연예활동의 개인체험학습 포함 실태와 관련 문제에 관한 법제도적 고찰

The growth of K-Pop market and the worldwide successes of Korean Idol Groups have voluntarily attracted a large number of students into the entertainment industry. So that students who are engaged in entertainment activities have experienced frequent class deficiencies due to busy schedules, and since class deficiencies mean ‘exclusion from learning opportunities’, in order to guarantee the right to learn, ‘prevention or minimisation of class deficiencies’ is the prior task. However, the practices of school fields, Seoul Bukbu District Office of Education, and Seoul Gangseo Yangcheon District Office of Education were the opposites. In the cases of long-term class deficiencies of tens of days which had been caused by making appearances on a survival audition tv program, not only were class deficiencies recognised as attendances by including in individual experiential learning, but also were the implementations of remedial education programs to supplement learning deficits rejected. But such processes of recognition are essentially to avoid regular class attendances. The realities of the school attendance and affair management admitting long-term class deficiencies in these ways, are to treat students’ participations in regular classes as only minor and unnecessary things on the grounds that they are engaged in entertainment activities. This article, based on such awareness of the problems, refers to specific details of real matters, in other words the actual situations which include entertainment activities in individual experiential learning, verified by civil appeals and responses, and confirms major laws, guidelines, and the school’s regulations related to individual experiential learning. In addition, on the basis of the interpretations of related laws and guidelines, this article concretely analyses the question of whether entertainment activities are included in individual experiential learning, and the derived questions when they are included. With respect to the questions - first, of whether entertainment activities, that are appearances on a survival audition tv program, are included in individual experiential learning recognised as regular class attendances, furthermore, even if they are included, second, of whether the periods covered by the attendances in these cases are consistent with the calculation method in Seoul Metropolitan Office of Education Guidelines for Individual Experiential Learning of Secondary Education, third, of whether it is unnecessary to guarantee right to learn and to supplement class deficiencies, fourth, of whether there is the possibility of limiting or reducing total days of experiential learning to prevent excessively long-term absences -, reviewing and criticising Seoul Bukbu District Office of Education and Seoul Gangseo Yangcheon District Office of Education’s approaches for each of these questions, this article suggests the interpretation, application methods and the institutional improvements which can guarantee students’ right to learn to the maximum extent possible. When class deficiencies occur due to entertainment activities, how to interpret and apply the main contents of related legislations has not been well known, and then almost no related research has been done. Because the responses, which actually play a role in determining whether the right to learn is guaranteed and to what extent the right to learn is guaranteed at school fields, for the problems of including entertainment activities in individual experiential learning are considered as administrative interpretations of education administration authorities, this article attempts to precisely and theoretically analyse the problems on the basis of the contents derived from the responses.