학업중단 예방 사업 운영 현황 분석

Abstract

The purpose of this study is to draw implications for policy improvement by identifying the current status of school drop prevention policies and projects being operated at school sites. To achieve this objective, a survey was conducted with school teachers in charge of the nationwide school drop prevention projects. A total of 1,575 people responded to the survey. The results of analyzing the school members’ perceptions of the school drop prevention projects, the current status of business operations, difficulties, and areas for improvement were analyzed as follows. First, the designation of the school drop prevention projects and the operation of the deliberation systems are concentrated at the high school level. Considering the accumulated situations of the academic discontinuation, it is necessary to activate projects in both elementary school and high school level. Second, the operation of alternative classrooms in schools was in the order of middle school (39.8%), elementary school (6.4%), and high school (27.3%). In particular, it is necessary to understand the difficulties in operating alternative classrooms in elementary schools. In addition, it is necessary to prepare a way to overcome stigmas and prejudices, and a plan to link the curriculum of alternative classrooms in high schools. Third, the significance and necessity of the study regarding the school drop prevention projects were found in the order of providing emotional stability (4.08 points), providing time and space for rest (4.07 points), helping with school adjustment (3.94 points), and providing customized education (3.92 points). Therefore, it is necessary to provide programs and opportunities for students to solve problems according to their situation. Fourth, the difficulties of the school drop prevention project were derived from the overload of the person in charge, the lack of connection to external organizations, and formal and superficial work procedures. Therefore, it is necessary to improve policies such as assigning one or more professional counselors to schools, providing incentives for those in charge, support from the office of education for linking external instructors with local community organizations, and discovering and expanding entrusted educational institutions for alternative education with expertise.