국제교육개발협력에서의 민관협력(‘PPP’) 현황 및 쟁점 분석

Studies on Public-Private Partnership (PPP) in International Education Development and Implications to Korea

국제개발협력 분야에서 공공 부문과 민간 부문의 협력 프레임워크가 점차 주목을 받고 있다. 이것은 민관협력, 혹은 PPP(Public-Private Partnership)라고 불리어 지며 전통적인 개발재원인 ODA의 한계성에 대한 주요 대안 중 하나로 여겨지고 있다. 2015년 이후의 국제개발협력의제를 통칭하는 ‘지속가능발전목표(SDGs, Sustainable Development Goals)’를 실현하기 위한 논의의 핵심은, 각 목표를 달성하기 위한 재원을 어떻게 확보할 것인가라는 문제였고, 단지 공적개발재원인 ODA에 의존하기 어렵다는 점을 인정하고 적극적으로 기업을 포함한 민간 재원을 포함해야 한다는 점을 강조하고 있다. 그러나 과연 개발협력, 특히 교육개발협력에 있어 PPP의 확대를 통한 재원 확보가 기대하고 있는 ‘효과적 개발’의 목표를 달성할 수 있는지에 대해서는 논의가 필요하다. 이에 본고에서는 이러한 민관협력의 점증하는 중요성에 대한 인식에 착안하여 국제개발협력 및 교육분야 개발협력에서 나타나는 민관협력의 주요 특징 및 최근 동향들을 검토하고, 이어 교육개발협력에서의 PPP가 갖는 도전이슈들을 면밀히 제시하였다. 또한 민관협력의 주요 전략적 시사점과 제언 사항들을 제시하였으며, 이를 통해 향후 민관협력의 효율적 활용방안을 구체화할 수 있도록 하였다.

A collaborative partnership between public sector and private sector called ‘Public-Private Partnership (PPP)’ has gained its importance in international development. Particularly, PPP is recognized as a financial alternative for the traditional ‘Official Development Assistance (ODA)’ since it is believe that ODA alone cannot fully meet the needs in development. In this sense, one of the main focus in Post-2015 years lies in the ‘finance for development (also referred to as development financing)’ and this includes PPP to make development financially sustainable by mobilizing sufficient amount of development resources. Looking back on the history of international development, PPP has been one of the most prevalent particularly in the area of infrastructure-driven development projects/programs. In accordance with the booming of PPP in infrastructure development, various forms of education PPP have been also implemented in education-related projects/programs over the past decades even though the scale of finance in education PPP has been relatively smaller than the infrastructure one (Patrinos et all. 2008). At global level, there have been remarkable achievements in education but they also entailed a number of challenging issues such as extreme poverty, gender inequality, and youth unemployment unlike the original expectations. This was proven by many of the following assessments on international development goals such as Millennium Development Goals (MDGs), Education for Sustainable Development (ESD) and Education for All (EFA). Similarly, there are also different approaches and assessments on education PPP from the academic stances and this leaves large rooms for further research and discussions. In this sense, roles of PPP have become more important and emphasized in the years of SDGs, and accordingly, this study seeks to clarify the features of education PPP as well as its limitations, implications and recommendations.