新管理主義對韓國中央地方教育行政權限之影響硏究

Abstract

以強調分權和市場主義等的新管理主義理論爲基礎的韓國的教育改革，以1990年代爲起點，對很多教育政策的形成和發展產生了影響。本研究旨在探討新管理主義，對韓國中央與地方教育行政權限的影響，並分析從中央政府和地方政府，一般自治和教育自治等方面出發，爲地方教育自治發展的合理權限分配及治理的轉變。此外，探索學校自治的核心機構學校營運委員會的營運等，學校自治的發展方案。\n研究者透過深度訪談法，深入瞭解受訪者對韓國教育行政精神、權限分配和教育治理的轉變、對學校自治及學校營運委員會運作的看法之呈現，同時並試著詮釋從新管理主義的影響和價值的角度，教育分權和學校自治相關政策理解與發展方向。最後歸納出研究結論有以下七點：\n一、新管理主義價值影響教育需求者導向，和對此的反省而形成之教育公平。\n二、地方教育自治本質，意味着以地方、教育專家、需求者爲中心，轉換教育典範。\n三、需要將教育權限真正轉移地方，特別是需要地方教育財政的轉移。\n四、中央與地方教育的治理，變成夥伴關係，而不是上下關係。\n五、一般自治對教育自治的治理，需要相互聯繫與合作，對合作機構的實質性運作至關重要。\n六、學校自治在於，強化學校的自律權限，強調相應的責任。\n七、學校營運委員會應提高行政透明性和民主性，並成爲真正的學校自治機構。\n根據以上研究結果，提出具體建議，提供相關教育行政主管機關及教育單位人員未來相關研究之參考。

Starting from the 1990s, the educational reform in South Korea has influenced the formation and development of many educational policies, based on new managerialism theories that emphasize decentralization and marketism. The purpose of this study is to explore the impact of new managerialism on the administrative authority of central and local education in Korea, and to analyze the reasonable allocation of authority and transition of governance for the development of local educational autonomy starting from the central and local governments, general autonomy and educational autonomy. In addition, it explores the desirable development of school autonomy, such as the operation of the school steering committee as a core organization of school autonomy.\nThe researcher used in-depth interviews to understand the respondents views on educational administration spirit in Korea, authority distribution, and changes in the education governance, and school autonomy and the operation of school administration committee. At the same time, the research aims to explain the development of the direction of policies related to decentralization of education and school autonomy from the perspective of the impact and value of new managerialism.\nFinally, the research conclusions are summarized as follows:\n1. The value of new managerialism affects the orientation of education demanders and the equability of education formed by reflection on this.\n2. The essence of local education autonomy means transforming the paradigm of education with the local, educational experts, and demanders at the center.\n3. The education authority needs to be actually transferred to the local government, especially the transfer of local education finance.\n4. The governance of central and local education has become a partnership, not a relationship between subordinates and superiors.\n5. The governance of general autonomy and education autonomy requires mutual connection and cooperation, which is essential for the substantive operation of cooperative institutions.\n6. School autonomy lies in strengthening the autonomy of schools and emphasizing corresponding responsibilities.\n7. The school administration committee should improve its administrative transparency and democracy, and become a true institution of school autonomy.\nBased on the results of the above research, specific suggestions are put forward to provide references for future related research by personnel of relevant education administrative authorities and education units.