지방교육재정의 예산과정에 관한 연구

주철안 한국교육재정경제학회 1997 敎育財政 經濟硏究 Vol.6 No.2

학교경영 지도성의 새로운 모델 탐색

주철안 한국지방교육경영학회 1999 지방교육경영 Vol.4 No.-

부산 중등 사학의 재정실태와 발전방향

주철안 한국지방교육경영학회 1997 지방교육경영 Vol.2 No.-

해방 이후 한국 교육정책 및 제도의 진단과 재설계방안 탐색

주철안 부산대학교 교육발전연구소 2016 교육혁신연구 Vol.26 No.1

The purpose of this study was to diagnose and redesign Korean educational policy and system after its liberation. Based upon prior literature, it examined bright and dark aspects of Korean educational development, diagnosis & solutions of Korean educational problems. Specifically, it analyzed major characteristics of Korean educational policies and systems in terms of governmental policies, educational goals, educational system, & policy process, school system. The findings of the study were as follows: First, it proposed re-conceptualization of educational ideal which underlies the foundation of educational policies. Second, it proposed the strengthening of character education, self-autonomous life skills, democratic citizenship, ecological education etc. as educational ideals and goals for sustainable society. Third, it proposed healthy educational policy ecology, learning network of schools, collaboration of schools at different levels, collaborative governance among central governmental departments, and among central government, local government, teachers' associations etc. Fourth, it also proposed improvement of competitive educational climate, integration of early education and nursery education systems, providing education service for student outside of formal school system, etc. 본 연구는 해방 이후 한국 교육정책 및 제도를 진단하고, 이를 개선하기 위한 재설계 방안을 탐색 하였다. 이를 위하여 먼저 해방이후 한국교육의 진단과 해법에 대한 주요 선행 연구내용을 검토하였 다. 한국 교육정책 및 제도를 분석하기 위한 기준으로 정부의 주요 교육정책, 교육정책의 주요 이념, 교육정책의 체제 및 정책과정, 학교제도로 설정하여 분석하였다. 지속가능한 사회의 개념과 사회 환 경의 변화에 따른 미래교육의 모습에 대한 논의를 기초로 지속가능한 한국사회를 위해 탐색된 재설 계 방안으로서 첫째, 교육적 문제의 핵심적 쟁점으로 부각되는 주요 교육이념의 재개념화 작업이 필 요하다. 둘째, 교육실제를 실질적으로 이끌어가는 교육목표로서 인성교육, 자주적인 생활능력의 함양, 민주시민교육, 생태교육의 강화 등이 제시되었다. 셋째, 교육정책체제 및 과정에서는 건강한 교육정책 생태계의 형성, 학교의 학습네트워크화, 학교급간의 연계, 교육정책 수립 및 집행과정에서의 중앙정부 부처간 그리고 중앙정부와 지방정부의 협력적 거버넌스, 국가교육위원회(가칭)의 설치 등이 제안되었 다. 넷째, 교육제도의 재설계로서는 학력경쟁 위주의 교육풍토 개선 및 건강한 교육열 생태환경 조성, 유아교육과 보육체계의 통합, 정규학교 밖의 학생을 위한 교육서비스 방안 등이 지적되었다.

지방교육재정에 관한 연구 : 부산시 교육재정을 중심으로

주철안 釜山大學校 師範大學 1992 교사교육연구 Vol.25 No.-

Educational investment has been developed into a big industry in Korea. In 1990, 400,000 teachers are working for 1,1600,000 students at each level. Total expenditures, which includes opportunity cost as well as direct cost, is 2,080 billion Won in 1990. In school finance several research questions were raised : how to acquire adequate money ; how to allocate the money to city or province, district, schools ; how to distribute the money to students including special students ; how to spend the money efficiently ; how to ensure the autonomy of schools to what extent. Educational condition in Korea is still worse. Especially, in large city such as Pusan city required physical facilities are not accessible to most of students. Class size is large. Teachers have classes with more than 50 students. In general high schools, classes exceed 70 students. Educational condition in Pusan depends primarily upon educational finance. Educational finance in Pusan city has some problems. First, the size of educational budget is small compared with the educational need. Second, private cost for education paid by parents is large. Third, educational budget depends largely upon central government. Fourth, large percentage of educational expenditures goes to personnel cost(salaries and fringe benefits). Therefore, expenditure for teaching and learning activities is constrained. Fifth, the expenditure disparity between public school students and private school students is considerable. Private school students have lower restitution rate than public school students. Sixth, schools do not exercise its autonomy in student selection, educational service etc. Seventh, there is loose connection between educational plan and financial management plan. On the basis of the study, the following proposals are made : to enlarge the size of educational budget ; to enlarge financial contribution by the city government to educational finance ; to establish a relevant formula for allocation of school finance ; to strengthen school - site management so that schools exercise more autonomy ; to improve financial condition of private schools ; to have close connection between educational plan and financial management ; induce private cost to public expenditures.

교육정책 집행과정에서 정책변형 및 수정에 관한 분석연구:한국대학교에서의 졸업정원제

주철안 한국교육행정학회 1991 敎育行政學硏究 Vol.8 No.2

한국의 고등교육재정 지원정책에 관한 분석 연구

주철안 한국교육재정경제학회 2003 敎育財政 經濟硏究 Vol.12 No.1

21세기에 국가의 경쟁력 확보에 고등교육의 질이 매우 중요하며, 이는 정부의 고등교육기관에 대한 재정 투자와 밀접한 관련을 맺고 있다. 본 연구는 우리나라 고등교육의 양적 및 질적 수준과 국내외 환경변화, 정부의 고등교육재정 지원 정책, 고등교육기관의 재정실태, 고등교육재정 지원정책의 시사점을 탐색하였다. 한국 고등교육기관은 양적인 규모에서는 크게 성장했지만 질적인 국제경쟁력은 낮은 수준이며, 고등교육기회의 공급 초과로 인해 학생 미충원율이 높은 고등교육기관은 재정위기를 겪고 있으며, 정부의 고등교육재정 투자는 OECD국가들과 비교할 때 낮은 수준이고, 정부부처간에 고등교육재정 투자에 대한 종합적인 기획이 결여되고 있으며, 정부의 고등교육재정지원에 대한 근거법령이 미약하고, 사립대학의 경우 재정수입은 주로 학생 등록금에 의존하고 있다. 정부의 고등교육재정지원이 안정적이고 종합적으로 이루어지기 위해서는 고등교육재정지원을 위한 고등교육재정지원법(가칭)의 제정이 우선적인 과제이다.

숲유치원에 대한 예비유아교사와 유아교사의 인식 및 요구도

주철안,임재택,황해익,김은주,김미진,송주은,유주연 한국생태유아교육학회 2012 한국생태유아교육학회 학술대회자료집 Vol.2012 No.-

한국과 영국의 학교장자격 연수과정 비교

주철안,김혜진 부산대학교 과학교육연구소 2012 교사교육연구 Vol.51 No.3

이 연구는 우리나라의 현행 교장자격연수 실상을 분석하기 위해 공식적인 교장양성프로그램이 가장 발달되어 있는 영국의 사례와 비교ㆍ분석하였다. 구체적으로 양국의 교장자격연수 배경, 자격요건 및 선발, 연수프로그램의 구성 및 내용, 연수평가 및 결과활용, 연수기관 평가 등의 제 영역에서 공통점과 차이점을 분석하였으며, 이를 통해 우리나라의 교장자격연수제도의 개선을 위한 시사점을 도출하였다. 주요 연구결과는 다음과 같다. 첫째, 한국은 개방형 공모교장의 경우를 제외하고 경력 등에 근거한 평정점수, 영국에서는 지원서 및 추천서 평가에 따라 자격자를 선발하여 연수 대상자를 선정하였다. 둘째, 연수과정의 구성에 있어서 우리나라의 자격연수는 정책연수, 시도연수와 본연수의 총 192시간으로 이루어지는데 비해서, 영국의 NPQH는 총 4가지 단계로 구성되어 교육기간만 4~12개월 정도가 걸린다. 셋째, 연수과정의 내용은 양국이 모두 다양한 과정을 제공하지만, 영국의 경우 개별화 맞춤프로그램이 가능해서 연수자의 필요에 부응하여 이루어지고 있다. 마지막으로 평가 및 결과 활용을 보면, 우리나라의 경우 자격연수를 이수하면 자격증이 주어지고 교장 임용시 순위를 정하는 척도로 활용되지만, 영국은 엄격한 질적 평가를 통해서 자격증 수여 여부를 평가자가 결정할 수 있다. 연구결과를 통해 도출한 주요 시사점은 다음과 같다. 교장자격 연수의 목표로서 성공적인 학교경영을 위해 필수적인 학교장의 역량이 명확하게 제시되어야 하며, 연수과정 또한 이와 유기적으로 연계하여 설계되어야 한다. 교육과정은 개인의 개발 요구를 고려한 맞춤형 프로그램이 되어야 한다. 마지막으로 연수 평가는 연수자의 전문성 개발에 관해 양적ㆍ질적으로 평가할 수 있는 방식으로 수행되어야 하며, 연수기관의 효과성 향상과 지속적인 개선을 위해서 연수기관평가체제가 구축되어야 한다. This study analyzes the current status of the principal qualification system in Korea, and compares it with the system in England. Different aspects of the systems in the two countries are analyzed, including the overview, requirements and the candidate selection process, as well as curriculum, assessment, and the certification process. The results are as follows. First, the pre-service education system in Korea works out to a total of 192 hours, comprising pre-training and main training sessions. On the other hand, NPQH in England has four different levels lasting about 4 - 12 months. Both systems provide various curricula, but NPQH can be customized according to the trainee’s needs. Upon completion of the curriculum, candidates in Korea are assessed quantitatively before being certified and assigned to individual schools, while the ones in England are assessed rigorously and qualitatively in order to be certified. The findings of this study suggest the followings. First, the required competencies of school principals should be clearly stated as the goal of the pre-service education system of school principals. Second, curricula should be customized according to the individual’s needs. Third, the assessment should be done in both quantitative and qualitative ways for a proper perspective of the candidate’s development.

학과 중심 행정체제 수립을 위한 행정인력 배치에 관한 연구

주철안 釜山大學校 敎育硏究所 1995 敎育硏究 Vol.5 No.1

This study is to analyze job content and work load of administrative staff of Pusan National University in order to raise the efficiency of the university administration. The research adopted the daily job description method. For the daily job analysis, offices at three levels, university, college, and department, were selected. Administrative staff from those offices reported their work load for a month. Contained in the reports were the description and time length of the job. In addition, a survey method was adopted to examine subjects' view of the job. There were 332(52.78%) respondents out of 629 employees. 1. The major findings from survey questionnaires to Pusan University administrative staff are as follows. 1) Average daily work load is about 472 minutes which includes 300 minutes for dealing with formal letters, 102 minutes for meetings and field sites. 2) Average number of official trips out of city is 4.4 times per year. The average length of official trips is 3.88 days. Average number of official trips within the city is 3.023 times per month. The average length of official trips is 5.162 hours. 3) 55% of respondents worked at night or at home because of work load. The overwork averaged 4 days per month. 4) 70% of respondents pointed out that work load changed over the months. While work loads were high in December, January, February, and March, work loads were low in May, June, July, August, and April. University work was centered around the end as well as the beginning of the year because of university entrance examinations and preparation of the new semester. 5) 60% of respondents noted that the deadline of dealing with official letters is short. The three steps of the official letter procedure could be reduced for time saving. 6) Administrative staff favored the ideas of a management information system using computer, manpower rearragement based upon job anaysis, providing educational opportunity for job performance, and change of work procedures (from three steps to two steps, university office and department office) for administrative efficiency. 7) For efficiency of administration 48% of respondents favored strengthening of department offices instead of the reorganization of the university administration offices. For the support of department offices respondents favored a computer management system(52%) and assignment of administrative staff to department offices (36%). 2. The findings from job analyses using daily work load descriptions are as follows. I) the university wide office At H office the number of administrative manpower has been reduced from 15 in 1992 to 10 in 1995. It was found that there were still extra manpower of 0.28 person at H office. Work load at middle and upper level of difficulty had increased. This fact should be noted when considering manpower rearrangement. 2) the college office At S office there were 1.37 extra manpower which were distributed evenly among the levels of work difficulty. 3) department offices It was found that there were 0.813(G department), 0.479(0 department), 0.516(K department) in extra manpower. Compared with other offices, there were more extra manpower in department offices than in H university wide office, but fewer than in S college administrative office. 3. The research results suggest that the assignment of support staff to deparment offices as well as computer based management system is very important because of rapid increasing work load in department offices. The results also suggest that the rearrangement of support staff from college administrative office to department office would be desirable. Finally, at the university wide offices the support staff should be rearranged considering the work load of each office.