아시아시대의 중국 전문 인력 개발 전략

Abstract

세계는 지금 국제화·개방화·지식정보화 시대를 맞이하면서 다자주의와 지역주의의 병행발전을 모색하고 있다. 이러한 현실에서 동북아는 EU·NAFTA와 함께 3대 경제권으로 부상하고 있으며, 우리는 참여정부가 들어서면서 「동북아경제공동체 건설」을 지향하며, 2003년 4월 16일「동북아 경제중심추진위원회(현, 동북아시대위원회)」를 구성하였다. 구성의 배경은 중국의 경제적 급부상 과 동북아권의 대두라는 대외적 환경에 대처할 수 있는 우리의 지리적·경제적 이점을 최대한 활용 하는데 있다. 한편 중국은 아시아의 중화권(중국, 홍콩, 마카오, 대만, 싱가포르, 기타 아시아 국가의 화교)을 형성 하면서 중국의 위상 제고와 경제적·정치적·사회 문화적 우위를 점하고자 노력하고 있다. 또한 중국은 관변 학자를 동원하여 화평굴기론 등 이론적 논리까지 개발하여 주변 국가들을 긴장시키고 있다. 이러한 실정에서 중국과 아시아 중화권의 급부상에 따른 인적자원개발 차원의 대책 수립의 필요성 이 강하게 제기되고 있다. 특히 한·중 양국의 긴밀성 증가에 따른 인적자원개발 차원에서 중국 전문 인력 양성이 필요하며, 또한 중국 전문 인력은 동북아지역에서 지정·역사·문화적으로 밀접한 관계와 배경을 가지고 있어 향후 양국 간 교류협력 과정에서 상호 발전을 추구하는데 매우 중요한 역할을 수행할 수 있을 것이다. 이와 같이 중국의 위상 변화와 아시아(동북아)지역의 중요성에 대처하고, 지속적인 국가경쟁력 강화를 위해서 이에 능동적으로 대처할 수 있는 중국지역 전문 인력 개발과 이를 위한 지원체제 구축과 전략이 필요하며, 또한 교육인적자원분야에서 중국과 교류 및 협력을 강화하여 국익의 보호·발전과 상호 성장에 기여할 필요가 있다. 본 연구는 이상과 같은 연구의 필요성과 배경을 인식하면서 정부가 관련 정책을 구상·추진하는데 기여하고, 민간부문의 관련 기관들이 연구 결과를 활용하는데 목적이 있다. 즉 아시아(동북아)시대 의 도래와 함께 정부 및 민간부문(기업 등)에서 인적자원과 관련한 정책을 수립하는데 필요한 관련 정보·자료·전략 등을 연구·개발·제공하기 위해 중국의 급부상 실태와 향후 전망에 기초하여 우리나라의 대응전략 실태와 문제점을 파악하고, 중국전문 인력 개발의 방안과 전략을 수립하는데 연구의 목적이 있다.

Since 1978, China has been regarded as one of the fastest changing countries in the world. For Korea, China has become not only the target of efforts to diversify its economic relations, but also a force whose changes in political, economic, societal, and cultural directions have exercised a decisive influence over Korea proper. In addition to China's importance from a functional standpoint, its quest to become a “global player" has resulted in removing its previous status as a subject of nominal curiosity, a status greatly fueled by its previous backwardness and stagnation, and solidifying its standing as a universal field of study. Despite these changes in both China proper and in terms of its status within the global community, as well as the expansion of its multi-directional influence over Korean society, the theoretical basis, educational curriculums and contents which Korea has utilized to educate China specialists continues to be plagued by flagrant inadequacies. The failure of Korean education circles and academia to establish concrete curriculums and contents with which to educate China specialists can be traced back to the continued murkiness of the theoretical bases for China area studies. Traditional China studies carried out in the western world have not been carried out as part of mutual academic exchanges, but rather for colonial ambitions or to quench intellectual curiosity; moreover, these have been based on unilateral and subjective observations. Such studies have been based on the theoretical and philosophical background of an Orientalism anchored in such notions as exclusivity, backwardness, and stagnation. Such traditional perceptions of Chinese studies do not accept the emergence of Chinese studies as a universal field of study, and have been the root cause of the backward and stagnant manner in which the Korean educational system has trained its own China specialists. From a functional standpoint, in terms of producing China specialists, the Korean education system has failed to meet the actual demands for Chinese specialists emanating from government organizations and enterprises having to deal with China in negotiations. The stagnant nature of this education system has also meant that it has not been able to properly respond to the demand emanating from the academic sector for studies related to a global China. To complement the inherent weaknesses of the system used to educate Chinese specialists, this study introduces a theoretical framework which is based on language and literary education, social sciences, and the development of the perception of China's path-depending historical background needed to study China as part of both multidirectional regional studies and as a global state. Specifically, this study emphasizes the segmentation of Chinese specialists into various fields of studies, and the specialized education needed to support this objective. The system used to educate China specialists required by modern society should meet specific educational goals; such as passing on the specialized language skills needed to discuss and write papers in the relevant language associated with the field of study; the education needed to develop the specific knowledge and analytical skills used in the related social sciences; and the macroscopic insight needed to perceive the structural characteristics of China from a historical standpoint. In addition, this study argues that the most important tasks when it comes to developing specialists who possess the language and analytical skills needed for this particular field of study, and the macroscopic vision needed to perceive China's characteristics from a path-depending aspect, are to establish effective university curriculums and to secure qualified professors. To establish effective university curriculums and secure the required professors, it is necessary to reorganize the existing curriculums for Chinese studies, and to develop methods which can be used to assess the quality of the programs offered in individual universities. More to the point, this study concludes that rather than being based on a regional studies concept derived from the social sciences, it would be more effective to use Chinese studies to educate ‘specialized' China specialists. The two benchmarked cases suggested below provide hints as to the future direction for the establishment of the specialized educational programs which Korean policy makers should concentrate on when educating Chinese specialists, and as pertains to the building of an employment support system which can maximize the functionality of students who graduated from such educational programs. ...