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코로나 이후 방과후학교 정책과제 발굴 및 제도화 방안 연구(CR2021-15)
연구 요약
<차 례>
I. 서론 ·········································································································· 1
1. 연구의 목적 및 필요성 ·················································································1
2. 연구의 내용 및 범위 ·····················································································4
3. 연구의 방법 ·····································································································7
II. 방과후학교의 기능과 역할 ······························································· 11
1. 제도화 이전 : 다양한 방과후 교육활동 ·················································12
2. 제도화 시기 ···································································································16
3. 지방 이양과 분권화 시기 ···········································································21
4. 역사적 고찰에서 나타난 정책 시사점 ·····················································30
가. 방과후학교 정책 목표의 변천과 시사점 ·············································30
나. 정부 중심의 방과후학교 확대와 한계 ·················································35
다. 방과후학교의 시？도교육청 이양과 한계 ·············································36
라. 방과후학교 지방이양의 한계 ·······························································37
III. 방과후학교 활성화의 장애요인 ······················································ 40
1. 내적 요인 ·······································································································42
가. 참여 인력 관련 문제 ···············································································42
나. 방과후학교 프로그램 관련 문제 ···························································45
다. 방과후학교 운영 공간 관련 문제 ·························································49
라. 방과후학교 지원 행정 및 재정 관련 문제 ·····································50
2. 외적 요인 ·······································································································52
가. 외부 강사 선발 자격 및 선발기준 문제 ···········································52
나. 지역사회 운영 프로그램 질 관리 문제 ·············································54
다. 지역사회 거버넌스 구축 및 활용 문제 ···············································56
라. 방과후학교 운영 재원 문제 ·································································58
3. 장애요인에 대한 생태계적 분석 ·······························································66
IV. 방과후학교 관련 해외 사례 ························································· 68
1. 프랑스 ···········································································································69
가. 방과후학교의 기능과 역할 ·····································································69
나. 제도적 지원 ·····························································································71
다. 유형 및 주체별 운영 현황 ·····································································74
2. 영국 ················································································································78
가. 방과후학교의 기능과 역할 ·····································································78
나. 제도적 지원 ·····························································································79
다. 유형 및 주체별 운영 현황 ···································································81
3. 스웨덴 ············································································································83
가. 방과후학교의 기능과 역할 ·····································································83
나. 제도적 지원 ·····························································································84
다. 유형 및 주체별 운영 현황 ·····································································86
4. 일본 ················································································································87
가. 방과후학교의 기능과 역할 ·····································································87
나. 제도적 지원 ·····························································································88
다. 유형 및 주체별 운영 현황 ·····································································91
5. 소결 ················································································································93
V. 방과후학교 성과 분석 및 발전 과제 도출을 위한 이해관계자 요구 분석 98
1. 분석 개요 ·······································································································98
가. 연구 대상 ···································································································98
나. 설문 문항 ·································································································100
다. 자료 수집 및 분석 방법 ·······································································101
2. 방과후학교 성과 분석 ···············································································103
가. 방과후학교 기능과 역할 ·······································································103
나. 방과후학교 운영에 대한 활성화 인식 ···············································110
다. 방과후학교 장애 요인 ···········································································112
3. 방과후학교 발전 과제에 대한 요구 ·······················································120
가. 방과후학교 주체, 대상, 내용 ······························································120
나. 미래 교육 트렌드와 방과후학교의 역할 ···········································127
다. 방과후학교 개선 방안 ···········································································135
4. 소결 ··············································································································143
VI. 방과후학교 발전 방안: 모델과 발전 전략 ································ 146
1. 새로운 방과후학교 모델과 운영체제 ·····················································146
2. 학교 중심 공교육 강화모델 (모델 1) ····················································149
가. 배경 및 필요성 ·······················································································150
나. 주요 특징 ·································································································151
다. 모델의 강점 ·····························································································160
라. 한계점 ·······································································································162
마. 대안 ···········································································································165
3. 수요자 중심 교육혁신모델 (모델2) ························································167
가. 배경 및 필요성 ·······················································································167
나. 주요 특징 ·································································································169
다. 모델의 강점: 기대하는 성과 ·······························································175
라. 한계점 ·······································································································178
마. 대안 ···········································································································181
4. 학교-지역사회 협력모델(모델3) ······························································183
가. 배경 및 필요성 ·······················································································183
나. 주요 특징 ·································································································184
다. 모델의 강점 : 기대하는 성과 ·····························································195
라. 한계점 및 대안 ·······················································································198
마. 대안 ···········································································································198
5. 방과후학교 발전 모델 종합 ·····································································201
VII. 결론 ·································································································· 213
1. 요약 ··············································································································213
가. 방과후학교의 역사적 발전, 한계 및 발전 방향 ·····························213
나. 방과후학교에 대한 주요 현장 의견과 정책적 시사점 ···················217
다. 해외 방과후학교 제도 현황과 정책적 시사점 ·································220
라. 방과후학교 발전 모델 ···········································································225
2. 정책적 제언 ································································································227
가. 방과후학교 활성화를 위한 공통 요인: 단위학교？교육청 차원 ····227
나. 방과후학교 활성화를 위한 특수 요인: 중앙정부(교육부) 차원 ···232
다. 방과후학교에 관한 학술 연구의 진흥 ···············································237
참 고 문 헌 ······················································································238
부록1. 설 문 지 ·······················································································248
부록2. 참고자료 ·······················································································264
I. 서론 ·········································································································· 1
1. 연구의 목적 및 필요성 ·················································································1
2. 연구의 내용 및 범위 ·····················································································4
3. 연구의 방법 ·····································································································7
II. 방과후학교의 기능과 역할 ······························································· 11
1. 제도화 이전 : 다양한 방과후 교육활동 ·················································12
2. 제도화 시기 ···································································································16
3. 지방 이양과 분권화 시기 ···········································································21
4. 역사적 고찰에서 나타난 정책 시사점 ·····················································30
가. 방과후학교 정책 목표의 변천과 시사점 ·············································30
나. 정부 중심의 방과후학교 확대와 한계 ·················································35
다. 방과후학교의 시？도교육청 이양과 한계 ·············································36
라. 방과후학교 지방이양의 한계 ·······························································37
III. 방과후학교 활성화의 장애요인 ······················································ 40
1. 내적 요인 ·······································································································42
가. 참여 인력 관련 문제 ···············································································42
나. 방과후학교 프로그램 관련 문제 ···························································45
다. 방과후학교 운영 공간 관련 문제 ·························································49
라. 방과후학교 지원 행정 및 재정 관련 문제 ·····································50
2. 외적 요인 ·······································································································52
가. 외부 강사 선발 자격 및 선발기준 문제 ···········································52
나. 지역사회 운영 프로그램 질 관리 문제 ·············································54
다. 지역사회 거버넌스 구축 및 활용 문제 ···············································56
라. 방과후학교 운영 재원 문제 ·································································58
3. 장애요인에 대한 생태계적 분석 ·······························································66
IV. 방과후학교 관련 해외 사례 ························································· 68
1. 프랑스 ···········································································································69
가. 방과후학교의 기능과 역할 ·····································································69
나. 제도적 지원 ·····························································································71
다. 유형 및 주체별 운영 현황 ·····································································74
2. 영국 ················································································································78
가. 방과후학교의 기능과 역할 ·····································································78
나. 제도적 지원 ·····························································································79
다. 유형 및 주체별 운영 현황 ···································································81
3. 스웨덴 ············································································································83
가. 방과후학교의 기능과 역할 ·····································································83
나. 제도적 지원 ·····························································································84
다. 유형 및 주체별 운영 현황 ·····································································86
4. 일본 ················································································································87
가. 방과후학교의 기능과 역할 ·····································································87
나. 제도적 지원 ·····························································································88
다. 유형 및 주체별 운영 현황 ·····································································91
5. 소결 ················································································································93
V. 방과후학교 성과 분석 및 발전 과제 도출을 위한 이해관계자 요구 분석 98
1. 분석 개요 ·······································································································98
가. 연구 대상 ···································································································98
나. 설문 문항 ·································································································100
다. 자료 수집 및 분석 방법 ·······································································101
2. 방과후학교 성과 분석 ···············································································103
가. 방과후학교 기능과 역할 ·······································································103
나. 방과후학교 운영에 대한 활성화 인식 ···············································110
다. 방과후학교 장애 요인 ···········································································112
3. 방과후학교 발전 과제에 대한 요구 ·······················································120
가. 방과후학교 주체, 대상, 내용 ······························································120
나. 미래 교육 트렌드와 방과후학교의 역할 ···········································127
다. 방과후학교 개선 방안 ···········································································135
4. 소결 ··············································································································143
VI. 방과후학교 발전 방안: 모델과 발전 전략 ································ 146
1. 새로운 방과후학교 모델과 운영체제 ·····················································146
2. 학교 중심 공교육 강화모델 (모델 1) ····················································149
가. 배경 및 필요성 ·······················································································150
나. 주요 특징 ·································································································151
다. 모델의 강점 ·····························································································160
라. 한계점 ·······································································································162
마. 대안 ···········································································································165
3. 수요자 중심 교육혁신모델 (모델2) ························································167
가. 배경 및 필요성 ·······················································································167
나. 주요 특징 ·································································································169
다. 모델의 강점: 기대하는 성과 ·······························································175
라. 한계점 ·······································································································178
마. 대안 ···········································································································181
4. 학교-지역사회 협력모델(모델3) ······························································183
가. 배경 및 필요성 ·······················································································183
나. 주요 특징 ·································································································184
다. 모델의 강점 : 기대하는 성과 ·····························································195
라. 한계점 및 대안 ·······················································································198
마. 대안 ···········································································································198
5. 방과후학교 발전 모델 종합 ·····································································201
VII. 결론 ·································································································· 213
1. 요약 ··············································································································213
가. 방과후학교의 역사적 발전, 한계 및 발전 방향 ·····························213
나. 방과후학교에 대한 주요 현장 의견과 정책적 시사점 ···················217
다. 해외 방과후학교 제도 현황과 정책적 시사점 ·································220
라. 방과후학교 발전 모델 ···········································································225
2. 정책적 제언 ································································································227
가. 방과후학교 활성화를 위한 공통 요인: 단위학교？교육청 차원 ····227
나. 방과후학교 활성화를 위한 특수 요인: 중앙정부(교육부) 차원 ···232
다. 방과후학교에 관한 학술 연구의 진흥 ···············································237
참 고 문 헌 ······················································································238
부록1. 설 문 지 ·······················································································248
부록2. 참고자료 ·······················································································264
