정책의 성공과 장관의 리더십: 안병영 교육부장관의 사례 : Successful Policies and Ministerial Leadership: The Case of Education Minister Ahn Byeong-young and His College Scholastic Ability Test (CSAT) Programs

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서울대학교 행정대학원
행정논총, Vol. 54 No. 1, pp. 71-102
ministerial leadershipEBS CSATeducation reformpolicy managementpolicy case study장관리더십EBS수능교육개혁정책관리정책사례연구
대통령 임명직인 장관이 자기주도적 정책사업을 수행하기 어려운 우리 현실에서, 미래지향적 이고 창의적인 리더십을 발휘하여 정책사업을 성공적으로 수행한 사례를 가끔 발견할 수 있다. 필자는 두 차례에 걸쳐 교육부장관, 교육부총리를 역임한 안병영장관이 주도한 -과 -을 장관리더십 성공사례로 선택하여 장관의 정책관리과정을 상세하게 고찰하고자 하였다. 먼저, 이 한국교육정책에 왜 한획을 긋는 성공적인 정책사업이었는가에 대한 6가지 근거를 제시하였으며, 정책기획 집행 환류전 과정에 철저히 개입하여 정책사업 성공을 이끌어 낸 안병영장관의 교육철학, 소신, 전략적리 더십 발휘과정을 소상하게 논의하였다. 이를 위해 필자는 안병영장관과의 인터뷰, 논문, 발표문, 언론자료, 수시통화, 원고검증 등의 방법을 사용하였다. 특히, 이 연구가 장관리더십사례연구인 만큼 두 차례에 걸친 의 전개, 장관의 개입, 정치적 환경, 조직통솔 상황을 최대한 상세히 파악하고자 하였다. 또한 을 성공적으로 수행한 장관의 리더십 발휘 내용을 5가지 평가 기준-1) 교육개혁 미션에 부합하는 비전과 핵심가치 설정 및 성과 도출 능력, 2) 정책철학의 정립과 의지 구현 능력, 3) 핵심정책/프로그램의 기획의지와 노력, 4). 정책/프로그램의 실행력 확보능력, 5) 정책/프로그램의 모니터링 및 환류 능력-의 차원에서 입증하고자 하였다.
Because ministers are appointed by the president, they are more often than not expected to work on projects assigned to them by the government. This in turn makes it difficult for ministers to propose and carry out their own initiatives. However, despite these circumstances, a few ministers have been able to carry through their own projects and, thus, proved themselves as future-oriented and creative leaders. During his time in office, Ahn Byeong-young, former education minister and deputy prime minister of education, carried out two successful projects - the 1997 EBS CSAT program and the 2004 Online CSAT Service. These projects serve as outstanding cases of ministerial leadership, and this study analyzes Ahn's leadership and management style. First, six major findings are presented to support the argument that EBS CSAT Reform was a landmark project that had considerable impact on Korea's education policy. Then, it explains how Ahn was actively involved in the policy planning and implementation process and goes into detail about Ahn's educational philosophy, beliefs, and strategic leadership. Ahn was interviewed multiple times for this study. In addition, relevant papers, documents, and press releases were examined and verified to support the findings. Ahn's leadership style, and the political environment at the time were closely examined from beginning to end to highlight specific aspects that make Ahn's projects successful case studies. The assessment of Ahn's leadership is based on whether he met the following five criteria: 1) executes a specific vision and identifies core values that correspond to the goals of education reform; 2) able to establish one's own political philosophy and follow through on projects; 3) makes active effort to plan and carry out important policy-related project(s); 4) able to see project(s) through; and 5) effectively monitors project(s) and provides useful feedback.
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Graduate School of Public Administration (행정대학원)Dept. of Public Administration (행정학과)Korean Journal of Public Administration (행정논총, KJPA)Korean Journal of Public Administration (행정논총) vol.54 no.1-4 (2016)
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