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敎育政策의 實際的 變遷에 관한 實證的 硏究 : 敎育豫算 彈性値 分析을 중심으로
李美娜,裵鍾根,郭泳宇 弘益大學校 敎育硏究所 1992 敎育硏究論叢 Vol.- No.8
This study aims to expose what is going on in educational policy change at a financial level for thirty years (1960-1990). Based upon this research questions' findings, we enabled to compare the planning with the implementation of educational development programs. To analyze these research questions, this study uses data including educational budget and policy reports made by the ministry of education during 1960-1990. The educational budget data were analyzed with regression models using loglinear transformation. This study finds scale of educational budget to total government budget is a little elastic(elastic coefficient= 1.05). However, in the near future we cannot expect the amount of educational budget to increase as much as we need to make students' educational circumstances at an optimum level. This is because of "small government policy" in the sense of financial scale, which has helped Korean firms to accumulate capital through exemption from many kinds of taxation. We think the policy priority of economic and social development goals(esp. excellence of education) should be readjusted as soon as possible. The most important policy to our ministry of education during the last thirty years seems to increase the equal opportunity of education in terms of access. It is prior to other educational policy goals such as an equal opportunity of educational process, excellence of education etc.. What is surprising is that budget of special education for handicapped to total educational budget is quite unelastic(elastic coefficient =.870). Special education has to be supported more strongly if the ministry of education considers equality of education the most important policy goal. Regarding policy of excellence education, textbook compilation, budget and audio-visual education budget to total budget of the ministry of education are unelastic. Good textbooks and teaching methods are critical for a high quality of education. The ministry of education should concern these areas financially as well as nominally in order to improve the quality of education in an efficient way. Both the budget of vocational education(1.06) and that of social education(1.32) to total budget are elastic. The former seems to be considered very important in an economic sense and the latter in the sense of equality of educational opportunity for non-school population. However, the budgetary amount of vocational education should be increased much more in the near future. If not, the present proportion of highschool students of nonvocational school to vocational school(64 : 36) will not be able to be reverted to nominally aimed proportion(3 : 7). The lack of supply of workers in the Korean labor market today will not be loosened, either. What is more important among this study's findings is a gap between nominal policy goals and actual goals. That is in most educational policy fields we did not find statistically significant differences in terms of educational budget scale between years announced officially to be important and years not announced. These findings prove dual structure between educational planning and implementation. We argue planning and financial allocation to be consistent in order to get rid of educational planning divorced from implementation contexts, or implementation unhitched from some form of planning. Without strong links between the planning and implementation of educational development programs, we cannot achieve programs of educational development efficiently.
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