핀란드는 어떻게‘핀란드식’교육정책을 형성하게 되었는가?: 글로벌 거버넌스와 일국의 차용방식 = How has Finland Formed its Own Educational Policies‘in the Finnish Way’?: With Reference to Quality Assurance Evaluation and School Choice

국문 초록 (Abstract)

[연구목적] 이 연구는 어떻게 하여 핀란드는 1990년대 이후 글로벌 교육개혁 흐름과 별도로 자신만의 독특한 경로를 밟았는가에 대해 알아보기 위한 것이다. 이를 위해 이 연구는 핀란드 교육의 역사적, 정치적, 문화적, 우연적 요인을 종합적 으로 알아 본 뒤, 핀란드의 주요 교육정책 형성과정에서 이러한 맥락적 요인이 어떤 식으로 작용하였는가를 파악해 보고자 하였다. [연구방법] 이 연구는 주로 문헌 조사방법을 활용하였다. 그리고 핀란드의 질보증 평가와 학교선택제를 문헌조사의 주 대상으로 하였다. 이 두 정책은 1990년대 이후 글로벌 교육개혁이 핀란드에도 영향을 준 대표적인 정책이지만 논쟁에 비해 실제 그 영향력은 매우 미미하였다. [연구결과] 주요 연구결과는 첫째, 핀란드는 역사적으로 볼 때, 중앙정부의 권위 주의적 리더십을 중시하는 전통에서 시장형 책무성평가를 도입하지 않았다. 둘째, 정치적으로, 사회민주당을 중심으로 한 연정으로 종합학교, 즉 뻬루스꼬울루 정신이 강해 매우 제한적인 학교선택제만을 실시하였다. 셋째, 우연적 요소로서, PISA에서의 높은 성취도와 교육전반에 걸쳐 나타난 모범적인 성과는 기존의 경로 의존성을 강화시켰다. [결론] 핀란드는 글로벌 거버넌스의 영향을 받았으나 국내 요인과 상호작용하면 ‘핀란드식’ 정책을 조형했다고 볼 수 있다. 이는 정책차용에서 로컬의 맥락적 요소가 간과되어져서는 안 되며, 글로벌 교육정책이 일방향으로 전파된다기 보다 일국의 역사, 정치, 문화적 요인과 상호작용하면서 변형되어 나타난다는 정책차용론과 관련이 있다.

다국어 초록 (Multilingual Abstract)

[Purpose] This study examines the way Finland has formed its own unique way with little influences from global education reform movement in 1990s. This research uses the framework with historical, cultural, and contingent components to investigate how these contextual elements have an affect on the formation of major educational policies. [Methods] Literature review method was used to identify relevant studies and materials that author targeted on two major educational policies: quality assurance assessment and school choice. These policies are thought of as crucial parts of global educational reform movement influencing on the Finnish education in 1990s. [Results] First, Finnish education did not actively introduced the market-based accountability tests because the Finnish are likely to respect the leadership of central government and the authority of National Board of Education. Second, only ‘soft’ school choice was implemented under the political environment in which the spirit of ‘Peruskoulu’ in comprehensive school reform has long been rooted partly by grand coalition around Social Democratic Party. Third, as a part of contingent elements, the Finnish PISA success in both students achievement and other overall positive outcomes has reinforced the path dependency of Finnish education. [Conclusion] Finland has also been influenced by global governance but has formed the applicable educational policies on its own way, so called ‘in the Finnish way’, by interacting with historical condition, political environment and factors of contingency such as PISA success. The research findings imply that complex phenomena of local context in policy borrowing should not be overlooked in that global educational policies are transformed and diversely implemented when they come to local particularities of history, politics, and culture of a nation-state rather than globally spreading in one direction.

목차 (Table of Contents)

• Ⅰ. 서 론 Ⅱ. 동형화와 차용 Ⅲ. 역사적, 정치적, 우연적 요인 Ⅳ. 교육정책의 ‘핀란드식’ 형성 Ⅴ. 논의 및 결론

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