머리말 / 3 제1장 교육정책 일반론 ···································································11 1. 정책과 교육정책의 개념 ···························································11 2. 교육정책의 성격 ···································································13 3. 교육정책 형성과정 ·································································16 4. 교육정책의 원칙 ···································································19 5. 교육정책에 영향을 주는 요인과 교육정책 형성 모형 ··························23 6. 교육정책의 평가와 제약 요인 ····················································27 제2장 이미 온 미래교육, 디지털 기반 온라인 교육정책 ·····················33 1. 들어가며 ············································································33 2. 요즘 것들은...? 포노사피엔스(Phono Sapiens) ································37 3. 메타버스를 타다 ···································································39 4. 온ㆍ오프라인 학습 ·································································45 5. 디지털 기반 온라인 교육정책 ····················································50 6. 나가며 ··············································································57 제3장 미래를 여는 고교학점제, 학교에서 나를 디자인하다 ·················63 1. 미래사회의 변화에 따른 고교학점제의 의미 ····································63 2. 고교학점제 개념과 필요성, 기대효과 및 도입 시기 ····························65 3. 해외 고교학점제 비교 ·····························································69 4. 고교학점제 도입을 위한 교육과정 및 학생평가, 이수 기준 그리고 대입제도 ·············73 5. 고교학점제 정착을 위한 제언 ····················································78 제4장 미래사회 변화와 진로교육의 방향 ··········································85 1. 미래사회의 변화와 진로교육의 의미 ·············································85 2. 진로교육의 필요성 ·································································86 3. 학교급별 진로교육의 목표와 내용 ···············································89 4. 수요자 시선으로 바라본 진로교육의 현주소 ····································94 5. 모든 학생의 미래가치를 존중할 수 있는 진로교육의 활성화 방안은 무엇인가? ·········98 제5장 온종일 돌봄을 위한 초등돌봄 정책 ·······································105 1. 온종일 돌봄체계 ··································································105 2. 온종일 돌봄 정책 운영현황 ······················································108 3. 초등돌봄 정책의 문제점 ·························································116 4. 초등돌봄 정착을 위한 제언 ······················································122 제6장 기초학력보장 정책의 이해 ····················································127 1. 들어가며 ···········································································127 2. 우리나라의 기초학력보장 정책 ··················································135 3. 외국의 기초학력보장 정책 ·······················································144 4. 코로나19 이후 교육부와 서울시 기초학력보장 정책의 변화 ·················149 5. 모든 학생 닿게 할 기초학력보장 정책의 일곱 가지 제언 ····················150 6. 나가며 ·············································································155 제7장 대안교육과 대안학교의 이해 ·················································159 1. 대안교육과 대안학교의 개념과 등장배경 ·······································159 2. 대안교육의 이념 ··································································163 3. 우리나라를 대표하는 대안학교 소개 ············································165 4. 대안학교의 운영현황 ·····························································167 5. 미(비)인가시설의 ‘등록제’ 전환에 따른 대안학교의 과제 ·····················180 6. 미래세대를 위한 동반자 관계로서의 대안교육 ·································184 제8장 다양성을 존중하는 다문화교육 정책 ······································187 1. 다문화사회의 이해 ·······························································187 2. 다문화교육 정책 현황 및 분석 ··················································193 3. 다문화교육 관련 법령 및 정부 부처별 정책 ···································199 4. 다문화교육 지원 정책의 한계와 제언 ··········································202 제9장 교육공동체와 함께하는 미래교육 ···········································209 1. 들어가며 ···········································································209 2. 우리나라 교육공동체 현황 ·······················································210 3. 해외 교육공동체 현황 ····························································218 4. 교육공동체 활성화 방안 ·························································221 5. 나가며 ·············································································224 제10장 지속가능한 미래교육 학습생태계 구축방안 ·····························227 1. 미래인재와 핵심역량 ·····························································227 2. 핵심역량 교육의 필요성 ·························································230 3. 지속가능한 미래학교 교육의 변화 방향 ········································231 4. 핵심역량 교육과 학습생태계 형성 ··············································233 5. 국내외 사례 분석 및 시사점 ····················································235 6. 미래 핵심역량 교육 및 학습생태계 구축방안 모색 및 제언 ··················241 제11장 아동ㆍ청소년 마음건강 정책 ·················································247 1. 들어가며 ···········································································247 2. 아동ㆍ청소년 정신건강 정책 현황 ··············································248 3. 아동ㆍ청소년 정신건강 정책 해외 사례 ········································261 4. 아동ㆍ청소년 정신건강 정책 개선방안 ·········································264 5. 나가며 ·············································································267 제12장 아동학대 실태 및 정책대안 ··················································271 1. 아동학대 이해 ····································································272 2. 아동학대 실태 및 분석 ··························································277 3. 아동학대 체벌 금지법에 관한 외국 입법 사례 ································282 4. 아동학대 예방을 위한 대안 및 정책 제언 ·····································284 제13장 학습과 쉼, 놀이가 공존하는 학교공간혁신 ·····························291 1. 들어가며 ···········································································291 2. 그린스마트 미래학교 ·····························································294 3. 학교공간혁신 ······································································299 4. 학교공간혁신에 대한 정책 ·······················································305 5. 나가며 ·············································································310 찾아보기 ··············································································315