스웨덴 후기중등교육체제의 형성
The formation of upper secondary education system in Sweden
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This study analyzes the features and the conditions of the educational reform in Sweden that resulted in the formation of comprehensive upper secondary school. The results of study are as follows;First, the main feature of educational reform of Swedish secondary school is that the problem of vocational education had the central position of the reform. The reform was consistently intended to make the status of vocational education equivalent to that of academic education. Second, the integration of vocational and academic education became main agenda of the reform through the combination of the needs of vocational education originated from industrial change and the political feature of corporatism. Third, the reform resulted in the formation of comprehensive upper secondary education system through the contents of reform and institutional conditions. The contents of the reform maximized political supports for it by embracing various class interests according to the change of embedded contexts. The institutional conditions that resulted from previous reforms imposed constraints on differentiation, and induced integration. Fourth, the analysis on Swedish case implies that institutions regulate the process of educational formation, and therefore historical and institutional approach to educational system is necessary. The analysis of institutions that intermediate the dynamics of politics and economy can explain the formation of educational system. The historical and institutional analysis will lead us to understand the nature of educational system in a more accurate manner.
Abstract
This study analyzes the features and the conditions of the educational reform in Sweden that resulted in the formation of comprehensive upper secondary school. The results of study are as follows;First, the main feature of educational reform of Swedish secondary school is that the problem of vocational education had the central position of the reform. The reform was consistently intended to make the status of vocational education equivalent to that of academic education. Second, the integration of vocational and academic education became main agenda of the reform through the combination of the needs of vocational education originated from industrial change and the political feature of corporatism. Third, the reform resulted in the formation of comprehensive upper secondary education system through the contents of reform and institutional conditions. The contents of the reform maximized political supports for it by embracing various class interests according to the change of embedded contexts. The institutional conditions that resulted from previous reforms imposed constraints on differentiation, and induced integration. Fourth, the analysis on Swedish case implies that institutions regulate the process of educational formation, and therefore historical and institutional approach to educational system is necessary. The analysis of institutions that intermediate the dynamics of politics and economy can explain the formation of educational system. The historical and institutional analysis will lead us to understand the nature of educational system in a more accurate manner.
참고문헌 (41)
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