교육환경개선특별회계 종결에 따른 평가연구

본 연구는 1996년부터 2000년까지 운영된 교육환경개선특별회계를 평가하는 데 목적이 있다. 교육환경개선특별회계는 교육환경개선이라는 정책목표를 달성하기 위한 사업의 성격이 강하면서, 동시에 교육재원 확보책의 성격도 일부 가지고 있기 때문에, 이 연구에서는 환특회계사업의 결과를 적합성, 효과성, 효율성, 형평성 등의 측면에서 평가하였다.<BR> 적합성은 환특회계 설치의 적합성과 설치목적의 적합성, 그리고 대상사업 선정과정의 적절성으로 구분하여 평가하였고, 효과성은 교육환경개선사업의 추진성과와 교육재원 확층에의 기여정도로 평가하였다. 한편, 효율성은 사업추진과정의 효율성, 사업시행과정의 융통성과 대응성, 시행단위의 자율성으로 평가하였고, 형평성은 지역별ㆍ설립별ㆍ학교급별로 평가하되, 지역별 형평성은 시ㆍ도별 배분지수 산출과정의 형평성을 평가함으로써, 학교급별ㆍ설립별 형평성은 학교급별ㆍ설립별로 투자된 환특사업비를 비교함으로써 평가하였다.<BR> 평가결과, 향후 교육환경개선사업을 보다 효율적으로 추진하기 위해서는 관련사업관의 연계를 강화하고, 사업추진체제를 정비할 필요가 있는 것으로 나타났다. 그리고 사업을 신속하고 효율적으로 집행하여 이월 및 불용액 발생을 억제해야 하고, 사업비 배분의 형평성도 제고해야 하며, 사업시행단위의 자율성과 추진과정의 융통성 못지 않게 사업계획의 중요성을 인식할 필요가 있는 것으로 나타났다. 마지막으로 사업집행과정에서 수업에 지장을 주는 공사를 최소화하고, 미래지향적인 교육환경개선 사업을 추진할 필요가 있는 것으로 나타났다.

Significant amounts of financial resources enter the public school each year. The Ministry of Education estimates that in 1996-2000, \5000 billion were spent on public schools from the Improvement Grants of Educational Environment(IGEE). The purpose of this study were to evaluate the results of IGEE which is operated by the Ministry of Education during past five years.<BR> In this study, the researcher established four criteria to evaluate IGEE such as adequacy, efficiency, effectiveness, and equity. These criteria were based on characteristics of IGEE which is designed to improve educational environment as well as insure financial resources in education sector.<BR> The term `adequacy` is surfacing with increasing frequency in the debate about the allocation and utilization of resources for education. From this point of view, IGEE were evaluated in two dimensions. Adequacy as a special account and adequacy in selecting recipients. Because of the stabilized tax source like Education Tax, the 2nd IGEE could be insured in terms of adequacy as a special accounts. Likewise, IGEE can be secured adequacy in selecting recipients.<BR> The idea of `efficiency` in education deals explicitly with the relationship between the supply of resources and their subsequent transformation into desired outcomes. From this point of view, IGEE could be evaluated in three dimensions : efficiency in process of the project, responsiveness to the consumer, and autonomy in operating units. In overall, most of the projects were managed by local government agent systematically, specially in responsiveness and autonomy.<BR> Since the term `effectiveness` relates to the desired outcomes, effectiveness of the project can be evaluated in dimensions of an outcomes and resource expansion of the project. Through this evaluation study, the project did not shows effectiveness, specially in the dimension of resource expansion.<BR> Two types of `equity` have been at issue in the debate over how best to finance public education. On the one hand, there has been a concern over inequality in the level of resources entering schooling units. On the other hand, there has been a willingness to recognize that students differ from one another in important ways that may have bearing on the nature and perhaps even the level of resources that are appropriate. From this point of view, IGEE were evaluated in areas, foundations, and levels of schools. In general, the project shows inequality because IGEE were more distributed into the metropolitan, elementary, and public than the provincial, junior and senior high, and private schools.