이 논문에서는 최근 주요 국가의 교육개혁 정책을 비교 분석함으로써 국제화 시대를 맞이한 각 국가의 정책 대응 행태에 나타난 특징을 고찰하였다. 이를 위해 주요 동․서양 국가의 교육개혁 정책에 관한 선행연구와 문헌을 조사하여 비교 분석함으로써 교육개혁 정책의 특징과 문제, 쟁점을 도출하였다. 연구 결과, 국제화에 따른 교육 정책적 대응의 특징으로서, 국가경쟁력 확보를 위한 교육수월성에 초점을 둔 개혁 정책이 부각되고 국가 간에 교육개혁 정책의 동질화 현상이 있는 점, 국가간 ‘정책 차용’ 현상으로 인해 동·서양의 엇갈린 교육개혁의 방향이 보이는 점 등을 확인할 수 있었고, 이로 인한 문제점으로는, 국내 맥락과 문화를 고려하지 않은 개혁 정책의 실효성 저하, 교육 가치에 대한 혼란과 정책 방향의 혼돈, 그리고 ‘신자유주의’ 교육개혁 정책이 가져온 교육격차 심화와 교육본질적 가치와의 갈등 문제 등을 분석할 수 있었다. 이를 토대로 국제화 시대의 교육 정책 형성을 위한 원리로서, 국내 맥락과 문화, 교육 가치에 대한 고려의 필요성 및 정책 실효성 제고, 형평성 제고를 위한 국가의 공적인 역할의 필요성을 도출할 수 있었다.

This study explored what the trends and characteristics in each country’s educational reform policy in the age of globalization are like. For this, the recent educational reform policies of western countries such as the United Sates and the EU countries, and eastern countries such as Korea, Japan, China and Singapore were compared with each country’s documents and prior studies related to the national educational reform. Findings showed that, as the characteristics of reform-policy making in the age of globalization, there were homogeneity in reform policy like most countries’ pursuit of excellence in education for nation’s competition, ‘policy borrowing and copying’, and opposite direction in reform policies between eastern and western countries, with influenced by globalization. As the problems caused by characteristics, several problems resulting from reform policies without consideration of domestic context and culture, such as ineffectiveness in practice and conflicts among values and directions in educational reform policies, especially, conflicts between intrinsic values in education and the values that reform policies based in neo-liberalism pursue, were drawn.

This study explored what the trends and characteristics in each country’s educational reform policy in the age of globalization are like. For this, the recent educational reform policies of western countries such as the United Sates and the EU countries, and eastern countries such as Korea, Japan, China and Singapore were compared with each country’s documents and prior studies related to the national educational reform. Findings showed that, as the characteristics of reform-policy making in the age of globalization, there were homogeneity in reform policy like most countries’ pursuit of excellence in education for nation’s competition, ‘policy borrowing and copying’, and opposite direction in reform policies between eastern and western countries, with influenced by globalization. As the problems caused by characteristics, several problems resulting from reform policies without consideration of domestic context and culture, such as ineffectiveness in practice and conflicts among values and directions in educational reform policies, especially, conflicts between intrinsic values in education and the values that reform policies based in neo-liberalism pursue, were drawn.

, , , , , , , , , , ,

Policy borrowing, Policy copying, Education Reform, Educational policy, Globalization, Equity, Excellence, Accountability in Education. NCLB (No Child Left Behind Law), Neo-liberalism, National-level student achievement test, Creativity