-term efforts to converge activities of private into those of public education within school should be needed. Public education as represented by school education should be provided with a variety programs to meet students' interests, demands and needs and to ultimately realize learner-oriented education and education considering differences among individual students.

후기 중등교육과 고등교육 선택의 경제적 분석

최청일,천구태 東亞大學校 學生生活硏究所 1993 學生硏究 Vol.21 No.-

In the early 1970s, with the availability of individual student data empirical research on higher education demand shifted to analyses of the individual's decision over whether and where to attend college. In these empirical studies we estimate wheter an individual goes to college or gets a job. At the same time, preference, price, income are chosen variables to determine college-going behavior. The aim of this paper is to investigate an individual's college-going behavior in high school using these three variables. The data showing students' attributes were collected from students, who graduated from Kim-hae High School in 1990 and 1991. IQ, parents' education and occupation, marks were selected from their personal records. A survey Questionaire was used to the sample of 437 students attending now in Kim-hae High School and their parents. The questionaire was produced to know the influences of income and price when going to college. The questionaire returned were statistically treated to obtain answers to the question stated for this study.

교육개혁의 경제학

최청일 동아대학교 교육대학원 2000 동아교육논총 Vol.26 No.-

초등학교 예산운영 분석

최청일,장 현 東亞大學校 2000 東亞論叢 Vol.37 No.-

In an effort to seek a scientific and rational way to plan and execute elementary school budgets, this paper analyzes the realities of current budget planning and its execution. To this effect, a survey was conducted to vice-principals, principals, and school budget executors with a focus on how autonomously, appropriately, and efficiently they carry out the budget-related issues. The results of the survey and the suggested remedies are as follows. First, it seems necessary in planning a budget to consider the relation between school education plan and budget allotment, the more involvement of people concerned, and the benefits of the beneficiaries. Second, as far as the execution of budget goes, a free right must be assigned to the teachers in charge, and a priority should be given to the operation of the curriculum, the simplification of procedures, students' welfare, and the improvement of educational environment. Also of necessity are the constitution of budget committee, the unified channel of school accounting, the evaluation of school budget planning and execution.

敎育投資의 意思決定 基準分析

崔淸一,天九泰 東亞大學校 學生生活硏究所 1992 學生硏究 Vol.20 No.-

From the perspective of economics, educational decision can be thought of as producing human capital;that is, as embodying knowledge in students that has subsequent market value through increased labor market skills, broadly conceived, upon entry into the work force. The purpose of ths paper is to discuss rational decision criteria for human capital investment. The educational decision criteria can be divided into micro approaches and macro approaches. The micro approaches consist of rates of return, internal rate of return, net present value, benefit-cost ratio, cost-effectiveness. The macro approaches involve residual growth, manpower planning, social demand approach. Rate of return is that percentage rate of return that discounts the stream of earnings expected by the student over his life cycle back to its present value and equate them to the total educational costs compounded forward to the date of graduation. The internal rate of return is that discount rate which equates the present values of benefits and costs or the same things as sayings it is that discount rate at which the difference between the discounted value of benefits and the discounted value of costs is equal to zero. The net present value is the difference between the present values of benifits and of costs. We had better select all projets where the present value of benefits exceeds the present value of costs. The benefit-cost ratio means that the ratio of the present value of benefits to the present value of costs exceeds unity. A project will be worthwhile whenever B_0/C_0>1. Cost-effetiveness analysis is a technique for measuring the relationship between the total inputs, or costs, of a project or activity, and its outputs or objectives. This method may be employed to make choice of a project from among the alternatives, where programe effects are not valued in money terms and where imputing values will be difficult. The sources of economic growth are not only physical capital and labor but also education, health, on-the-job training. The contribution of these latter groups of factors to econonic growth is that part of the growth which can't be explained by increases in physical capital and labor inputs. The unexplained part of growth is generally termed residual growth. Manpower planning attempts to relate manpower needs of the economy to manpower supply through education and training when planning economic development. Social demand approach refers to the demand for education emerging from the needs and aspirations of individual persons as contrasted the educational demand based on the personnel requirements of society. The above criteria should be put educational decision in human capital investment into use.

학교 회계제도의 문제점 및 발전 방향 탐색

최청일,김의호 東亞大學校 2001 東亞論叢 Vol.38 No.-

To cultivate new intellectuals and creative ones who would cope better with the 21st century's knowledge-based society, each of the schools of this nation should perform its capacity related to education to the utmost under self-regulation. The new version of school accounting system becomes a framework which would sustain the effectiveness of such voluntary and creative education in each level of school. It is not yet determined whether the newly introduced system would be really effective in education fields. But, in fact, success or failure in accomplishing the purpose of any system as introduced depends probably on ways of the system operation. The successful operation of school accounting system requires a thorough improvement of existing budget allocation practices, that is, the current situation that supervising education agencies allocate budgets to each school and decide in advance objectives or businesses of budget use without any negotiations with each of the educational institutions, Also such accounting system at each school could be steadily established only when budgeting by each school at its own discretion is carried out democratically and transparently. Such settlement of school accounting system requires recurrently providing related education and training to principals, staff and ordinary teachers and members of school management committee, all of whom are responsible for school budgeting. The education and training should provide substantial and practical instructions, especially regarding the necessity and method of budget demand and the rules of budget and settlement account inspections. In fact, all of the responsible workers, except school adminstration officers, are non-experts about budget. It is, therefore, hooded to form conditions that help those non-professionalists deal with budget effectively. In this sense, the form of budget statements should be made to be easily understood and later school affairs for which budget was really spent should be informed in detail. Moreover, each of the schools itself should provide teachers a preliminary training of budgeting.