학점은행제 변천과정에 관한 평가분석 연구

Abstract

본 연구의 목적은 학점은행제의 변천과정에 관한 평가분석을 통해 변천과정에 따른 시대별 제도의 변화 양상을 분석하고 이를 기초로 시대별 정책추진의 평가절차를 적용하여 특징을 분석, 역할의 의의를 밝히고 향후 발전방안을 모색하여 기초 자료로 활용하기 위함이다. 위의 연구목적을 달성하기 위한 본 연구의 내용은 첫째, 학점은행제의 기본 개념과 의의, 전반적인 현황 등을 개괄하여 기술하고 및 관련 국내외 연구를 분석하여 우리나라 학점은행제의 나아가야 할 기본방향을 제시한다. 둘째, 학점은행제의 도입기인 1998년부터 진흥기인 2011년까지 시대별 제도의 변화 양상을 분석하고 전개된 배경, 교육정책, 입법 추진 상황에 따른 정책의 발생 원인을 탐색한다. 셋째, 학점은행제 정책의 시대별 제도 변화양상에 따른 분석 결과를 기초로 시대별 정책추진의 상황, 투입, 과정, 산출을 CIPP 평가절차에 적용하여 특징을 분석하며, 이를 기반으로 학점은행제의 발전방안을 제시하였다. 본 연구를 통해 얻어진 결과는 다음과 같다. 첫째, 시대별 상황 평가결과 학점은행제 도입기(1998-2001)는 IMF시대로 금융위기로 인한 경기침체의 시기였으며 국외적으로는 국가 간 화해와 상호의존성을 강조하였다. 정착기(2002-2006)에는 IMF시대를 지나 참여정부가 시작되면서 소외계층을 위한 사업, 격차해소정책이 실시되었다. 평생교육진흥원의 개원과 제2차 평생학습진흥종합계획('08-'12) 수립과 함께 진흥기(2007-2011)가 시작되었으며 평생학습을 통한 관용 및 포용사회가 실현되었다. 둘째, 투입변수의 평가준거들은 ① 전담조직 및 인력, ② 예산, ③ 교육과정 구성(교과목, 전공), ④ 교육내용 선정 및 조직이며 도입기는 시범운영기간 및 초기로 전담 인력 구성 및 조직체계가 잡히지 않아 기본적인 운영체계를 기반으로 시작되었다. 정착기에는 전문 인력이 두 배로 충원되고 운영실이 확장되어 업무도 세분화 체계화되어간다. 진흥기에는 평생교육진흥원 내 학점은행본부로 개편되고 인원은 40명으로 확대되었다. 업무는 더욱 세분화, 구체화, 체계화되고 각각의 전문 인력들이 실별 체제로 활발히 추진된다. 셋째, 과정평가의 평가준거들은 ① 교육훈련담당 기관, ② 네트워크(사후관리, 담당자 연수 및 상담, 학습자 상담)이며 도입기는 1998년 61개 기관으로 시작하나 2001년에는 357개 기관으로 약 5.9배 성장하였으며 정착기는 456개 기관으로, 진흥기에는 537개 기관으로 성장하였다. 도입기부터 진흥기까지 학점은행제 기관을 사후관리, 학점은행제 상담자료실 운영, 담당자 연수, 평가사업 등 제도적 지원을 적극 추진된다. 넷째, 산출평가의 평가준거들은 ① 개인성취도(만족), ② 조직성취도(효과), 국가성취도(효과)이며 도입기는 시범운영기간 및 도입초기로서 성과분석 연구가 부족하고 소수의 운영 실태 및 운영결과분석 및 개선방안 마련 연구가 진행되었다. 정착기에는 다양성과 개방성에 부합하는 교육제도로 인식되고 있으나 학점은행제 및 학점은행제 학위취득자에 대한 사회적 인정도가 낮고 학위남발제도라는 부정적인 인식들이 계속 드러났다. 진흥기에도 이러한 사회적 인식은 변화지 않으며 학비부담 등으로 학습자의 만족도가 낮아졌으나 학습자 스스로 학습에 대한 열의와 목표의식에는 만족하고 있었으며 긍정적인 인식을 가진 것으로 분석되었다. 본 연구의 결과를 바탕으로 발전방안을 제시하면 다음과 같다. 첫째, 대안적 교육에서 대등한 교육의 역할로 자리매김하도록 학력인정에 대한 사회적 인식의 제고이다. 둘째, 학점은행제 학습자들의 경제적 부담 가중을 최소화 하는 방안이 마련되어야 한다. 셋째, 학점은행제의 질을 높이기 위해서는 학점인정기관으로써 대학의 벽을 낮추어야 한다. 넷째, 학점은행제 희소 전공의 고급․ 특성화이다. 다섯째, 학점은행제는 누구나․ 언제․ 어디서나 원하는 교육을 받을 수 있으며 고등교육수준의 학습에 참여가 가능하고, 일과 학습이 연계된 평생직업교육훈련을 촉진할 수 있을 뿐만 아니라 지식기반사회 및 고령화 사회를 대비하기 위한 체제로 개선되어야 한다. 마지막으로 학점은행제 운영 관리를 위한 전산망 및 포털종합시스템이 강화되어야 한다.| This study set out to analyze the changing patterns of the Academic credit bank system by period and apply the evaluation procedures of the concerned policies of each period to analyze the characteristics and examine the significance of the roles, thus providing basic data for future developmental plans. In an effort to fulfill those purposes, the study first reviewed the basic concept, significance and overall state of the Academic credit bank system and analyzed related studies home and abroad to propose basic directions for the nation's Academic credit bank system. Second, the investigator analyzed the changing patterns of the Academic credit bank system by period from 1998 when the system was first introduced to 2011 when it had its heyday, as well as examined the causes of policies according to the backgrounds behind development, educational policies, and progress of legislation. Third, the characteristics of the policies were analyzed in terms of progress, input, process, and output with the CIPP evaluation procedure based on the analysis results of the system's changing patterns by period to propose developmental plans for the system. The research findings were as follows: first, the evaluation results of the system by period show that harmony and interdependence among countries were emphasized during the introductory period (1998-2001) when there was a global economic recession due to a financial crisis. In the settlement period (2002-2006) after the IMF bailout, the participatory government carried out projects for the alienated class and implemented policies to narrow down the gaps. The establishments of the National Institute for Lifelong Education and the second Comprehensive Development Plan for Lifelong Learning (2008-2012) opened up the promotion period (2007-2011) when a tolerant and comprehensive society was implemented through lifelong education. Second, the evaluation criteria of input variables include ① devoted organization and human power, ② budget, ③ curriculum organization (subjects and majors) and ④ selection and organization of educational content. The basic operational system was set up in the introductory pilot period when no system had yet been established for devoted human power and organization due to its earliness. In the settlement period, the professional human power doubled in size, operational sectors were expanded, and the affairs grew segmented and systemized. In the promotion period, the National Institute for Lifelong Education installed the credit bank headquarters and increased the staff to 40. As the affairs became further segmented, specific, and systemized, the professional staff of each room carried out the affairs actively. Third, the evaluation criteria of process evaluation include ① agencies in charge of education and training and ② networks (post-management, in-service training and counseling for the staff in charge, and counseling for learners). The number of agencies was 61 in 1998 during the introductory period and grew by about 5.9 times to 357 in 2001, further growing to 456 in the settlement period and 537 in the promotion period. Those agencies in the Academic credit bank system actively carried out institutional support including post-management, counseling and data rooms for the system, in-service training for the staff in charge, and evaluation projects. Fourth, the evaluation criteria of output evaluation include ① individual achievement (satisfaction) and organizational and national achievement (effects). In the introductory period during the pilot operation and early days, there was a shortage of research on results analysis, but a small amount of research was conducted on the operational state, analysis of operational results, and improvement measures. In the settlement period, the Academic credit bank system was regarded as an educational system fit for diversity and openness, but the social perceptions of its uses as well as the system itself were poor and negative. Those social perceptions continued on in the promotion period, when the learner satisfaction level dropped due to burdens with educational expenses. However, the learners were satisfied with and had positive perceptions of their passion and sense of purpose as to learning. Based on the findings, the following development plans were proposed: first, the social perceptions of academic recognition should be enhanced so that the system will perform equal educational roles in alternative education. Second, plans should be set up to minimize economic burdens on the learners using the system. Third, colleges and universities should lower their threshold as credit recognition institutions in order to help to raise the quality of the system. Fourth, the rare majors should be advanced and specialized in the system. Fifth, the system should be improved in a way that can help anyone receive education they want at any time and any place, allow anyone to participate in learning of higher education, promote lifelong vocational education and training where work and learning are connected, and prepare for a knowledge-based and aging society. Finally, the computation network and total portal system for the operation and management of the system should be reinforced.; This study set out to analyze the changing patterns of the Academic credit bank system by period and apply the evaluation procedures of the concerned policies of each period to analyze the characteristics and examine the significance of the roles, thus providing basic data for future developmental plans. In an effort to fulfill those purposes, the study first reviewed the basic concept, significance and overall state of the Academic credit bank system and analyzed related studies home and abroad to propose basic directions for the nation's Academic credit bank system. Second, the investigator analyzed the changing patterns of the Academic credit bank system by period from 1998 when the system was first introduced to 2011 when it had its heyday, as well as examined the causes of policies according to the backgrounds behind development, educational policies, and progress of legislation. Third, the characteristics of the policies were analyzed in terms of progress, input, process, and output with the CIPP evaluation procedure based on the analysis results of the system's changing patterns by period to propose developmental plans for the system. The research findings were as follows: first, the evaluation results of the system by period show that harmony and interdependence among countries were emphasized during the introductory period (1998-2001) when there was a global economic recession due to a financial crisis. In the settlement period (2002-2006) after the IMF bailout, the participatory government carried out projects for the alienated class and implemented policies to narrow down the gaps. The establishments of the National Institute for Lifelong Education and the second Comprehensive Development Plan for Lifelong Learning (2008-2012) opened up the promotion period (2007-2011) when a tolerant and comprehensive society was implemented through lifelong education. Second, the evaluation criteria of input variables include ① devoted organization and human power, ② budget, ③ curriculum organization (subjects and majors) and ④ selection and organization of educational content. The basic operational system was set up in the introductory pilot period when no system had yet been established for devoted human power and organization due to its earliness. In the settlement period, the professional human power doubled in size, operational sectors were expanded, and the affairs grew segmented and systemized. In the promotion period, the National Institute for Lifelong Education installed the credit bank headquarters and increased the staff to 40. As the affairs became further segmented, specific, and systemized, the professional staff of each room carried out the affairs actively. Third, the evaluation criteria of process evaluation include ① agencies in charge of education and training and ② networks (post-management, in-service training and counseling for the staff in charge, and counseling for learners). The number of agencies was 61 in 1998 during the introductory period and grew by about 5.9 times to 357 in 2001, further growing to 456 in the settlement period and 537 in the promotion period. Those agencies in the Academic credit bank system actively carried out institutional support including post-management, counseling and data rooms for the system, in-service training for the staff in charge, and evaluation projects. Fourth, the evaluation criteria of output evaluation include ① individual achievement (satisfaction) and organizational and national achievement (effects). In the introductory period during the pilot operation and early days, there was a shortage of research on results analysis, but a small amount of research was conducted on the operational state, analysis of operational results, and improvement measures. In the settlement period, the Academic credit bank system was regarded as an educational system fit for diversity and openness, but the social perceptions of its uses as well as the system itself were poor and negative. Those social perceptions continued on in the promotion period, when the learner satisfaction level dropped due to burdens with educational expenses. However, the learners were satisfied with and had positive perceptions of their passion and sense of purpose as to learning. Based on the findings, the following development plans were proposed: first, the social perceptions of academic recognition should be enhanced so that the system will perform equal educational roles in alternative education. Second, plans should be set up to minimize economic burdens on the learners using the system. Third, colleges and universities should lower their threshold as credit recognition institutions in order to help to raise the quality of the system. Fourth, the rare majors should be advanced and specialized in the system. Fifth, the system should be improved in a way that can help anyone receive education they want at any time and any place, allow anyone to participate in learning of higher education, promote lifelong vocational education and training where work and learning are connected, and prepare for a knowledge-based and aging society. Finally, the computation network and total portal system for the operation and management of the system should be reinforced.