본 연구는 제2차 국가인적자원개발 기본계획(‘06-’10)에 포함되어 있는 교육인적자원개발 정책을 기존 평가체제에 대한 고찰을 통해 도출한 평가 틀에 의거 중간평가하는데 목적을 두었다. 이 연구에서 교육인적자원개발 정책에 대한 평가는 이들 정책이 속해있는 기본계획의 영역에 대한 평가이며 관련 문헌 및 자료를 분석적으로 고찰하는 형태로 수행되었으며, 개별정책에 대한 평가가 아닌 기본계획의 영역을 단위로 하는 포괄적 평가를 하였다. 본 연구에서 제시한 정책평가의 틀은 계획, 실행, 성과의 3단계에 포진된 6개의 평가항목과 이들 평가항목을 평정하는데 준거가 되는 주요 착안사항으로 구성되었으며, 이러한 틀에 기초하여 2006년부터 2007년까지 2년 간 교육인적자원부에서 추진한 4개영역 20개 정책분야 161개 정책과제들을 분석․평가하였다. 연구결과는 다음과 같다. 첫째, 제2차 기본계획은 제1차 기본계획과 종적일관성은 유지하고 있었으나, 제2차 기본계획내에서 타부처와의 횡적 연계성에서는 다소 미흡한 것으로 나타났다. 둘째, 계획 단계에서 계획목표는 비교적 명확하고 해당 과제에 부합하게 설정되어 있으며, 계획내용 역시 사업의 목표달성을 위한 절차와 추진체계를 비교적 충실하게 구비하고 있었으나, 일부과제에서는 보다 정교하고 세밀한 분석을 바탕으로 한 계획 수립이 요구되었다. 셋째, 실행 단계에서는 사업계획에 맞게 추진되고, 실행과정상 요구되는 적절한 정책 연계 및 협조체제를 구축하여 운영되고 있었으나, 일부 과제에서는 사업추진체제와 예산 등에서 부처간 비효율적인 중복이 나타나 관련 부처간 협조체제의 구축이 요구되고 있다. 넷째, 성과단계에서는 정량적 목표의 달성도가 비교적 높았지만, 정책의 가시적 효과는 비교적 낮은 것으로 나타나 정책의 실질적 효과를 측정하기 위한 종합평가체제나 중장기적 평가체제의 구축이 필요하다.

This study aimed to evaluate NHRD Policy related to education which is included on 2nd National Plan for HRD, based on a new evaluation frame derived from synthetic analysis about existing evaluation systems. We made a formative evaluation of divisions of the Plan which included HRD Policies related to education, using references and policy materials/data. This study suggested an evaluation frame which consisted of 3 steps(plan-do-outcome) and 6 items for the purpose, and evaluated 4 policy divisions consisted of 161 educational policy tasks driven by The Ministry of Education and Human Resources Development from 2006 to 2007. The evaluation results were as follows: ① The 2nd National Plan for HRD continued to maintain consistency with The 1st National plan for HRD longitudinally, but won't be appropriately connected between ministries. ② The Plan step showed that the objective of the plan was established clearly and corresponded with each policy task adequately in most divisions and tasks, but some divisions and tasks are required to make a plan based on the elaborate and detailed analysis. ③ The Do step exhibited that most tasks driven as the plan had the policy connection and cooperation system that were required in the planning process. But, some divisions and tasks made inefficient contents and budgets overlapped in the enforcement system. ④ The Outcome step illustrated that most divisions and tasks made a high percentage of the goal attainment quantitatively, but the substantial effects of policy questionable.

This study aimed to evaluate NHRD Policy related to education which is included on 2nd National Plan for HRD, based on a new evaluation frame derived from synthetic analysis about existing evaluation systems. We made a formative evaluation of divisions of the Plan which included HRD Policies related to education, using references and policy materials/data. This study suggested an evaluation frame which consisted of 3 steps(plan-do-outcome) and 6 items for the purpose, and evaluated 4 policy divisions consisted of 161 educational policy tasks driven by The Ministry of Education and Human Resources Development from 2006 to 2007. The evaluation results were as follows: ① The 2nd National Plan for HRD continued to maintain consistency with The 1st National plan for HRD longitudinally, but won't be appropriately connected between ministries. ② The Plan step showed that the objective of the plan was established clearly and corresponded with each policy task adequately in most divisions and tasks, but some divisions and tasks are required to make a plan based on the elaborate and detailed analysis. ③ The Do step exhibited that most tasks driven as the plan had the policy connection and cooperation system that were required in the planning process. But, some divisions and tasks made inefficient contents and budgets overlapped in the enforcement system. ④ The Outcome step illustrated that most divisions and tasks made a high percentage of the goal attainment quantitatively, but the substantial effects of policy questionable.

NHRD, National plan for HRD, Policy evaluation, Policy evaluation for National plan for HRD