대한주산기학회부 : 분만시 자궁수축 태아심음곡선의 양상과 제대혈액의 가스값 및 Apgar점수와의 관계

황홍규,문정일,이승훈,나종구,김창이,김수평 대한산부인과학회 1986 대한산부인과학회 학술대회 Vol.58 No.-

고등교육 지배구조 개편의 정치학적 쟁점 분석 - 대학의 법적 거버넌스를 중심으로 -

황홍규 한국교육정치학회 2010 한국교육정치학회 학술대회논문집 Vol.35 No.-

지금 세계 각국은 세계화와 지식경제화에 따라 국가 경쟁력의 원천이 대학에 있 다고 보고 대학의 경쟁력 제고를 위해 대학의 거버넌스를 개혁하는 등 다양한 시도 를 하고 있다. 일본은 ?국립대학법인법?을 제정하여 2004년부터 모든 국립대학을 법인 체제로 전환하고 교직원의 신분도 공무원에서 벗어난 것으로 운영하고 있다. 미국의 버지니아주, 콜로라도주 등은 주립대학 운영의 자율성 확대와 책무성을 강 화를 시도하고 있으며, 연방 교육부는 2006년 미국대학의 세계적 리더십을 유지하 기 위한 방안1)을 발표하였다. 독일은 2008년 10월 1일자로 연방의 ?대학기본법? 을 폐지하여 대학제도 운영에 관한 주의 자율성을 전적으로 보장할 수 있게 하였 고, 이보다 앞서 니더작센주는 2003년 괴팅엔대학 등을 주의 직접 관할 하에 운영 하던 대학에서 ‘공법상의 재단’이 운영하는 대학으로 전환하였고,2) 2008년에는 헤 센주가 프랑크푸르트대학을 '재단대학'으로 전환하였다.

교육기본법에서의 학습권 개념의 도입 재경과 그 의의

황홍규 대한교육법학회 2000 敎育 法學 硏究 Vol.12 No.-

The Education Act, which was legislated on December 31, 1949, faded into history as the Framework Act on Education, Elementary & Secondary Education Act, and Higher Education Act entered into force on March 1, 1998. This was a great milestone in the history of educational law in Korea. The Framework Act is a higher decree than the Elementary & Secondary Education Act, the Higher Education Act and other related laws in that it provides for the rights and duties of the people and the obligations of the State and local governments on education, and prescribes the educational system and the basic matters on its operation There are many aspects to the Framework Act on Education, but one of the most important points is embodied in Article 3, entitled $quot;The Right to Learn.$quot; Article 3 states that every citizen shall have the right to learn throughout life, and to receive an education according to his or her abilities and aptitude. Thus the right to learn is legally acknowledged in the Framework Act. Furthermore, the parties to education are listed in the order of learners, parents and guardians, school teachers, founders and managers of schools, and the State and local governments, putting foremost priority on the learner. Until now the term $quot;right to learn$quot; was not mentioned in the previous laws and regulations in relation to education. That is probably why the term $quot;right to education$quot; has been more commonly used in the field of education. In addition, the teacher as the main party, the student as the object, and the curriculum were considered the three elements of education. However, the concept of the right to education and the three elements thrust the student in a passive position or in one that requires unconditional acceptance of the teacher's instruction. This has long been pointed out as a problem since the learner is not the focus of education. In other words, teachers teach only according to the curriculum and the given school books without any feedback from students as to whether they are taking in the material that is being taught. To rectify this problem, the Presidential Commission on Education Reform under the past administration set out to overhaul the Korean educational system with $quot;Shifting the Focus from Teacher to Learner$quot; as its slogan. In the process, the Framework Act on Education was legislated and the concept of the right to learn was adopted. In fact, if students cannot learn actively, all educational efforts can be said to be in vain. Therefore education must be provided in a way that will induce students to learn voluntarily and must be based on their ability, aptitude, interests, and other personal factors. Teachers should not simply deliver knowledge but help their pupils learn on their own. There have been many changes with the adoption of the idea of the right to learn. Teachers are increasingly recognizing the necessity to teach with more attention to their students' needs and there are also various books and other material on education introducing the concept of the right to learn. The legal adoption of the concept does not mean that the problems mentioned above are automatically solved. On the contrary, it poses further challenges such as granting schools more independence, allowing more flexibility regarding curriculum and school books, providing opportunities for lifelong education and reforming the mind-set of teachers and administrators. Finally, related regulations to back up and implement the Framework Act on Education need to be reinforced.

헌법의 교육 조항, 실질적 학습권 실현을 지향해야

황홍규 한국교육행정학회 2018 한국교육행정학회 학술연구발표회논문집 Vol.2018 No.4

새 정부의 대학 정책 방향

황홍규,Hwang, Hong-Gyu 한국대학교육협의회 2008 大學敎育 Vol.154 No.-

학생사고와 학교·교원 등의 법적 책임

黃洪奎 대한교육법학회 2001 敎育 法學 硏究 Vol.13 No.-

At schools, accidents occur repeatedly in connection with education activities. Sometimes, the accident is so serious that a law suit is filed against school, teachers, and/or parents of students who are involved in the accident. When this kind of school accidents happen, educational activities in a school are daunted because school personnel does not understand the matter of legal responsibility regarding school accidents. Because there is no clear-cut policy on who is responsible for the accident and how compensation should be made, conflicts arise among teachers, parents, and other entities related. This study examined various aspects of school accidents in terms of legal responsibility and sought a solution to deal with them. School accidents were found to have unique features as follows: (1) many school accidents occur by chance or unexpectedly so that it is not easy to discern who is responsible for them. (2) even when it is easy to discern who is responsible, the liability for the accident is shifted on to parents or teachers because the assailant is under age so that he does not bear legal responsibility. (3) schools themselves have the possibility of accidents because of various school situations. In some cases, minor problems which could have been solved easily can grow a serious one because the persons related deal with the situation properly. In many cases the victim could not receive the compensation the person responsible for the compensation is not rich enough to pay the compensation. As a solution to this problem, this study propose that a social insurance system should be introduced for school accidents. If the social insurance system is to be introduced, teachers and staff can do educational activities appropriately without concerns of school accidents. Also, if a school accident happens, the situation can be solved easily without raising a serious problem among parents and school personnel.

중학교 학습교재 시장의 현황

황홍규 한국출판연구소 1997 출판 연구 Vol.9 No.-

대학자율화 정책의 쟁점과 대안에 대한 토론

황홍규 한국교육정치학회 2009 한국교육정치학회 학술대회논문집 Vol.- No.-

발표자의 결어를 인용하면서 토론을 시작하고자 한다. “자율성 확대 정책은 반드시 이러한 자율을 제대로 활용하기 위한 대학의 자율역량 강화정책과 대학의 사회적 책무성 제고방안과 균형을 이루어 추진해 나가야 한다. 강화된 자율을 제대로 활용할 역량이 없는 사람이나 대학에게는 ‘자율’이 오히려 ‘타율’보다 못한 결과를 가져오는 경우도 적지 않기 때문이다. 적절한 사회적 견제 메카니즘과 모니터링 장치가 마련되지 않은 채 ‘정치적 구호’에 휩쓸려 무분별하게 확대된 자율성은 오히려 사회적으로 많은 비용을 치르게 만들 수 있다. 정부는 향후 정책방향의 수립과 관련하여 이 점을 반드시 고려해야 할 것이다.”

산학협력단의 법인격에 따른 문제와 그 개선 방안

황홍규(Hwang, Hong Gyu) 대한교육법학회 2020 敎育 法學 硏究 Vol.32 No.2

대학의 산학협력단은 대학의 장을 대신하여 산학협력계약을 체결하고 지식재산권을 취득하여 이를 산업화 하는 등 대학의 산학협력을 활성화하고 이를 통해 국가의 산업발전에 이바지 할 수 있도록 하기 위한 목적으로 2003. 5. 27. 공포된 ｢산업교육진흥법중개정법률｣에 의해 제도화 되었다. 그런데 이 산학협력단이 법인으로 도입·운영됨에 따라 이를 대학의 하부조직이 아닌 대학과 분리된 별개의 독립된 기관으로 보고 종전에는 부과되지 않았던 세금과 각종 의무가 부과하고 있어 산학협력의 활성화에 장애가 되고 있는 실정이다. 이에 이 연구는 산학협력단 제도 도입 과정과 배경을 밝혀 산학협력단의 법적 성격을 그 취지에 맞게 규명하고, 산학협력단의 법인격에 따른 문제를 살펴보고 그 해소 방안을 제시하는데 목적이 있다. Introduced in 2003, the Industrial-Academic Cooperation Foundation(hereinafter referred to as the “IACF”) is evaluated that it has played its part in innovating and developing the nation s scientific and technological capabilities, especially by being able to acquire, use and manage intellectual property rights with a juristic person. However, even though the IACF is a subordinate organization of universities, taxes are being added because the IACF is a juristic person. This is an obstacle to vitalizing industrial-academic cooperation. This research sought to identify the legal status and nature of the IACF according to its original purpose by looking at the process and background of the introduction of the IACF, and proposed detailed measures to improve the IACF by analyzing the status of tax and obligation burdens that are being imposed because it is a juristic person. One of the most desirable ways is to define the fact that the IACF is a subordinate organization of the university through the revision of the law, and to apply and enforce the law by viewing the Industrial-Academic Cooperation Foundation as a subordinate organization of the university by the tax authorities and the authorities imposing various obligations.

「초·중등교육법」 제·개정 연혁 고찰 및 시사점

황홍규 ( Hwang Hong Gyu ) 대한교육법학회 2021 敎育 法學 硏究 Vol.33 No.1

김영삼 정부의 교육개혁정책에 따라 종전의 「교육법」을 폐지하고 새롭게 제정되어 1998. 3. 1. 시행된 「초·중등교육법」은 2020. 12. 31. 현재까지 41번이나 개정되었다. 이 연구는 지금까지의 「초·중등교육법」의 제·개정 연혁을 살펴봄으로써 초·중등교육 영역에서 법률적으로 어떤 변화가 있었는지를 알아보고, 향후 개정에 있어 보완되어야 할 부분에 대하여 필요한 제언을 하고자 하는데 그 목적이 있다. 이를 위해 법제처 법령정보센터와 국회 의안정보시스템에 등재된 자료, 기타의 문헌을 조사·분석하였다. 「초·중등교육법」은 정부 제출안 보다는 의원 발의안에 의해 주로 개정되었다. 「초·중등교육법」의 제·개정을 통해 학습부진아 등에 대한 시책 수립, 대안학교 도입, 고등학교 무상교육 시행 등 특히 교육의 기회균등 영역에서 커다란 진전이 있었다. 그러나 교육정보시스템 도입, 교육통계조사 시행, 교원 자격증 대여 금지 등 행정 관리적이고 규제적 성격의 규정도 많아졌다. 향후 「초·중등교육법」 개정에 있어서는 공급자 중심에서 학습자 중심으로의 전환을 지향한 김영삼 정부의 교육개혁 정신을 제대로 구현하기 위해 또한 코로나 19 팬데믹으로 발생하고 있는 학습격차 해소를 위해 교원들의 교육 활동보다 학생들의 자기 주도적 학습활동과 참여 위주로 교육과정과 학교가 운영되도록 하는 등의 규정을 둘 필요가 있다는 것을 제안하였다. According to the Kim Young-sam administration's education reform policy, the previous 「Education Act」was abolished, and 「Elementary and Secondary Education Act」 was newly implemented on March 1, 1998. By December 31, 2020, the law was revised 41 times. The primary purpose of this study is to look at the history of the enactment and revision of 「Elementary and Secondary Education Act」, to find out what changes have been legally made in the elementary and secondary education areas, and to make necessary suggestions on what needs to be supplemented in the future. To this purpose, data from the Korean Law Information Center of the Korea Reliable Ministry of Government, the Korea National Assembly Bill Information System, and other literature were investigated and analyzed. The 「Elementary and Secondary Education Act」 was revised mainly by the initiatives of the legislators rather than the government. Significant progress has been made in the areas of educational equity such as establishing policies for academic underachievers, introducing alternative schooling, offering free education through high school, and so forth. However, regulations emphasizing supervisory and administrative authority such as introducing an educational information system, conducting educational statistics surveys, and prohibiting teacher certificate rentals have also increased. The study provided the following suggestion in order to properly embody the spirit of educational reform of the Kim Young-sam administration which aimed to shift from supplier-centered to learner-centered, as well as to bridge the learning gap caused by the COVID-19 pandemic. The suggestion was that the future revision of the 「Elementary and Secondary Education Act」 should include regulations of ensuring that the curriculum and schools are managed focusing on students' self-directed learning activities and participation rather than teachers' educational activities.