「장애인 등에 대한 특수교육법」 제정과 「특수교육발전 5개년 계획」에 따른 특수교육비 현황 및 변화 추이
Special Education Expense Status and Trends According to the Enactment of the Special Education Law for the Disabled and the Five-Year Plan for Special Education Development
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[목적] 이 연구의 목적은 제1차에서 제5차까지 ‘특수교육발전 5개년 계획’ 시기별로 특수교육 예산과 그 변화 추이를 살펴봄으로써 실질적으로 특수교육정책 수행을 위한 교육재정의 확보, 항목별 배분 등이 어떻게 이루어졌는지 분석하고자 하며, 이를 통해 향후 특수교육정책의 실효성을 위한 적절한 예산 편성과 집행 방안을 제시하는 데 있다. [방법] 연구의 목적을 성취하기 위해 학술연구정보서비스(RISS), 한국학술정보(KISS), DBPIA 등 검색엔진을 통해 논문을 검색하였고 교육부의 1997년부터 2020년까지 <특수교육 연차보고서>와 <특수교육발전 5개년 계획>, <OECD 교육지표> 등을 바탕으로 비교ㆍ분석하였다. [결과] 첫째, 우리나라 특수교육대상자 1인당 특수교육비는 지속적으로 증가하여 왔으나, 시ㆍ도별 1인당 특수교육비는 불규칙적인 증감 현황을 보이며 편차가 매우 크다. 둘째, 우리나라 GDP, 총 교육예산, 공교육비 대비 특수교육 예산은 꾸준히 증가하여 왔으며, 특히 제2차 특수교육발전 5개년 계획 동안 총 GDP 대비 특수교육비와 1인당 GDP 대비 특수교육비가 가장 많이 증가하였다. 셋째, 우리나라 특수교육 총예산에서 가장 높은 비율을 차지하는 것은 인건비로 전체 예산의 50~60% 이상을 차지하고 있으며 다음으로 교급당 운영비, 시설비, 자산 취득비, 연수비 순이다. [결론] 「장애인 등에 대한 특수교육법」이 시행되었던 제3차 계획 이후 현재까지 특수교육예산이 큰 증가 없이 평균 4%대를 유지하고 있는 것으로 보아 특수교육 예산 증가는 법 제정과 관련되었다기보다는 우리나라 GDP 증가에 기인한 결과로 볼 수 있다. 또한 특수교육 예산에 따른 정책의 방향을 제시하고 정책의 수행 정도를 정확하게 평가하기 위해서는 보다 구체화되고 전국적으로 통일된 명확한 기준이 필요하며, 국가의 특수교육 책무성과 정책의 수행 정도를 파악하고 특수교육의 질적 제고를 위하여 적절한 예산 편성과 집행 방안 등에 대한 연구가 활성화되어야 할 것이다.
Abstract
[Purpose] The purpose of this study was to analyze how the education budget is secured and is distributed for the implementation of special education policies in Korea by examining the special education budget and its changes in the Five-Year Plan for Special Education Development from the first to the fifth period. The study thus aimed to present an appropriate budget allocation and execution plan for future effective special education policies. [Method] Several papers were reviewed using the many academic research information services, and Special Education Annual Report from 1997 to 2020 of the Ministry of Education, the Five-Year Plan for Special Education Development, and the OECD Education Index were analyzed and compared. [Results] First, although the per capita special education expenses have been continuously increasing, they show irregular increases and decreases by province, with significant differences between them. Second, the special education budget has been steadily increasing compared to the GDP, total education budget, and public education budget. Third, the highest proportion of the total budget for special education consists of labor costs, as accounting for more than 50-60%. [Conclusion] To propose the policy directions according to the special education budget and to accurately evaluate the degree of policy implementation, a unified, clear, and more detailed standard is needed. Moreover, research should be continuously conducted to compare the finances of special education in developed countries and in Korea and to understand the national responsibility for special education and the degree of implementation of policies to improve the quality of special education.
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