고교학점제에 대한 해외 인식조사: 덴마크, 아일랜드, 스웨덴을 중심으로

Abstract

The purpose of this study is to analyze the high school systems of 3 European countries, Denmark, Ireland, and Sweden in areas such as school days of a year, the decision criteria of graduation, the minimum number of credits and the number of hours, establishment of national level curriculum, the type of high school, etc. Researchers visited Denmark, Ireland, and Sweden, in order to observe their curricula and secure references because they need to suggest measures for restructuring curriculum for the Korean credit system. Through these visits, the researchers explored the problem-solving methods of these countries in order to collect data as well as learn their know-how of how to solve the problems that we may encounter in the introduction of their credit systems. In order to gather diverse opinions, researchers conducted surveys and in-depth interviews with 60 participants including teachers, professors, and supervisors and students and parents. The result showed that ① all of these countries operate the credit system in their high schools. ② The definitions of the credits differed from country to country. ③ In these countries, requirements for graduation requested the minimum number of credits or the graduation test and sometimes both of them. ④ The factor that determines the total number of class hours is number of class rather than class days. ⑤ Most countries do not count non-subjects in their credits. ⑥ In Sweden and Denmark, the minimum requirement hours for graduation are different for each school or program. Through these visits to Denmark, Ireland, and Sweden, this study obtained meaningful data that could lead to the improvement of anticipated problems and issues related to the introduction of a revised Korean credit system.