몽골의 교육 및 대학입학제도와 정책적 시사점

NATSAGBADAM NARANTSETSEG,주동범(Ju, Dong-Beom),GANBAATAR ZOLZAYA 한국비교교육학회 2019 比較敎育硏究 Vol.29 No.6

〔연구목적〕본 연구의 목적은 몽골의 교육 및 대학입학제도를 살펴보고 그 정책적 시사점을 제시하는 것이다. 〔연구방법〕몽골에 대한 선행연구, 관련자료, 웹사이트 자료 등을 수집․분석하 였다. 〔연구결과〕첫째, 몽골의 교육 및 대학입학제도의 변천은 정치적 변천과 매우 관련이 깊다. 둘째, 몽골의 교육 담당 중앙 부처는 1924년 교육부이었으나 현재는 교육․문화․과학․체육부이다. 이 부처는 몽골의 교육관련 법률, 교육의 기본방 향, 교육기본규칙, 평가 및 감독 등에 관한 권한을 가지고 있으므로 몽골의 교육은 중앙집권적인 성격이 강하다. 셋째, 몽골의 교육제도 변천은 크게 3단계(근대 학교의 태동, 사회주의 교육체제의 발달, 시장경제 교육체제)로 나누어 볼 수 있다. 넷째, 몽골의 대학입학제도 변천은 1940년 이후 크게 6단계(사회주의 체제 하의 대학입학제도, 대학별 입학시험제도, 지역할당제도, 고등학교 선발제도와 지역할당제도 병행제, 민주화 이후의 대학입학제도, 현재)로 나눌 수 있다. 〔결론〕주요 결과에 대한 논의 및 교육정책적 시사점 등이 제시되었다. [Purpose] The purpose of the study is to explore the education and university admission system of Mongolia and provide it’s political implications. [Methods] For this, the study collected and analyzed previous studies, relevant materials, and website materials, and so on about Mongolia. [Results] Main results are as follows. First, the change of the education and university admission system of Mongolia is deeply related to political change. Second, the central office in charge of education was ministry of education in 1924, but now is ministry of education․culture․science․ athletic. The ministry has some authorities about Mongolian educationrelated law, educational basic directions, educational basic rules, evaluation and supervision, and so on. Therefore, Mongolian education is strong centralization. Third, the change of Mongolian educational system can divide into three stages(birth of modern school, development of socialism educational system, and market economy educational system). Fourth, the change of Mongolian university admission system since 1940 can divide into six stages(university admission system under socialism system, admission test system by university, area allocation system, the parallel of high school selection system and area allocation system, university admission system since democratization, and now). [Conclusion] Some discussions and educational political implications about the main results are provided.

화예분야 학점은행제 표준교과과정과 교육기관 현황분석

김지연 한국화예디자인학회 2023 한국화예디자인학 연구 Vol.49 No.-

Education in the field of floral art and design began with apprenticeship education and is currently being conducted in various forms and methods by institutions, schools, associations, academics, and individuals. These floral art and design education have grown and expanded into the areas of hobbies and cultural activities, vocational education, and learning. In the academic system, floral art and design education is conducted in high schools, junior colleges, universities, and graduate schools, and there are very few four-year universities directly related to the floral art and design. The credit banking system is a system that recognizes various types of education and qualifications conducted by in-house universities, remote universities, civic groups, social organizations, and cultural centers as credits to increase the quality and employability of human resources amid rapid changes in society, economy, and culture. Floral art and design education through the academic credit banking system is one of the pillars of education connected to the school system. The purpose of this study is to identify the current status of standard curricula and educational institutions for associate degree (floral art major) and bachelor’s degrees (floral plastic art and design major) in the academic credit banking system and to provide basic data for activating related research and improving standard curricula and operations in the floral art and design field. The main research methods for this study were conducted through literature research methods and data analysis. In the literature survey study, a method of collecting and analyzing various research reports, data collections, and various related documents that have been studied in relation to the operation of the academic credit banking system was used. In addition, organized and analyzed various statistics and data provided by the Korea educational development institute and the national institute for lifelong education related to the operation of the Academic credit banking system, and as of 2023, four institutions that operate the largest number of courses were targeted. The contents of the study analyzed the standard curriculum for associate degree (floral art major) and bachelor’s degrees (floral plastic art and design major), and the opening and operation status of courses at educational institutions operating the course. Through these studies and analysis, I would like to suggest the development measures of the academic credit banking system in the field of floral art and design. First, the number of hours of learning subjects and the number of hours of credits should be proportionally determined. Second, excessive similarity between the standard curriculum of professional bachelor’s degree (floral art major) and bachelor’s degree (floral plastic art and design major) should be improved. Third, the standard curriculum subjects should be classified according to the subject characteristics and the learning level should be indicated. Fourth, credit recognition by qualification should be limited to related subjects, not all major subjects. Fifth, subjects suitable for the degree level should be organized, not the convenient curriculum composition of educational management institutions and educational participants. In addition to the measures suggested above, continuous research and improvement of the system are required in order to revitalize the academic credit banking system in the Floral art and design field and achieve continuous development. In addition, it is necessary to establish a systematic system supported by the national society and to continuously maintain the system. Only when a more systematic system is created through this, educational operating institutions are expected to operate a more substantial Academic credit banking system in the floral art design field. 화예분야의 교육은 도제식 교육에서 시작되어 현재는 기관, 학교, 협회, 학원, 개인 등에 의한 다양한 형식과 방법으로 진행되고 있다. 이러한 화예교육은 취미⋅문화 활동, 직업교육, 학문의 영역으로 성장하고 확장되어왔다. 이러한 화예분야의 교육환경에서 학제 안의 화예교육은 고등학교, 전문대학, 대학, 대학원에서 이루어지고 있는데 화예나 화예분야에 직접 관련된 4년제 대학이 극히 적고 전문대학에서 전문학사학위와 더불어 전공심화과정을 통해 학사학위가 수여되는 상황에서 학점은행제를 통한 전문학사와 학사학위의 취득은 화예분야 교육의 중요한 한 축을 담당하고 있다. 학점은행제는 사회⋅경제⋅문화에서의 급속한 변화 속에서 인적자원의 질과 고용가능성을 높이기 위하여 사내대학, 원격대학, 시민단체나 사회단체, 문화센터 등에서 이루어지는 다양한 형태의 교육과 자격을 학점으로 인정받아, 요구하는 조건에 이르면 교육부 장관이나 교육기관의 학장명의 학위를 취득하는 제도이다. 본 연구는 학점은행제에서의 전문학사(예술전문학사-화예전공)와 학사(미술학사-화훼조형학전공)의 표준교육과정 및 교육기관의 현황을 파악하여 관련연구 활성화 및 화예분야 표준교육과정과 운영개선을 위한 기초자료를 제공하는 데 목적을 두고 있다. 연구방법은 문헌 조사 방법과 자료분석을 통해 수행하였으며 문헌 조사 방법은 학점은행제 운영과 관련되어 그동안에 연구되었던 각종 연구보고서와 자료집, 다양한 관계문헌을 취합하여 분석하는 방법을 활용하였다. 또한 학점은행제 운영과 관련된 내용은 한국교육개발원과 국가평생교육진흥원에서 제시하고 있는 각종 통계와 자료를 정리분석하고, 2023년 기준 화예전공, 화훼조형학전공 과정을 운영하고 있는 교육기관 중 가장 많은 교과목을 운영하고있는 4개 기관을 주 대상으로 하였다. 연구내용은 전문학사(화예전공)와 학사(화훼조형학전공) 학위를 위한 표준교육과정과 화예분야 학점은행제를 운영하고 있는 교육기관의 교과목 개설 및 운영현황 등을 분석하였다.이를 통한 화예분야 학점은행제의 발전방안은 다음과 같다. 첫째, 학습과목의 시수와 시수에 따른 학점의 비례적 책정이 이루어져야 한다. 둘째, 예술전문학사(화예전공)와 미술학사(화훼조형학) 표준교육과정의 과도한 유사성이 개선되어야 한다. 셋째, 표준교육과정 과목들이 과목성격에 따라 분류되고 학습수준이 표기되어야 한다. 넷째, 자격에 의한 학점인정이 모든 전공과목으로 인정되는 것이 아닌, 연관 과목으로 한정 지정되어야 한다. 다섯째, 교육운영기관과 교육참여자의 편의적 교과구성이 아닌 학위 수준에 맞는 과목의 편성이 이루어져야 한다. 위에서 제시한 방안 이외에도 화예분야 학점은행제가 활성화되고 지속적인 발전을 이루기 위해서는 끊임없는 연구와 제도의 개선이 요망된다. 또한 국가 사회적으로 뒷받침되는 체계적인 제도수립과 지속적인 제도정비가 필요하다. 이를 통해 보다 체계적 체제가 만들어져야 교육운영기관에서도 보다 내실 있는 화예분야 학점은행제의 운영이 이루어질 것으로 본다.

경쟁과 선발과 교육의 시스템의 전환

손종현 한국교육철학회 2012 교육철학 Vol.48 No.-

The purpose of this study is to suggest alleviated systems for the competition and the selection and education system in order to abrogate wasteful competition structure. With the results of this study,the followings are suggested according to the aim of the study. First, the system of competition should be changed. The ideal competition occurs when teachers design a course of study so well as to replace unnecessary competition for grades among students in secondary schools. The competition only for selecting excellent students should turn into the competition with which secondary schools have educational power over universities. Second, the system of selection should also be changed. Universities should adopt selection system with educational goal of major units and with articulated curriculum between secondary education and higher education. Third, the system of education should be changed, too. There needs to be institutionalized in career education system, establishment and management of the school for specific educational goals, and achievement test methods. The purpose of this study is to suggest alleviated systems for the competition and the selection and education system in order to abrogate wasteful competition structure. With the results of this study,the followings are suggested according to the aim of the study. First, the system of competition should be changed. The ideal competition occurs when teachers design a course of study so well as to replace unnecessary competition for grades among students in secondary schools. The competition only for selecting excellent students should turn into the competition with which secondary schools have educational power over universities. Second, the system of selection should also be changed. Universities should adopt selection system with educational goal of major units and with articulated curriculum between secondary education and higher education. Third, the system of education should be changed, too. There needs to be institutionalized in career education system, establishment and management of the school for specific educational goals, and achievement test methods.

국내 대기업의 인적자원개발을 위한 교육체계의 특성과 정책적 시사점에 관한 연구

임철일 한국기업교육학회 2008 기업교육과인재연구 Vol.10 No.1

This study intended to explore the major characteristics of educational systems in the large corporations in Korea and analyze their policy implications for human resources development. The sub component of the educational systems for corporate were defined: they consist of educational goal, curriculum, educational method, educational evaluation, and educational infra system. Selected human resources development institutes and other relevant literature were analyzed to find out the characteristics of those aspects of educational system. For educational goals, sharing core values, developing core leaders, fostering global leaders, and maintaining change and innovation are emphasized. Competency-based curriculum and other emergent courses of the emphasized educational goals have been developed. Online and blended learning methods besides action learning have been heavily used. The level 3 evaluation have been emphasized, Finally, the linkage system between education and personal management besides other support system has been implemented broadly. Policy implications for human resources development have been suggested as follows: systematic review on corporate educational system; encouraging the reflection of demands in corporate educational system to university courses- emphasizing value and attitude education, implementing competency-based education, and applying new education methods such as blended learning and action learning. 본 연구는 인적자원개발을 위한 국내 대기업의 교육체계에 대한 분석 및 정책적 시사점을 탐색하고자 하였다. 기존의 교육과정 중심에서 벗어나 본 연구에서는 교육체계를 교육의 목적, 교육과정, 교육방법, 교육평가, 교육인프라의 구성으로 재규정하였다. 국내 대기업 교육체계의 하위 요소를 분석한 결과, 교육목적은 핵심인재 혹은 글로벌 인재의 양성, 변화, 혁신이 주를 이루고 있으며, 교육과정에서는 역량중심 교육과정 개발의 관점에서 계층별 교육과정과 직무별 교육과정이 제공됨을 알 수 있었다. 교육방법에서는 온라인 교육, 블랜디드 학습의 급속한 증가와 실천학습의 확산을, 교육평가에서는 학습 평가 및 현업적용도 평가의 적용 시도를 알 수 있었다. 교육인프라에서는 교육과 인사와의 연계 및 학점이수제 도입 등을 확인할 수 있었다. 이상의 대기업 교육체계 특성을 고려하여 국가수준의 인적자원개발 정책에 대한 시사점을 교육체계 분석 관련 연구지원 및 대학교육과의 연계 측면에서 제시하였다.

교육감 및 교육위원회의 법적 지위에 관한 법제연구

강현철 한국법제연구원 2008 법제연구 Vol.- No.35

This study was performed to suggest legal status in superintendent of education affairs and a board of education. The educational autonomy system is based on the independence and professionalism of education in Constition. Local educational autonomy law introduce in 1991, and try to riview and amend it for resolving the problem of system. In Dec. 2006, it is amended for resolving the problem of local educational autonomy system, so that, it is the problem of duplicate consulting council and authority of audit and so on. It's amendment is not for guarantee of the educational autonomy, but for the efficiency of adminstration. So it is short for resolving of the essential problem in educational autonomy. It is important for ensuring educational autonomy of guarantee the right to autonomical legislation and it need to another amendment for them. Development of local educational autonomy system are as follows; We should establish the relationship between educational administration and independent- professionalism- impartiality of education. It is necessary to come to an agreement the means for realizing the independence, the professionalism and the political impartiality of education. Last, because the local residents was indifferent to the direct election of superintendent and members of board of education should be reexamined. This study was performed to suggest legal status in superintendent of education affairs and a board of education. The educational autonomy system is based on the independence and professionalism of education in Constition. Local educational autonomy law introduce in 1991, and try to riview and amend it for resolving the problem of system. In Dec. 2006, it is amended for resolving the problem of local educational autonomy system, so that, it is the problem of duplicate consulting council and authority of audit and so on. It's amendment is not for guarantee of the educational autonomy, but for the efficiency of adminstration. So it is short for resolving of the essential problem in educational autonomy. It is important for ensuring educational autonomy of guarantee the right to autonomical legislation and it need to another amendment for them. Development of local educational autonomy system are as follows; We should establish the relationship between educational administration and independent- professionalism- impartiality of education. It is necessary to come to an agreement the means for realizing the independence, the professionalism and the political impartiality of education. Last, because the local residents was indifferent to the direct election of superintendent and members of board of education should be reexamined.

中國基礎敎育課程和敎育改革

洪容憙 ( Hong Young-hee ) 한국윤리학회(구 한국국민윤리학회) 2019 倫理硏究 Vol.125 No.1

中國實行九年制(6-15歲)義務敎育,學制爲6-3-3(或5-4-3). 敎育課程由國家制定標准之后,各地方按照此標准再設定地方標准. 根据憲法、敎育基本法中敎育的一般目標、敎育課程標准等設定敎育目標. 敎課標准(科目)爲小學包括思想品德等8個中學包括思想政治等12個等,學年爲每年9月到翌年7月. 學期制爲兩學期制,采用絶對評价,采取百分制或4-5等級評分法. 通常來說,小學是等級評价,中學以上是100分評价. 敎科書制度可以簡單的槪括爲已從國定制轉變成審定(審査)制(已在2001年完成中小學改革),實現了脫離敎學大綱幷轉換到課程標准,此標准從2001年起試行,目前已確定敎學科目的全部結構與體制. 從編纂與發行來看,是一科目多敎科書體制,具有編纂資格的人(個人或集體)可以通過申請發行敎科書. 由于是義務敎育(9年),敎科書供給方式是无償或部分有償(廉价)幷存. 敎科書則以提高素質, 提倡全面發展敎育, 建設社會主義現代化等爲特征. The period of China’s obligatory education is 9 years (from the age of 6 to 15) and students spend 6 (or 5) years at elementary school, 3 (or 4) years at middle school and 3 years at high school. The basics of education courses are made by the Chinese government and on the basis of those, each local government set up its own standards. Educational goals are presented in the Constitution, general educational goals contained in the Education Law, and the standards of education courses. The number of school subjects in elementary schools is 8, including Ethics and Thought. In middle school, 12 school subjects are taught, including Thought and Politics. Schools adopt the semester system and the evaluation of students is done by absolute evaluation. Evaluation is done by the maximum 100 point system or 4-5 level system. Most elementary schools adopt the maximum 100 point system and most middle schools adopt the 4-5 level system. National textbooks had been used previously, but authorized textbooks replaced them and they have been used in all schools, including elementary and middle schools, since 2001. The textbook contents changed from rough instruction of subjects to curriculum standard. After the test operation in 2001, the present structure and system of education subjects were established. More than 1 textbooks can be published for one subject, and qualified organizations or individuals can apply for publication. Since China adopts 9 years’ compulsory education system, textbooks are basically free, but some are sold in lower-price. Textbooks aim at improving qualities, developing all aspects of mind and body, and modernizing socialism. The period of China’s obligatory education is 9 years (from the age of 6 to 15) and students spend 6 (or 5) years at elementary school, 3 (or 4) years at middle school and 3 years at high school. The basics of education courses are made by the Chinese government and on the basis of those, each local government set up its own standards. Educational goals are presented in the Constitution, general educational goals contained in the Education Law, and the standards of education courses. The number of school subjects in elementary schools is 8, including Ethics and Thought. In middle school, 12 school subjects are taught, including Thought and Politics. Schools adopt the semester system and the evaluation of students is done by absolute evaluation. Evaluation is done by the maximum 100 point system or 4-5 level system. Most elementary schools adopt the maximum 100 point system and most middle schools adopt the 4-5 level system. National textbooks had been used previously, but authorized textbooks replaced them and they have been used in all schools, including elementary and middle schools, since 2001. The textbook contents changed from rough instruction of subjects to curriculum standard. After the test operation in 2001, the present structure and system of education subjects were established. More than 1 textbooks can be published for one subject, and qualified organizations or individuals can apply for publication. Since China adopts 9 years’ compulsory education system, textbooks are basically free, but some are sold in lower-price. Textbooks aim at improving qualities, developing all aspects of mind and body, and modernizing socialism. In this paper, I have studied on the curriculum of basic education and education reform in China.

근대중국(近代中國)의 서양교육제도소개(西洋敎育制度紹介)

김경혜 ( Kyeong Hye Kim ) 중국사학회 2011 中國史硏究 Vol.75 No.-

This research traces how the Western educational system, the model of Qing`s educational reformation, was introduced in late Qing and explores the path and content of the educational reformation in late Qing dynasty. The introduction of Western educational system approaches from two different directions. One of those comes from Western missionary and the other comes from Chinese elites who have explored the western culture. The Western missionaries propose China`s educational reformation as a part of their mission and introduce the Western educational system, which later triggers the China`s educational reformation. They endeavor to enlighten Chinese society and improve cultural standards through educational reformation. German missionary E. Faber propagates the idea of ``無地無學, 無 事非學, 無人不學``, meaning there is no place without school, process of learning and people getting no education in a country, and asserts that Germany has the perfect educational system. Timothy Richard advertises the educational system consists of elementary, middle and high school by introducing European, American and Japanese educational system. Moreover, he also presents that Country must support partial educational costs. American missionary, Young John Allen, states that China should model after America or Japan and embrace the Western educational system like Japan did. Moreover, he also states that women, future mothers who cultivate next generations of talents, also must be educated. Meanwhile, Chinese, who have experienced Western culture, pay close attention to western educational system as diplomatic delegations and as liable elites with serious concerns about problems in China. They present enforcement of compulsory education regardless of gender and class, nationwide school system connecting elementary, middle school and college, the emphasis on natural sciences and many more. The Western educational system introduced by these people plays an important role in establishing objective and direction of modern Chinese educational reformation.

몽골과 한국의 초·중등 교육제도 비교

간치멕(Ganchimeg Gantumur),차희영(Cha Hee young) 한국비교교육학회 2017 比較敎育硏究 Vol.27 No.6

이 연구는 몽골과 한국의 교육적 교류를 발전시키는데 필요한 기초 자료를 확보하기 위한 목적으로 몽골과 한국의 교육제도를 비교 분석한 연구다. 연구를 위해 두 나라의 교육 관련 문헌 자료를 조사하여 비교했다. 먼저 몽골과 한국 사회의 역사적인 변천과정에서 교육 제도가 어떻게 변화되어 왔는지를 알아보았고, 두 나라의 현행 교육 제도를 분석하여 비교해 보았으며, 향후 양국의 교육 제도 개선에 대한 시사점을 도출하였다. 연구 결과, 몽골 교육은 구소련식 교육 제도로부터 영향을 받아 발전해왔고, 한국 교육은 미국식 교육 제도로부터 영향을 받아 오늘날까지 발전해 왔다. 몽골과 한국의 현행 학제도 각각 5-4-3제와 6-3-3제로 차이가 있었다. 학교 운영 방식도 단일형 학교 제도를 근간으로 하는 한국과는 달리 인구 밀도가 낮은 몽골은 통합형 학교 제도로 운영하고 있었다. 교육과정 편성 및 운영시간에서도 차이가 나타났는데, 몽골이 한국보다 연간 수업시수가 더 적었다. 연구 결과들은 기존에 한국에 많이 소개된 바 없는 몽골의 교육 제도에 관한 정보를 한국에 제공해 줄 것이며, 몽골에는 향후 교육 제도의 개선을 위한 참고 자료가 될 것이다. The purpose of this study is to acquire basic data necessary for developing educational exchanges between Mongolia and Korea by comparing educational system between Mongolia and Korea. For the study, we compared the educational documents of the two countries. The contents of the study first examined how the educational system has changed in the historical process of Mongolia and Korean society. The current educational system of the two countries is analyzed and compared. And suggested implications for the improvement of education system in both countries in the future. As results, Mongolia has been influenced by the Soviet education system and Korea by the American educational system and has evolved to this day. There were differences in the current academic system between Mongolia and Korea, which were 5-4-3 and 6-3-3 respectively. Unlike in Korea, where the school system is based on a single school management system, Mongolia, which has a low population density, operates as an integrated school system. There was a difference between the two countries in terms of curriculum organization and operation time. Mongolia had less lessons per year than Korea. The results of this study will provide information on the educational system in Mongolia that has not been widely introduced in Korea and will be provided as a reference material for future improvement of education system in Mongolia.

도시가계의 온라인교육비와 교육만족도의 영향요인 분석

홍성희,곽인숙,이경희 대한가정학회 2003 Family and Environment Research Vol.41 No.4

The purpose of this research is to analyse the factors affectiong husehold's educational experditure on on-line educational system, student's recognition of better remarks effect, and satisfaction of on-line educatioln system. The sample of this study was 484 parents who had experiences of using on-line educational system for their children being from preschool to high school. First, the household's educational expenditure on on-line educational system was affected from the sex, children's school level, and using on-line educational system or not. Second, the significant variables which affected students' recognition of better remarks effect were husbands' job, number of children, the first child's school level, household's monthly expenditure, sutdents' remarks at school, and using on=line educational system or not. Third, the satisfaction of on-line educational system was affected from husband's job, using on-line educational system or not, and the students' recognition of better remarks effect.

학제의 비교교육사적 고찰

한용진(Hahn Yong Jin) 한국비교교육학회 2006 比較敎育硏究 Vol.16 No.4

  본 연구는 최근 활발하게 논의되고 있는 학제 개혁에 관한 학문적 토대를 확인하기 위하여, 비교교육사적 접근을 통해 동서양의 학제를 살펴보는 것을 목적으로 한다. 먼저 학제는 넓은 의미로는 “학교교육과 교외교육(가정교육, 사회교육 등)의 통합을 통한 평생공부 체제”이며, 좁은 의미로는 “학교제도에 관한 제도와 그 규정”으로 나눌 수 있다. 서양의 학제는 개인적ㆍ종교적 관심에서 출발하여 근대 공교육 체제로 편입되면서 국가적 통제 대상으로 발전되었다. 반면에 동양에서는 전통시대부터 교육은 국민 교화를 위한 국가적 관심사였다. 특히 여러 유교 경전들 중『소학』은 그 자체가 넓은 의미의 학제일 수 있음을 밝히고, 일본의 근대적 학제와 한국 전통 학제, 그리고 광복 이후 우리나라의 학제 제정의 논쟁 과정도 살펴보았다.<BR>  이러한 동서양 학제의 비교교육사적 고찰을 통해 얻어지는 현대 학제개편의 제언으로는, 첫째 학제를 처음 만들 당시의 초심으로 돌아가자는 것이며, 둘째 학제의 유연성을 인정하는 방안이고, 셋째는 각급 학교단계에 따른 학제 운영의 조화적 적절성과 균형이라 할 수 있다.   This comparative and historical study on the educational system attempts to explore the scholarly foundation about the school system reforms in current Korea. In a broad sense, the educational system means the life-long learning system not only at school but also at home and at society. But in a narrow sense, it means only the school systems and the act, laws and regulations which are directly related to the school system.<BR>  The modern western educational system starts from the individual and religious interest and develops to the modern public education system which was controlled by nation. On the other hand, the eastern educational system was the main interest of the nation for the enlightenment of all the people. Especially, I suggest that one of the confucian book, 『Sohak』 is a kind of educational regulations and it would be a traditional educational system.<BR>  As a result of this study, I proposed three schemes according to the Foundationism of Ki-Un Hahn as follows; First, we have to think about the original intention of the educational system. Second, it would be better to recognize the flexibility of the educational system. Third, I emphasize the balance and harmonious application of the educational system at each school stages.