영국의 교육복지에 대한 탐색 -교육복지서비스, Education Action Zone 중심으로- = Exploring Education Welfare in the England: Focusing on Education Welfare Services and Education Action Zones

다국어 초록 (Multilingual Abstract)

This is an exploratory study on education welfare in Britain, the first country in the world to develop a social welfare system. The question that inspired this study was “why, given Britain's long history in social welfare, they are not currently the leading country in school social work?” This study focuses on a revision of education welfare services, the roles of education welfare officers, and Education Action Zones (EAZs). The data collected was concentrated around literature review of government reports, articles from academic journals, newspapers and news broadcasts, and articles posted in organizations and associations linked to education welfare and social work. Research shows that education welfare services are continuously pressured to reduce truancy rates and increase academic achievement levels in schools. This continues to happen under current neoliberalism, regardless of which political party is in power. For a long while, there has been a need for education welfare services to be given social work practice in order to properly support parents and students instead of concentrating on parent punishment. Additionally, there is general discontent around the lack of consistency over projects like EAZ and similar others, as they seem to be put in place only temporarily causing a lot of controversy. Based on the problems faced by the UK, this study suggests policies and practical implications for future Educational Welfare projects in Korea.

국문 초록 (Abstract)

본 연구는 사회복지발달의 시초이지만 학교사회복지가 발달하지 않은 영국의 교육복지에 대한 탐색적 연구이다. 이를 위해 영국의 교육복지환경변화와 교육복지서비스, 교육복지관의 역할을 고찰하였으며, 특히 우리나라 교육복지우선지원사업의 모델이 되었던 영국의 Education Action Zone(EAZ)이 단기간의 사업에 그쳤던 원인과 그 이후의 영국 내 사회적 논쟁에 대하여 기술하였다. 자료 수집은 정부 보고서, 학술논문, 언론 기사와 방송, 관련 기관과 협회 기고문 등을 통한 문헌고찰을 중심으로 하였다. 연구결과 영국의 교육복지는 집권정당과 관계없이 신자유주의의 영향을 받으며, 학교 보조금을 통해 무단결석과 학업 성취수준 달성에 대한 압력을 지속적으로 받고 있는 것으로 조사되었다. 무단결석 관리에 집중된 교육복지서비스는 학부모 처벌 중심으로, 교육복지관의 사회복지 전문성에 대한 요구가 지속적으로 제기되어 왔으나 아직까지는 한계점이 있는 상황이다. 또한 EAZ와 함께 이와 유사한 사업들이 광대한 구호에 비해 임시적이고 일관성이 없이 이루어지는 것에 대한 문제제기가 계속되고 있는 것으로 나타났다. 마지막으로 본 연구에서는 영국의 경험을 토대로 현재 우리나라의 교육복지사업의 정책적, 실천적 함의와 방향성에 대하여 제안하였다.

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