한국의 지방교육자치제도 변천에 대한 고찰

Abstract

In the course of political democratization, Korea has institutionalized and developed local autonomy, bringing about changes in educational autonomy. The educational self-government system is specified in the constitution, and after the establishment of the government in 1948, the local autonomy law was enacted on July 4, 1949, and the law was amended. In this study, the transition process of local educational autonomy was divided into six stages: preparation period, implementation period, dark period, transition period, revival period, and development period according to the enactment and revision of the law, starting with political changes. During the preparatory period, the 「Act on the Establishment of District Ordinance」 was promulgated in 1948 to prepare the legal foundation as the Basic Law on Education. As for the execution period, the promulgation of the Enforcement Decree of the Education Act on April 23, 1952 led to the historic inauguration of local educational autonomy in Korea, and the April 19 Revolution in 1960 attempted a full-scale reform aimed at complete self-government. In the dark period, the local educational autonomy system was suspended due to the 5.16 military coup in 1961. The local educational autonomy system, which had been abolished during the transition period, stipulated that educational autonomy be implemented through the revised Education Act in 1963, but it was operated in a very formal way. In the revival period, as the local autonomy system was revived as a result of democratization in 1987, the local educational autonomy system was also tried to be fully implemented through the revised Education Act in 1988, but it was delayed for political reasons. On March 8, 1991, the Local Educational Autonomy Act was promulgated and the local educational autonomy was transformed. The development of the local educational self-government system has reached the present. The study intends to propose the following policies. First, it is necessary to stipulate the ‘Local Education Autonomy System’ in the Constitution. Second, the requirements for non-partisan member qualifications for superintendents of education must be strengthened to ensure political neutrality and the realization of professionalism in education. Third, the function of the Standing Committee should be strengthened through the strengthening of education committee members' job training program for educational knowledge and expertise and education experts.