교육정책 쟁점 탐구 > 교육행정/교육경영/교육정책/교육재정/장학론

우리나라에서 교육정책의 실천은 특히 중요하다. 교육정책이 일관성을 잃고 또 바로 서지 못하면서 학교 현장이나 학부모들의 불만이 제기되는 원인이 되기도 했다. 복잡하고 전문적인 교육정책을 단순하고 쉽게 생각하고 판단하는 경우가 많았다. 특히 정치권력의 영향을 많이 받다 보니 단기처방에 치우치거나 일관성이 떨어져서 제대로 안착이 되지 못하고 표류하는 정책도 많이 있었다. 교육정책은 어느 분야보다도 학문적으로나 교육의 실제에 깊이 있게 논의하고 탐구해야 할 영역이다. 이런 상황 속에서 교육정책을 저술로 집필하는 학자들은 이미 연구되고 실천되고 있는 교육정책의 실제 아이디어들을 정리하고 실제에 연계하여 논의하면서 전문적인 대안을 제시해야 하는 일에 충실해야 한다.

｢교육정책 쟁점 탐구｣는 오늘날 가장 큰 쟁점으로 부각되고 있는 교육정책의 주제들을 선정하고 각각의 주제에 대하여 정책의 배경, 추진과정, 현황과 문제점들을 객관적으로 기술하고, 필자 나름대로의 정책대안과 개선방안을 제시하였다.

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제1장 교육정책 일반론 ···································································11

1. 정책과 교육정책의 개념 ···························································11

2. 교육정책의 성격 ···································································13

3. 교육정책 형성과정 ·································································16

4. 교육정책의 원칙 ···································································19

5. 교육정책에 영향을 주는 요인과 교육정책 형성 모형 ··························23

6. 교육정책의 평가와 제약 요인 ····················································27

제2장 이미 온 미래교육, 디지털 기반 온라인 교육정책 ·····················33

1. 들어가며 ············································································33

2. 요즘 것들은...? 포노사피엔스(Phono Sapiens) ································37

3. 메타버스를 타다 ···································································39

4. 온ㆍ오프라인 학습 ·································································45

5. 디지털 기반 온라인 교육정책 ····················································50

6. 나가며 ··············································································57

제3장 미래를 여는 고교학점제, 학교에서 나를 디자인하다 ·················63

1. 미래사회의 변화에 따른 고교학점제의 의미 ····································63

2. 고교학점제 개념과 필요성, 기대효과 및 도입 시기 ····························65

3. 해외 고교학점제 비교 ·····························································69

4. 고교학점제 도입을 위한 교육과정 및 학생평가, 이수 기준 그리고 대입제도 ·······················································73

5. 고교학점제 정착을 위한 제언 ····················································78

제4장 미래사회 변화와 진로교육의 방향 ··········································85

1. 미래사회의 변화와 진로교육의 의미 ·············································85

2. 진로교육의 필요성 ·································································86

3. 학교급별 진로교육의 목표와 내용 ···············································89

4. 수요자 시선으로 바라본 진로교육의 현주소 ····································94

5. 모든 학생의 미래가치를 존중할 수 있는 진로교육의 활성화 방안은 무엇인가? ··························································98

제5장 온종일 돌봄을 위한 초등돌봄 정책 ·······································105

1. 온종일 돌봄체계 ··································································105

2. 온종일 돌봄 정책 운영현황 ······················································108

3. 초등돌봄 정책의 문제점 ·························································116

4. 초등돌봄 정착을 위한 제언 ······················································122

제6장 기초학력보장 정책의 이해 ····················································127

1. 들어가며 ···········································································127

2. 우리나라의 기초학력보장 정책 ··················································135

3. 외국의 기초학력보장 정책 ·······················································144

4. 코로나19 이후 교육부와 서울시 기초학력보장 정책의 변화 ·················149

5. 모든 학생 닿게 할 기초학력보장 정책의 일곱 가지 제언 ····················150

6. 나가며 ·············································································155

제7장 대안교육과 대안학교의 이해 ·················································159

1. 대안교육과 대안학교의 개념과 등장배경 ·······································159

2. 대안교육의 이념 ··································································163

3. 우리나라를 대표하는 대안학교 소개 ············································165

4. 대안학교의 운영현황 ·····························································167

5. 미(비)인가시설의 ‘등록제’ 전환에 따른 대안학교의 과제 ·····················180

6. 미래세대를 위한 동반자 관계로서의 대안교육 ·································184

제8장 다양성을 존중하는 다문화교육 정책 ······································187

1. 다문화사회의 이해 ·······························································187

2. 다문화교육 정책 현황 및 분석 ··················································193

3. 다문화교육 관련 법령 및 정부 부처별 정책 ···································199

4. 다문화교육 지원 정책의 한계와 제언 ··········································202

제9장 교육공동체와 함께하는 미래교육 ···········································209

1. 들어가며 ···········································································209

2. 우리나라 교육공동체 현황 ·······················································210

3. 해외 교육공동체 현황 ····························································218

4. 교육공동체 활성화 방안 ·························································221

5. 나가며 ·············································································224

제10장 지속가능한 미래교육 학습생태계 구축방안 ·····························227

1. 미래인재와 핵심역량 ·····························································227

2. 핵심역량 교육의 필요성 ·························································230

3. 지속가능한 미래학교 교육의 변화 방향 ········································231

4. 핵심역량 교육과 학습생태계 형성 ··············································233

5. 국내외 사례 분석 및 시사점 ····················································235

6. 미래 핵심역량 교육 및 학습생태계 구축방안 모색 및 제언 ··················241

제11장 아동ㆍ청소년 마음건강 정책 ·················································247

1. 들어가며 ···········································································247

2. 아동ㆍ청소년 정신건강 정책 현황 ··············································248

3. 아동ㆍ청소년 정신건강 정책 해외 사례 ········································261

4. 아동ㆍ청소년 정신건강 정책 개선방안 ·········································264

5. 나가며 ·············································································267

제12장 아동학대 실태 및 정책대안 ··················································271

1. 아동학대 이해 ····································································272

2. 아동학대 실태 및 분석 ··························································277

3. 아동학대 체벌 금지법에 관한 외국 입법 사례 ································282

4. 아동학대 예방을 위한 대안 및 정책 제언 ·····································284

제13장 학습과 쉼, 놀이가 공존하는 학교공간혁신 ·····························291

1. 들어가며 ···········································································291

2. 그린스마트 미래학교 ·····························································294

3. 학교공간혁신 ······································································299

4. 학교공간혁신에 대한 정책 ·······················································305

5. 나가며 ·············································································310

찾아보기 ··············································································315

저자소개

이병환(대표저자)

순천대학교 사범대학 교직과 교수

김미진ㆍ김주일ㆍ김혜정ㆍ이진영ㆍ정미숙ㆍ최원남

순천대학교 대학원 교육학과 박사과정

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