유치원-학교 간 연계 운영 모델 개발 연구: 지역소멸위험지역을 중심으로

Abstract

This study aims to explore the feasibility of an integrated operation model that includes kindergartens as schools beyond the integrated operation centered on elementary, middle, and high schools, and to seek policy support measures for strengthening the link between kindergartens and schools. To this end, the performance and limitations of existing integrated operation schools were diagnosed, and through discussions on the possibility and improvement measures of integrated operation between kindergartens and elementary schools in depopulated areas, an integrated operation model of kindergartens and elementary and middle schools centered on depopulated areas was developed. The main research contents are as follows. First, we examined the trend of changes in the status of kindergartens and schools due to low birth rates, and examined the legal basis for integrated operation and the limitations of small schools in areas with declining population. Second, we discussed the current status of policies and laws related to the integration and operation of kindergartens and elementary and middle schools. Third, we discovered and organized similar cases related to the integrated operation of kindergartens and elementary schools. Fourth, we collected opinions on the integrated operation of kindergartens and schools in areas with declining population. Finally, we presented a model (draft) for the integration and operation of kindergartens and schools. The model (draft) for the integrated operation of kindergartens and schools derived through the performance of this study is as follows. The points to consider for the integrated operation of kindergartens and schools are as follows: First, we need to think about the purpose of the integrated operation of kindergartens and elementary schools so that it can function well, and for this purpose, the purpose of the integrated linked school must be clearly set. Second, when promoting integrated operation schools between kindergartens and elementary schools, it is necessary to take them as separate school systems. Third, in order for integrated operation schools to function properly, appropriate teachers, such as coordinators who play a role in coordinating between school levels within the integrated operation schools or specialized teachers in charge of linked education, must be assigned, and the qualifications of teachers and joint classes, cross-classes, etc. must be possible. Fourth, when promoting integrated operation schools, the facilities must be appropriately reexamined as dedicated spaces between kindergartens and elementary schools and common spaces that can be jointly used, and the spatial arrangements (separation by floor, separate teachers, etc.) must be made considering the characteristics of infants and elementary school students. This study suggests four directions for integrated operation between kindergartens and schools: supporting healthy growth and development of children and students, strengthening the link between the curriculum between kindergartens and elementary schools, optimizing the educational environment considering the effectiveness and efficiency of integrated operation, and establishing a foundation for mutual growth between local communities and kindergartens and schools amid the worsening low birth rate. In addition, the legal basis for the integrated operation of kindergartens and schools was presented. Specifically, Article 30 of the Elementary and Secondary Education Act and Article 9 of the Early Childhood Education Act presented the legal text that “Kindergartens, elementary schools, middle schools, and high schools, and facilities, equipment, and teachers, etc. may be integrated and operated in accordance with Article 22, Paragraph 1 of the Special Act on Support for Population Decline Areas.” The form of establishment of schools for integrated operation of kindergartens and schools can be either a new establishment or a school establishment through the conversion of existing kindergartens and schools.

Realistic establishment forms will allow the establishment of integrated operation schools through conversion (types 3 and 4), and conversion of attached kindergartens and single-school kindergartens will be possible. In particular, it is possible to convert attached kindergartens and elementary schools or branch schools into integrated operation schools, focusing on townships with declining populations. To this end, there will be a method of first eliminating the status of attached kindergartens as elementary school annexation and converting them into integrated operation schools as separate and equal schools (kindergartens). It is also possible to designate a base elementary school in a depopulated area, eliminate the relationship with the attached kindergarten, and then convert it into a new type of kindergarten or elementary school. It may also be possible to establish an integrated operation school in the form of a branch school of a base elementary school, but considering the small number of infants and elementary school students, it may be possible to consider operating the branch school as an integrated operation school centered on kindergarten and lower grades 1-3. In this case, improvements to the school district system, etc., are also necessary. In urban areas and some townships in depopulated areas, there are cases where there are stand-alone kindergartens. Unlike attached kindergartens, there is also a plan to add an elementary school centered on lower grades 1-3 to a stand-alone kindergarten and convert it into an integrated operation school. The main items for promoting the integrated operation of kindergartens and schools include the curriculum, staff assignment and organization operation, cooperation with the local community, and improvement of the educational environment, and the detailed implementation contents are as follows.