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본 연구는 연방체제와 연방사회 간 합치(congruence) 여부에 초점을 맞춰 연방주의가 교육복지에서 어떻게 구현되었는지 또는 구현되는데 실패했는지 미국 사례에 조명하고자 한다. 구체적으로 공식적 제도에 근거한 연방국가와 민족-언어에 근거한 다양성이 표출된 사회구조를 가리키는 연방사회가 불합치하면 교육복지에서 어떤 연방주의로구현되는지 시대별로 검토하고자 한다. 이에 본 논문은 우선 연방주의를 건국이념으로채택한 미국이 다른 연방국가와 대조적으로 헌법상 교육 권한의 소재지를 주정부에게명기함에도 불구하고 교육복지에서 연방정부가 소규모이나 점진적으로 권한영역을 확대하는 근거를 살펴보고자 한다. 특히 미국의 교육 및 교육복지는 민족-언어의 동질성이 크지 않음에도 불구하고 대칭적 연방주의로 발전했고, 그 부산물로 헌법에도 명시되지 않은 교육 권한이 제한적이기는 하나 점차 연방정부로 이전하는 양상을 보인다. 따라서 본 논문은 연방주의를 작동시키는 주요 동력으로서 사회적 요인, 보다 정확하게민족-언어적 이질성에 일차적으로 초점을 맞춰 교육 연방주의의 정치 사회학을 연대기적으로 재조명하고자 한다. 그리고 미국 연방주의를 교육복지에 초점을 맞춰 연방제의운용 단면을 살펴보고자 한다. ; In this paper, I propose to explore the political sociological aspect of federalism in education welfare in America. Specifically, I intend to illuminate the misfit between federal system and federal society by providing the historiography of education welfare in U. S. In doing so, I plan to put emphasis on the role of societal factors, or more precisely, the ethno-linguistic patterns, in influencing the workings of the American federal system. Unlike other federal states, U.S. eventually evolved into a symmetrical federalism in education welfare where the federal demarcations were drawn independently of the underlying social structure despite her lack of ethno-linguistic homogeneity. In this paper, I first contrast across 7 federal states and strive to explicate how American federalism stands apart from her counterparts. Then, I look into how the meager federal department of education occasionally but gradually managed to tread on states' right in providing education and education welfare. I conclude by putting the American education welfare in perspective. ; OAIID:oai:osos.snu.ac.kr:snu2013-01/102/0000040203/2 ; SEQ:2 ; PERF_CD:SNU2013-01 ; EVAL_ITEM_CD:102 ; USER_ID:0000040203 ; ADJUST_YN:Y ; EMP_ID:A076716 ; DEPT_CD:216 ; FILENAME:2013세계지역연구논총 31집3호_이옥연.pdf ; DEPT_NM:정치외교학부 ; SCOPUS_YN:N ; CONFIRM:Y

The article provides an overview of the main theoretical approaches to research on educational choices and anticipated labour-market opportunities from a gender perspective. It then presents the results of three quantitative analyses of secondary data. The objective is to help facilitate a complex understanding of the mechanisms of the reproduction of gendered social
structures. The genderedness of the social institutions in the education system and the labour market in relation to the socialising trends in the family is described in three parts: 1) gender segregation in employment in the context of segregation in education – the author shows that the horizontal dimension of these social institutions plays a more signifi cant role than the vertical dimension; 2) the factors that condition girls' and boys' educational aspirations and choice of schools – the author demonstrates how secondary school choices are gendered (though the analysis did not reveal the differences between the factors that infl uence girls' and boys' aspirations); 3) the factors that condition parents' educational and class aspirations for their sons and daughters – the author uncovers several aspects of the socialising effect of the reproduction of the two traditional career trajectories based on gender. In conclusion, the article answers the question of how structurally gendered expectations cohere with individual career trajectories, and based on the three analyses formulates questions for further research and offers a revised theoretical conceptualisation of gender as an analytical category.

Text reflektuje úlohu vysokých škol ve společenských změnách, konkrétně v procesech transformace společnosti k udržitelnému rozvoji. Vychází z dokumentu Úmluva o vysokoškolském vzdělávání pro udržitelný rozvoj, který vznikl a byl představen u příležitosti konference Rio+20 v roce 2012 a který předkládá vizi celkové proměny univerzit související s celospolečenskými požadavky na udržitelné vzdělávání ‑ zahrnuje všechny aspekty života vysokoškolských institucí (výuku, správu, vzdělávací politiku). V tomto rámci autoři ukazují hlavní, v současné době probíhající změny ve vysokoškolském vzdělávání, a to v šesti okruzích, které zahrnují: hodnotové předpoklady akce, holistický přístup, změny v nakládání se znalostmi, důraz na procesy učení a na kompetence (jejichž význam mezi vzdělávacími cíli roste), a způsoby hodnocení kvality procesu a výsledku učení. Rekapitulují dopad těchto trendů v českém vzdělávacím prostředí i možnosti budoucího vývoje; ukazují, jak reálně probíhající změny souvisí s proměnou vědeckých paradigmat i vzdělávacích teorií. Navrhují popsat tento vývoj jako proměnu vzdělávacího žánru, tedy především s ohledem na to, jak jsou poznatky komunikovány, jak se proměňuje způsob jejich přenosu či sdílení ve vzdělávacím procesu. Ukazují, s jakými novými charakteristikami tohoto procesu bude postupně nutno počítat, a nabízejí možná budoucí výzkumná témata s tím související. ; This paper reflects on the role of universities in social changes, particularly in processes of societal transformation towards sustainable development. It is based on the document Peoples' Sustainability Treaty on Higher Education Towards Sustainable Development, produced for and introduced on the occasion of the Rio+20 Conference in 2012, which presents a vision for an overall transformation of universities related to the society-wide requirement for sustainable education involving every aspect of higher education institutions (curricula and teaching, campus operations, community engagement, cultural change). Within this framework, the authors demonstrate the main changes currently underway in higher education within six spheres that include: value-based preconditions for action, a holistic approach, knowledge management, an emphasis on learning processes and competencies (the importance of which is growing among education objectives), and methods of evaluating quality of learning process and learning outcomes . They recapitulate the impact of these trends within the Czech education environment and opportunities for future development; they show how real world changes in progress are related to the transformation of both scientific paradigms and education theories. They propose describing this development as a change of education genre, primarily with respect to how knowledge is communicated. They show what new processes in education will gradually have to be taken into account, and offer potential future research topics related to these.

This article focuses on the connection between fi nancial aid systems in higher education and the development of inequalities in access to higher education. Although the student financial aid system is just one of a number of factors that infl uence a person's chances of studying in higher education, its role in a person's decision to pursue higher education may be of fundamental significance for those with lower socio-economic status. Therefore, the authors of this article focus on the effect of the fi nancial conditions of study on the chances that individuals from families with low socio-economic status have obtained higher education. The analysis looks at developments in the Czech Republic and the Netherlands, because Czech and Dutch student financial aid systems have been evolving in very different directions over the last two decades, while their secondary school systems continue to share very similar features. The analysis reveals that student financial aid based primarily on direct financial support (as in the Netherlands) was accompanied by a decline in inequalities in access to education, even though students had to pay tuition, while a system of financial aid primarily involving indirect support (as in the Czech Republic) applied over the same period did not inhibit increasing inequalities, despite the fact that during the period under observation students were not required to pay tuition.

Numerous Czech studies have been conducted on how the education system reproduces inequalities. While most of them have dealt with the reproduction of class inequalities, relatively few have focused on the reproduction of gender inequalities. In this article, the authors apply a conceptual understanding of the category of gender to research on education, an approach that avoids both universalising the category of woman, as well as the opposite extreme of individualisation. We claim that female students, even though they differ among themselves in various social and personal ways, are serialised as women by institutions in the education system. They are expected to perform differently, with different motivations, their performance is valued differently and they are expected to follow different professions than male students. The paper focuses in detail on the gendered nature of educational institutions, both in terms of the gender segregation of fi elds and levels of study, as well as in terms of the importance of the interaction that occurs during the processes of teaching and ascribing value and significance to the performance of male and female students. The authors argue that education, generally expected to function as a social ladder and a route to better-paid jobs in the labour market, serves men and women in segregated ways.