영국의 '14~19세' 교육과정 및 자격제도 개혁 = 14~19' Curriculum and Qualification Reforms in United Kingdom

국문 초록 (Abstract)

영국은 자국 청소년들의 직업능력이 인근 유럽 국가들과 비교할 때 부족하다는 문제 인식 하에 일련의 교육 개혁을 통하여 국제경쟁력을 갖춘 인력 양성에 주력하고 있다. 특히 영국 정부는 평생학습 사회의 실현 차원에서 14~19세가 향후 성인 생활을 영위하는데 필요한 지식, 기능, 태도를 습득할 수 있는 기간이므로 14~19세 교육에 큰 중요성을 부여하고 있다. 그리고 19세 이후에도 학습과 취업능력을 심화시켜 나갈 수 있도록 교육 체제 개혁을 추진함으로써 교육과정(curriculum)과 자격제도(qualifications)의 질적 수준을 강화하고 있다.
이 연구는 영국이 청소년들의 고용가능성(employability)을 높이고 국가 경쟁력을 제고하기 위한 일환으로 교육과정과 자격제도를 어떻게 개혁하고 있는지를 살펴보고, 개혁 실행에 대해 어떠한 평가를 거쳐 새로운 개혁안을 수립하고 있는지를 파악하며, 이러한 개혁의 움직임과 특징들을 분석함으로써 우리 나라 직업교육과정 및 자격제도 발전에 시사하는 바를 도출하는데 목적이 있다. 이를 위하여 영국의 교육과정과 자격제도 개혁의 실태를 분석하고, 개혁의 특징과 우리 나라에 줄 수 있는 시사점에 관하여 논의하였다.

다국어 초록 (Multilingual Abstract)

Since 1997, United Kingdom has carried through far-reaching reforms to raise standards. Results at secondary schools are better than before. But the challenges ahead remain considerable. Numbers staying on post-16 have improved but are still too low-far down the international level. Some young people drift outside education, employment or training between the ages of 16 and 19. The most able young people are not as fully stretched as they could be.
Under these circumstances, the government of UK is intend to carry a radical reform of the system of 14~19 education. The reforms of the system of 14~19 education has been set for transforming secondary and post-secondary education so that all young people achieve and continue in learning. The 14~19 learning should be inclusive and challenging. It should build upon learning up to 14 and provide pathways beyond 19 to further learning or employment. It should value and encourage a variety of content, styles and contexts of learning, including ‘academic’ and ‘vocational’, school-, college- and work-based. UK strive to strengthen the standards of quality in curriculum and qualifications, thereby, raise workforce who has international competitiveness.
The purpose of this study was expected to provide the policy and practices of Korean vocational education with some suggestions and implications by analyzing the directions and features of ‘14~19 reforms’, especially ‘Curriculum 2000 Reforms’ and ‘14~19 Curriculum and Qualifications Reform’ led by Sir Mike Tomlinson in UK.

목차 (Table of Contents)

• 요약
• Ⅰ. 서론
• Ⅱ. 영국의 교육과정 및 자격제도 개요
• Ⅲ. 교육과정 및 자격제도의 개혁 배경 및 'Curriculum 2000'
• Ⅳ. '14~19세 교육과정 및 자격제도 개혁'의 새로운 접근
• Ⅴ. 영국 교육과정 및 자격제도 개혁의 특징에 대한 논의
• Ⅵ. 요약 및 결론
• 참고문헌
• 저자소개
• Abstract

참고문헌 (Reference)

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