기후변화 대응 교육을 위한 ‘제비 지오로케이터 프로젝트’의 협력적 거버넌스 분석
Analysis of Cooperative Governance of the ‘Swallow Geolocator Project’ for Climate Change Response Education
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This study analyzed the cooperative governance of the ‘Swallow geolocator project’ and explored governance model to strengthen climate change response education based on the analysis results. To this end, the governance of this project was analyzed based on the cooperative governance model and the ecological system theory model. As a result of the analysis, the project was found to have well-organized starting conditions, institutional design, cooperation process, and facilitating leadership, which are key elements of cooperative governance. Analysis based on the ecological system theory model showed that elements of microsystem, mesosystem, exosystem, macrosystem, and chronosystem were well established, but some of them were needed. It is necessary to develop activities that parents can actively participate in this project in relation to the parent element among elements of the microsystem. In addition, it was found that in the macrosystem, it was necessary to systematically operate programs in each region of the country through the establishment of an education program platform to respond to the climate change at the level of the Ministry of Education. In particular, in terms of the climate change being a global problem, it is necessary to expand strengthening international exchanges at the central ministry level. The results of this study will provide basic data on the establishment of cooperative governance for climate change response education.
Abstract
This study analyzed the cooperative governance of the ‘Swallow geolocator project’ and explored governance model to strengthen climate change response education based on the analysis results. To this end, the governance of this project was analyzed based on the cooperative governance model and the ecological system theory model. As a result of the analysis, the project was found to have well-organized starting conditions, institutional design, cooperation process, and facilitating leadership, which are key elements of cooperative governance. Analysis based on the ecological system theory model showed that elements of microsystem, mesosystem, exosystem, macrosystem, and chronosystem were well established, but some of them were needed. It is necessary to develop activities that parents can actively participate in this project in relation to the parent element among elements of the microsystem. In addition, it was found that in the macrosystem, it was necessary to systematically operate programs in each region of the country through the establishment of an education program platform to respond to the climate change at the level of the Ministry of Education. In particular, in terms of the climate change being a global problem, it is necessary to expand strengthening international exchanges at the central ministry level. The results of this study will provide basic data on the establishment of cooperative governance for climate change response education.
참고문헌 (45)
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