중등단계 직업․기술교육 재구조화 방안
-특성화중학교 도입 타당성 연구-
2012. 10.
연구책임자 : 안양옥(서울교대 교수)
목 차
I. 서론 ·································································································1
1. 연구의 필요성 ···························································································1
가. 특성화중학교 도입의 의의 ········································································1
나. 특성화중학교 도입의 추진배경과 현실적 요청 ····································3
2. 연구의 목적 ·······························································································4
3. 연구의 내용 및 방법 ···············································································5
가. 연구의 내용 ··································································································5
나. 연구 방법 ······································································································5
4. 연구의 범위 ·······························································································6
II. 연구의 배경 ··················································································9
1. 정부의 중등단계 직업교육정책 ·····························································9
가. 정부별 직업교육 정책의 변천 ··································································9
나. 직업교육정책 종합 ····················································································26
2. 중등단계의 직업기술 교육기관 ···························································29
가. 특성화고등학교 ··························································································31
나. 마이스터고등학교 ······················································································34
다. 특성화고와 마이스터고의 성과 ······························································36
3. 특성화중학교 도입의 정책환경 진단 ···········································39
가. 특성화고 정책추진 경과 ········································································39
나. 당면 과제 ····································································································43
4. 선행연구 고찰 ·························································································50
가. 중등단계 직업교육 체제, 정책관련 선행연구 ···································50
나. 특성화고등학교 관련 선행연구 ······························································52
다. 마이스터고등학교 관련 선행연구 ··························································54
라. 기타 선행연구 ····························································································56
III. 특성화중학교 유형의 외국사례분석 ·····································59
1. 독일 ···········································································································59
가. 배경 ··············································································································59
나. 중등단계 교육체제 ····················································································61
다. 중학교 단계 진로교육: 기본학교 (Hauptschule)를 중심으로 ·········70
라. 청소년 진로교육을 위한 국가정책방안 ················································77
마. 시사점 ··········································································································85
2. 일본 ·········································································································87
가. 교육체제와 직업교육(제도) ····································································87
나. 중등직업(전문) 교육체계 ········································································89
다. 시사점 ········································································································115
IV. 특성화중학교 도입에 대한 의견조사 ································119
1. 조사 대상 ·····························································································119
가. 현장전문가 구성 ······················································································119
나. 전문가 정책자문 협의회 위원 구성 ····················································119
2. 조사 도구 ·······························································································120
가. 설문조사 및 인터뷰 ··············································································120
나. 자문 및 설문 내용 ··················································································120
3. 조사 결과 ·······························································································121
가. 학교 현장 전문가 대상 질문에 대한 주요 답변 내용 ····················121
나. 전문가 정책 자문 협의회 위원 대상 질문에 대한 주요 답변 내용 ·····127
3. 종합 및 시사점 ·····················································································131
가. 종합 ············································································································131
나. 시사점 ········································································································131
V. 중학교단계에서의 직업기술교육의 유형 ·························133
1. 기본방향 ·································································································133
가. 기본 전제 ··································································································133
나. 유형 분류의 준거 ····················································································134
2. 직업기술관련 특성화중학교의 유형 ·················································137
가. 유형1. 마이스터고연계형 ·······································································137
나. 유형2. 기술전문형 ···················································································138
다. 유형3. 대안학교형 ···················································································139
라. 유형4. 위탁교육형 ···················································································141
마. 유형5. 프로그램지원형 ···········································································142
VI. 요약 및 제언 ··········································································149
1. 요약 ·········································································································149
2. 제언 ·········································································································150
가. 광범위한 수요자 의견조사 필요 ··························································150
나. 진로진학상담을 위한 교육과정개발 및 운영 ··································150
다. 진로선택이 아니라 진로개발교육으로서의 패러다임 개척 ············151
라. 사회적 인식변화를 위한 노력 ······························································151
마. 기술교육 네트워크 조성 ········································································151
바. 전문기술분야 인재 양성 교육을 위한 교원양성 및
지원 체제의 확립 ···················································································152
참 고 문 헌 ···················································································153
중등단계 직업․기술교육 재구조화 방안
-특성화중학교 도입 타당성 연구-
2012. 10.
연구책임자 : 안양옥(서울교대 교수)
목 차
I. 서론 ·································································································1
1. 연구의 필요성 ···························································································1
가. 특성화중학교 도입의 의의 ········································································1
나. 특성화중학교 도입의 추진배경과 현실적 요청 ····································3
2. 연구의 목적 ·······························································································4
3. 연구의 내용 및 방법 ···············································································5
가. 연구의 내용 ··································································································5
나. 연구 방법 ······································································································5
4. 연구의 범위 ·······························································································6
II. 연구의 배경 ··················································································9
1. 정부의 중등단계 직업교육정책 ·····························································9
가. 정부별 직업교육 정책의 변천 ··································································9
나. 직업교육정책 종합 ····················································································26
2. 중등단계의 직업기술 교육기관 ···························································29
가. 특성화고등학교 ··························································································31
나. 마이스터고등학교 ······················································································34
다. 특성화고와 마이스터고의 성과 ······························································36
3. 특성화중학교 도입의 정책환경 진단 ···········································39
가. 특성화고 정책추진 경과 ········································································39
나. 당면 과제 ····································································································43
4. 선행연구 고찰 ·························································································50
가. 중등단계 직업교육 체제, 정책관련 선행연구 ···································50
나. 특성화고등학교 관련 선행연구 ······························································52
다. 마이스터고등학교 관련 선행연구 ··························································54
라. 기타 선행연구 ····························································································56
III. 특성화중학교 유형의 외국사례분석 ·····································59
1. 독일 ···········································································································59
가. 배경 ··············································································································59
나. 중등단계 교육체제 ····················································································61
다. 중학교 단계 진로교육: 기본학교 (Hauptschule)를 중심으로 ·········70
라. 청소년 진로교육을 위한 국가정책방안 ················································77
마. 시사점 ··········································································································85
2. 일본 ·········································································································87
가. 교육체제와 직업교육(제도) ····································································87
나. 중등직업(전문) 교육체계 ········································································89
다. 시사점 ········································································································115
IV. 특성화중학교 도입에 대한 의견조사 ································119
1. 조사 대상 ·····························································································119
가. 현장전문가 구성 ······················································································119
나. 전문가 정책자문 협의회 위원 구성 ····················································119
2. 조사 도구 ·······························································································120
가. 설문조사 및 인터뷰 ··············································································120
나. 자문 및 설문 내용 ··················································································120
3. 조사 결과 ·······························································································121
가. 학교 현장 전문가 대상 질문에 대한 주요 답변 내용 ····················121
나. 전문가 정책 자문 협의회 위원 대상 질문에 대한 주요 답변 내용 ·····127
3. 종합 및 시사점 ·····················································································131
가. 종합 ············································································································131
나. 시사점 ········································································································131
V. 중학교단계에서의 직업기술교육의 유형 ·························133
1. 기본방향 ·································································································133
가. 기본 전제 ··································································································133
나. 유형 분류의 준거 ····················································································134
2. 직업기술관련 특성화중학교의 유형 ·················································137
가. 유형1. 마이스터고연계형 ·······································································137
나. 유형2. 기술전문형 ···················································································138
다. 유형3. 대안학교형 ···················································································139
라. 유형4. 위탁교육형 ···················································································141
마. 유형5. 프로그램지원형 ···········································································142
VI. 요약 및 제언 ··········································································149
1. 요약 ·········································································································149
2. 제언 ·········································································································150
가. 광범위한 수요자 의견조사 필요 ··························································150
나. 진로진학상담을 위한 교육과정개발 및 운영 ··································150
다. 진로선택이 아니라 진로개발교육으로서의 패러다임 개척 ············151
라. 사회적 인식변화를 위한 노력 ······························································151
마. 기술교육 네트워크 조성 ········································································151
바. 전문기술분야 인재 양성 교육을 위한 교원양성 및
지원 체제의 확립 ···················································································152
참 고 문 헌 ···················································································153