소수자 정책 관점에서 본 탈북청소년 교육지원 제도
Education Support Policy for Young Defectors from North Korea - In a Perspective of Minority Policy
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This study analyzes the policy of education support for defectors who came from North Korea and suggested policy direction for defectors' education. Social integration policies for minority groups have early, middle, and late periods depending on the period of social problems, social discrimination, and exclusion of minority groups. This study classifies defectors' education support programs into social settlement type, basic education settlement type, higher education preparation type, and unification future talent type. According to the results of the analysis, the policy suggestions for these defectors' education support policies are as follows: First, the ‘Development model for defectors from North Korea’ is a program management style which combines phased destinations. The policy’s direction and education’s target recipients should be specifically established considering attributes of the phased policy. Second, there is a need for evaluation of systemic development in each program. A set of operating procedures should be built so that diverse social targets can be oriented and new needs can be analyzed and reflected.
Abstract
This study analyzes the policy of education support for defectors who came from North Korea and suggested policy direction for defectors' education. Social integration policies for minority groups have early, middle, and late periods depending on the period of social problems, social discrimination, and exclusion of minority groups. This study classifies defectors' education support programs into social settlement type, basic education settlement type, higher education preparation type, and unification future talent type. According to the results of the analysis, the policy suggestions for these defectors' education support policies are as follows: First, the ‘Development model for defectors from North Korea’ is a program management style which combines phased destinations. The policy’s direction and education’s target recipients should be specifically established considering attributes of the phased policy. Second, there is a need for evaluation of systemic development in each program. A set of operating procedures should be built so that diverse social targets can be oriented and new needs can be analyzed and reflected.
참고문헌 (23)
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