韓國 高等敎育機關의 變遷(1945-1982)

서지정보

· 발행기관 : 한국교육학회
· 수록지 정보 : 교육학연구 / 22권 / 1호
· 저자명 : 宋美燮

목차

Ⅰ. 緖論
Ⅱ. 韓國高等敎有基關의 変遷(1945~1982)
Ⅲ. 韓國大學生形成의 変遷(1945~1982)
Ⅳ. 韓國敎授 形成의 変遷(1945~1982)
Ⅴ. 轉換期에 선 韓國高等敎育의 課題
參考文獻
［Abstract］

영어초록

The purpose of this study is to find out what changes were made in Korean higher educational institutions between 1945 and 1982. In order to achieve this goal, the statistical data provided by the Ministry of Education during that period were collected and analyzed according to the following three categories: 1) Higher educational institutions, 2) Students, and 3) Faculty. Then the summary of the findings in those three categories is given along with the discussions on the five major problem areas where the reassessment seems to be urgently called for.
The changes in higher educational institutions during the last 4 decades were phenomenal. There were only 19 higher educational institutions with the total student number of 7,819 in 1945 when the Republic of Korea became independent from the Japanese control. In 1982, the number of colleges and universities was increased to 255. Out of these 255,115 were 4-year colleges and universities and 140 were in the category of 2 or 3-year vocational junior colleges which brought the most of changes in higher educational institutions.
There were an average of 1,652 students, 50 faculty, and 31 administrative staff in a vocational junior college in 1982 whereas a 4-year college had an average of 6,815 students, 208 faculty, and 172 administrative staff.
Most teaching faculty had an M.A. degree and Ph.D. holders represented less than 30% of the entire faculty in Korea. Most presidents of higher educational institutions appeared to have a Ph.D. but in reality there were more honorary doctoral degree holders than an earned doctoral degree holders among the college presidents. Therefore it is safe to assume that about 30%-40% of the college presidents held an earned Ph.D.
One of the five problem areas was that the growth of higher educational institutions during the last 4 decades were made by the private institutions which were totally depended upon the students' tuition income for their operation. Their educational environments were less attractive than the public institutions and yet no serious government attempt was made to improve this situation.
The second area was concerned with the organizational development in colleges and universities. Even though the student body was increased enormously, no adjustment was made to accommodate the organizational growth. When the organization becomes big, it becomes rigid, centralized and bureaucratic and therefore one must become increasingly sensitive to the human aspects of organization.
The third area was about the need for re-examination of the mission of vocational junior colleges. More than half of the higher educational institutions were vocational junior colleges and it is about time to question if this trend must be continued.
The fourth area was that coeducation become the dominant pattern of Korean higher education. Unless woman’s colleges and universities reasses their goals to meet the current society’s need, the very survival of woman’s colleges and universities will be at stake.
Lastly the graduate education did not meet the vigorous demand for higher academic standing. There were only 2 full-time faculty and 2 administrative staff per graduate school ill 1982. Drastic changes in graduate education must be made in order to fulfill its mission toward higher scholarship.

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