교원의 교육권의 법리

손희권(Sohn Heekwon) 한국교육행정학회 2007 敎育行政學硏究 Vol.25 No.4

본 연구의 목적은 교원의 교육권의 법리를 헌법재판소, 교육법학자, 헌법학자 등의 견해를 중심으로 고찰하는 것이다. 첫째, 교원의 교육권의 근거로 자연법, 실정법, 헌법, 법률, 조리 등이 제시되고 있으나, 헌법 제31조 제4항에 규정된 교육의 자주성 및 초ㆍ중등교육법 제20조에 명시된 교직원의 임무에서 그 근거를 구하는 것이 적절하다. 둘째, 교원의 교육권의 개념으로 수업권, 교육의 자유 등이 제시되고 있으나, 수업의 개념에 비추어볼 때 수업권의 개념에 교원의 학교운영에의 참여까지 포함시키는 것은 무리이다. 셋째, 교육의 개념에 비추어 볼 때, 교원의 교육권의 내용으로 교육내용, 교육방법 그리고 학생 평가ㆍ징계ㆍ지도권이 포함될 수 있으나, 교육정책까지 포함시키는 것은 그 범위를 과도하게 확장하는 것이고, 교육조건 정비 요구의 주체를 고려할 때, 교육조건정비요구권은 교원의 교육권의 내용으로서는 부적절하다. 넷째, 교원의 교육권의 성격에 관하여 권한, 권리, 기본권 등 다양한 견해가 제시되고 있으나, 권리주체의 법리 및 임무의 개념에 비추어볼 때 권한으로 간주하는 것이 적절하다. 다섯째, 교원의 교육권의 한계 및 제한으로 헌법적, 법률적, 기타 한계 및 제한 등이 제시되고 있으나, 교원의 교육권의 근거 및 성격과 교육의 자주성ㆍ전문성의 개념을 고려할 때, 헌법적 한계 및 제한 중 기본권 제한요건, 표현의 자유의 제한 요건, 학문의 자유의 한계, 교육의 자주성ㆍ전문성은 교원의 교육권의 헌법적 한계 및 제한으로서 부적절하며, 기타 한계 및 제한 중 국가와 사회공동체의 이념과 윤리, 조직상의 요청이 큰 경우, 교육내용의 객관성과 보편성은 그 다의성 및 광범성 때문에 명확성의 원칙에 위반될 가능성이 있다. 끝으로, 교원의 교육권은 학생의 교육권 보장의 극대화 및 교육적 가치의 실현이라는 관점에서 학생, 보호자 그리고 국가의 교육권과의 관계를 설정하고, 학교의 설립ㆍ경영자의 교육권과의 관계는 학교의 설립ㆍ경영주체에 따라 달리 접근할 필요가 있다. The major purpose of the study is to analyze the legal theory of the teacher's power over education critically. The major findings are as follows. First, the basis of the teacher's power over education is the educational autonomy stipulated in Article 31 Section 4 of the Constitution and the educator's jobs stipulated in Article 20 of the Elementary and Secondary Education Act. Second, the power over instruction and the educational freedom have been considered as the concept of the teacher's power over education. However, the power over instruction and the educational freedom are similar. Also, the teacher's participation in the school operation is the inappropriate concept of the power over instruction, considering the concept of instruction. Third, the contents of the teacher's power over education can include curriculum, educational methods and student evaluation, sanction and guidance, considering the concept of education. However, education policy is beyond the contents of the teacher's power over education. Also, the right to demand the preparation and improvement of educational environments cannot be included in one of these contents, considering the subject of this right. Fourth, the nature of the teacher's power over education is not right nor fundamental rights but power, considering the legal theory of the subject of the right and the concept of the job. Fifth, the constitutional, legal and other requirements are considered as the limitations and restrictions of the teacher's power over education. However, the requirements for restricting the fundamental rights, the special requirements for restricting freedom of expression and the limitations of academic freedom are not appropriate restrictions and limitations of the teacher's power over education, considering the nature of this power. Also, the autonomy and professionalism of education are inappropriate as these restrictions and limitations, considering these concepts. Finally, the social ideology and ethics, the big organizational requirements and the objectivity and universality of curriculum can violate the principle of the definiteness, because of their broadness and ambiguity. Last, the relationship between the teacher's power over education and the guardian's right to education and the state power over education should be established in terms of the maximum assurance of the student's right to education and the embodiment of the educational values. Also, the relationship between the teacher's power over education and the school foundation's right to education should be approached differently by the establisher and manager of the school.

Over-Education and Job Mobility among Young Korean Female Graduates

Kihong Park,Hazrul Shahiri 숙명여자대학교 아시아여성연구원 2015 Asian Women Vol.31 No.3

Using data from the 2009 Graduates Occupational Mobility Survey (GOMS) covering Korean female graduates making their transition from college to labor market, this paper examines the incidence and the effects of over-education on job mobility. Contrary to most prior research in the literature, this study considered individual heterogeneity in perceived skills mismatch to measure education-job mismatch. In regard to the prevalence of over-education, the conventional measure based on the assumption of workers’ homogeneity in skills clearly overestimates over-education. As for the effects of being over-educated on job mobility, the results provide evidence that favors many previous studies whereby over-education significantly impact job turnover; hence, suggesting that over-educated young female workers are more likely to change jobs in Korea. This positive correlation remains even when we estimate an augmented specification where graduate over-education is disaggregated according to perceived skills mismatch. Most importantly, in this case it is found that the genuinely over-educated workers are more likely to switch their employers than their apparently over-educated counterparts.

PASS-BAR를 활용한 인수인계 시뮬레이션 교육이 간호 대학생의 인수인계 자기효능감, 인수인계 수행능력과 의사소통 능력에 미치는 효과

김성광(Kim Seong Kwang),서민숙(Seo Min Sook) 학습자중심교과교육학회 2020 학습자중심교과교육연구 Vol.20 No.15

본 연구는 간호 대학생을 대상으로 인수인계 교육을 진행하고 인수 인계교육 시 PASS-BAR (Patient, Assessment, Situation, safety concerns, Back ground, Action, Recommandation) 활용의 효과를 검증하기 위해 무작위 대조군 전후 설계 를 이용한 실험 연구이다. 자료 수집은 2019년 8월에 시행하였으며 연구대상자는 인수인계와 PASS-BAR 교육을 받지 않은 S대학 간호 대학생 4학년으로 실험군 24 명과 대조군 24명으로 총 48명이었다. 자료 분석은 SPSS WIN 23.0 통계 프로그램을 이용하였다. 실험군과 대조군의 일반적 특성의 동질성 검정은 Chi-square test, Independent t-test, Fisher s exact로 분석하였고, 인수인계 자기효능감의 전후 집단 간 차이는 Independent t-test로 분석하였다. 인수인계 자기효능감의 전후 집 단 내 차이는 Paired t-test로 분석, 인수인계 수행능력, 의사소통 능력의 전후 집단 간 차이는 independent t-test로 분석하였다. 연구결과, 인수인계 교육 후 실험군과 대조군은 그룹 간 인수인계 자기효능감 향상의 정도가 유의미한 차이가 없었다(t=-.25, p=.80). 인수인계 수행능력은 그룹 간 유의미한 차이가 있었고(t=5.73, p=<.001) 의사소통 능력은 실험군과 대조군에 서 유의미한 차이가 있었다(t=14.85, p=<.001). 이에 PASS-BAR를 활용한 인수인계 시뮬레이션 교육은 간호 대학생의 인수인계 수행능력, 의사소통 능력을 향상시키는데 효율적인 것으로 나타났다. 하지만 1일에 걸친 단기교육으로 시나리오 내용이 아닌 실제 환 자의 인수인계를 수행하는 데에는 한계가 있을 수 있다. 따라서 학생들의 인수인 계 교육을 위해서는 반복적인 교육이 필요하며, 반복적이고 다양한 인수인계 교육 프로그램의 연구 및 개발되어야 할 것이다. This is a pre-test and post-test designed study with a randomized control group in order to provide hand-over education program for nursing college students and verify the effects of using PASS-BAR in nursing hand-over. Data collection was conducted on August 2019. The subject of this study were 4th grade in S University Nursing College who did not educated on nursing hand-over and PASS-BAR system. A total of 48 subjects have made of 24 in experimental group and 24 in control group. The collected data were analyzed using the SPSS WIN 23.0 program. Verification of homogeneity between experimental and control groups was analyzed using the Chi-Square test, and the effectiveness of education was confirmed with Independent t-test and Paired t-test. Through this study that the degree of hand-over self-efficacy improvement after the hand-over education not significantly different for experimental and control groups (t=-.25, p=.80). Hand-over performance improvement was significant difference (t=5.73, p=<.001). Communication capacity was significant difference (t=14.85, p=<.001). Result of the study confirm that the hand-over education program using the PASS-BAR is effective to improve hand-over performance competency, and communication capacity for nursing university students. However, it is necessary to repeat the training because there may be limitations in perform the hand-over of the actual patient, not the scenario. Although simulation education in hand-over has had positive effects, research and development of various programs are needed for more effective hand-over education.

Pursuing a university degree or opting for another educational pathway? An analysis of the value of higher education in Germany and South Korea

Holger Preut 한독사회과학회 2019 한독사회과학논총 Vol.29 No.1

Making use of Martin Trow’s framework of the transition of higher education – namely, the growth from elite education to mass education and eventually the rise of universal education – this study analyses and compares the extent of growth and the attitudes towards higher education in Germany and South Korea. Since the new millennium, universal education, participation in higher education exceeding 50 percent, has despite free of charge higher education not been realized in Germany - merely a third of the young population possess a university degree. In contrast, despite being costly, higher education in South Korea among the young has since 2005 constantly been universal peaking at 70 percent in 2016. Whilst in Germany vocational training has until recently been held in high esteem, higher education has hardly been challenged as the best educational pathway for young South Koreans. In Germany, both the perception of a secure and financially rewarding vocational training as well as the segregated education system have diverted young Germans, especially low-achieving and lower-class, away from higher education. In South Korea, culturally engrained strong aspiration for academic achievement and social upward mobility supported by social conformity and stigmatization of lower-level forms of education appear to be powerful cultural factors pushing high levels in higher education. Large participation in higher education in South Korea seems to be a result of strong educational aspirations but also due to effective guidance through higher education policies. In recent years new trends have emerged: whilst Germany is experiencing a significant rise in the popularity of higher education, South Korea is facing the consequences of over-education.

잘삶을 위한 일의 교육

이지헌(Lee, Jee-Hun),임배(Im, Bae) 한국교육사상연구회 2014 敎育思想硏究 Vol.28 No.2

이 논문은 학생들의 현재와 미래의 잘삶에 기여할 수 있는 '일의 교육'이 어떻게 실현 가능한가를 밝히고자 한다. I장은 취업에 몰입하는 대학교육이나 이에 종속된 학교교육, 그리고 과도한 일에 사로잡혀 있는 사회현실이 자유 민주주의 사회의 목표인 모든 사람들의 잘삶을 왜곡시키고 있는 상황을 살펴보고, 이를 극복해야 할 필요성이 있음을 밝힌다. II장은 논변의 전개에 필요한 기본적 개념들을 잘삶의 증진이라는 방향에서 분석한다. III장과 IV장에서는 잘삶에 미치는 '일의 영향'을 기준으로 삼아 과로사회와 활동사회로 나누어 논의한다. III장은 과로사회의 일 중심적인 삶, 경쟁교육, 강요된 학습의 문제점을 비판적으로 지적한다. IV장은 과로사회의 대안이 될 수 있는 활동사회에서 가능하게 될 균형 있는 잘삶, 이를 위한 '일의 교육', 그리고 자발적 학습의 중요성을 논의한다. 이 논문에서 주장하는 바를 다음과 같이 요약할 수 있다. 첫째, 과로사회에서는 일이 사람들의 삶을 과도하게 지배하고 장시간의 힘든 노동에 시달리게 함으로써 그들의 잘삶에서 멀어지게 만들고, 과로사회의 교육은 한정된 좋은 일자리를 중심으로 벌어지는 치열한 경쟁의 도구가 되어 강요된 학습을 주도함으로써 대다수 학생들의 현재와 미래의 잘삶에 기여하지 못할 가능성이 크다. 둘째, 일이 삶을 지배하는 문화에서 벗어난 활동사회에서는 일과 활동이 적절한 균형을 이루는 잘삶이 모든 사람들에게 가능해질 수 있고, 이런 사회에서는 활동과 일이 적절한 균형을 이루는 '일의 교육'이 가능하게 되며, 이런 교육을 위해 자발적 학습의 의의를 다각적으로 인식할 필요가 있다. This essay attempts to argue that an appropriate education for work is necessary for the well-being of students and that such education is feasible when overwork society is transformed into activity society. Chapter I explains the necessity of finding some ways to overcome the present situation. In the second chapter basic concepts are analysed for the ensuing chapters. In the third and fourth chapters the real society(work society) is contrasted with the ideal society(activity society). Chapter three criticizes the work centrality in the overwork society, highly competitive education and the enforced learning. These criticisms imply alternative ideas of society, education and learning. Chapter four suggests the possibility of more balanced life of well-being, the characteristics of the improved education for work, and the importance of voluntary learning. Through the arguments of these chapters we are able to get the following conclusions. Firstly, we live in an over-work society in which our life is dominated by work and people's life of long work is far removed from their well-being. In this society highly competitive education is used as the main instrument for attaining limited job opportunities and most students' present and future well-being becomes almost impossible attainment because of the enforced learning. Secondly, an alternative vision could be found in an activity society in which peoples' ways of thinking are freed from the domination of work, and well-being of all people is attainable through the balance between work and activity. In this society education can prepare all students for the balanced life between work and activity, and voluntary learning can change school education in the direction of contributing to the attainment of all students' well-being.

Over-education and its opportunity cost in Japan

Aleksander Kucel,Ivette Fuentes Molina,Josep Maria Raya 서울대학교 교육연구소 2016 Asia Pacific Education Review Vol.17 No.2

In this paper, we investigate the determinants of over-education in Japan and evaluate its opportunity costs for university graduates. To this end, we use the REFLEX data. Results reveal that over-education level in Japan is high and it brings an important wage penalty for Japanese workers. Large firm and high occupations point toward a significant reduction in the likelihood of over-education. Results for wage regressions for over-education indicate that Japanese workers who achieve jobs in large organizations will experience 20 % increase in their wage due to the firm size and, if over-educated, their increase in wage will remain positive. Results for women are puzzling as there is no significant effect associated with gender.

대학교육기회의 확대와 대학진학행동: 충청북도를 사례로

조영국 ( Jo Yeong Gug ) 한국경제지리학회 2003 한국경제지리학회지 Vol.6 No.1

Since 1980`s, the opportunities of higher education have increased absolutely to the extent worrying of over-education. The over-education means that job-seekers having a bachelor degree flow into job market much more than necessary and the problem of unemployment and under-employment becomes more serious. These changes in the labor market can affect the university selection behaviors of high school graduates. This study aims to reveal the impacts of over-education in Chungbuk, a periphery region, Korea. As expected, many of college graduates flow down into jobs asking school years less than higher education. On the other hand, high school graduates have an tendency of choosing a college, especially a college in center region, other than universities in Chungbuk, to expect more stable and rewarding job in income and upward mobility after the graduation of higher education. As the result of this, a regional university district, which means most of students in the region enter college within region limit, is getting broken into more smaller districts, a kind of local district. It can be thought as a sign that the dominance of regional center is weakening and more cities in the region receive a direct affects from center region, not through regional center.

한국 여성 초중등교육의 확대, 1960-1990

김지영,고선 경제사학회 2023 經濟史學 Vol.47 No.1

Initially, Korea's primary and secondary education expanded primarily for males, followed by the expansion of female education, which eventually caught up and became universal. In this process, a gender education gap emerged and then disappeared. This study examines historical data on the hypotheses that can explain the process of the gender education gap disappearing as female education expanded: changes in the female labor market conditions, the impact of education on marriage, competition for resource allocation within households, and the expansion of supply for girls' schools and female teachers. According to the analysis results, the role of changes in female labor market conditions was not significant in the expansion of female education. The expansion of female education increased the likelihood of marriage with spouses from better backgrounds. Evidence of competition for resource allocation within households was limited. The increase in the supply of girls' schools and female teachers preceded the expansion of middle and high school education for women. 한국의 초중등교육은 처음에는 남성 위주로 확대되었다가 이후 여성 교육이 팽창하며 따라잡는 방식으로 보편화되었다. 이 과정에서 성별 교육 격차가 나타났다가 사라졌다. 여성 교육이 확대되며 성별 교육 격차가 소멸되는 과정을 설명할 수 있는 가설 중 여성 노동시장 여건 변화, 교육이 결혼에 미치는 영향, 가구 내 자원배분 경합, 여학교와 여교사의 공급 확대에 대해 각각 역사 자료를 활용해 검토한다. 분석 결과에 따르면 여성 노동시장 여건 변화의 역할은 여성 교육 확대에 주요하지 않았다. 여성 교육 확대는 더 양호한 배경을 가진 배우자와의 혼인 가능성을 높였다. 가구 내 자원배분 경합의 증거는 한정적이었다. 여학교와 여교사 공급 증가는 여성의 중학교 및 고등학교 교육 확대에 선행하였다.

사회이동성 제고를 위한 교육정책 과제

김진영 ( Jin Yeong Kim ),김성태 ( Sung Tai Kim ) 한국응용경제학회 2013 응용경제 Vol.15 No.2

이 논문에서는 교육이야말로 빈곤의 대물림을 막고 사회 이동성을 높이는 가장 중요한 사회적 기제가 되어야 한다는 전제하에서 빈곤층의 교육현황에 대한 간접적인 증거들을 제공하고 사회이동성을 높이기 위한 교육정책에 대해 학교급별로 생각해 보고자 한다. 교육을 통해 사회 이동성을 높이려면 유아교육이 모든 해당 연령 아동들에게 제공될 수 있어야 하고 저소득층에 대한 특별한 배려가더 필요하다. 초등학교와 중학교에서는 충실한 정규교육 이야말로 가장 핵심적인교육정책의 초점이 되어야겠지만 사교육 접근도가 낮은 저소득층에게는 질 높은 방과후학교 참여 기회가 제공될 필요도 있다. 대학교육에서 교육격차를 해결하기는 어려운 것이 현실이기 때문에 대학단계에서 교육격차를 보정하는 노력보다는 대학교육의 질을 높이는 노력이 필요하다. 대학교육에의 질을 향상시키려면 초과공급 상태가 해소되어야 하고 대학 단계의 직업 교육이 더 강화되어야 한다. 이를 위해서는 연구 성과 위주의 줄 세우기 대학 평가를 벗어나야하며 민간에서 혁신적인 아이디어를 가진 질 높은 직업교육 대학이 창출될 필요가 있다. On the premise that education is the most important social mechanism to foster the social mobility and to prevent intergenerational transmission of poverty, this paper provides some empirical evidence of the state of students from poor families and propose policy recommendations for fostering social mobility through education. Children from the poor families have limited accesses to the pre-school education, and to the private tutoring in the primary and secondary education. Partly due to these limited accesses, students from poor families show relatively lower performances in the college entrance exam, and thus have lower chances to enter better colleges. They are more likely to remain unemployed after graduating colleges and to suffer from job mismatch even when they are employed. The fundamental policy response should start from providing high quality pre-school education, with more subsidies to the children from the poor families. Providing high-quality regular class in the elementary and secondary education is the basic requirement, but for the students from poor families after-school programs should be added. We should admit that it is hard to lessen the educational gap in the higher education. Instead of providing too much subsidy for the higher education, we should focus on the higher quality, especially through reducing the portion of highschool graduates who are entering college, and through establishing new innovative type of colleges providing high quality vocational education.

만 50세 이상 고혈압 성인 대상 영양교육의 효과 평가

김경원(Kyung Won Kim),문은혜(Eun Hye Moon) 대한지역사회영양학회 2011 대한지역사회영양학회지 Vol.16 No.1

This study was designed to implement and evaluate a nutrition education program for hypertensive patients aged between 50 and over. Nutrition education consisted of four sessions and, 35 out of 51 patients completed all education sessions at the public health center. To assess program effectiveness (effectively), data about blood pressure, blood cholesterol, anthropometry, nutrition knowledge, eating behavior and dietary intake were collected before and after nutrition education. Data were analyzed using SAS package (ver. 9.2) and significant difference was evaluated by paired t-test, x2-test and Wilcoxon signed rank test. Blood cholesterol was significantly reduced from 200.7 mg/dL to 188.7 mg/dL after nutrition education, although there were not significant changes in blood pressure or blood triglyceride level. Weight (p < 0.05), % body fat (p < 0.001), BMI (p < 0.05) were significantly reduced, especially in women, after nutrition education. Nutrition knowledge was increased significantly (p < 0.05), and some eating behaviors such as ``having fruits & vegetables for snack`` and ``having brown rice, barley rice than white rice`` were improved after nutrition education (p < 0.05). Sodium intake was reduced from 3,888.9 mg/day to 3,157.4 mg/day after nutrition education (p < 0.05). Except protein and iron intakes, the nutrient intake of hypertensive patients was much below the recommended level for Koreans. Dietary intakes of most of nutrients were not significantly different between pre-test and post-test. It appeared that nutrition education for the aged hypertensive patients was effective in reducing the percentage of % body fat and BMI, increasing the nutrition knowledge and some dietary behaviors. This nutrition education can be implemented at public health centers or senior centers for hypertensive patients. (Korean J Community Nutr 16(1) : 62~74, 2011)