학교 자율화 정책의 특성과 과제 -5,31 교육개혁에서 4,15 학교자율화 추진계획까지- = A Study on the Policy to Promote the School self-regulation -from 5,31 educational reform to 4,15 school self-regulation action plan-

다국어 초록 (Multilingual Abstract)

The purpose of this study is to find the suggestions for `Policy to promote the school self-regulation` under the view of Educational autonomy. For this, I analyzed the relation of `Educational autonomy` and `Local autonomy`, and `School autonomy`. The autonomy of school means that educational staffs including the teacher decide educational plan and organization and operate it independently. Basically the autonomy of school means the completion of local autonomy in education. And, I analyzed the past and now `Policy to promote the school self-regulation`. For example, It contains School management committee, School united accounts system, Invited school principal, Deregulated school, School and teacher evaluation. But, the result of school reform policy is not sufficient to really promote the Educational autonomy in school. Especially the policy focused on the Secondary education than elementary education. As a conclusion, First, what ultimately determines the success or failure of the local autonomy in education is how to well it is practical in a school unit. Second, the deregulation of school can not guarantee the Educational autonomy in school. So, the policy of autonomy must be more practically concreted, and the distribution of power in educational administration should be more propelled among the nation-province-school levels. Third, the principal centered structure and process in school decision-making should be changed to more pluralistic system than now. For this, it is necessary to confirm the teacher and parents and student`s legal status as a autonomy organization. Finally we should regard the guarantee of Right to education as final purpose of policy to promote the school self-regulation or reform the educational autonomy system.