협약형 특성화고 협약의 법적 지위와 성격에 대한 분석

This study aimed to examine the legal status and nature of agreements in specialized high schools and to propose institutional improvement measures. For this purpose, an analytical framework was developed based on administrative contract theory, focusing on the contractual nature, quasi-normativity, and institutional stability of the agreements. Comparative analysis with domestic and international cases was also conducted to identify the characteristics and limitations of the agreements. The results are as follows. First, the agreements of specialized high schools lack a clear legal basis and binding force, which weakens their effectiveness. Second, the distribution of authority and responsibility among education offices, schools, enterprises, and local governments is unbalanced, and essential areas such as student safety, working conditions, and personal information protection are insufficiently guaranteed. Third, the absence of an evaluation and feedback system makes it difficult to ensure qualitative improvement, while the governance structure remains fragmented with ambiguous accountability. In contrast, cases such as France’s CPER and international agreements demonstrate institutional stability and effectiveness through a solid legal foundation and performance-linked evaluation and feedback mechanisms. Based on these findings, this study suggests the need to establish a legal foundation, develop a standard agreement model, institutionalize evaluation and feedback systems, strengthen student rights protection, and clarify governance at the policy level. At the practical level, it recommends reinforcing field-oriented operations, establishing monitoring systems for agreement implementation, regularizing safety management, and building sustainable performance management systems. This study contributes to enhancing the stability and effectiveness of specialized high school agreements and provides an academic basis for future policy development.