이 연구는 해방이후부터 1990년대 초반까지 우리나라 대학교육의 제도 및 정책이 어떻게 변천되러 왔으며, 대학교육과 관련된 문제들이 어떻게 누적되어 왔느지를 제도사적, 정책사적인 측면에서 고찰하였다. 이를 위해서 해방이후부터 6.25동란을 거쳐서 5.16군사혁명이 ...

이 연구는 해방이후부터 1990년대 초반까지 우리나라 대학교육의 제도 및 정책이 어떻게 변천되러 왔으며, 대학교육과 관련된 문제들이 어떻게 누적되어 왔느지를 제도사적, 정책사적인 측면에서 고찰하였다. 이를 위해서 해방이후부터 6.25동란을 거쳐서 5.16군사혁명이전까지 대학교육의 정초기로, 5.16군사혁명이후부터 10월 유신 직전까지 대학교육의 통제 감독기로, 1970년대의 유신정권 시대를 대학교육의 전환기로, 유신체제가 붕괴후 5, 6공화국 시대를 대학교육의 팽창기로 각각 구분하고, 각 시기마다 대학교육에 중요한 영향을 미친 정책을 중심으로 고찰하였다. 그 결과 서구식 대학교육의 역사가 일천한 우리나라에 미국식 대학제도가 급격하게 수용되었고, 이후의 운영과정에서도 정치권력의 과도한 개입과 통제로 인하여 수많은 문제들이 누적되어 왔음을 알 수 있었다.

The purpose o f this study was to examine from the point of history how Korean systems and policies of higher education had been transformed and how problems related to Korean higher education had been accumulated during the period of the 1945 Liberat ...

The purpose o f this study was to examine from the point of history how Korean systems and policies of higher education had been transformed and how problems related to Korean higher education had been accumulated during the period of the 1945 Liberation to early 1990s. The Results are as follows:
First, the period of the 1945 Liberation to 5.16 Military Revolution was the one of introduction of American higher education systems rapidly in order to establish the fundamentals of Korean higher education system. It is proved by many historical documents and events such as University and Degree decrees of 1946 criteria for establishing universities and activities of Educational Mission from Unitarian Service Committee.
Second military government of Korea had been controlled universities from the 5.16 Military Revolution prior to the October Restoration Many regulations were newly on operation such as interim special laws of education college entrance exams lead by the government. Bachelor Degree Qualification exams and Law of Private School. Regulations mentioned above were established and enforced by dictatorship of military government without any theoretical and practical examinations of public opinions and Korean situation.
Third, experimental universities university-driven unique system of higher education and reemployment policy of faculty had been practiced with careful search and examination during the October Restoration in 1970s which were largely different from previous periods. But inordinate emphasis on anti-communism and national security after the Reforms impeded autonomous development of universities on their own. And in spite of the efforts of the Reforms regulations and systems in the period were carried out in the same way as they were before the October Restoration. To make matters worse Enactment of experimental university focusing on reducing total credit hours of graduation and policies of encouragement of regionally-specialized universities were enough to drive the system of higher education to a confusion.
Fourth after the Collapse of the Restoration government t도 newly-established military government executed 7.30 Reforms focusing on prohibiting outside school works. The Reforms seemed to give students more opportunities to get into universities by running quota system of graduation by abolishing the entrance exams of individual university. Nevertheless the Reforms only caused a sudden increase of numbers of students and confusions due to the compulsion of the Reforms and lacks of considerate preparation.
The latter half of 5th Republic and the 6th republic of Korea drew upon the plans of higher education system mainly through ad-hoc advisory committees. The new stream of education in Korea was from the realization that educational problems couldn't be solved only from the perspective of government. The special advisory committees played their roles by doing comprehensive examinations of existing educational policies and suggesting new ideas with qualified privileges given by the president or the minister of education.
In conclusion, the study revealed that our higher education system has been influenced by American higher education systems without any appropriate transformations for our academic cultures. In addition, we come to know that most of the higher education system has been lead by the government and its policies. I think problems in the area of higher education need to be solved by autonomous processes of each institutions members goals and strategic plans. It goes without saying that higher education reforms of Korea should be practiced in the same way from now on.