ScholarWorks@숙명여자대학교

초록

Innovative education districts were established with a goal to expand the realm of educational participants to include communities, under the recognition that school education was not enough to resolve today’s complex educational problems. In other words, the goal is to help overcome the limits of the existing public education through collaboration with communities and utilization of their diverse resources. As is the case with many local governments, the Seoul Metropolitan Government has pushed for Seoul-based innovative education district since 2015, based on a consensus that the realm of education should be expanded to promote collaboration among teachers, parents, and community members, which is needed to guide students to the right path of growth. The success or failure of Seoul-based innovative education district may be determined by an interaction of various factors, such as new goals and values, various participants, law and institutions, and management structure and policy measures. To ensure the delivery of the project’s goal and its sustainability and scalability, there is a need to identify the current state of the project through a multifaceted analysis, and overview in which direction the project should proceed based on the achievements and limits that the project has shown thus far. The purpose of the study was to provide a comprehensive analysis of Seoul-based innovative education district in four dimensions, offer its implications, and present future challenges. The study drew on the normative, structural, constituent, and technical dimensions that were used in the Multi-Dimensional Policy Model. Cooper, B.S, Fusarelli, L.D., & Randall, E.V.(2004). The study analyzed the goals and values of the project in the normative dimension and the project’s implementation structure and institutional foundations in the structural dimension. The study analyzed the roles and interrelationships of participants, such as the Seoul Metropolitan Government, the Seoul Metropolitan Office of Education, schools and villages in the constituent dimension, and governance management, empowerment of members, and intermediary organization’ roles in the technical dimension.

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