영국의 공립학교 구조 개혁: 아카데미의 자율성, 책무성, 협력적 거버넌스 측면에서
Academy School Reform in England: Autonomy, Accountability and School Collaborative Governance
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본 연구의 목적은 영국 공립학교의 아카데미 전환 정책의 배경, 내용, 특징 및 주요 쟁점을 분석하여 학교 구조 개혁에 대한 시사점을 도출하는 것이다. 아카데미는 학력 저하 학교들의 성취 수준 향상을 위해 도입된 자율형 공립학교로서, 2022년까지 모든 초·중등 공립학교를 아카데미로 전환할 것을 공표한 후 다양한 논쟁이 진행 중이다. 분석 결과 영국의 아카데미 정책은 첫째, 국가수준의 학교 구조 개혁을 통해 교육 제 영역에 대한 혁신을 통합적으로 접근하는 특징이 확인되었다. 둘째, 학교 교육과정 편성·운영, 교육 재원의 사용, 교원 선발과 급여 수준 결정 등에 대한 단위학교의 자율성을 폭넓게 부여하고 있다. 셋째, 아카데미는 내적 책무성과 성과주의 학교 책무성 체제 간의 제도적 긴장 관계를 형성하고 있다. 넷째, 아카데미는 다양한 거버넌스를 구축하여 학교 간 협력 강화를 학교 발전의 핵심적 원리로 적용하고 있다. 본 연구의 분석 결과를 바탕으로 공교육 개혁을 위해서는 학교 구조 개혁의 필요성을 강조하고, 단위학교의 자율성 강화는 학교 및 교사의 자율적 교육 활동 실천을 위한 역량과 균형을 이룰 수 있는 제도적 지원 방안이 중요함을 제언하였다. 끝으로 단위학교의 자율성에 비례하는 명확한 학교 책무성 체제 구축과 함께 학교 간 협력적 네트워크 강화와 질 관리를 위한 방안을 논의하였다.
Abstract
The purpose of this study is to analyze school reforms whereby which all maintained schools will convert to academies by 2022 in England. Although converting maintained schools to academies, the flagship education policy for educational reform in England, has significant theoretical and practical implications, research on academy policy remains an under-explored area, and there is a noticeable lack of research exploring the background, key characteristics, impacts on educational effectiveness and improvement from a comparative perspective. The major findings show that the model of academization focuses on the educational structure to foster school innovation through school collaborative partnerships. The policy also emphasizes that school autonomy regarding curriculums, school management, initial teacher training and professional development is the driving force for school improvement. The academization model shares the feature of vertical and horizontal school accountability system. However it is apparently to enhance vertical aspect of accountability, resulting in the institutional tension between two different type of school accountability. Finally it is found that school-to-school collaborative governance is the underpinning principle of academization as the effective means in supporting underperforming schools. Based on the results, this study reflects on a number of issues related with the academization of maintained schools and suggests implications for school reform in terms of school autonomy, accountability, and collaborative governance.
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