‘교육’을 본위로 한 ‘역량기반 교육’ 개념의 이론적 확충

Theoretical expansion of the concept of ‘competency-based education’ centered on ‘education’

기존에 이루어진 ‘역량기반 교육’의 개념 체제는 주로 ‘역량’의 의미에 초점을 맞춤으로써 ‘역량기반 교육’에 함축된 ‘교육’의 의미를 간과하는 개념상의 불균형을 초래하였다. 본 연구는 직업 현장에서 출발하여 다소 산발적으로 전개되어 온 ‘역량기반 교육’의 개념 체제를 다각적 측면에서 분석하고, ‘역량기반 교육’에 함축된 ‘교육’의 개념 체제가 갖추어야 할 이해의 기본 조건을 탐색하기 위한 것이다. 이를 위해 역량을 본위로 한 기존의 ‘역량기반 교육’을 비판적 시각에서 고찰하고, 그 대안으로서 교육 본위의 ‘역량기반 교육’을 제시하여 대비하였다. 이러한 논의는 ‘역량기반 교육’이 소홀히 다룬 교육의 의미를 본격적인 이론적 토대 위에 정립함으로써 ‘역량기반 교육’에 관한 논의를 보다 견실하게 다지는 계기가 될 것이라고 기대한다.

The existing conceptual system of ‘competence-based education’ has been mainly focused on the meaning of ‘competence’ rather than ‘education,’ Thus, it results in a conceptual imbalance that overlooked the meaning of ‘education’ implied in ‘competence-based education’. The purposes of this study are to analyze from various aspects the conceptual system of ‘competence-based education’, which began from the workplace and has been deployed somewhat sporadically, and to explore the basic conditions for understanding that the conceptual system of ‘education’ implied in ‘competence-based education’ should have. To this end, the existing ‘competence-based education’ based on ‘competence’ was reviewed from a critical point of view, and as an alternative, ‘competence-based education’ based on ‘education’ was suggested and presented and also compared. It is expected that these discussions will serve as an opportunity to solidify the discussion on ‘competence-based education’ by establishing the meaning of ‘education’ neglected by ‘competence-based education’ on a full-fledged theoretical foundation.