우리나라 헌법 제31조 제1항에 의하면 모든 국민은 자신의 인간다운 생활과 행복을 추구하기 위하여 능력에 따라 균등하게 교육을 받을 권리가 있으며, 국가에서는 이를 보장하기 위하여 법률이 정하는 바에 따라 각종 교육 제도와 장치를 마련해야 한다. 이와 관련하여 교육인적자원부는 학습 부진을 지도․예방하고 학습 부진학생의 학력을 신장하여 공교육 내실화 및 교육 양극화를 해소하고자 ‘기초학력 책임지도제’를 실시하고 있다. 그러나 이는 기초학력 및 기능에 대한 합의가 없어 각 학교마다 다른 준거를 사용한다는 문제점과 학습 부진아의 개별적 특성을 고려하지 않은 형식적이고 행정 편의적 지원으로 인하여 소기의 목적을 달성하지 못하고 있다.
이러한 문제의식과 상황에서 출발하여 본 연구는 학습 부진아의 개념 고찰을 통해 학습 부진아의 범위와 한계에 대하여 알아보고, 이들의 교육받을 권리 실현에 대해 살펴보고자 한다. 이의 구체적인 개선방안으로는 기초학습 기능 수준에 대한 합의가 이루어져야 하며, 체계적이고 명료화된 준거를 각급 학교에 제시해야 한다. 또한 학습 부진아에 대하여 교사가 책임감을 가지고 지도해야 하며 학습 부진에 대한 실질적인 지원 체제가 정비되어야 한다. 학습 부진의 가장 효과적인 개선 방법은 학습 부진아의 개별적 특성을 이해할 수 있는 제도적 학습 상담이며, 이의 효과적 실현을 위한 기반 구축이 필요하다.
위에서 제기한 제도적 보완과 문제점을 극복한다면 ‘기초학력 책임지도제’는 현실적으로 더욱 유용한 교육적 효과를 발휘할 것이며 동시에 학습 부진아의 교육받을 권리를 한층 더 실질적으로 보장할 수 있을 것이다.
According to our constitution Article 31 Clause 1, all people have the right to get an equal education depending on one’s ability. Furthermore, to guarantee this, a nation has to set up all kinds of education systems based on law. For this, Ministry of Education & Human Resources Development is enforcing 'the Accountability System for Underachievers' Basic Learning Abilities' to prevent learning underachievement and to raise academic attainments of underachievers so that it can make the consolidation of public education and reduce the educational gap. However, this system hasn't been appropriately functioning because of some reasons. First of all, each school has used their own standard for Basic Learning Abilities without any discussion and agreement about that. Moreover, there has been only formal and administration opportunistic support which has no consideration for individual characteristics of underachievers. Starting from recognizing this critical problems and situations, this study searches the range and limit of underachievers through consideration about their concept and looks around the realization of the right to education. As a concrete methods to be improved, an agreement about Basic Learning Abilities must be accomplished and a systematic and clear standard should be indicated to each school. Also, teachers have to guide underachievers responsibly and improve real support systems about underachievers. The most effective way for underachievers is the systematic learning consultation to understand individual characteristics of underachievers. Therefore, the foundation for effective realization of systematic learning consultation needs to be established. With getting over some problems mentioned above, 'the Accountability System for Underachievers` Basic Learning Abilities' will practically be able to heighten the educational effect dramatically. At the same time, the right to education for underachievers could be guaranteed more substantially.
According to our constitution Article 31 Clause 1, all people have the right to get an equal education depending on one’s ability. Furthermore, to guarantee this, a nation has to set up all kinds of education systems based on law. For this, Ministry of Education & Human Resources Development is enforcing 'the Accountability System for Underachievers' Basic Learning Abilities' to prevent learning underachievement and to raise academic attainments of underachievers so that it can make the consolidation of public education and reduce the educational gap. However, this system hasn't been appropriately functioning because of some reasons. First of all, each school has used their own standard for Basic Learning Abilities without any discussion and agreement about that. Moreover, there has been only formal and administration opportunistic support which has no consideration for individual characteristics of underachievers. Starting from recognizing this critical problems and situations, this study searches the range and limit of underachievers through consideration about their concept and looks around the realization of the right to education. As a concrete methods to be improved, an agreement about Basic Learning Abilities must be accomplished and a systematic and clear standard should be indicated to each school. Also, teachers have to guide underachievers responsibly and improve real support systems about underachievers. The most effective way for underachievers is the systematic learning consultation to understand individual characteristics of underachievers. Therefore, the foundation for effective realization of systematic learning consultation needs to be established. With getting over some problems mentioned above, 'the Accountability System for Underachievers` Basic Learning Abilities' will practically be able to heighten the educational effect dramatically. At the same time, the right to education for underachievers could be guaranteed more substantially.
