초록 ▼

논의 및 결론
이상 교육 분야 양극화 추이 분석을 위한 1차년도 기초 연구 결과 잠정적인 함의는 다음과 같다. 첫째, 교육 분야 양극화 이슈에서는 단순히 하나의 지표나 데이터가 어떻게 분포되어 있는지를 아는 것이 중요한 게 아니라 가정 배경의 영향력 증가, 가정 배경에 의한 위치 선점 후 이동성 둔화, 가정 배경에 따른 차별, 실패 후 재기 가능성 빈약 등 가정 배경을 조건으로 유불리가 만들어져 결과적으로 분포상 차이가 나타나는 현상에 관심을 가진다. 따라서 관련 현상을 탐구하기 위해서는 여러 사회경제 및 교육 관련 요인들이

논의 및 결론
이상 교육 분야 양극화 추이 분석을 위한 1차년도 기초 연구 결과 잠정적인 함의는 다음과 같다. 첫째, 교육 분야 양극화 이슈에서는 단순히 하나의 지표나 데이터가 어떻게 분포되어 있는지를 아는 것이 중요한 게 아니라 가정 배경의 영향력 증가, 가정 배경에 의한 위치 선점 후 이동성 둔화, 가정 배경에 따른 차별, 실패 후 재기 가능성 빈약 등 가정 배경을 조건으로 유불리가 만들어져 결과적으로 분포상 차이가 나타나는 현상에 관심을 가진다. 따라서 관련 현상을 탐구하기 위해서는 여러 사회경제 및 교육 관련 요인들이 서로 영향을 주면서 원인과 결과로 나타나는 복잡한 맥락을 고려해야 한다.

둘째, 본 연구에서 교육 분야의 양극화 이슈를 검토한 결과, 교육 분야의 양극화는 ‘개인의 배경, 즉 가계소득, 부모학력, 문화적 배경 등에 의해 교육의 기회, 과정, 결과에서 상하집단으로 쏠리게 되면서 중간층이 감소하고 집단 간 이질성이 커지며 집단 내 동질성이 심화되는 가운데 집단 간 이동성이 약화되는 현상’이라고 정의할 수 있다.

셋째, 가용한 데이터를 활용하여 교육 분야 양극화 지수를 예시적으로 산출해본 결과 양극화가 상당 수준 진행되어 있고 점차 심화되고 있는 것으로 나타난다. 특히 양극화 하위 요소 중 집단 간 차이(5분위 배율)와 불균등 배분지수에서 나타난 의미를, 그리고 지표 중에서는 사교육비, 학업 성취, 대학 진학 등의 영역을 심층 분석할 필요가 있다. 또한 변동 지수의 측면에서는 이동성 감소를 의미하는 불균등 배분지수가 가장 크게 나타났다. 이 결과를 통해서 1) 소득별 집단화나 중간층의 감소보다는 상하위 계층 간 간극의 증가와 이동성 감소가 드러난다는 점, 2) 공교육 분야보다는 사교육비 투자 등 사적영역의 문제가 심하다는 점, 3) 대학입학에서 소외계층을 별도 선발하는 기회균형전형을 확대하는 등의 정책적 접근이 양극화 정도를 완화할 수 있다는 점 등이 확인된다.

넷째, 교육 분야 양극화에 대한 사회적 우려는 1) 가정의 사회경제적 배경이 자녀 교육에 대한 사적 투자의 차이를 불러일으키면서 특정 집단이 모두가 선망하는 인생 경로를 독점하게 되는 ‘일극화’ 현상, 2) 중간층이 하층으로 대거 이동하면서 분화되는 ‘하극화’현상에 기인한다. 추후 이러한 핵심 문제에 대한 세밀한 분석 및 그에 따른 정책 구안이 요청된다.

(출처 : 연구요약 16p)

Abstract ▼

As the phenomenon of inheriting the socioeconomic status of parents has recently come into the spotlight, there is a growing interest in socioeconomic polarization. As a result, concerns are raised over various phenomena in the field of education as the term “polarization” is combined. However, ther

As the phenomenon of inheriting the socioeconomic status of parents has recently come into the spotlight, there is a growing interest in socioeconomic polarization. As a result, concerns are raised over various phenomena in the field of education as the term “polarization” is combined. However, there is a significant lack of studies that provide conceptual definitions and empiricalevidence for the overall “polarization in education.” Moreover, no clear criteriaor indicators have been given to determine “polarization in the field of education” have been suggested.

This study was initiated to develop a basis for determining the status of the progress in polarization in education and whether the progress is easing or deepening, and to accumulate data. The objectives of this study that will be conducted for five years from now on include the following; 1) to define the concept of polarization in the field of education; 2) to develop a method that can identify and diagnose polarization in the field of education; 3) to analyze the trend of polarization in the field of education and identify its cause; and 4) consequentially, to provide the basic data required in developing policies to mitigate polarization in the field of education.

For this purpose, the following shall be considered in the content and method to be conducted for the next five years. First, the whole lifetime, that is, the trend of polarization in the field of education will be examined from early childhood through the adult period. Second, as polarization in the field of education is the problem that’s interwound in many areas of society, and the solution also requires socioeconomic policy alternatives beyond the scope of education policy, this study would proceed with an interdisciplinary research.
Third, this study is going to answer public questions and at the same time reveal the polarization characteristics of other fields and other fields of education by using the measurement methods including polarization index etc. suggested in the previous studies to examine the status of polarization in the field of education. Fourth, this study will newly establish the concept of polarization in the field of education that has been mixed with educational gap and educational inequality, and develop the index that can show the characteristics of the concept of “polarization” in the field of education. Fifth, the phenomenon of polarization that has to be explored in the field of education and the scopeof its cause will be covered, while analyzing the continuous trend of key indicators and analyzing the rest closely as the main theme of the year. Finally, sincequantified measurements of polarization in the field of education alone have limitations in interpreting results and devising follow-up measures, qualitativedata will be collected and analyzed to identify the reasons behind the revealed results. The five-year research plan for analysis of polarization in the field of education is as shown in the table below:

This report, a research of the first year of the five-year research, defines the concept of polarization in the field of education, developed key issues as indicators in the discussion of polarization in the field of education, and suggested the index that can diagnose polarization in the field of education.
Additionally, it calculated the index for each key indicator using the data available at an illustrative level to identify trends.

First, the following implications were derived as a result of the review of prior studies on polarization in the field of education: 1) Because socioeconomic polarization issues and polarization in the field of education issues are interlinked or deeply related, it is necessary to take note of the relationship while examining it closely in the course of deriving the polarization in the field of education; 2) The major issues include private education costs and participation in private education, parents’ interest and support in their children’s education, academic performance, high school admission opportunities by type, learners’ affectivedomain, learners’ digital readiness, quality of public education, employment, adult education participation, and quality of adult education; 3) The differences and gaps in each domain, and furthermore, the appearance of polarization will vary depending on how the gaps in income and socioeconomic status levels of the household are divided; 4) The causes and consequences of each other among the key issues of polarization in the field of education have to be considered in the course of developing indicators and indexes of polarization in the field of education; and 5) It is important to check the trends over time in order to identify the dynamics of the polarization.

Furthermore, newspaper articles and pubic perception were analyzed to reveal how society perceives the polarization in the field of education. First, the analytical findings of newspaper articles were as follows: 1) An increase inthe number of topics over time from the Kim Dae-jung administration to the Moon Jae-in administration shows that the importance of the issue of polarization in the field of education has grown and people’s interest has increased as the issue has become more complex; 2) Behind the expansion of the issue of polarization in the field of education lies the conflict between classes over the high school system, admission policy, and English education; 3) The competition for academic performance for entrance exams is being revealedthrough various support at home, typically private education; 4) The issue was centered on college entrance exams, but is gradually expanding to early childhood and employment levels throughout their lives; 5) There is a highinterest in policies to respond to polarization in the field of education; and, finally, 6) There is a concern that the transition to a future education system may lead to the deepening of the polarization.

Next, public perception of overall aspects of polarization in the field of education, that is, the level of polarization in each social sector, the polarization phenomenon in the society at large, the meaning of polarization throughout the society, the reason that polarization is a problem, the perception of the polarization phenomenon in the field of education, the meaning of polarizationin terms of education, the timing and domain of the deepening of polarization in the field of education, the social cause of polarization in the field of education, polarization in the field of education in the situation when COVID-19 is spreading, prospects of future society related to education, a major cause of polarization in the field of education, and policies to be promoted to mitigate polarization in the field of education. The results were as follows: 1) The people are using the term “polarization” to cover various aspects of the widening gap between classes; 2) The people have a pessimistic outlook and an uneasy sentiment about the phenomenon of polarization in our society’s income, jobs, housing, regions, and political views; 3) Particularly, the people tend to think that the future polarization will get worse and the influence of family background on children’s education will increase in case of the middle class(income between ￦4 million and ￦6 million) or the upper class(min. ￦8 mission) in terms of the income level, and a highly educated person in terms of education; 4) In comparison, the low-income class or low-education class have expectations of easing future polarization; 5) The people generally perceive that the tendency of polarization in the field of education will be amplified in the spread of COVID-19; 6) The people think that the critical time when parents’ income and level of education have an influence on their children’s academic performance and admission into an upper school is the high school stage when the children prepare for college admission; 7) The public perceives polarization in the field of education as a problem combined with social and cultural factors such as polarization of income and assets among social classes, job polarization, and academic elitism rather than education itself; 8) The pubic believes that improving college entrance system, expanding educational support for the socially disadvantaged, and expanding quality jobs are most necessary policies to respond to polarization.

To summarize the issue of polarization in the field of education form the viewpoint of newspaper articles and public perception survey, it appears that the people see gaps in educational opportunities based on innate conditions such as family background and regions due to polarization in income and jobs.
Especially, they believe that parents’ investment in their children’s education lead to polarization in private education, which affect their academic performance, resulting in the polarization in the opportunities of high school entrance and college admission. They also believe that this is linked again to the polarization of income and jobs that are the most polarized social sectors.
They believe that a link to the polarization phenomenon is made this way.
The people believe that a political approach is important as a mechanism to mitigate the polarization in the field of education.

This study reviewed prior studies which explored educational indicators, educational indexes, and polarization indexes, and drew up implications forthe method of calculating “polarization in the field of education” which considered the distinct characteristics of the education field. Then, in orderto develop the key indicators for polarization in the field of education first, the authors compiled the issues derived from prior studies and newspaper article analyses, reflecting the results of the public perception survey on each issue, and then discussed with experts to draw up a group of candidates for indicators.

Moreover, the authors developed the following key indicators of polarization in the field of education after filtering out key indicators in the first expert survey, collecting opinions in the second expert survey, and going through discussions between the authors and experts finally reflecting the related contents.

Meanwhile, in order to develop indexes, the calculating indexes of polarization in the field of education were established based on a theoretical review. Thenthe indexes were drawn up to review their conformity by examining the conformity and validity of the indexes in the second experts survey. The results were as below:

The index by key indicator of polarization in the field of education is calculated as an example in order to examine the developed index, while data was scarce and consistency was difficult to get. The results are shown in the table below:

The example of the calculation results of index variation in polarization in the field of education in 2020 with 2010 as the base point is as below:

The tentative implications of the first-year basic study for analysis of population trends in the field of education are as follows: Firstly, in polarization in thefield of education, what is important is not just to know how a single indicator or data is distributed, but rather to have interest in the phenomenon in which advantages and disadvantages are created based on the family background such as an increase in the influence of the family background, slowing mobility after the location preoccupancy by the family background, discrimination based on the family background, and poor chances of a comeback after failure, resulting in distribution differences. Accordingly, it is necessary to consider the complex context in which various socioeconomic and educational factors influence each other and result in causes and consequences.

Secondly, according to the results of analyzing the issue of polarization in the field of education in this study, the polarization in the field of education can be defined as “a phenomenon in which inter-group mobility weakens amida decrease in the middle class, an increase in intergroup heterogeneity, and intensified intra-group homogeneity as educational opportunities, processes, and outcomes are driven to upper and lower classes by background, that is, household income, parents’ educational background, and cultural background.”

Thirdly, the results of calculating the index of polarization in the field of education as ann example using the available data showed that the polarization has been progressed at a considerable level and is gradually intensifying. The degree of polarization was high in inter-group differences(5th quartile ratio)or the index of inequality distribution among the subelements of polarization, and private education expenses, academic performance, and college admission among the indicators. In the aspect of the variation index, the inequality distribution index which implies a decrease in mobility was the highest. The results confirmed the following: 1) The gap between the upper and lower classesis growing, rather than the reduction of income-specific collectivization or middle class; 2) The problem of private sector, such as investment in private education expenses, is more critical than public education; 3) A politicalapproach, such as expanding the equal opportunity admission to select the underprivileged separately in college admission, can ease the degree of polarization in the field of education.

Fourthly, the social concern about the polarization in the field of education is caused by the following: 1) The phenomenon of “unilateralization” in which certain groups monopolize the life path that everyone envies, as the socioeconomic background of the family causes differences in private investment in children’s education; and 2) The phenomenon of “downward polarization” in which the middle class diverges as it moves in large numbers to the lower class. Further close analysis of these key problems and subsequent policies are required.

(출처 : Abstract 247p)

목차 Contents

• 표지 ... 1머리말 ... 3연구요약 ... 5목차 ... 18표목차 ... 20그림목차 ... 22별책 부록 목차 ... 25Ⅰ 서론 ... 26 1 연구의 필요성 및 목적 ... 28 2 연구 내용 ... 35 3 연구 방법 ... 36 4 향후 연구 설계 ... 47Ⅱ 이론적 쟁점 ... 50 1 교육에서의 양극화 개념 ... 52 2 사회경제적 양극화와 교육 분야 양극화 ... 55 3 선행연구에서 나타난 교육 분야 양극화 이슈 ... 62Ⅲ 교육 분야 양극화 이슈: 신문기사와 인식조사를 중심으로 ... 78 1 신문 기사 분석 ... 80 2 교육 분야 양극화에 대한 국민 인식 ... 94 3 신문기사와 인식조사를 통해서 본 교육 분야 양극화 이슈 종합 ... 131Ⅳ 교육 분야 양극화 측정방법 ... 134 1 교육 분야 양극화 측정 방법 개발을 위한 기초 ... 136 2 교육 분야 특수성을 고려한 양극화 측정 방법 ... 159Ⅴ 교육 분야 양극화 지표와 지수 체계 ... 167 1 교육 분야 양극화 지표·지수 체계 개발 ... 169 2 교육 분야 양극화 지수 산출 사례 ... 189 3 교육 분야 양극화 국제 비교 사례 ... 202Ⅵ 논의 및 시사점 ... 211 1 논의 ... 213 2 정책적 시사점 ... 225 3 차년도 연구에의 시사점 ... 227 4 나오며 ... 231참고문헌 ... 233Abstract ... 247부록 ... 266 부록 1 교육 분야 양극화에 대한 국민 인식조사 설문지 ... 266 부록 2 1차 전문가 조사지 ... 275 부록 3 2차 전문가 조사지 ... 281 부록 4 교육 분야 양극화 지수 산출 사례(2010년) ... 294끝페이지 ... 296