Ⅰ. 회의개요 Ⅰ. Overview Ⅱ. < 발표 1> 유니세프의어린이청소년친화도시김경희 ( 유니세프한국위원회교육문화국장 ) 1 < 발표 2> 일본가와사키시의사례니시노히로유키 ( 가와사키꿈의공원소장 ) 27 < 발표 3> 서울시성북구의사례이병곤 ( 서울시성북구어린이친화

2013. 5. 17.( 금 ) 09:00~12:00 KDJ 센터 201 회의실 2013 세계인권도시포럼 도시와어린이청소년 회의 어린이청소년친화도시를위한광주에서의모색 광주광역시교육청

Ⅰ. 회의개요 Ⅰ. Overview Ⅱ. < 발표 1> 유니세프의어린이청소년친화도시김경희 ( 유니세프한국위원회교육문화국장 ) 1 < 발표 2> 일본가와사키시의사례니시노히로유키 ( 가와사키꿈의공원소장 ) 27 < 발표 3> 서울시성북구의사례이병곤 ( 서울시성북구어린이친화팀장 ) 45 Ⅱ. <Presentation 1> UNICEF youth-friendly city program Kyung-hee Kim(UNICEF Korea Committee ) 5 <Presentation 2> 日本川崎市 子どもにやさしいまちづくり Nishino Hiroyuki( 川崎市子ども夢パーク所長 ) 9 <Presentation 3> youth-friendly city in Sungbuk-gu, Seoul Byeong-gon Lee(Sungbuk district office) 53 Ⅲ. < 지정토론 > 최유경 ( 전남여고학생, 전광주시학생참여위원회부위원장 ) 65 박고형준 ( 학벌없는사회를위한광주시민모임활동가 ) 73 명등룡 ( 광주비정규직센터소장 ) 83 김성훈 ( 광주광역시청소년활동진흥센터장 ) 93 김경일 ( 푸른광주 21 사무총장 ) 101 Ⅲ. <Designated discussion> Yu-kyoung Choi(Chonnam Girls' Highschool) 69 Hyung-jun Park-ko(Zero Academic Clique) 77 Deung-ryong Myoung(Temporary Workers Center) 87 Sung-hun Kim(Gwangju Youth Service Center) 97 Kyoung-il Kim(Green Gwangju 21) 111

도시와어린이청소년회의 전문가패널참가자 연번성명소속및직책비고 1 Yoshiyuki Nagata 꿈의공원내대안교육시설 (Tamariba) 이사 회의개요 일시 : 2013. 5. 17.( 금 ) 09:00~12:00 장 주 주 주 시간내용비고 09:00~09:30 30 등록 09:30~09:40 10 개회및인사말장휘국 / 광주광역시교육감 - - 좌장안진 / 전남대공익인권법센터장 09:40~10:00 20 10:00~10:20 20 10:20~10:40 20 10:40~10:50 10 휴식 10:50~11:40 50 소 : KDJ 센터 201 회의실 제 : 어린이청소년친화도시를위한광주에서의모색 최 : 광주광역시교육청 관 : 광주광역시교육청학교안전생활과민주인권교육센터 회의프로그램 발표 1- 유니세프의어린이청소년 친화도시프로그램과실행사례 발표 2- 일본가와사키의어린이 청소년친화도시사례 발표 3- 서울성북구의어린이친 화도시사례 지정토론 - 참여, 학습, 노동, 쉼, 도시환경 11:40~12:00 20 전문가패널토론 12:00 - 폐회 전남대학교공익인권법센터 김경희 / 유니세프한국위원회 교육문화국장 Nishino Hiroyuki/ 가와사키꿈의공원소장 이병곤 / 서울시성북구어린이친화팀장 - 최유경 / 전남여고학생, 전광주학생참여위원회부위원장 - 박고형준 / 학벌없는사회광주시민모임활동가 - 명등룡 / 광주비정규직센터소장 - 김성훈 / 광주청소년활동진흥센터센터장 - 김경일 / 푸른광주 21 사무총장 2 조백기 서울시교육청인권교육센터팀장 3 문은현 국가인권위원회광주인권사무소사무관 4 고애순 국가인권위원회광주인권사무소조사관 5 권순국 광주시청인권담당관실인권옴부즈맨담당 6 전영훈 서울시성북구여성가족과어린이친화팀 7 김진하 유네스코한국위원회교육문화국차장 8 이민철 광주시학교밖청소년지원센터장 9 이운기 광주YMCA 사무국장 10 문기전 광주시청소년상담복지센터장 11 김재희 화월주위기지원센터장 12 이인숙 광주교육희망네트워크사무국장 13 문미라 서구교육희망네트워크사무국장 14 김병일 전교조광주지부정책실장 15 홍수연 아수나로광주지부활동가 16 임동헌 광주공업고등학교교사 17 정진규 첨단중학교교사 18 김재황 무등중학교교사 19 하정호 광주시교육청민주인권교육센터 20 허창영 광주시교육청민주인권교육센터

City and Child Youth Overview Date : May 17, 2013 (Fri) 09:00~12:00 Place : #201 conference room, KDJ Center Theme: to explore ways to make Gwangju a Chid youth-friendly city Host: Gwangju Metropolitan Office of Education Organizer: Gwangju Metropolitan Office of Education, Program Center for Public Interest and Human Rights of Chonnam National University 2013 세계인권도시포럼도시와어린이청소년회의 발표문 <Presentation> Time Activity Note 09:00~09:30 30 registration 09:30~09:40 10 opening/ speeches - - presider 09:40~10:00 20 presentation 1 the UNICEF child youth-friendly city program presentation 2 10:00~10:20 20 : child youth-friendly city in Kawasaki, Japan presentation 3 10:20~10:40 20 : child-friendly city in Sungbuk-gu, Seoul 10:40~10:50 10 break 10:50~11:40 50 designated discussion - participation, learning, labor, rest, urban environment. 11:40~12:00 20 panel discussion 12:00 - closing Hui-Guk Jang/ Superintendent of the Gwangju Metropolitan Office of Education Jean Ahn/ director, Center for Public Interest and Human Rights Law, Chonnam National University Kyung-hee Kim/ director, Child Rights Education Division, Korean Committee for UNICEF Nishino Hiroyuki/ Head of Kawasaki Dream Park Byeong-gon Lee/ Chief, Child Friendly City Team, Woman & Family Division, Seongbuk-gu Yu-Kyoung Choi/ senior in Chonnam Girls' Highschool, former chairperson of the Gwangju Youth Participation Committee Hyung-jun Park-ko/ activist of Zero Academic Clique Deung-ryong Myoung/ Head of Gwangju Temporary Workers Center Sung-hun Kim/ Head of the Gwangju Youth Service Center Kyoung-il Kim/ Secretary General of the Green Gwangju 21

< 발표 1> 유니세프의어린이와함께만드는도시 김경희 유니세프한국위원회교육문화국장 어린이나청소년들에게각자살고싶은곳을선택하라고한다면어디로가장많은어린이와청소년들이몰려들까? 자신들의권리와목소리에관심을기울이는곳이아닐까? 어린이와청소년뿐아니라그가족, 결국누구에게나가장살기좋은삶터를만드는것이야말로유니세프가추구하는 어린이청소년친화도시 (Child Friendly Cities initiatives, 이하 CFC) 의목표다. 지역사회에서어린이청소년의권리를온전히보장하려는 CFC의뿌리는 1989 년유엔총회에서채택된아동권리협약이다. CFC는지방자치단체 ( 이하지자체 ) 의어린이와청소년관련정책 법 프로그램 예산등에어린이청소년의권리가최대한반영되도록한다. 이를위해지방정부 민간단체 지역사회전체가어린이청소년과협력하면서혁신적인아이디어와활동들을확산시키도록한다. 결국 CFC란어린이와청소년이안전하고행복하게자랄권리를온전히실현하는곳, 즉 모든어린이와청소년이행복한도시 인셈이다. 1996년부터유니세프와 UN인간거주센터 (the United Nations Human Settlements Programme) 가시작한 CFC 사업은전세계여러도시로확산되고있다 (2011 년현재약 30개국 ). 국가나지역마다 CFC를선정및운영하는방법은서로다르다. 그러나지자체가유엔아동권리협약의기본정신을구체적으로실천한다는공통점을갖고있다. 지자체대표가 CFC가되고자신청하면유니세프가자가평가서를제공하는것이첫단계다. 유니세프는지자체의자가평가내용과계획을검토한뒤 CFC로인증한다. 약2~4년동안 CFC로서추진한결과를유니세프가평가한뒤재인증여부를결정하는것이일반적운영방식이다. 유니세프한국위원회도올해부터서울성북구를필두로 CFC를추진하며, 3년마다재인증여부를검토할계획이다. CFC 를시작하는단계에서자가평가는매우중요한토대가된다. 유니세프는 - 1 -

남 녀어린이별로 8~12세, 13~18 세어린이와각그룹어린이의부모들, 그리고어린이관련서비스담당자들이응답할질문지를제공한다. 그내용을보면어린이들이안전한곳에서충분히놀며여가를즐길수있는지를특히중시한다. 어린이와청소년들이자신들과관련된일에대한의견을제시하고의사결정에참여할수있는지도꼼꼼히살핀다. 안전하고건강하게자랄수있는환경도중요한평가자료. 인종 종교 국적 장애여부등과상관없이존중받으며교육받을수있는지도점검토록한다. 정기적으로이런자가평가를거듭하면서어떤문제를좀더집중적으로향상시켜야하는지스스로확인케하는것이다. 프랑스에서는크고작은 160여개도시가이미 CFC로인증받았다. 시장등지자체단체장이지원서를유니세프에제출하면평가위원회가 5개분야를점검한다. 어린이의일상생활, 어린이참여프로그램, 국제문제에대한관심과참여, 어린이권리에대한지식및유니세프와협력등이그것이다. CFC로지정된도시는 5개분야의목표를달성하고자힘쓴다. 수많은 CFC 가운데유니세프는 19 개시범도시를지정해 어린이를위한행동 프로그램을 2014년까지운영하고있다. 관련기구들이통합적으로운영되도록조정기구나제도정비, 평가, 어린이권리를위한공간과제도확보, 어린이와 CFC에대한정보및지식전달 ( 신문 방송 컨퍼런스등 ), 어린이권리홍보 (CFC의날 아동권리협약관련행사등 ), 유니세프와협력 ( 캠페인 모금 ) 등을추진한다. CFC끼리좀더원활하게교류 협력하도록정기적으로회의하고웹사이트도운영한다. 이런과정에서어린이들은책가방무게줄이기, 선거참여, 금연, 환경오염등에대한캠페인을벌인다. 자전거와롤러브레이드전용도로도만들고, 폭력반대퍼레이드도한다. 어린이청소년의회는자신들과관련된문제에대한의사를표현하는기구이다. 지역사회와생활에대한생각을공유하면서국제문제에대한이해를높이고, 삶을향상시키기위한실천프로그램도결정한다. C.Colldi) 프로그램을운영했다. 할머니할아버지들도등 하교길지킴이로나섰다. 콜로디초등학교어린이들은학교부근의주차장을안전하고깨끗한곳으로탈바꿈시켜어린이들이마음껏뛰놀수있는유용한공간을만드는데성공했다. CFC를성공적으로추진하기위해지역의여러관련기관들끼리협력하는것도매우중요하다. 네덜란드의경우는지자체협의회 (the National Association of Local Communities), 청소년재단 (a National Youth Fund), 도로안전기구 (a National Organization for Road Safety), 도시계획협회 (a National Association of Town Planners) 등이서로긴밀하게협력한다. 매년어린이관련통계및자료를수집하고, 아동권리협약이제대로실행되는지를모니터링하는과정에도함께참여한다. 국가나지자체마다 CFC로지정된도시나지자체들이추진하는일은천차만별이다. 어린이와청소년들의권리를지켜주기위해해야할일의내용이나우선순위가서로다르기때문이다. 그러나모든과정에상당한시간과노력이필요하므로한단계씩천천히끈기있게진행하는가운데어린이와청소년들의삶을더욱건강하고희망차게변화시킬수있다는사실은거의예외없는공통점으로확인되고있다. 한아이를기르는데온마을이필요하다 는말이고스란히입증되는셈이다. 이상적인마을을만드는데어떤노력과어느정도의시간이필요한지한국의지자체들도확인할수있는기회가왔다. 이탈리아에서는 1990년유니세프가 어린이를지키는시장 (Mayors as defenders of children) 프로그램을시작했다. 시장들은시의회에서정기적으로어린이를위한조처나결정에대한어린이들의의견을듣고, 어린이관련프로그램을시민들에게설명한다. 학교는어린이들에게지자체와유엔아동권리협약에대해가르치고, 지역사회문제에적극참여토록이끈다. 시의회에서어린이들이의견을표현할기회도제공한다. 어린이들이환경문제등을이해하고, 더나은세상을만들기위해스스로할수있는일을깨닫도록배려하는것이다. Pistoia 시는 2000년부터 콜로디학교주변안전한길 ( safe routes round the school - 2 - - 3 -

<Presentation 1> Creating the City Together with Children KyungHee Kim director, Child Rights Education Division, Korean Committee for UNICEF If you ask a child or a youngster to choose where they want to live, where do you think most of them would vote for? It is probably a place that takes interest in their rights and voices. The goal of the Child-Friendly Cities Initiatives (CFC) that is pursued by the UNICEF is not just to create a great living place for the children, youngsters and their families, but also for everyone else. The basis for CFC, which ensures the rights of children and youngsters in local communities, is the Convention on the Rights of the Child (CRC) adopted at the UN General Assembly. CFC aims to reflect as much as possible the rights of children and youngsters in the policies, laws, programs, and budgets of local authorities concerning them. To achieve this, the local government, private organization and local communities as a whole promote innovative ideas and activities in cooperation with children and youngsters. In the end, CFC is a place where children and youngsters can entirely realize their rights to grow safely and happily. In other words, it is a city where all children and youngsters are happy. Since the UNICEF and the United Nations Human Settlements Programme implemented the CFC in 1996, it has been extended to cities all over the world (about 30 countries as of 2011). The method of selecting and operating CFC is different for each country and region. However, one thing in common is that local authorities implement the basic spirit of the UN Convention on the Rights of the Child in detail. If the head of a local authority submit an application to become a CFC, the first stage is for the UNICEF to give a self-evaluation. After the UNICEF reviews the contents and plans of the self-evaluation report provided - 4 - - 5 -

by the local authority, it certifies the local authority as a CFC. Generally, the UNICEF evaluates the performances made for about 2~4 years as a CFC to decide on whether or not to give a recertification. Starting from this year, UNICEF Korea will implement the CFC with Seoul Seongbuk-gu as the start and plans to review whether to give a recertification every 3 years. As we are at the starting stage of CFC, the self-evaluation is a very important foundation. The UNICEF provides questionnaires for children in ages 8~12 and ages 13~18 by gender and the parents of each group of children, as well as persons in charge child-related services. If you look at the details, it particularly emphasizes on whether children spend enough time enjoying their leisure time in a safe place. Also, we look at whether or not children and youngsters can give opinions on things that concern them and engage in the decision-making processes. An environment where they can be raised safely in good health is also another important factor, while we check on whether children and youngsters receive education with respect regardless of ethnicity, religion, nationality and disabilities. If the self-evaluation is conducted on a regular basis, it enables you to identify areas that require more attention for improvement. In France, about 160 small and big cities have already received the CFC certifications. The heads of local authorities, including mayors, submitted their applications to the UNICEF and the Evaluation Committee reviewed them in 5 areas including: the daily life of children; the programs participated by children; the interest and participation in international issues; the knowledge on the rights of children; and the cooperation with the UNICEF. Cities designated as CFCs work towards achieving the goals in these five areas. Among the many CFCs, the UNICEF designated 19 pilot cities to operate the Actions for Children Program until 2014. To ensure integrated operation, relevant organizations act as coordinating mechanism, reorganize and evaluate systems, acquire spaces and systems needed for the rights of children, deliver knowledge and information on children and CFC (newspaper, broadcasting, conferences, etc.), promote the rights of children (Day of CFC, events related to the Convention on the Rights of the Child, etc.), and cooperate with the UNICEF (campaigns, fund raising). Also, regular meetings are held and a website is set up for better communication and cooperation between the CFCs. Through these processes, children carry out campaigns for reducing the weight of school bags, participating in elections, quitting smoking, and preventing environmental pollution, as well as making exclusive roads for bicycles and roller blades and holding anti-violence parades. The Children and Youth Council is an organization where the children and youngsters express their opinions on things related to them. By sharing their thoughts on local communities and life, they have a better understanding of international issues and also able to make decisions on implementation programs for improving the quality of life. In Italy, the UNICEF first started the Mayors as Defenders of Children Program in 1990. Mayors listened to the opinions of children regularly at the city council when taking actions or making decisions for children and explained to the citizens about children-related programs. At schools, children learned about local authorities and the UN Convention on the Rights of the Child to encourage them to aggressively participate in local community issues. Also, children were given the chance to express their opinions at the city council, enabling them to understand the environmental problems and make them realize what they can do to make the world a better place. Starting from the year 2000, the Pistoia City operated the Safe Routes Round the School C.Colldi Program. As a result, grandmothers and grandfathers acted as custodians for children when going back and forth from school, while the Collodi Elementary School successfully turned the parking lot near the school into a safe and clean place for them to play around freely. It is very important for various relevant institutions in the region to cooperate with one another to successfully implement the CFC. In the case of the Netherlands, the National Association of Local Communities, a National Youth Fund, a National Organization for Road Safety, and a National Association of Town Planners worked together closely. Each year, they gathered statistics and data on children and also participated in the monitoring process to check if the Convention on the Rights of the Child is properly implemented. According to the country and local authority, there is a huge difference in what the cities and local authorities designated as CFCs carry out. This is because the - 6 - - 7 -

contents or order of priority for what they do to protect the rights of children and youngsters are different from each other. However, since all processes require a significant amount of time and effort, there is no doubt that the life of children and youngsters can only be changed to be more healthy and hopeful if we take one step at a time slowly. This proves that the saying you need a whole village to raise one child is true. The Korean local authorities are now given the opportunity to find out the amount of time and efforts needed to make an ideal village. < 발표 2> 日本川崎市 子どもにやさしいまちづくり - 川崎市子ども夢パークと総合的な居場所づくり- Nishino Hiroyuki 川崎市子ども夢パーク所長 Ⅰ. 川崎市子どもの権利に関する条例の制定 川崎市子どもの権利に関する条例 は 2000 年 12 月 21 日 市議会で成立し 2001 年 4 月 1 日から施行されています この 子どもの権利条例 は 多くの市民や子どもたちの声でつくられました 市民とともに 市全体で 川崎に根ざしたものを を合言葉に 子どもの権利条例について検討してきた 子ども権利条例検討連絡会議 と 子ども権利条例調査研究委員会 では 約 2 年間 200 回を超える会議や市民 子どもたちとの意見交換を行って条例の骨子案を市長に答申しました 市議会に提案した条例案は この答申の趣旨を尊重してまとめたものです 私は27 年前から不登校児童生徒の居場所づくりに携わり 22 年前に子ども 若者たちが学校外で育ち学ぶ場として フリースペースたまりばを川崎市内に開設しました 当時の日本の状況は 学校に行けなくなった子どもたちに対して 怠け ずる休み 弱い子 甘えん坊 といったまなざしで子どもたちが否定され 親も 甘やかし 子育ての失敗 という風に責められる風潮の中で苦しんでいました また 当時 発達障害や精神障害を背景に持つ子どもたちが 周囲の無理解でいじめられたり 学校に行けなくなったりしている現状にたくさん出会っていました 1998 年川崎市の職員から子ども権利条例の調査研究委員会に入って 困難な状況にいる子どもたちの意見を代弁してほしいという申し出を受けて 市の委嘱により 調査研究員会の世話人の一人として 条例づくりにかかわることになりました もともと川崎は 1960 年代の高度経済成長によって急速な発展を遂げた都市です 一方で その成長を労働力として支えた貧困層の人々や外国人労働者の人権問題 小児ぜんそくなどの公害病問題を抱え 人権保障が日常の課題として意 - 8 - - 9 -

識されてきた地域でもあります そんな中 親と教師や地域住民が主体の教育改革が1980 年代から掲げられ 1986 年には いきいきとした川崎の教育をめざして という市民討議をまとめた川崎市教育懇談会の報告書のなかに 学校の社会化 地域の教育化 行政の市民化 などの提言内容が盛り込まれました おりしも国は地方分権を進める方向に舵を切り 一方福祉の世界では児童虐待が深刻化しつつあり 虐待問題への総合的な取り組みが求められるなか 1994 年の日本政府による国連 子どもの権利条約の批准をうけて 子ども権利条例の制定へと向かうことになりました 子どもの権利条例 は 子どもの権利について子どもも大人も共通に理解しよう そして子どもを一人の人間 ( 権利の主体 ) として尊重し 権利侵害から守り 自分らしく生きていくことを支えていこうという思いでつくられています 子どもとおとなは社会のパートナー と位置づけ 自分らしく育ち 学び 生活していくために大切な子どもの権利を 以下の7つの柱にまとめました 安心して生きる権利 ありのままの自分でいる権利 自分を守り 守られる権利 自分を豊かにし 力づけられる権利 自分で決める権利 参加する権利 個別の必要に応じて支援を受ける権利 この条例の前半部分は 理念 が中心となり 後半は 子どもの参加 相談及び救済 子どもの権利に関する行動計画 子どもの権利の保障状況の検証 など理念に基づいて具体的な制度保証も盛り込まれた 総合条例 となっているのが特徴です Ⅱ. 川崎市子ども夢パーク 1. 権利条例づくりの中で見えてきた課題条例をつくるプロセスの中で子どもとのワークショップや数々のヒアリング 勉強会を通じて見えてきた課題があります それは 子どもたちが学校 家庭 地域での生活を通じて 非常にストレスをためているということです それは いじめ 校内暴力 不登校 自傷 家庭内暴力 非行など様々な形の問題行動となって表れてきていました 自信を失ない 生きていることにすら価値を見いだせない子どもたちの悲鳴が聞こえてきました 条例の骨子案を策定していた 2000 年の5 月頃には 日本国内で17 歳の少年による無差別殺傷事件が相次いで起きました 子どもたちが病んでいる 子どもたちのストレスを解消するためにも 安心して遊び 過ごせる居場所が必要であり その環境整備が急務であると気付かされました もう一つは 不登校の課題 当時川崎市内には 約 1300 人の小中学生の不登校児童生徒がいましたが 不登校児童生徒が通える公的施設は ゆうゆう広場と呼ばれる適応指導教室が3か所 中学校内に併設されている相談指導学級 ( 情緒 障害児学級 ) が2か所のみでした 1か所あたりのキャパを30 人程度に見積っても 計 5か所で150 人程度の受け入れしかできません しかも 発達障害や知的障害 精神障害などの背景を持つ不登校の子ども 若者たちは ほとんどの公的施設で受け入れてもらえず さらに非行傾向の子どもは学校に行きたくても断られ 不登校施設でも断られるという現実が浮かび上がってきました これらの子どもたちの権利保障を進めるために あらたな不登校施設の設置が行政の課題としてはっきりと見えてきていました そこで子ども権利条例の具現化を目指した子どもたちの総合的な居場所をつくろうということになり 条例が制定 (12 月 21 日 ) された翌月の2001 年 1 月の市長記者会見で 子ども夢パーク 整備計画が発表されました 私は 翌月の2 月に発足した夢パーク推進委員会と作業部会の委員として 今度は夢パークづくりに着手することになりました 2. 子どもと一緒に 夢パーク構想 づくり子ども夢パークは おもに権利条例の第 27 条 ( 子どもの居場所 ) 30 条 ( 子ども会議 ) 31 条 ( 参加活動の拠点づくり ) 34 条 ( 市の施設にの設置及び運営に関する子どもの意見 ) をもとにして設置されることになりました 第 27 条 ( 子どもの居場所 ) 子どもには ありのままの自分でいること 休息して自分を取り戻すこと 自由に遊び若しくは活動すること又は安心して人間関係をつくり合うことができる場所 ( 以下 居場所 という ) が大切であることを考慮し 市は 居場所についての考え方の普及並びに居場所の確保及びその存続に努めるものとする 2 市は 子どもに対する居場所の提供等の自主的な活動を行う市民及び関係団体との連携を図り その支援に努めるものとする 第 30 条 ( 子ども会議 ) 市長は 市政について 子どもの意見を求めるため 川崎市子ども会議 ( 以下 子ども会議 という ) を開催する 2 子ども会議は 子どもの自主的及び自発的な取り組みにより運営されるものとする 3 子ども会議は その主体である子どもが定める方法により 子どもの総意としての意見等をまとめ 市長に提出することができる 4 市長その他の執行機関は 前項の規定により提出された意見等を尊重するものとする 5 市長その他の執行機関は 子ども会議にあらゆる子どもの参加が促進され - 10 - - 11 -

その会議が円滑に運営されるよう必要な支援を行うものとする 第 31 条 ( 参加活動の拠点づくり ) 市は 子どもの自主的及び自発的な参加活動を支援するため 子どもが子どもだけで自由に安心して集うことができる拠点づくりに努めるものとする 第 34 条 ( 市の施設の設置及び運営に関する子どもの意見 ) 市は 子どもの利用を目的とした市の施設の設置及び運営に関し 子どもの参加の方法等について配慮し 子どもの意見を聴くよう努めるものとする 以上の条文を根拠規定として 子どもとおとなでたくさんの話し合いを行いました 2001 年の2 月から子どもを主体としたワークショップ等を7 回開催 ( 参加子ども人数 287 人 ) し また アンケート調査により子どもたちの意見を聴き 1725 人からの回答があり FAXやメールでもたくさんの意見が寄せられました 子どものワークショップと同じく2 月に発足した夢パーク推進員会は 地域 青少年団体代表 行政の18 人で構成し のべ13 回の会議を開催 子ども夢パーク整備の基本方針を検討しました この推進委員会のもとに作業部会を設け その構成メンバーは 青少年団体 保護者 学識経験者 地域 小中学校校長会および行政の各部局職員でした 2002 年 3 月に着工 4 月には子ども夢パーク運営準備会が発足 運営 オープンに向けてソフトの検討が開始しました ここにも公募の子ども委員が34 名参加し 大人の委員 16 名と合わせて50 名で協議を重ねました 2003 年 3 月に建物部分が完成 6 月には造園等の工事も終了しました そしてついに 2003 年 7 月 23 日に 子ども夢パークがオープンすることになったのです 敷地の面積はおよそ10000m2 ( うち建物面積は1800m2 ) 川崎市高津区にあり JR 南武線津田山駅から徒歩 5 分のところに位置しています 開設時は川崎市教育委員会が所管し ( 財 ) 生涯学習振興事業団に運営が委託されました 不登校児童生徒の居場所 ( フリースペース ) だけは NPO 法人フリースペースたまりばが生涯学習振興事業団から再委託のかたちをとって運営することになりました 開設時間は毎日 9 時から21 時まで 休所は原則第 3 火曜日の施設点検日と年末年始 (12 月 28 日から1 月 4 日 ) のみで そのほかの日は毎日開所しています ( 現在 ) 3. 夢パークが大事にしていること ( 理念 ) 子ども夢パークは 子どもが自由な発想で 遊び 学び つくり続ける居場所 であることを目指して整備されてきました 子どものいのちを真ん中におき 一人ひとりの自己肯定感を育む環境づくりに力を入れています ここでは 子どもが安心して ありのままの自分でいられることを尊重し 自分の中から湧き出る やってみたい を大切にしたいと考えています そして できるだけ禁止事項をつくらず 子どもの発想で自由に遊び 自分の力の限界に挑戦し それができたときの達成感を通して自信を育むとともに 安心して失敗できる環境づくりに力を注ぎ 取り組んできました ここでは子どもの 参加 を大切にし 運営や遊具の製作 設置 撤去 イベントの開催などに子どもの意見を聴き 子どもたちが自主的 自発的に活動する拠点づくりをめざしています 4. 子ども夢パークの3つの柱 1. 川崎市子ども会議の会議場と事務室 川崎市子ども権利条例 の第 30 条に 市長が市政について子どもたちの意見を求めるために開催すると規定された 川崎市子ども会議 子どもが自分たちの手で子どもの権利や川崎のまちづくりなどについて話し合い 活動を行っています 夢パーク内にその事務室もあり 毎月 2 回 日曜日に小学生から高校生までの子どもたちが集まり 定例の会議を開いています 18 歳を過ぎた若者は サポーターとして子どもたちが意見を言いやすくなるように 異年齢の子どもたちのサポートにまわっています 中には結婚してすでに母となってからも 子連れで会議に参加し 子ども参加のしくみを支えている人もいます ここでは 子どもたちが決めた方法で調査を行い 子どもの意見をまとめ かわさき子ども集会 で活動を報告します さらに 市長への報告会 では 学校の中での権利条例に関する授業の充実や広報への協力依頼など 子ども 若者の視点を取り入れた行政施策の企画 立案に向けて 市長に 提言 を出しています さらに権利条例の広報 啓発活動として 子どもたちにわかりやすい創作劇の作成 上演や 行政区や中学校区に設置されている他の 子ども会議 との交流もはかっています 2 冒険遊び場 ( プレーパーク ) a) なぜ遊び場が必要なのか条例作成時に見えてきた課題を前述しましたが 日本の子どもたちの課題として 自己肯定感 ( 自尊感情 ) の低さが大きな社会問題となっています その原因はどこにあるのか 私はその要因の一つとして 親や教師 大人たちの 不安 が大きく関係しているのではないかと考えています 少子化が進む中 親たちの - 12 - - 13 -

視線は一人の子どもに強く注がれています 勉強に スポーツに 他人よりなんでもできたほうがいい 早期教育が進み 8 年前にある民間の研究所が行った全国調査でも 習い事を始めるのが1 歳からと答えた家庭が25% 3 歳からが50% を超え 6 歳で85% を超えるという結果が出て 驚かされました 失敗させたらかわいそう できないよりできたほうがいい 子育てに不安を感じる親たちは 危険を伴う外遊びよりも 安全な室内での知育環境を優先する社会へと移行していきました 親が良かれと思って与える教育環境の中で 子ども自身が何をしたいのか どう生きたいのかがわからなくなってしまった若者に日本ではたくさん出会います ひきこもり と呼ばれ 基本的に家から出られず 家族以外の人とコミュニケーションがとれない若者が70 万人いると国の内閣府が推計値を発表しています (2010) ~すべき に囲まれて育ち 親や教師などおとなたちから求められる いい子 像に縛られ 自分の中に湧き起こる ~したい が見つけられなくなってしまった若者たちとその親たちの相談にのるのが いまや私の日常の仕事の大きな部分を占めるようになってしまいました 勉強に関する過剰競争だけでなく 運動会の徒競走で1 位をとるために かけっこ家庭教師 をつけたり 体育の鉄棒の逆上がりが上手にできるように体育の家庭教師まで雇う時代を迎えています また 家庭や学校の中で過剰に 強さ 正しさ を求められ 弱さ できなさ を出せない環境で育った子どもたちが 自分の中に怒りをためこみ やがてそれが暴力となって自分より弱いものを攻撃するようになる いじめ 事件に数多く出会ってきました いじめは 昨年春の時点で文部科学省が発表した認知件数は1 年間に約 7 万件だったのですが ある中学生のいじめによる自殺事件の報道後 全国で再調査したところ 昨年 4 月から9 月までの半年間のいじめ認知件数は 2 倍の14 万件にのぼりました 半年間での数値です また昨年 9 月に発表された文部科学省の問題行動調査結果によれば 小中高校で起きた暴力事件は約 5 万 6 千件 そのうち生徒間暴力が58% を占めています 小学校での発生は過去最高値を記録しました 今年 3 月に発表された警察庁のデータによれば 昨年 1 年間に自殺した小中高校生の数は336 人 大学生 専修学校生まで含めると 971 人にのぼっています さらに路上で生活するホームレスの人たちを子どもたちが襲う事件が増加しており 全国の教師が立ち上がって ホームレス問題を授業にするネットワークが活動しています いまや子どもたちが抱えるストレスはかなりのレベルに達し 自分を傷つけ 他者を傷つける社会となっています そこで私たちはまず 大人たちが良かれと思って先回りし 失敗させまいとする目線から子どもたちを解放することに取り組むことにしました b) 冒険遊び場 ( プレーパーク ) での取り組み土や水 火や木材などの自然の素材や スコップ 金づち のこぎりなど道具や工具を使って 子どもたちの遊び心で自由につくりかえられる遊び場づくりに取り組んでいます 遊具はすべて手づくり 壊せない鉄製のものや 遊び方が一つに決まっていて 創意工夫ができないような固定された遊具は置かないことを心がけています ここでは遊びを制限するような禁止事項をできるだけつくらず 子どもたちの やってみたい という気持ちを大切にし けがと弁当 自分もち 自分の責任で自由に遊ぶ を合言葉に 子どもたちがいろいろなことにチャレンジできる環境づくりを大切にしています ナタを使って薪割りをし 焚き火をしたり 廃材を使った基地づくりや木登りなど 子どもたちが自由に遊びます 危険を2 種類に分け 子どもが見えない 予測できない危険をハザードと呼び スタッフは常時点検を繰り返し 事故が起きないようにその危険を取り除く努力を怠りません 一方 子どもたちが見えている危険はリスクと呼んでいます それは遊びの要素で 子どもが危険だとわかっていてもチャレンジしようという時に出てくる危険です 子どもたちが冒険やチャレンジを繰り返すことで経験的に危険を予測し 事故を回避する能力が養われていきます だから無理してリスクは取り除こうとはしません 遊びを通じて 自分の力の限界に挑戦し できた という自信をつけるとともに その一方で うまくいかなかった失敗体験を積むことも子どもの成長にとってはとても大切なことであると考えています 失敗を繰り返しながら 様々な知恵や判断力 応用力を身に着けていきます 失敗を克服する精神力も 今の自分にはできないということを受け入れていく精神力も合わせて培うことができます 小さな失敗を安心して積み重ねられた経験は やがて困難な状況に遭遇した時も 自分で考え 判断し 時には他者の力を借りながら その状況を越えていく力にもなります また 五感を使って 群れて遊んだりケンカしたりといった体験を通じて 他者の存在を意識する力 ( 違いを認識する 思いやる心 排除しない関係づくり ) を手に入れると同時に ひとりではない安心感 自己の存在意義を獲得し 生きる力を育んでいくのです 3. 不登校児童 生徒の居場所 フリースペースえん おもに学校や家庭 地域の中に自分の居場所を見つけられない子どもや若者たちのために開かれている居場所です 発達 知的 精神 身体など様々な障害の有無や国籍 年齢などにかかわらず 来たいと思ったら誰でも通える登録制のフリースペースです 現在 100 名近くが登録し 毎日 30~40 人の子ども 若者が通ってきています 経済的に困窮している家庭の子どもたちも安心して通えるように 利用料はかかりません - 14 - - 15 -

暮らしの中からの学び を大切にし 毎日の昼食を子どもとおとなが一緒に作って食べることが活動のベースになっています 朝集まったメンバーで 昼食のメニューを決め 畑から作物を収穫する人 買い物に出かける人 ご飯を炊く準備にあたる人 すでにある野菜をカットしはじめる人などに自主的に分かれ みんなの食事の準備あたります 当番制ではなく つくりたい人がつくります 出来上がったら机を並べて 床に座ってみんなでいただきます おいしい 作ってくれた人 ありがとう という声が あちらこちらから飛び交います おいしい うれしい たのしい でつながる仲間たち ひとりじゃない その安心から 子どもたちは元気になっていきます 壊れかけた日々の暮らしを取り戻し 仲間と出会い 安心して過ごせる 居場所 づくりを通じて 一人ひとりの自己肯定感 ( 自尊感情 ) を育むことを大切にしてます 一日の過ごし方は それぞれの子どもたちのペースで やってみたい と思うプログラムを自分で考えて活動しています 子ども自身の意思を尊重し 何もしないことも保障されています 一見すると自由気ままに おしゃべりしたり 本を読んだり 演奏したり 外で遊んでいたり と 混沌とした不思議な光景が目にうつります かといって まったくバラバラなのではありません 子どもたちは緩やかに集い それぞれが安心して つながり を見出し そうした安心感の中で多様な学びや育ちが保障されているのです 子どもたちの希望や提案をもとにして スタッフが講師を探し出し 各種講座 ( 歌 ダンス フォルクローレ ジャンベ 演劇 仮説実験 シリーズ いのち 木工 染色 料理など ) が開かれています 参加する しないは 子どもが自分で決めます さらに 個別のニーズに応じて学びたいと思った時にはいつでも学べる個別学習のシステムが整っているほか おはようスタディ や 言葉と文字の教室 といった希望者が集まって学習する時間も用意されています 毎週月曜日に開かれるショートミーティングや月 1 回のロングミーティングの時間は大切にされていて 企画や講座 イベント 合宿などの提案やルールの作成 変更に関する協議などが行われます 6 歳から20 歳を超えた若者まで異年齢の人たちが一緒になって 自分たちのことを話し合います 様々な障害を持ち合わせた人たちが 誰ひとり排除されることなく みんなで理解できるように工夫を凝らしてミーティングします 議決が必要な時は 子どももスタッフも同じ 1 人 1 票で決めます 開設時間は 平日の10 時 30 分から18 時まで ただし火曜日は14 時に閉室します その他 不登校 ひきこもりや各種障がい 非行などの理解を深め 家庭で安心して子どもの育ちを見守れるように 登録している子ども 若者の保護者を対 象とした 保護者とスタッフの語り合う会 を隔月で開催 さらに20 歳を超えた若者たちを対象に 夕食を食べながら近況を語り合う えん会 という名の集まりも隔月で開いています その他 自然体験活動 ( ブナの森を歩く ) 野外体験合宿( 夏の八丈島キャンプ 冬の米沢スキー合宿 ) に出かけたり 子どもたちが企画段階から話し合って準備する大がかりなイベント たまりばフェスティバル を開催しています 毎年開催されるこのイベントのために プロジェクトX という実行委員会が子どもたちの中で組織され たくさんの会議を重ねて 参加グループの募集から 企画 プログラムづくり 当日の司会 進行や裏方まで すべて子どもたちが準備にあたっています また フリースペース内の相談室を使って 不登校 ひきこもりや非行 いじめなどで悩む本人や家族等の相談 援助活動も無料で行っています 学校との連携が整備され 在籍校の校長裁量のもとで このフリースペースに通った子どもたちが学校の出席として認定され 通学定期を購入することもできるようになっています Ⅲ. 総合的な居場所づくりを目指して 1. 幅広い年齢の子どもたちの活動拠点 1 子どもたちが好きな時間に来て 予約なしに自由にスポーツができる環境づくりに取り組んでいます 昼夜 天候を問わず 夜 21 時まで活用できる屋根付き 照明付きの全天候型スポーツ広場 たいよう では バスケット バレー バドミントン ミニサッカー 卓球などが盛んです ボールやネット ラケットなどは無料で貸し出ししています 壁に設置された開閉式の鏡の前では 放課後の高校生を中心にして ダンスに汗を流す若者たちの姿もよく見かけます 2バンドや楽器の練習ができる 機材や防音設備の整った音楽スタジオが2つあり 中高生の人気のスポットになっています スタジオ利用に関する細かいルールなどは スタジオ利用者の有志の集まりである スタジオプロジェクト ( 通称スタプロ ) で話し合われ 決められています 2. 子どもの参加活動拠点 ~ 子ども参加 ( 参画 ) によるイベントの開催 ~ 夢パークでは設立当初から 子どもの参加 ( 参画 ) を大切にしています ここでは 代表的な子どもたちによるイベントを2つ紹介します 1スタプロとKUJI ROCKフェスティバル - 16 - - 17 -

スタプロに参加している若者が中心になって スタジオ利用者に呼びかけ 年に 3 回の KUJI ROCKフェスティバル が開かれています 会場は交流スペース ごろり その名の通り ごろりとゆったりできるカーペット敷きの広い部屋です たくさんの本も置いてあり おしゃべりしたり 本を読んだり ゲームしたり 飲食もできます この部屋を若者たちが1 日限りのライブハウスに改装するのです 窓枠には自分たちで製作した木製の防音壁を取り付け パッチワークを施した暗幕を張り ステージをつくり スタジオから楽器や音響機器を運び セッテイングから PAの調整 照明 プログラムづくり 司会進行から撤収まですべて子どもたちがとりおこないます 今年 3 月に開催されたKUJI ROCK ( 通算 23 回目 ) には16バンド 60 人の若者が出演し 来場者は413 人でした 年々 会を重ねるごとに活気を帯びてきています 2 横丁会議とこどもゆめ横丁 こどもゆめ横丁 は 夢パークの広場を使って開かれる1 日限りの子ども商店街 およそ2 週間かけ 廃材を使って自分たちでお店を建設し 手作りの机やいすも用意して 現金を使って商売をします 仲間集めから お店づくり 商品づくり 当日の商いまですべて子どもの力だけで行うお祭りです 原則として大人は手出し 口出し無用です 食べ物屋やアクセサリー ゲームなど毎年 30 店舗を越える出店があり 当日のお客さんも1300 人を超える大イベントです どうやったら売れるものをつくれるのか 仲間と相談し 協力してつくります 本物のお金を使っているので 単なる ごっこ遊び に終わらない 真剣なやりとりが見られます 仕入れにいくらを使い どんな工夫をこらして いくらで販売するか その場で調理する食べ物屋さんは 衛生面に気を使いながら 段取りよく接客しないとお客さんがいなくなってしまう 売り子はどんなふうに声だしするか お店の装飾はどうするかなど 試行錯誤の中から遊びを通してたくさんのことを学びます 開催 運営 場所決め ルールなどはスタッフの協力のもと 出店する子どもたちの 横丁会議 ですべて話し合って決められます 売上からは 横丁税 と名付けられた税金が徴収されますが その金額の割合も 出店している子どもたちが決めます 当日集められた税金の使い道に関しては その後 横丁会議で子どもたちによって話し合われ みんながつくりたいものや購入したいものに使われます 3. 乳幼児親子が出会う子育て拠点スペース ゆるり は 主に就学前の子どもとその親たちが優先の部屋になっています おもちゃや絵本 ベビーベッドや授乳スペースなどもあり 赤ちゃん連れでも気兼ねなく過ごせます 子育てに関する情報コーナーもあり 孤立する ことなく他の親子連れと交流できます 月に3 回読み聞かせの会も開かれており また別の部屋では 子育てに関する講演会や子育ての悩みや楽しさを語り合う懇談会も開かれています さらに屋外のプレーパークでは 市民のボランティアのお母さんたちが中心となって運営する 親子でもっと遊ぼう会 が定期的に開かれ 乳幼児親子が仲間と出会い 外遊びに親しむ機会が設けられています さらに 夢パーク全体を使って親子がともに育ちあう自主保育グループの活動拠点にもなっています このように乳幼児の居場所をつくるとともに その親を支える取り組みを通じて虐待の予防にも役立っているのです * おさがりバザール もったいない を取りもどそうと あるお母さんからの発案で始まりました 自分の子どもが大事に着ていた服を捨ててしまうのはもったいない 誰か着られる子がいたら着てほしい から始まりました 不要になった服を持ってきて 欲しい服や靴があったらもらって帰る シンプルなリサイクルのしくみです お金を介さず ただでもらえるので お母さんたちにとても好評の企画です 4. 多文化共生 交流の拠点在日ブラジル人のおとなたちが母国ポルトガル語の文化を子どもたちに伝えようと開かれている グルッポABC による勉強会や在日中国人のおとなが子どもに母国語を教える集まりなどが開かれています イベントの時には 母国の歌や踊りを披露するほか 模擬店でエスニック料理のお店も出店 様々な多文化交流の取り組みもすすめられています 5. 子ども固有の相談 救済の拠点子どもが悩みを抱えたとき 相談できるのは対面式の面談室とは限りません 焚き火をしながら 調理しながら ゲームしながらそばにいるスタッフなどおとなに話しかけることがあります 虐待など あまりに辛くて他人に話せないような場合でも 遊び場などの居場所では スタッフが発見することができます 例えば閉所時間になってもなかなか帰ろうとしない 服が替わっていない 近くによると体や髪の毛が臭う いつもお腹をすかせているなどの気になる子どもの状況から 児童相談所と連携し 保護されたケースもあります これを私たちは発見する相談と呼んでいます 子どもの相談 救済は 待っているだけでは救えないことがあります 遊び場に子どもの思いを受け止めようというまなざしを持った常勤のスタッフがいることで 子どものSOSを発見し 早期に対応すること - 18 - - 19 -

こともできるのです いじめ 虐待 不登校など 子どもたちの悩みはつきません 相談機能をもったフリースペースとプレーパークのような遊び場が同じ敷地内にあって連携することで 子どもにとって 重要な相談 救済の拠点ともなっているのです そのほか 夢パークでは 民間団体と連携し 電話回線を使った子どもの居場所づくりにも取り組み 子どもの声を聴く事業にも協力してあたっているほか 権利条例をもとにできた 人権オンブズパーソン とも積極的に連携をすすめています Ⅳ. 開設 10 周年を迎えて ( 評価と課題 ) 2003 年 7 月のオープンからまもなく満 10 年を迎えます この間 利用者数は順調に増加し 2012 年度 1 年間に85,597 人が夢パークを利用しました 内訳は乳幼児が16,522 人 小学生が25,634 人 中高生が21,673 人 おとなが21,768 人です 視察 取材 見学者の数も 昨年 1 年間で184 件あり 日本全国から自治体職員や議員 青少年関係団体 子育て関係者 研究者 教員などが視察に訪れました また 現場において 近隣の児童館などで青少年と関わる援助職や民生 児童委員の研修 青少年指導員や補導員の研修 スクール ソーシャルワーカーの研修 児童相談所の職員やボランティアの研修などを行うほか 川崎市の職員研修や神奈川県の教員派遣研修の受け入れ 大学からの実習生の受け入れも行うなど 各種関係機関との協力が増え 顔の見えるネットワークづくりがすすんでいます それが功を奏して 虐待ケースの子どもを保護したり 非行ケースの子どもと関わりながら 学校や就労などに結び付けたりといったソーシャルワーカー的な役割も スタッフが担うようになってきました さらに地域の幼稚園 保育園 小学校などからは 遠足や課外授業の行先に選ばれ 昨年 1 年間に128 件の団体利用もありました 小さいころから 泥んこになって遊んだり 火おこし体験したり 木登りや 水遊び ノコギリやトンカチなど使った木工など 夢パークでの五感を使った遊びの体験を通じて やってみたいことに挑戦する子どもたちが着実に増えつつあります また地域のコミュニティーとの交流も進み 毎年 1 月に開かれる夢パーク主催の新春イベントには 地域から一日におよそ100 人もの方々がボランティアとして参加して 餅つきイベントなどを盛り上げていただいています 10 年の歳月を重ねて 地域の中での信頼関係が構築され 夢パークの運営協議会にも地元の町会の方に参加していただいています 一方 課題としては 夢パークの中でも取り組んでいる冒険遊び場 ( プレーパーク ) づくりは 日本で300か所近くに増えてきましたが 残念ながら夢パークのように常設の遊び場は全国でも20か所くらいしかなく 川崎市内にも常設は1か所のみです ましてフリースペースも併設している公共施設は 全国でもここ1か所だけです そのため 自分の責任で自由に遊ぶ という標語を掲げ やってみたいことに挑戦できる遊び場を どうやって周辺地域に増やしていけるかが 大きな課題になっているのです 昨年度は出張プレーパークと名付けて 車にいろいろな遊びの仕掛けになるようなものを積み込んで 近所の数か所の公園で1 日プレーパークを開設しました 結果は想像していたよりも好評で たくさんの子どもたちと親が集まり 思いっきり遊びを楽しみました 今後も夢パークが大切にしている理念や思いを発信し 行政や関係団体との連携のもとで 町の中に子どもの遊び場と居場所を増やしていく努力を続けていきたいと思います また 日本の子どもの貧困率は厚生労働省のデータによれば 15.7% にも及んでいます 私たちのフリースペースに通う子どもたちの中にも生活保護受給家庭は2 割を超えています ひとり親家庭の子も多く 親が精神疾患を抱えて子どもの世話をできない家庭もあります 暮らしのモデルが見えずに コンビニでおにぎりを買って その日その日を暮している子どもたちの姿も目にします 貧困の連鎖を断ち切るためにも 無償で子どもの学習支援を行うほか 進学相談や 高校進学後の中退防止に向けた支援の必要性が増しています また 学習への意欲を出せるようになるには 家庭以外にも日々安心して通える居場所を手に入れることがなによりも大切です 暖かいものを一緒に食べて お腹と心を満たし 安心できる人間関係の中で 相談もでき 夢を描きながら進級 進学や就労の道を探せるよう援助する体制づくりが求められています 現在 地元高津区の保護課や川崎市健康福祉局の自立支援室などとも協議を重ね 新たに生活困窮家庭の支援事業に取り組む準備を進めているところです 今まで私たちは 子どもの いのち を真ん中におき 子どもの最善の利益は何か を問い続けてきました 今後も子どもたちを既成の制度や仕組みにむりやり合わせるのではなく 子どもの いのち のほうへ制度や仕組みを引き寄せる取り組みを続けていきたいと思います 誰もが 生きている ただそれだけで祝福される そんな子どもにやさしいまちづくりを川崎で進めていきたいと考えています - 20 - - 21 -

参考文献 1. 居場所のちから~ 生きてるだけですごいんだ~ 西野博之著 ( 教育史料出版会 ) 2. アジア太平洋地域の持続可能な開発のための教育に関する国際研究集会に向けた企画調査 ( 平成 18 年度科学研究費補助金 ( 基盤研究 C) 研究成果報告書 ) 研究代表者 : 永田佳之 ウォータースライダーをつくる子どもたち つくった遊具で遊ぶ子どもたち 川崎市子ども夢パーク外観 工具 ( 小刀 ) を使った遊具づくり 中高生に人気の音楽スタジオ 手づくりの防音壁を窓枠に取り付ける若者たち 泥んこになって 群れて遊ぶ 自分で火おこし 大人は手出し無用 KUJI ROCK FESTIVAL 年 3 回 ) 廃材を使ってお店づくり - 22 - - 23 -

仕入れ 製品作り 販売まですべて子どもの手で 最大のお祭り 子どもゆめ横丁 ( 子ども商店街 ) 乳幼児親子が出会う部屋 ゆるり 全天候スポーツ広場でミニ サッカー 毎日みんなで昼食づくり ( フリースペースえん ) 川崎市子ども会議のメンバーによるワークショップ おいしいね でつながる仲間たち 自由に選択できる えん の講座 ( 演劇 ) - 24 - - 25 -

< 발표 2> 일본가와사키의어린이친화적인마을조성 - 가와사키시어린이드림파크와종합적인거처조성 - 니시노히로유키가와사키꿈의공원소장 Ⅰ. 가와사키시어린이권리에관한조례제정 가와사키 ( 川崎 ) 시어린이권리에관한조례 는 2000 년 12월 21일, 시의회에서성립되어 2001 년 4월 1일부터시행되고있습니다. 이 어린이권리조례 는많은시민과어린이들의의견으로만들어졌습니다. 시민과함께시전체가가와사키 ( 川崎 ) 에뿌리를내리자 을구호로내걸고, 어린이권리조례에대해검토해온 어린이권리조례검토연락회의 와 어린이권리조례조사연구위원회 에서는, 약 2년간 200회이상의회의와시민 어린이들과의의견교환을통하여마련한조례골자안을시장에게답신하였습니다. 시의회에제안한조례안은이답신의취지를존중하여정리한것입니다. 저는 27년전부터미등교아동 등교거부학생의거처조성에종사하여, 22년전에어린이 젊은이들이학교밖에서자라고배우는장으로써, 프리스페이스집합소를가와사키 ( 川崎 ) 시내에개설하였습니다. 당시의일본상황은학교에갈수없게된어린이들에대해 게으름과꾀병에따른결석 약한아이 응석받이 라는식의시선으로어린이들이부정되고, 부모도 과잉보호 실패한자녀양육 이라는식으로질책을받는풍조속에서아이들과부모들이괴로움을겪고있었습니다. 또한당시발달장애나정신장애문제를안고있는어린이들이주위의이해부족으로괴롭힘을당하거나, 학교에가지못하게되는현실에종종부딪히고있었습니다. 1998 년가와사키 ( 川崎 ) 시직원으로부터어린이권리조례조사연구위원회에들어가, 어려운상황에처해있는어린이들의의견을대변해주었으면좋겠다고하는제안을받고, 시의위촉으로조사연구원회임원 ( 오가나이져 ) 의일인으로조례작성에관여하게되었습니다. 원래가와사키 ( 川崎 ) 는 1960년대고도경제성장에의해급속하게발전한도시입 - 26 - - 27 -

니다. 한편으로는그성장을노동력제공형태로지원해온빈곤층과외국인노동자의인권문제, 소아천식등의공해관련질병문제로인해, 인권보장이일상적인과제로의식되어온지역이기도합니다. 이러한가운데부모와교사그리고지역주민이주체인교육개혁이 1980년대부터제창되어, 1986년에는 활기찬가와사키 ( 川崎 ) 의교육을지향하며 라는시민토의를정리한가와사키 ( 川崎 ) 시교육간담회의보고서안에 학교의사회화 지역의교육화 행정의시민화 등의제언내용이반영되게되었습니다. 때마침국가는지방분권을추진하는방향으로방침을전환하였으며, 한편으로복지의세계에서는아동학대가더욱심각해지고, 학대문제에대한종합적인대응이요구되는가운데, 1994년의일본정부에의한유엔어린이권리조약비준을바탕으로어린이권리조례제정으로향하게되었습니다. 어린이권리조례 는어린이의권리에대해어린이와어른이함께이해하고, 어린이를하나의인간 ( 권리주체 ) 으로보고존중하며, 권리침해로부터지키고자신답게살아가도록지원해나가자는생각에서만들어졌습니다. 어린이와어른은사회의파트너 라고규정하고, 자신답게성장하면서배우며생활해나가기위해중요한어린이의권리를다음 7개의주된내용으로정리하였습니다. 안심하고살아갈권리 있는그대로의자신으로살아갈권리 자신을지키고, 보호받을권리 자신을풍요롭게하며, 격려를받을권리 스스로결정할권리 참가할권리 개별적인필요에따라지원을받을권리. 이조례의전반부분은 이념 이중심이되며, 후반은 어린이의참가 상담및구제 어린이의권리에관한행동계획 어린이의권리보장상황검증 등이념에기초하여구체적인제도보증도반영된 종합조례 로되어있는점이특징입니다. 이병들고있으며, 어린이들의스트레스를해소하기위해서도마음놓고놀며지낼수있는거처가필요하며, 그환경정비가급선무임을깨닫게되었습니다. 또하나는미등교 등교거부과제입니다. 당시가와사키 ( 川崎 ) 시내에는약 1300 명의등교를거부하거나학교에다니지못하는초등학생과중학생이있었습니다만, 이러한학생들이다닐수있는공적시설은유유광장이라고불리는적응지도교실이 3곳, 중학교내병설상담지도학급 ( 정서장애아학급 ) 이 2곳, 이것이전부였습니다. 1곳당수용인원을 30명정도로보더라도합계 5곳에서 150명정도밖에수용할수없습니다. 더욱이발달장애나지적장애, 정신장애등을지닌등교를못하고있는어린이 젊은이들은대부분의공적시설에서받아들여주지않았고, 게다가비행경향의어린이는학교에가고싶어도거부당하고, 비등교시설에서도거절을당하는현실이수면위로떠올랐습니다. 이러한어린이들의권리보장을추진하기위해, 다양한비등교시설의설치가행정과제로뚜렷하게떠오르고있었습니다. 그리하여어린이권리조례구현화를목표로하는어린이들의종합적인거처를만들자는합의가이루어져, 조례가제정 (12월 21일 ) 된다음달인 2001 년 1월의시장기자회견에서, 어린이드림파크 정비계획이발표되었습니다. 저는그다음달인 2월에발족된드림파크추진위원회와작업부회위원으로, 이번에는드림파크조성에착수하게되었습니다. 2. 어린이와함께 드림파크구상 마련어린이드림파크는주로권리조례의제27조 ( 어린이의거처 ), 30조 ( 어린이회의 ), 31조 ( 참가활동거점조성 ), 34조 ( 시의시설설치및운영에관한어린이의의견 ) 를토대로하여설치되게되었습니다. Ⅱ. 가와사키시어린이꿈의공원 1. 권리조례를마련하는과정에서나타난과제조례를만드는프로세스내에서어린이들과의워크숍과수많은청문회, 스터디모임을통해드러나기시작했던과제가있습니다. 이는어린이들이학교 가정 지역에서의생활을통해많은스트레스를받고있다는점입니다. 이는왕따 교내폭력 등교거부 자해 가정내폭력 비행등다양한형태의문제행동으로표출되고있었습니다. 자신감을잃어삶에대해서조차가치를발견하지못하는어린이들의비명이들려왔습니다. 조례의골자안을책정중이었던 2000 년 5월무렵에는일본국내에서 17세소년에의한무차별살상사건이연이어발생했습니다. 어린이들 제27조 ( 어린이의거처 ) 어린이에게는있는그대로의자신으로있을수있을것, 휴식을통하여자기자신을회복할수있을것, 자유롭게놀거나활동할수있을것또는안심하고인간관계를만들어나갈수있는장소 ( 이하 거처 라고한다 ) 가중요한점을고려하여, 시는거처에대한사고방식의보급, 그리고거처의확보및그존속을위해노력하기로한다. 2 시는어린이에대한거처제공등의자주적인활동을하는시민및관계단체와의연계를도모하며, 그지원을위해노력하기로한다. 제30조 ( 어린이회의 ) 시장은시정에대해어린이의의견을구하기위해, 가와사키 ( 川崎 ) 시어린이회의 - 28 - - 29 -

( 이하 어린이회의 라고한다.) 를개최한다. 2 어린이회의는어린이의자주적및자발적인대응으로운영되는것으로한다. 3 어린이회의는그주체인어린이가정하는방법에따라어린이의총의로서의의견등을정리하여시장에게제출할수있다. 4 시장, 기타집행기관은전항의규정에따라제출된의견등을존중하도록한다. 5 시장, 기타집행기관은어린이회의에대한다양한어린이의참가가촉진되고, 이회의가원활하게운영되도록필요한지원을하기로한다. 제31조 ( 참가활동의거점구축 ) 시는어린이의자주적이고자발적인참가활동을지원하기위해, 어린이가어린이들만으로안심하고자유롭게모일수있는거점구축을위해노력하기로한다. 제34조 ( 시의시설설치및운영에관한어린이의의견 ) 시는어린이의이용을목적으로하는시의시설설치및운영에있어어린이의참가방법등에대해배려하며, 어린이의의견을듣도록노력하기로한다. 이상의조문을근거규정으로삼아어린이와어른들이많은이야기를나누었습니다. 2001년 2월부터어린이를주체로한워크숍등을 7회개최 ( 참가어린이인원수 287명 ) 하였으며, 또한설문조사로어린이들의의견을물은바, 1725명이응답하였으며, FAX와이메일로도많은의견이접수되었습니다. 어린이워크숍과동일하게 2월에발족된드림파크추진원회는, 지역 청소년단체대표 행정관계자의 18명으로구성되어총 13번의회의를개최하였습니다. 그리하여어린이드림파크정비기본방침을검토하였습니다. 이추진위원회아래에작업부회를설치하였으며, 그구성멤버는청소년단체 보호자 전문가 지역민 초중학교교장회및행정기관의각부국직원이었습니다. 2002 년 3월에착공하여 4월에는어린이드림파크운영준비회가발족되었습니다. 운영 오픈을위한소프트검토가시작되었습니다. 여기에도공모어린이위원이 34 명참가하여어른위원 16명과합쳐 50명이협의를거듭하였습니다. 2003년 3월에건물부분이완성되고, 6월에는조경등의공사도종료되었습니다. 그리고드디어 2003년 7월 23일에어린이드림파크가오픈되기에이르렀습니다. 부지면적은약 10000 m2 ( 이중건물면적은 1800 m2 ). 가와사키 ( 川崎 ) 시다카츠 ( 高津 ) 구에있으며 JR난부 ( 南武 ) 선츠다야먀 ( 津田山 ) 역에서도보 5분인곳에위치하고있습니다. 개설시에는가와사키 ( 川崎 ) 시교육위원회가소관하고, ( 재 ) 생애 학습진흥사업단에운영이위탁되었습니다. 미등교 등교거부아동들의거처 ( 프리스페이스 ) 만은 NPO법인프리스페이스집합소가생애학습진흥사업단으로부터의재위탁형태로운영하게되었습니다. 운영시간은매일 9시부터 21시까지입니다. 원칙적으로제3화요일의시설점검일과연말연시 (12월 28일부터 1월 4일 ) 에만쉬며, 그밖의날은매일운영되고있습니다 ( 현재 ). 3. 드림파크가소중히여기는것들 ( 이념 ) 어린이드림파크는 어린이가자유로운발상으로, 놀고배우며계속만들어나가는거처 일것을지향하며정비되어왔습니다. 어린이의생명을한가운데에놓고한사람한사람의자기긍정능력을키우는환경조성에힘쓰고있습니다. 여기서는어린이가안심하고있는그대로의모습의자신으로있을수있는점을존중하며, 자기안에서용출하는 해보고싶다 는마음을소중히하고자합니다. 그리고가능한한금지사항을만들지않고어린이의발상으로자유롭게놀고자기능력의한계에도전하며, 이것이이루어졌을때의달성감을통해자신감을키우는동시에, 안심하고실패할수있는환경조성에주력하며추진해왔습니다. 여기서는어린이의 참가 를중시하며, 운영과놀이기구제작 설치 철거, 이벤트개최등에어린이의의견을듣고어린이들이자주적 자발적으로활동하는거점조성을지향하고있습니다. 4. 어린이드림파크의 3가지중심요소 1 가와사키 ( 川崎 ) 시어린이회의의회의장소와사무실 가와사키 ( 川崎 ) 시어린이권리조례 제30조에시장이시정에관해어린이들의의견을구하기위해개최한다고규정되어있는 가와사키 ( 川崎 ) 시어린이회의. 어린이들이자기들의손으로어린이의권리와가와사키 ( 川崎 ) 의마을조성등에대해대화를하며활동을전개하고있습니다. 드림파크내에그사무실도있으며, 매월 2회, 일요일에초등학생부터고등학생까지의어린이들이모여정례회의를열고있습니다. 18세가지난젊은이들은서포터로써어린이들이쉽게의견을말할수있도록다른연령의어린이들의서포트를담당하고있습니다. 이안에는결혼하여바로엄마가된후에도아이와함께회의에참가하여, 어린이가참가하는시스템을지원하고있는사람도있습니다. 여기서는어린이들이정한방법으로조사를행하며, 어린이들의의견을정리하여 가와사키 ( かわさき ) 어린이집회 에서활동을보고합니다. 더나아가 시장에대한보고회 에서는학교안에서의권리조례에관한수업의충실과홍보에대한협력의뢰등, 어린이 젊은이의관점을반영한행정 - 30 - - 31 -

시책의기획 입안을목표로, 시장에게 제언 을제출하고있습니다. 더나아가권리조례의홍보 계발활동으로어린이들이이해하기쉬운창작극의제작 상연과, 행정구와중학교구에설치되어있는다른 어린이회의 와의교류도도모하고있습니다. 2 모험놀이장소 (play park) a) 왜놀이장소가필요한가? 조례작성시나타난과제에대해전술했습니다만, 일본어린이들의과제로써낮은자기긍정감 ( 자존감 ) 이커다란사회문제가되고있습니다. 그원인은어디에있는가? 저는그요인의하나로부모와교사, 어른들의 불안 이깊이관련되어있지않은가라는생각을갖고있습니다. 저출산이진행되고있는가운데부모들의시선은한명의어린이에게과도하게집중되고있습니다. 공부도, 운동도, 다른아이보다무엇이든지더잘하는게좋다고여깁니다. 조기교육이과열되어 8년전에어떤민간연구소가실시한전국조사에서도무엇인가를배우기시작하는나이가만 1살부터라고응답한가정이 25%, 만 3세부터라고응답한가정이 50% 를넘었으며, 만6 세에서는 85% 가넘는결과가나와놀랐습니다. 실패하게되면불쌍하다 못하는것보다잘하는게좋다. 자녀교육에불안을느끼는부모들은위험을수반하는바깥놀이보다안전한실내에서의양육환경을우선시하는사회로이행해왔습니다. 부모가좋을것이라고생각하여마련하는교육환경속에서어린이스스로가무엇을하고싶은지, 어떻게살고싶은지생각이없어진젊은이를일본에서는종종만나게됩니다. 은둔형외톨이 라고불리며, 기본적으로집밖으로나가지못하고, 가족이외의사람과커뮤니케이션을하지못하는젊은이가 70만명이있다고일본내각부에서추계치를발표하였습니다 (2010). ~해야해 에둘러싸여자라고, 부모와교사등어른들이요구하는 착한아이 상에사로잡혀자기내면에서용출하는 ~하고싶다 를찾을수가없게되어버린젊은이들과그부모들의상담에응하는것이, 지금제일상업무의큰부분을차지하게되었습니다. 공부에관한과잉경쟁뿐만아니라, 운동회의달리기시합에서도 1등을하기위해 달리기가정교사 를고용하거나, 체육시간에철봉거꾸로오르기를잘하기위해체육가정교사까지고용하는시대를맞고있습니다. 또한가정과학교안에서과도하게 강함 올바름 을요구당해, 약함 잘못함 을표출하지못하는환경에서자란어린이들이, 자기안에분노를축적하여, 이윽고이것이폭력이되어자기보다약한자를공격하게되는 왕따 사건을수많이목격해왔습니다. 왕따는작년봄시점에문부과학성이발표한인지건수는 1 년동안에약 7만건이었습니다만, 어느중학생의왕따에의한자살사건보도후, 전국에서재조사한바, 작년 4월부터 9월까지의반년간의왕따인지건수는 2배인 14만건에달하였습니다. 이것은반년간의수치입니다. 또한작년 9월에발표된문부과학성의문제행동조사결과에의하면, 초중고에서일어난폭력사건은약 5만 6천건입니다. 이가운데학생간폭력이 58% 를차지하고있습니다. 초둥학교에서의발생은과거최고치를기록하였습니다. 금년 3월에발표된경찰청의데이터에따르면, 작년 1년동안에자살한초중고생수는 336명, 대학생 전문대생까지포함하면 971명에달하고있습니다. 더나아가노상에서생활하는노숙자들을어린이들이습격하는사건이증가하고있어전국의교사들이뭉쳐노숙자문제를수업에서다루는네트워크가활동을하고있습니다. 현재어린이들이받는스트레스는상당한수준에달하여자기자신을다치게만들고, 다른사람에게상처를입히는사회가되고있습니다. 여기서우리는우선어른들이좋을것이라고생각하여앞서가면서실패를겪지않도록만들겠다는시선으로부터어린이들을해방시키는일을추진하기로하였습니다. b) 모험놀이장소 (play park) 에서의대응흙과물, 불과목재등의자연소재와삽 쇠망치 톱등도구와공구를사용하여어린이들의놀이에대한생각으로자유롭게재창조할수있는놀이장소조성을추진하고있습니다. 놀이도구는전부손으로만듭니다. 분해할수없는철제제품이나, 노는방법이한가지로정해져있어서창의를발휘할수없는고정된놀이도구는비치하지않도록신경을쓰고있습니다. 여기서는놀이를제한하는식의금지사항을되도록만들지않고, 어린이들의 해보고싶다 는마음을소중히하여 다치는것과도시락은스스로알아서 자기책임하에자유롭게논다 를구호로어린이들이여러가지일에도전할수있는환경조성을중시하고있습니다. 손도끼를사용하여장작을패고, 모닥불을피우거나, 폐자재를사용한기지만들기와나무오르기등, 어린이들이자유롭게놉니다. 위험을 2종류로나눠어린이가보지못하고예측할수없는위험을 hazard라고부르며, 스텝은상시점검을반복하여사고가일어나지않도록그위험을제거하는노력을게을리하지않습니다. 한편, 어린이들이볼수있는위험은 risk 라고부릅니다. 이는놀이요소로, 어린이가위험하다고알면서도도전하려고할때나타나는위험입니다. 어린이들이모험과도전을반복함으로서경험적으로위험을예측하고사고를회피하는능력이배양됩니다. 그러므로무리하게리스크를제거하는일은하지않습니다. 놀이를통해자기능력의한계에도전하고 해냈다 고하는자신감을얻는동시에, 한편으로는잘되지않았던실패체험을쌓는것도어린이의성장에있어서는 - 32 - - 33 -

매우소중하다고생각합니다. 실패를반복하면서다양한지혜와판단력, 응용력을터득해나갑니다. 실패를극복하는정신력도, 지금의자기로는불가능하다는사실을받아들이는정신력도함께배양할수있습니다. 작은실패를마음껏축적한경험은이윽고어려운상황에조우했을때도스스로생각하고판단하며, 때로는다른사람의힘을빌리면서그상황을극복해나가는힘이됩니다. 또한오감을사용하여어울려놀거나싸우거나한체험을통해, 다른사람의존재를의식하는힘 ( 차이를인식하는, 배려하는마음, 배제하지않는관계맺기 ) 을손에넣는동시에, 혼자가아니라는안심감, 자신의존재의의를획득하고, 살아가는힘을키워나가는것입니다. 3 미등교아동과등교거부학생의거처 프리스페이스원 주로학교와가정 지역안에서자기거처를찾지못하는어린이와젊은이들을위한열린거처입니다. 발달 지적 정신 신체등다양한장애의유무와국적 연령등과상관없이, 가고싶다고생각하면누구나다닐수있는등록제프리스페이스입니다. 현재 100명가까이등록하여, 매일 30~40명의어린이 젊은이가다니고있습니다. 경제적으로곤궁한가정의어린이들도마음놓고다닐수있도록이용료를받지않습니다. 삶속에서의배움 을소중히여기며매일의중식을어린이와어른이함께만들어먹는것이활동의기본입니다. 아침에모인멤버들끼리중식메뉴를정해밭에서작물을수확하는사람, 시장을보러가는사람, 밥지을준비를하는사람, 이미준비되어있는야채를썰기시작하는사람등으로자주적으로나뉘어, 모두가식사준비를합니다. 당번제가아니라만들고싶은사람이만듭니다. 식사가완성되면책상을펴고바닥에앉아다함께식사를합니다. 맛있다 만들어준사람들, 고마워 라는소리가여기저기서오고갑니다. 맛있다 기분좋다 즐겁다 로맺어지는동료들. 혼자가아니다. 이러한안심에서부터어린이들은점점씩씩해집니다. 무너져가던하루하루의삶을되돌리고, 동료들과만나며, 안심하고지낼수있는 거처 조성을통해한사람한사람의자기긍정감 ( 자존감 ) 을키우는일을소중하게생각합니다. 하루를보내는방법은어린이각자의페이스에맞춰, 해보고싶다 고생각하는프로그램을스스로생각하여활동하고있습니다. 어린이스스로의의사를존중하며, 아무것도하지않는것도보장됩니다. 언뜻보기에는자유롭게수다를떨거나, 책을보거나, 연주를하거나, 밖에서놀거나하는식으로혼돈된신기한광경으로비칩니다. 그렇다고해서완전히제멋대로는아닙니다. 어린이들은느긋하게모여들고, 각자가마음편히 관계성 을발견하며, 이러한안심감속에서다양한배움과성장이보장되는것입니다. 어린이들의희망과제안을바탕으로스텝이강사를찾아내각종강좌 ( 노래 춤 라틴아메리카의민속음악 젬베 연극 가설실험 시리즈 생명 목공 염색 요리등 ) 가열리고있습니다. 참가 불참은어린이가스스로결정합니다. 더나아가개별니즈에따라배우고싶다고생각했을때는언제든지배울수있는개별학습시스템이마련되어있으며, 그밖에 굿모닝스터디 와 말과문자교실 과같은식의희망자가모여학습하는시간도마련되어있습니다. 매주월요일에열리는 short meeting이나월 1회의 long meeting 시간은소중히여겨지고있어서, 기획과강좌 이벤트 합숙등의제안과규칙 (rule) 작성 변경에관한협의등이이루어집니다. 6세부터 20세이상의젊은이까지서로다른연령의사람들이함께모여자신들의일에대해이야기를나눕니다. 서로다양한장애를지닌사람들이어느누구도배제되는일없이, 모두가이해할수있도록연구를하면서미팅을합니다. 의결이필요할때는어린이도스텝도동일하게 1인 1표로결정합니다. 운영시간은평일 10시 30분부터 18시까지입니다. 단화요일은 14시에닫습니다. 그밖에미등교 등교거부 운둔과각종장애 비행등에대한이해를촉진하여가정에서안심하고어린이의양육을지켜볼수있도록, 등록한어린이 젊은이의보호자를대상으로하는 보호자와스텝의대화모임 를격월로개최합니다. 더나아가 20세가넘은젊은이들을대상으로저녁식사를하면서근황을나누는 원회 ( えん会 ) 라는이름의모임도격월로열고있습니다. 그밖에자연체험활동 ( 너도밤나무숲을걷다 ) 야외체험합숙 ( 여름하치죠지마 ( 八丈島 ) 캠프, 겨울요네자와 ( 米沢 ) 스키합숙 ) 에나서거나, 어린이들이기획단계부터대화를하면서준비하는대규모이벤트 집합소페스티벌 을개최하고있습니다. 매년개최되는이이벤트를위해 프로젝트 X 라고하는실행위원회가어린이들가운데조직되어여러번의회의를거쳐참가그룹모집부터기획 프로그램작성, 당일사회 진행과무대뒤담당자까지모두어린이들이준비를맡고있습니다. 또한프리스페이스내상담실을사용하여등교거부 은둔과비행 왕따등으로고민하는본인과가족등의상담 원조활동도무료로진행하고있습니다. 학교와의연계가정비되어재적학교교장의재량하에이프리스페이스에다닌어린이들을학교에출석한것으로인정함으로써, 학생용전철정기권구입도가능하도록되어있습니다. Ⅲ. 종합적인거처조성을목표로 - 34 - - 35 -

1. 폭넓은연령의어린이들의활동거점 1 어린이들이원하는시간에와서예약없이자유롭게운동을할수있는환경조성을추진하고있습니다. 주야 날씨를불문하고밤 21시까지활용할수있는지붕이있고조명이있는전천후형스포츠광장 타이요 ( たいよう ) 에서는농구 배구 배드민턴 미니축구 탁구등이활발하게진행됩니다. 공과네트 라켓등은무료로빌려주고있습니다. 벽에설치된개폐식거울앞에서는방과후의고교생을중심으로댄스에땀흘리는젊은이들의모습도자주볼수있습니다. 2 밴드와악기연습이가능한기재와방음설비가갖추어진음악스튜디오가 2개있어중고생들사이에서인기장소로부상하고있습니다. 스튜디오이용에관한자세한규칙등은스튜디오이용자중관심이있는사람들의모임인 스튜디오프로젝트 ( 통칭스튜프로 ) 에서이야기를나누어결정이되었습니다. 2. 어린이의참가활동거점 ~ 어린이참가 ( 참여 ) 에의한이벤트개최 ~ 드림파크에서는설립초기부터어린이의참가 ( 참여 ) 를중시하고있습니다. 여기서는대표적인어린이들에의한이벤트 2가지를소개하고자합니다. 1 스튜프로와 KUJI ROCK 페스티벌스튜프로에참가하고있는젊은이들이중심이되어, 스튜디오이용자들에게제안하여연 3회 KUJI ROCK 페스티벌 이열리고있습니다. 장소는교류스페이스 고로리 ( ごろり ) 입니다. 이름처럼여유롭게뒹굴거릴수있는카페트가깔린넓은방입니다. 책도잔뜩놓여있으며, 수다를떨거나, 책을읽거나게임을하거나음식을먹을수도있습니다. 이방을젊은이들이 1일한정라이브하우스로개장하는것입니다. 창틀에는스스로제작한목제방음벽을설치하고, 패치워크로만든암막을치고, 무대를만들며, 스튜디오에서악기와음향기기를가져와세팅에서부터 PA 조정, 조명, 프로그램작성, 사회진행부터철수까지모두어린이들이합니다. 금년 3월에개최된 KUJI ROCK ( 통산 23회째 ) 에는 16개밴드, 60명의젊은이가출연하였으며, 관람객은 413명이었습니다. 해마다, 회를거듭할수록활기를띄고있습니다. 2 골목회의와어린이꿈골목 어린이꿈골목 은드림파크의광장을사용하여열리는 1일한정어린이장터입니다. 대략 2주일에걸쳐폐자재를사용하여스스로가게를세우고, 손으로만든책상과의자도준비하며현금을사용하여장사를합니다. 동료들을모으는일부터 가게만들기, 상품제작, 당일장사까지전부어린이들의힘으로만진행하는축제입니다. 원칙적으로어른들은도와주어서도안되며, 참견을해서도안됩니다. 음식을파는가게와악세서리가게, 게임가게등매년 30개가넘은점포가세워지며, 당일고객도 1300명이넘는큰이벤트입니다. 어떻게하면잘팔리는물건을만들수있는지, 동료들과상의하며협력하면서만듭니다. 진짜돈을사용하므로단순한 놀이 로그치지않는진지한거래를볼수있습니다. 물건구입에얼마를쓰고, 어떤아이디어를짜내어, 얼마에팔것인가? 그자리에서조리하는음식을파는가게는위생면에신경을쓰면서체계적으로접객을하지않으면고객이사라진다. 파는사람은어떤식으로지나가는사람들에게말을걸것인가? 가게장식은어떤식으로할것인가? 등, 시행착오속에서놀이를통해많은것을배웁니다. 개최 운영 장소결정 규칙등은스텝의협력하에출점하는어린이들의 골목회의 에서전부대화를통해결정됩니다. 매상중일부에대해 골목세 라는이름의세금이징수됩니다만, 그금액의비율도출점한어린이들이결정합니다. 당일모인세금을어디에쓸것인지에대해서는그후골목회의에서어린이들에의해대화를통해결정되는데, 모두가만들고싶은것이나구입하고싶은것에사용됩니다. 3. 영유아부모와자녀가만나는자녀양육거점스페이스 유루리 는주로취학전어린이와그부모들이우선사용할수있는방입니다. 장난감과그림책, 아이용침대와수유공간등도있어아이와함께외출나온경우에도눈치보지않고지낼수있습니다. 자녀양육에관한정보코너도있어, 고립되는일없이다른아이가있는가족들과교류가가능합니다. 월 3번낭독회도열리고있으며, 다른방에서는자녀양육에관한강연회와자녀양육과관련된고민과즐거움을나누는간담회도열리고있습니다. 또한옥외 play park에서는시민자원봉사자인엄마들이중심이되어운영하는 부모와자녀가함께더많이놀자모임 이정기적으로열려영유아를키우는부모와자녀들이동료들과만나, 바깥놀이를즐기는기회가마련되어있습니다. 더나아가, 드림파크전체를사용하여부모와자녀가함께성장하는자주보육그룹의활동거점역할도하고있습니다. 이처럼영유아의거처를만드는동시에그부모를지원하는활동을통해학대예방에도도움이되고있습니다. * 물려쓰기바자 아깝다 는생각을바로잡고자하는어떤어머니의발안에서시작되었습니다. 자기자녀가소중하게입어온옷을버리는건아깝다. 누구든입을수있는아이 - 36 - - 37 -

가있다면입어주었으면좋겠다. 는생각에서시작되었습니다. 필요없어진옷을가져와갖고싶은옷이나구두가있으면맞바꾸는단순한재활용구조입니다. 돈을매개로하지않으며, 공짜로받을수있기때문에어머니들로부터호평을받고있는기획입니다. 4. 다문화공생 교류거점재일브라질인인어른들이모국어인포르투갈어문화를어린이들에게전하고자열리고있는 그룹뽀 ABC 에의한스터디모임과재일중국인어른들이어린이들에게모국어를가르치는모임등이열리고있습니다. 이벤트때는모국의노래와춤을소개하며, 그밖에임시매장에서민속요리도판매합니다. 다양한다문화교류도추진되고있습니다. 5. 어린이고유의상담 구제거점어린이에게고민이생겼을때, 상담이가능한곳은대면식면담실뿐이라고할수는없습니다. 모닥불을피우면서, 조리를하면서, 게임을하면서곁에있는스텝등어른에게말을걸때가있습니다. 학대등너무나도괴로워다른사람에게말할수없는경우에도놀이장소등의거처에서는스텝이발견할수가있습니다. 예를들면문을닫을시간이되어도좀처럼돌아가려하지않고, 매일같은옷을입고온다. 가까이가면몸이나머리에서냄새가난다. 늘굶주리고있는것같다등신경쓰이는어린이의상황에서, 아동상담소와연계하여어린이를보호한케이스도있습니다. 이를저희는발견하는상담이라고부릅니다. 어린이의상담 구제는기다리는것만으로는부족한경우가있습니다. 놀이장소에어린이의생각을나누고자하는시선으로지켜보는상근스텝이있음으로인해, 어린이의 SOS를발견하고조기에대응할수도있는것입니다. 왕따 학대 등교거부등, 어린이들의고민은끝이없습니다. 상담기능을지닌프리스페이스와 play park와같은놀이장소가동일한부지안에있어연계함으로써어린이에게있어중요한상담 구제거점역할도하고있습니다. 이밖에드림파크에서는민간단체와연계하여, 전화회선을사용한어린이의거처조성도추진하고있고, 어린이의의견을듣는사업에도협력하고있으며, 이밖에권리조례를토대로만들어진 인권옴부즈퍼슨 과도적극적으로연계하고있습니다. Ⅳ. 개설 10 주년을맞이하여 ( 평가와과제 ) 2003년 7월의오픈으로부터이제곧만 10년을맞게됩니다. 그동안이용자수는순조롭게증가하여 2012년도 1년동안에 85,597 명이드림파크를이용하였습니다. 내역은영유아가 16,522명, 초등학생이 25,634명, 중고생이 21,673명, 어른이 21,768명입니다. 시찰 취재 견학자수도작년 1년동안에 184건있었으며, 일본전국으로부터자치단체직원과의원, 청소년관련단체, 자녀교육관계자, 연구자, 교원등이시찰을위해방문하였습니다. 또한현장에서, 근린아동관등에서청소년관련업무를담당하고있는원조직 ( 援助職 ) 과민생 아동위원연수, 청소년지도원연수, 스쿨소셜워커 (school social worker) 연수, 아동상담소직원과자원봉사자연수등을시행하고, 이밖에가와사키 ( 川崎 ) 시직원연수와가나가와 ( 神奈川 ) 현교원파견연수, 대학으로부터의실습생도받아들이는등, 각종관계기관과의협력이늘어얼굴이보이는 ( 보다구체적인 ) 네트워크구축이진전되고있습니다. 이것이효력을발휘하여학대당하던어린이를보호하거나, 비행케이스의어린이와관계를맺으면서학교와취로등으로연결해주는식의소셜워커적인역할도스텝이담당하게되었습니다. 더나아가지역의유치원 보육원 초등학교등으로부터는소풍이나과외수업행선지로선택되어작년 1년동안에 128건의단체이용도있었습니다. 어렸을때부터진흙투성이가되어놀거나, 불을피우는체험을하거나, 나무오르기와물놀이, 톱과망치등을사용한목공등, 드림파크에서의오감을사용한놀이체험을통해해보고싶은것에도전하는어린이들이착실히증가하고있습니다. 또한지역커뮤니티와의교류도진전되어, 매년 1월에열리는드림파크주최신춘이벤트에는지역에서하루에대략 100명쯤되는분들이자원봉사자로참가하여, 떡매치기이벤트등으로분위기를띄워주고계십니다. 10년의세월을통해지역안에서신뢰관계가구축되어드림파크운영협의회에도지역모임관계자분이참석하고계십니다. 한편과제로는, 드림파크안에서도추진하고있는모험놀이장소 (play park) 조성은일본에서 300곳가까이늘어났습니다만, 안타깝게도드림파크처럼상설놀이장소는전국에 20곳정도밖에안되며, 가와사키 ( 川崎 ) 시내에도상설은 1곳뿐입니다. 더욱이프리스페이스도함께갖추고있는공공시설은전국에이곳 1곳밖에없습니다. 그리하여 자신의책임하에자유롭게놀자 라는표어를내걸고, 하고싶은일에도전할수있는놀이장소를어떻게주변지역에늘려나갈수있는가가커다란과제가되고있습니다. 작년도에는출장 play park라는이름으로, 차에여러가지놀이수단이될만한것들을싣고근처공원여러곳에서 1일 play park - 38 - - 39 -

를열었습니다. 결과는상상했던것보다도호평을받았으며, 많은어린이들과부모들이모여들어, 마음껏놀이를즐겼습니다. 앞으로도드림파크가소중히여기는이념과생각을적극적으로전파하여, 행정기관과관련단체와의연계하에, 동네에어린이들의놀이장소와거처를늘려나가는노력을계속하고자합니다. 또한일본의어린이빈곤률은후생노동성의데이터에따르면 15.7% 나됩니다. 저희프리스페이스에다니는어린이들중에도생활보호수급가정은 20% 가넘습니다. 한부모가정의어린이도많고, 부모가정신질환을앓고있어어린이를돌보지못하는가정도있습니다. 삶의모델이보이지않고, 편의점에서주먹밥을사먹으며하루하루를보내는어린이들의모습도목격합니다. 빈곤의고리를끊기위해서도무상으로어린이에게학습지원을하는일외에도, 진학상담과고교진학후의중퇴방지를위한지원필요성이커지고있습니다. 또한학습에의욕을갖기위해서는가정이외에도매일안심하고다닐수있는거처를확보하는것이무엇보다중요합니다. 따뜻한음식을함께나누며, 몸과마음을채우고, 안심할수있는인간관계속에서상담도할수있고, 그림을그리면서진급 진학또는취업의길을찾을수있도록원조하는체제구축이요구되고있습니다. 현재, 다카츠 ( 高津 ) 구의보호과와가와사키 ( 川崎 ) 시건강복지국자립지원실등과도협의를거듭하여, 새로이생활곤궁가정의지원사업을추진할준비를하고있습니다. 이제까지저희는어린이의 생명 을한가운데에두고, 어린이의최선의이익은무엇인가? 에대해계속자문해왔습니다. 앞으로도어린이들을기성제도와틀에억지로끼워맞추는것이아니라어린이의 생명 쪽으로제도와시스템을끌어오는노력을계속하고자합니다. 누구나 살아있다 는단지그것만으로도축복받는그런어린이친화적인마을조성을가와사키 ( 川崎 ) 에서추진해나가고자합니다. 가와사키시어린이드림파크외관 진흙투성이가되어어울려놀다 공구 ( 작은칼 ) 를사용한놀이도구만들기 자기힘으로불피우기. 어른은도와주기없기 참고문헌 1. 거처의힘 ~ 살아있는것만으로도멋있어 ~ 니시노히로유키 ( 西野博之 ) 저 ( 교육사료출판회 ) 2. 아시아태평양지역의지속가능한개발을위한교육에관한국제연구집회를위한기획조사 (2006년도과학연구비보조금 ( 기반연구C) 연구성과보고서 ) 연구대표자 : 나가타요시유키 ( 永田佳之 ) 워터슬라이드를만드는어린이들 만든놀이기구로노는어린이들 - 40 - - 41 -

중고생에게인기있는음악스튜디오 손으로만든방음벽을창틀에끼우는젊은이들 매일다함께중식만들기 ( 프리스페이스원 ) 맛있어 로맺어지는동료들 사입 제품제작 판매까지전부어린이의손으로 폐자재를사용하여가게세우기 자유롭게선택가능한 원 의강좌 ( 연극 ) 전천후스포츠광장에서미니축구 KUJI ROCK FESTIVAL( 연 3 회 ) 최대축제 어린이꿈골목 ( 어린이장터 ) 영유아부모와자녀들이만나는방 유루리 가와사키 ( 川崎 ) 시어린이회의멤버에의한워크숍 - 42 - - 43 -

< 발표 3> 서울시성북구의어린이친화도시사례 정진일 서울시성북구여성가족과장 1. 기본방향 유엔아동권리협약의기본원칙과기본권보장 - 우리구어린이의권리신장을도모하고, 주변의각종위험으로부터어린이를안전하게보호 - 유니세프한국위원회와의공동사업추진확대 성북형아동돌봄시스템구축 - 돌봄서비스앵커시설확충을위한법적근거마련 - 관내아동청소년시설의허브역할을수행하는성북아동청소년센터설치및운영 - 맞벌이가구아동돌봄을위한구립지역아동센터 ( 돌봄센터 ) 설치및운영 효율적인민관거버넌스확충 - 어린이친화도시추진위원회 : 어린이친화도시조성정책의기본방향및전략에관한사항을심의 - 아동복지시설운영위원회 : 아동복지시설의설치및운영에관한사항심의 - 성북구교육 복지협의체 : 지역사회교육 복지분야의다양한의제를지속적으로발굴하여교육지원청과함께우리구교육지원정책의방향을결정하고추진하는데반영 2. 주요추진사업 어린이친화도시조성전담조직신설 - 2011. 11. 7 전국최초로가정복지과내에어린이친화 T/F ( 어린이친화 도시조성추진총괄 ) 신설 - 44 - - 45 -

인원 : 3명 (6급 1, 7급이하 2) * 2013.1.1자어린이친화팀으로직제개편 ( 직원1명증원하여현재총4명 ) 성북구어린이친화도시추진위원회구성 - 일자 : 2012. 1.16 - 인원 : 남기철위원장등 19명 - 구성 : 구청과교육지원청, 유니세프한국위원회, 아동분야전문가등으로구성 - 역할 어린이친화도시조성정책의기본방향및전략에관한사항심의 구에서추진하는어린이친화도시추진관련계획의수립ㆍ시행에관한사항을제안ㆍ심의 전국최초로어린이친화도시조성에관한조례제정 UN 아동권리협약의기본원칙에따른어린이의권리신장을도모하고각종위험으로부터아동을안전하게보호하기위하여 어린이친화도시조성에관한조례 를제정하였음 - 조례공포 : 2012. 1. 1자 - 주요내용 어린이친화도시조성을위한기본계획수립및시행 각종사업추진시어린이를고려하여어린이보행편의, 어린이안전성검토내용등을반영 어린이가각종폭력과위험으로부터안전한도시환경을조성하고, 어린이의건강증진을위하여노력 어린이친화도시조성을효율적으로추진하기위하여어린이친화도시추진위원회를구성하는사항등 유니세프와어린이친화도시조성을위한MOU 체결 - 일자 : 2012. 5. 5 - 주요내용 성북구에서는유니세프의활동을지역사회에널리알리고어린이의권리를옹호하며유니세프의기금모금활동을후원함. 성북구에서는유니세프관련행사시필요한자료를제공하고, 유니세프에서는친선대사나특별대표등이성북구의유니세프관련행사에참여하도록지원. 양기관은유니세프의 ' 어린이가살기좋은도시 (Child-friendly City)' 프로그램에동참하여, UN아동권리협약을기반으로어린이권리보호및증진을위해통합적인어린이정책을추진해나가는 어린이가살기좋은성북구 를조성. - 그간의추진실적 유니세프 우리구 불우아동후원 : 2천만원 (2명당각 1천만원후원 ) 아우인형전시회개최시제반사항협조 : 2012. 5. 1~5. 7 지역아동센터어린이 200여명에대한발레공연관람기회제공 : 2012. 12.10, 성신여대미아캠퍼스대극장 다문화동화책지원 (4회 1,100여권 ) 성북구어린이권리선언문작성시권리교육및인력지원 우리구 유니세프 : 기금전달 - 27,972천원 아우인형전시회 : 2,600천원 어린이집모금 : 2,372천원 어린이집연합회스쿨인어박스지원성금 : 9,000천원 민간어린이집일일찻집수익금 : 3,000천원 관내학교모금 : 1,000천원 제1회어린이안전대상시상금전액 : 5,000천원 * 유니세프주최서울지역아동총회행사협조 : 2012. 7.13 어린이친화도시조성을위한 3개년도장기계획수립시행 - 8개의정책과제와 36개의세부사업으로구분 - 교육문화복지국장을추진본부장으로하고, 여성가족과장을총괄부서장으로하며, 해당부서장과팀장을사업책임자로지정함으로써과제중심의추진체계확립 - 효율적인사업추진을위한민간거버넌스구성 성북아동청소년센터설치및운영 - 건립개요 - 46 - - 47 -

구 분 내 용 - 위치 : 성북구정릉로 242( 정릉동 966-1) 대지및 - 연면적 : 1,097,31 m2건물 - 건물규모 : 지하1/ 지상4 층 지하1 층 - 서고, 창고, 기계실, 펌프실 1층 - 키즈까페, 관리실 2층 - 도서관층별용도 - 성북아동청소년센터, 청소년상담복지센터, 드림스타트센터 - 3층구청교육복지센터 - 교육지원청 4층 - 회의실 ( 동아리방 ), 상담실, 강의실, 놀이 미술치료실 - 총사업비 : 2,049백만원 특별교부금 2,000백만원 ( 시비 ) 건물매입비 49백만원 ( 구비 ) - 추진일정 설계용역및구조안전진단 : ~ 2011. 12월 ( 건축과 ) 투자사업심사 : ~ 2012. 3월 ( 기획경영과 ) 공유재산관리계획심의 : ~ 2012. 12월 ( 성북구의회 ) 2013년운영비 (3억원) 확보 : ~ 2012. 12월 ( 서울시 ) 개관 : ~ 2013. 5. 3 - 센터의역할 아동돌봄서비스전달체계의중심축에서요보호 위기아동및일반아동전체 를포함한아동정책전반에대한허브기능수행 연 번 1 2 3 4 시설명위치규모종사자 구립길음동꿈나무키우미돌봄센터 구립삼선동꿈나무키우미돌봄센터 구립석관동꿈나무키우미돌봄센터 구립월곡동꿈나무키우미돌봄센터 3 개소운영중 - 이용대상 : 맞벌이가구의초등학생자녀 ( 저소득층아동포함 ) - 프로그램 : 특기적성계발, 방과후학습, 견학및체험활동, 아동보호등 - 운영현황 성북구경로 6 길 70 정인교회 4 층 성북구보문로 29 길 101 삼선새마을금고 3 층 성북구한천로 79 길 14-14 447 m2 132 m2 71 m2 4 명 - 시설장 :1 명 - 생활복지사 :3 명 4 명 - 시설장 :1 명 - 생활복지사 :3 명 3 명 - 시설장 :1 명 - 생활복지사 :2 명 월곡동내 - - - 정 원 운영일 49 2012.3.2 35 2012.9.3 19 2012.9.3 돌봄서비스앵커시설확충을위한법적근거마련 (2012. 1) - 전국최초성북구어린이친화도시조성을위한조례제정 - 성북구아동복지시설의설치및운영에관한조례제정 2013 상반기 비고 ( 위탁 법인 ) 정인교회 성일교회 꿈의아이들 - 구립지역아동센터운영비확보를위한지역아동센터운영지침개정건의및 반영 ( 보건복지부 ) - 통합네트워크구축 운영 방과후돌봄기능의연계 조정 성북구교육 복지협의체실무지원 아동청소년전문상담 기타아동청소년지원업무수행등 구립지역아동센터 ( 돌봄센터 ) 설치및운영 - 설치장소 : 권역별 1개소씩총 4개소설치계획이며현재 3. 어린이친화도시조성관련분야별사업성과및발전방향요약 영유아보육 사업성과 문제점및한계 발전방향 - 육아지원종합상담창구를통 - 국공립어린이집을다수확 - 2013, 2014년에각각 2개 한육아지원서비스의통합 충 하였음에도 대기수요가 소의국공립어린이집을추 관리및전문화 높아향후에도지속적인확 가확충함으로써대기수요를 - 48 - - 49 -

- 육아지원종합상담가이드북충이요구되고있으며, 제작배포 - 맞벌이부부증가등에따른 - 국공립어린이집 6개소신설다양한형태의보육수요가발생하고있음 - 보육사업우수기관국무총리표창수상 (2011.10) 돌봄및어린이 청소년참여지원사업성과문제점및한계발전방향 - 전국최초구립방과후돌봄센터설치 운영 - 교육돌봄서비스종합네트워크구축 ( 민 관거버넌스구축 ) - 제1회어린이친구 ( 親區 ) 성북페스티벌개최 - 어린이 청소년구정참여단구성및운영 - 어린이안전대상수상 (2012. 2) - 방과후학교대상수상 (2012.11) - 주 5일수업전면시행에따라아동청소년의여가시간은대폭증가하였으나, 참여할수있는프로그램이거의부재 - 분절적으로시행되는중앙부처시책및학교와지역사회간소통부족등으로인해돌봄의중복및사각지대발생 충족시키고 - 이외에도시간연장형, 시간제, 아이돌보미와같은맞춤형보육시설을지속적으로확충하여, 다양한보육수요에대처 - 성북아동청소년센터, 청소년문화미디어센터, 청소년 휴 카페등을설치하여아동청소년에대한부족한활동공간제공 - 성북구교육 복지협의체구성으로지역사회교육복지분야의다양한의제발굴 - 어린이 청소년의회구성및운영으로어린이 청소년의참여기반확대 교육지원 사업성과 문제점및한계 발전방향 - 서울시최초친환경무상급식실시 - 전국최초도시형급식지원센터및서울시최초어린이 - 학교친환경무상급식에국한된급식정책을공공급식과 - 도시소비자와농촌생산자의직거래지원및친환경먹거리의이용보편화를추진 급식지원관리센터개소 가정까지 확대가 필요하나, - 학교친환경식재료공동구매및직거래로개선 ( 쌀, 과일, 농축산물, 수산물, 김치등 ) - 초 중 고교, 유치원등 114개교에교육경비보조금 85억지원 - 자기주도학습센터개관, 운영 - 평생학습관개관, 운영 - 2010 년도서울시교육지원분야평가장려구선정 (2010.11 월 ) - 2011 년도서울시교육지원분야평가장려구선정 (2011.11 월 ) 친환경식재료이용활성화를위한농업생산기반이미약 - 학력신장프로그램에대한수요가날로증가하고있어이에대한대처가필요 - 프로그램강의차수는지속적으로증가하였으나 2012 년평생교육프로그램참여도가 19.7% 이므로참여도향상을위해직업능력향상교육등다양한프로그램운영이필요 - 생산지자치단체와계약재배등의거버넌스구축 - 학력신장프로그램수요에따라자기주도학습능력향상, 학력신장을위한다양한프로그램운영, 멘토링사업확산, 진로 전공탐색프로그램제공등맞춤형사업을강화 - 평생학습관개관으로구민의다양한학습욕구를충족시킬수있는교육강좌추진및학습공동체구현을위한평생교육의허브역할수행 어린이친화체험마을만들기사업성과문제점및한계발전방향 - 지속적인놀이시설개선과 - 공원수요조사결과많은함께다양한여가프로그램구민들이공원조성을원하고제공을위한어린이체험농장 - 어린이영화전용관개관있으나, 막대한예산이소요조성 운영 아리랑시네센터 2관되어신규공원조성은어려움 - 오동공원에기반시설을조성 - 어린이숲유치원확대하여숲유치원확대운영 2012 년숲유치원 3개소로 - 이에따라노후공원재정비확대운영및테마공원을조성하는방 - 어린이마을만들기아카데미법으로주민만족도향상에를권역별로분배 ( 연3개학노력하여왔음교 ) 하여내실화를기함 책읽는성북 사업성과 문제점및한계 발전방향 - 구립도서관 4개소확충 - 상호대차및무인예약대출서비스시행 - 북스타트운동 : 생후 3~35 개월유아 2,400 명 - 독서토론아카데미 : 210명 - 작가와의대화등 - 우리구독서프로그램 (One Book SeongBook) 이문광부 2012 독서의해 대표프로그램으로선정 - 우리구공공도서관 1인당장서는 0.63 권으로서울시자치구중 18위 (2011 년평가 ) 에불과하고, - 우리나라의독서율 (67%) 은선진국에비하여매우낮은실정임 ( 스웨덴 87%, 핀란드 79%) - 구립도서관은민선5 기까지 5개소를더확충할계획이며 - 1인당장서수는 1.06권으로끌어올릴예정, - OneBook SeongBook, 북페스티벌, 작가와의대화, 휴먼라이브러리등독서진흥정책을민선5 기동안꾸준히시행해구민독서율을 2014 년까지 71% 이상으로끌어올릴계획임 - 50 - - 51 -

<Presentation 3> Seoul Seongbuk-gu s Best Practices for Creating Child-Friendly City Byeong-gon Lee Chief of Child Friendly City Team, Seongbuk-gu, 1. Basic Direction Protecting basic principles and basic rights of UN Convention on the Rights of the Child(CRC) - Promote the improvement the rights for children in our gu and protect our children from various dangers from the surrounding environment - Increase joint programs with UNICEF Korea Establishing the child care system for Seongbuk-gu - Provide legal base for establishing anchor facilities for care services - Establish and operate the Seongbuk-gu Child & Youth Center that acts as the hub for child and youth facilities in the region - Establish and operate the regional child center (care center) in the district to look after children from dual-worker households Expanding an efficient private-public governance -Promotion Committee for Child-Friendly City: deliberate on matters concerning the basic directions and strategies of policies for establishing a child-friendly city - Operating Committee for Child Welfare Facilities: deliberate on matters concerning the establishment and operation of child welfare facilities - Seongbuk-gu s Education and Welfare Council: continually develop diverse agenda in education and welfare for the local community and reflect them in setting directions for Seongbuk-gu s educational support policies together with the district office of education - 52 - - 53 -

2. Major Programs Established a new organization to be in charge of creating a child-friendly city - November 7, 2011: newly established Korea s first child-friendly task force team (overseeing the implementation of creating a child-friendly city) in the Family Welfare Division Number of persons: 3 persons (1 civil servant of level 6, 2 civil servants of below level 7) * As of January 1, 2013, reorganized into the Child-Friendly Team (added one more employee to a total of 4 persons) Formed the Seongbuk-gu s Promotion Committee for Child-Friendly City - Date: January 16, 2012 - Number of persons: 19 persons including the chairman GiChul Nam - Composition: consist of the gu-office, the district office of education, the UNICEF Korea, and child experts - Role Deliberate on matters concerning the basic directions and strategies of policies for creating a child-friendly city Propose and deliberate on matters concerning the establishment and implementation of plans related to child-friendly city implemented by the gu Enactment of Korea s First Ordinance for Creating a Child-Friendly City Enacted an Ordinance on Creating a Child-Friendly City to safely protect children from various dangers and to promote the improvement of child s rights in accordance with the basic principles of the UN Convention on the Rights of the Child - Proclamation of ordinance: as of January 1, 2012 - Major details Establish and implement basic plans for creating a child-friendly city Reflect the details of walking convenience and safety review that consider the children when implementing various programs Create a safe city environment where children are safe from various violence and danger and strive to improve the health of children Other matters like forming a Promotion Committee for Child-Friendly City to efficiently create a child-friendly city Signing of a MOU with UNICEF to create a child-friendly city - Date: May 5, 2012 - Major details Seongbuk-gu widely notify the local community about UNICEF s activities to protect the child s rights and sponsor UNICEF s fundraising activities. Seongbuk-gu provides data needed for UNICEF s events and UNICEF supports Seongbuk-gu s events held with UNICEF by having goodwill ambassadors or special delegates to participate. Both institutions participated in UNICEF s Child-Friendly City Program, which created the Child-Friendly Seongbuk-gu that implements an integrated child policy to protect and improve child s rights based on the UN Convention on the Rights of Child. - Progress update UNICEF Seongbuk-gu Sponsorship to help children in need: 20 million Korean won (sponsored 10 million Korean won each for two persons) Cooperation on matters regarding the hosting of the Awoo Doll Exhibition: May 1, 2012~May 7, 2012 Providing opportunities for about 200 children from local child center to watch ballet performances: December 10, 2012, Grand Theater, Mia Campus of Sungshin Women s University Support on storybooks for multi-cultural households (about 1,100 books over 4 times) Rights education and manpower support provided when drawing up the declaration of rights for Seongbuk-gu s children Seongbuk-gu UNICEF: giving donations 27,972,000 Korean won Awoo doll exhibition: 2,600,000 Korean won Donation from day care centers: 2,372,000 Korean won Donation from alliance of day care centers School In a Box : 9,000,000-54 - - 55 -

Korean won Profits from one day coffeehouse event of private nurseries: 3,000,000 Korea won Donation from school in the district: 1,000,000 Korean won All of the prize money from the 1st Children Safety Award: 5,000,000 Korean won * Cooperation on the Seoul general assembly for children hosted by UNICEF: July 13, 2012 Establishing and implementing a 3-year long-term plan for creating a child-friendly city - Divide into 8 policy tasks and 36 detailed programs - Establish a system that focus on implementing tasks by appointing the Director of Education and Culture Welfare Department as the director of the headquarter and the head of the Women Family Division as the head of the supervising division, while the relevant division heads and team heads are responsible for the programs. - Form a private-public governance for efficient implementation of programs - Total program cost: 2,049 million Korean won Special grant of 2,000 million Korean won (city funding) Purchasing cost of building of 49 million Korean won (gu funding) - Schedule of implementation Design outsourcing and structural safety diagnosis: ~ December 2011 (Architecture Division) Evaluation of invested programs: ~ March 2012 (Planning and Management Division) Evaluation of the management plan for public owned assets: ~ December 2012 (Seongbuk-gu s Council) Acquisition of operating cost for 2013 (300 million Korean won): ~ December 2012 (Seoul Metropolitan City) Opening: ~ May 3, 2013 - Role of Center Act as the hub for the overall child policies that includes children requiring protection and in crisis, as well as the ordinary children, in the center of the child care service system Establishing and operating the Seongbuk-gu Child & Youth Center - Overview of establishment Division Land and building Purpose of use by floor Details - Location; 242, Jungreung-ro, Seongbuk-gu (966-1 Jungreung-dong) - Total area: 1,097,31 m2 - Building size: 1 floor underground/ 4 floors above the ground B/1 - stack room, storage, machinery room, pump chamber 1/F - kid s cafe, janitor s office 2/F - library - Seongbuk-gu Child & Youth Center, Child Counseling & Welfare 3/F Center, Dream Start Center District Office of Education and Welfare Center District Office of Education - meeting room (club room), counseling room, lecture room, 4/F playing and art therapy room Establish and operate an integrated network Connect and adjust the functions of care services for after school Support the working-level of Seongbuk-gu s educational and welfare council Provide professional counseling to children and youngsters Implement other duties to support children and youngsters Establishing and operating the local child care center (care service center) in the district - Location for establishment: plan to establish a total of 4 centers with one for each zone, and currently there are 3 centers in operation - Target of use: elementary children of dual-worker households (including children of low-income households) - Programs: developing specialty aptitudes, learning for after school, field trips and experience activities, child protection, etc. - Current status of operation - 56 - - 57 -

No Name of facility Location Size Employees 1 2 3 4 Gireum-dong Dream Tree Care Center Samseon-dong Dream Tree Care Center Seokgwan-dong Dream Tree Care Center Wolgok-dong Dream Tree Care Center 4/F, Jungin Church, Seogyeong-ro 6-gil 70, Seongbuk-gu 3/F, Samseon Korea Federation of Community Credit Communities, Bomun-ro 29-gil 101, Seongbuk-gu 14-14, Hancheol-ro 79-gil, Seongbuk-gu within wolgok-dong 447 m2 132 m2 71 m2 4 persons -child care director: 1 person -social worker: 3 persons 4 persons -child care director: 1 person -social worker: 3 persons 3 persons -child care director: 1 person -social welfare worker: 2 persons Quo ta 49 - - - Date of operati on March 2, 2012 35 2012.9.3 19 2012.9.3 2013 First half of the year Note (corporati on of consignm ent) Jungin Church Seongil Church Children of Dream Provide the legal base for expanding the anchor facility for care services (January 2012) - Enacted Korea s first ordinance for creating a child-friendly city for Seongbuk-gu - Enacted an ordinance for establishing and operating Seongbuk-gu s child and welfare facilities - Proposed and reflected the revision of the operational guideline on local child centers to acquire operating costs for local child centers in the district (Ministry of Health and Welfare) 3. Summary of Business Performance and Development Direction for Creating a Child-Friendly City - Support for child care Program performance Problem and limitation Development direction - Provided integrated and specialized management of services for supporting child care through an integrated channel for child care support - Make and distribute guidebooks on comprehensive counseling on child care support - Established 6 new national public child care centers - Received the Prime Ministerial Commendation for Excellence in Child Care Programs (October 2011) - Despite the expansion of several national public child care centers, there is long waiting list, which calls for continual expansion in the future - There are demands for various forms of child care resulting from the increase in dual-worker households - Meet the demands for waiting lists by additionally expanding 2 national public child care centers in 2013 and 2014, respectively - Besides this, continually expand personalized child care facilities, including time-extension type, hour-system type, and baby care service type, to meet diverse demands for child care Support for child care service and child & youth participation Program performance Problem and limitation Development direction - Established and operated the nation s first child care center for after school in the district - Established an integrated network of educational care service (set up private-public governance) - Held the 1st Children s Friend Seongbuk Festival - Formed and operated the group of group of children and youngsters for engagement in the administration of gu - Received the Children s Safety Award (February 2012) - Due to the full-scale implementation of a five-day school week, the leisure times of children and youngsters have increased, but there are lack of programs for their participation - There are overlapping and loopholes in care services because of measures implemented by the central government in segments and lack of communication between schools and local communities - Provide spaces that are in need for children and youngsters by establishing the Seongbuk Child & Youth Center, the Youth Culture & Media Center, and the Youth Hyu Cafe - Develop diverse agenda in education and welfare for local communities by forming the Seongbuk-gu Education and Welfare Council - Expand the foundation for engaging children and youngsters by establishing - 58 - - 59 -

- Received the After-School School Award (November 2012) and operating children and youth councils kimchi, etc.) - Supported the subsidiaries for educational costs of 8.5 billion Korean won to 114 demand for academic - Strengthen personalized programs, including improving self-directed learning abilities according to the demand for Creating child-friendly experience village elementary, middle and high schools and kindergartens, improvement programs academic improvement programs, operating various Program performance Problem and limitation Development direction etc. - Opened and operated the - A continual increase is shown in the number of programs for improving academic abilities, expanding - Opened children s movie theaters 2 Arirang Cine Centers - Expanded children s forest kindergartens Expanded to 3 forest kindergartens in 2012 - The park survey on demand showed many gu-residents wanting the creation of parks, but there are difficulties because of the huge budget needed - Therefore, working towards improving the resident s satisfaction by creating theme parks and renovating old parks - Create and operate children s experience farms to provide various leisure programs together with the improvement of playing facilities - Establish the infrastructure in Odong Park to expand the forest kindergarten - Reinforce the academy for creating children s village and distribute by zone (3 schools per year) self-directed learning center - Opened and operated the lifelong learning center - Selected as the promotional gu in Seoul s evaluation on educational support for 2010 (November 2010) - Selected as the promotional gu in Seoul s evaluation on educational support for 2011 (November 2011) lecture programs, but in 2012, the participation level for lifelong education was 19.7%. Therefore, necessary to operate a variety of programs to improve participation, including education on improving job competencies, etc. the mentor programs, and providing programs for exploring career paths and majors at universities - Hold lectures that can satisfy the diverse learning needs of gu-residents with the opening of lifelong learning center and act as the hub of lifelong education to achieve learning community Seongbuk-gu s book reading Educational support Business performance Problem and limitation Development direction - Implemented Seoul s first eco-friendly free school meals - Opened the nation s first urban school meal support center and Seoul s first children s school meal support management center - Improved the joint purchasing and direct transactions of eco-friendly food ingredients for school meals (rice, fruits, agricultural products, marine products, - Necessary to extend the application of school meal policies that are limited to eco-friendly free school meals to include public meals and home meals, but there is a lack of foundation for agricultural production to facilitate the use of eco-friendly food ingredients - Necessary to take measures to deal with the increasing - Implement the generalization of using eco-friendly food ingredients and support the direct trading between urban consumers and farm producers - Establish a governance of contract-based cultivation with local authorities of the production region Business performance Problem and limitation Development direction - Expanded 4 district libraries - Implemented interlibrary - Plan to expand to 5 district libraries by the fifth civil local loan and manless reservation government elects - Ranked 18th among the services autonomous districts in Seoul - Book Start Campaign: - Plan to increase the for the collection of books 2,400 infants of 3~35 collection of books to 1.06 per person at public libraries months after birth books per person (in 2011), which is 0.63 - Book discussion academy: books 210 persons - Plan to increase the reading - Dialogue with authors, etc. rate of gu-residents to more - Korea has very low reading than 71% by 2014 by rate (67%) compared to the - Seongbuk-gu s reading continually implementing advanced countries (Sweden program (One Book various policies for promoting of 87%, Finland of 79%) SeongBook) was selected as the reading during the fifth civil Ministry of Culture, Sports and Tourism s representative local government period, including One Book - 60 - - 61 -

program in the National Year of Reading in 2012 SeongBook, book festival, dialogue with authors, and human library 2013 세계인권도시포럼도시와어린이청소년회의 지정토론문 <Discussion> - 62 -

< 토론 1> 청소년참여 최유경 전남여고학생, 전광주시청소년참여위원회부위원장 전남여자고등학교 3 학년최유경입니다. 안녕하세요. 제가했었던청소년참여활동에대해이야기를나누고자합니다. 교내에서는학생회의 일원으로서활동을해왔고교외에서는광주광역시청소년참여위원회부위원장으로활동해 왔습니다. 학교학생회에참여한계기는홍보를하러다니는언니들이멋져보여서라는단순한이유였습니다. 자기가활동하고있는기구에대해자신감있게추천을해주며당당하게말하는모습에매료되었던것같습니다. 학교의각종행사에대해학생들이주최가되어계획을수립하여실행하고학교학생들의의견을수렴해서학생들이좀더나은학교생활을할수있도록도와주는활동을하였습니다. 고등학교 1 학년때라오스해외봉사를통해알게된교외의청소년활동에도관심이 많았습니다. 이런저에게해외봉사를같이다녀온실무자선생님과청소년참여위원회 활동을한친구가청소년참여위원회라는활동을추천해줘서시작하게되었습니다. 참여위원회란청소년들이청소년정책및사업과정에주도적으로참여토록하여청소년시책의실효성을제고하고청소년권익증진을도모하고자구성된기구입니다. 작년저희광주청소년참여위원회는학생인권조례에대한활동을하였습니다. 학생인권조례가이미시행되고있음에도불구하고여러학교에서잘시행되지않고있었으며교사, 학부모그리고학생의인식이아직까지낮은점등을감안할때학생인권조례를잘알려주는게필요하다고생각했습니다. 이런활동들을통해참여라는개념, 권리에대해이해하게되었습니다. 처음학생회에 참여했을때위에서말했던것과같이그냥단순히멋있어보였기에참여한것이었는데 알고보니정말다양한활동을하고있었습니다. 학교관련행사에대해기획하고, 실행 - 64 - - 65 -

하고, 대의원회의를열어다양한많은학생들의의견을듣고반영하는활동을학생회에 서하고있었습니다. 이런활동을통해책임감이라는것을알게되었고학생들의의견을 주체적으로수렴하는것에대해서도알게되었습니다. 수있고성숙할수있기때문입니다. 청소년참여 자치활동들을통해사회성을기를 수도있고여러가지좋은영향력을많이미치기에청소년참여활동은필요하다고생각합 니다. 허나이과정안에서학생회들의의견이제대로반영되지않는경우도많았습니다. 학생들이원하는 A라는사안에대해서학교관계자분들은항상 A라는사안이아닌 B가맞다고하시고관계자분들의의견만을주장하는경우도허다했고몇가지주요사안에대해서도관계자분들이다정해버리는경우도많았습니다. 학생회가학생들을대표하여자치적으로운영되어야하는데일부보수적인선생님들의개입이심하기도하여참여하는기간내내 이게진짜학생들을위한학생회인가, 학생회라는것은무엇인가, 학생회는허울뿐인기구가아닌가 라는생각이많이들었습니다. 청소년참여위원회활동을하면서는 20명의광주를대표하는청소년들이각각의의견을내고이것을하나의의제로만드는과정에서서로의견차가있어도조금은나의목소리를낮추고다른사람의의견을듣고소통하려하는법을배웠습니다. 청소년참여활동의질을높이기위해서는청소년참여활동, 자치활동에대한각학교선생님들의연수를의무화하고교육청과시청관계자분들의지속적인관심이필요하다고생각합니다. 청소년참여위원회 수련관운영위원회, 각학교의학생회등청소년참여 자치대표들로구성된청소년정책협의기구 ( 가칭 ) 라는단체를출범시켜청소년정책의실효성을높였으면합니다. 또한청소년정책이잘시행되거나반영되고있는지청소년정책모니터링제를시행하였으면합니다. 이렇게청소년참여가활성화될수있는좀더나은방향을생각한다면청소년들이더행복한더좋은어린이 청소년친화도시광주가되지않을까싶습니다. 감사합니다. 고등학교라는어쩌면틀에박힌곳에서의형식적인입시공부만이아닌좀더넓은시야를가지게되었고다양한사람들을만나며사회성을기르기도하였습니다. 18살아직은미성숙해보일수있는어린나이에도우리에게필요한정책을제안할수있다는사실에놀랍기도하였고광주를대표하는청소년이라는책임감에활동하는기간내내열정을다했습니다. 하지만아직까지청소년참여에대한어른들의생각이보수적이기에활동하는데어려움을느끼기도하였습니다. 학교선생님들이활동에대한참가공문이오는경우가있더라도 이런활동을너희가왜하느냐. 단순히스펙을쌓으려고하는것이아니냐 라는부정적인시각이많았습니다. 주변친구들, 청소년들조차도자신들의의견과목소리를낼수있는청소년참여활동에대해알지못하였습니다. 시청, 교육청에서도청소년복지지원법제 4 조 ( 청소년의자치권확대 ) 와광주광역시조례 제 3917 호 [ 광주광역시청소년참여위원회조례 ] 가제정이되어있음에도단순히명시만되 어있는형식적인기구이지실질적으로정책이반영되는경우가없었습니다. 청소년이영향력이없다는것입니다. 청소년이단순히어리거나미성숙하다는이유만으 로참여라는권리에대해주장을하지못한다는것은잘못되었다고생각합니다. 처음부 터성숙한사람은존재하지않고어느정도과정에대해경험을해보아야좀더나아갈 - 66 - - 67 -

<Discussion 1> Youth participation Yu-kyoung Choi senior in Chonnam Girls' Highschool I am Yu-kyoung Choi. I am a senior in Chonnam Girls' Highschool It's nice to meet you. I would like to share my experience in youth participation activities. I am a member of the student council in school and the former vice chairperson of the Gwangju Youth Participation Committee. The reason why I chose to join the student council is because seniors who were recruiting new members to the council looked so great. They were explaining about the student council they were working for with such confidence and pride, and recommended us to join. It looked so mesmerizing to me. The role of the student council is that students take the lead in various school events, from planning to execution, and help to improve school life by reflecting their needs. Also I had a chance to participate in an overseas volunteering program in Laos when I was a freshman, and since then I came to take interest in student activities outside school. I joined the Gwangju Youth Participation Committee at the recommendation of an instructor and a friend who've been to Laos with me. The Youth Participation Committee is an organization aimed at promoting the effectiveness of youth policies and rights by making sure the youth's proactive participation in policy-making and program execution. Last year, the Youth Participation Committee worked to raise awareness on the Ordinance for Student Rights. While the Ordinance for Student Rights has already taken effect, it was not properly complied with in many schools and awareness was still low among teachers, parents and students. - 68 - - 69 -

Such activities let me better understand the concept of participation and rights. As I said, I first joined the student council just because it looked fancy. But, then I realized it was playing such an important role in many ways, from planning and to execution of school events. It also held delegates' meetings to listen to students' voices and reflect them in school management. Through all that, I learned the sense of responsibility and ways to reflect students' opinions. And yet, I saw many cases that students' voices were not properly respected. When we thought option A is right, school officials insisted on option B. When decisions had to be made on major issues, they did not listen to us but made decisions on their own. The student council was supposed to represent students and so operate with independence. But, some conservative teachers intervened in our activities too often that we were thinking "Who is the student body really for? Why does it exist? Isn t only for the sake of formality? At the Gwangju Youth Participation Committee, 20 student representatives from across Gwangju gathered to discuss and formulate agenda. There, I learned how to respect and communicate with others by lowering my voices despite different opinions. Highschool may be a little rigid place but through student activities I obtained a broad perspective rather than simply studying for university exam and cultivated sociability by meeting various people. 18 may be still a young age, but I felt proud that we were able to initiate policies for the youth and I gave my 100% with a responsibility of student representative. And yet, sometimes we faced difficulties since adults had conservative mind-set about students' participation. Committee, the Committees remained only a formality and its opinions were not reflected in actual policies of the city hall and the education office of Gwangju. All this menas youth have no influence. Youth cannot claim their rights to participation just because they are young and immature, and that is simply not right. No one is born mature and people can only grow mature through experience over time. Therefore, I believe students' autonomy activities should be expanded, where we can cultivate sociability and learn good lessens. In order to improve the quality of youth activities, teachers should take mandatory education on students' autonomy activities and the education office and the city hall should pay continuous attention and interest. I would also like to propose a so called youth policy consultation body consisting of student organizations such as Youth Participation Committees, Students Training Center Operation Committee and the student body of each school in order to develop more practical youth policies. Also, youth policy monitoring system should be introduced to make sure effective implementation of youth policies. That way, we will be able to promote youth participation and ultimately make Gwangju a happy city for youth. Thank you very much. When official letters were sent to school, asking for students' participation, teachers were negative about it, saying "Why are you going to do such activities? Aren't you simply looking to build up specifications? Even my friends and other students knew nothing about student activities where they could make their voices heard. Despite Article 4 (Expansion of youth's autonomy rights) of the Youth Welfare Support Act and Gwangju municipal ordinance #3917 on the Youth Participation - 70 - - 71 -

< 토론 2> 어린이청소년친화도시, 학습권을중심으로 박고형준 학벌없는사회광주시민모임상임활동가 광주인권도시포럼에서어린이청소년친화도시라는주제로토론하는것에대해필자는부담감이크다. 왜냐면어린이청소년친화도시에대한내용을제대로인지하지못하고있고, 광주시교육청에서시행되고있는인권친화적학교만들기사업과비슷한느낌이드는데, 어떤차이점이있는지종잡을수가없기때문이다. 물론인권친화적학교만들기는공교육제도권내어린이청소년들을대상으로포괄적인권담론을얘기한다하지만, 광주의모든어린이청소년들을대상으로친화도시를얘기하자니무엇얘기를해야할지도모르겠고지금도숙제다. 다만, 이포럼자리에서필자는학습권이어디까지전개되었고, 현재학습권이잘지켜지고있는지얘기하고자한다. 먼저학습권이란무엇인가? 개괄적일수있지만학습권의전개과정에대해서얘기드리고자한다. 국내에서학습권이란김영삼정부때, 50년간한국교육제도의기반이되어온교육법을폐기하고, 새로제정한교육기본법을 1998년부터시행해제3조학습권개념을최초로도입하기시작했다. ( 제3조학습권, 모든국민은평생에걸쳐학습하고, 능력과적성에따라교육받을권리를가진다.) 그리고국외에서학습권이공식적으로제기된것은세계인권선언이다. 유엔이 1948년에선포한세계인권선언제26조를통해학습권개념도입했다. ((1) 사람은누구나교육의권리 (right to education) 를가진다. 적어도초등및기초교육은무상이어야하고, 초등교육은의무적이어야한다. 기술및직업교육은누구에게나열려있어야하고고등교육은능력에의하여평등하게입학가능해야한다. (2) 교육은인간성의완전한발달을기하고인권과기본자유에대한존중을강화하는데에목적을둔다. 아울러국가간, 인종간, 종교간이해, 관용, 우호를증진하고, 평화유지를위한국제연합활동을촉진하여야한다. (3) 부모는자녀가받을교육의종류를선택하는데있어우선권을가진다.) 이후학습권은개념그자체에서머물지않고법과시행규칙을통해전개해간다. 제 4 차유네스코국제성인교육회의보고서학습할권리 (Right To Learn) 를최초로공식적으 - 72 - - 73 -

로사용하였으며, ( 읽고쓸권리, 탐구하고분석할권, 상상하고창작할권리, 자신의세계를읽고역사를쓸권리, 교육자원에접근할권리, 개인및집단적기능을발전시킬권리 ), 한국의교육기본법을통해서는어린이청소년을대신해학부모가자녀교육과관련한학교관여의법적근거를마련했다. ( 제13조보호자 2 부모등보호자는그보호하는자녀또는아동의교육에관하여학교에의견을제시할수있으며, 학교는이를존중하여야한다.) 또한최근에는여러시도교육청들이학생인권조례제정을통해학생들이스스로학습권을보장받을수있도록규정하고있다. 근데학습권은잘보장받고있는가? 위에서살펴보았듯이국제규범, 국내법, 조례등을통해어린이청소년들의학습권이어느정도수준으로올라와, 이젠어린이청소년주체들이스스로권리를보장받고있다는것을확인할수있다. 어떻게보면한국사회의인권이빨리성숙해졌다고볼수있지만, 그만큼소수자로인식되는어린이청소년들의권리가학교, 사회에서심각하게침해당해왔고, 그당사자들의절박한요구들이있었기때문에법체계가만들어졌다고보여진다. 그렇다면법체계가생겼다고학습권침해현상이없어졌다고볼수있을까? 앞으로광주어린이청소년인권친화도시를논의하면서학습권논쟁은계속될것으로보여진다. 그대표적인논쟁현장이공교육내학교이다. 엄밀히말하면법이나조례를통해학생들이스스로학습 (0교시, 야간자율학습, 보충수업등 ) 을선택할수있고, 학교는학생들이선택한권리를존중해야한다고명시되어있다. 그런데학교현장은어떠한가? 오로지입시성적성과목적달성을위해선택권따위는중요하지않다는분위기다. 그뿐만인가? 입시교육위주의교과학습편성으로인해제대로학생들이교내도서관을이용하지못하고있다. 어떤학교는교내도서관, 열람실을열쇠로묶어놔출입을통제한곳이있는가하면, 하교 ( 정규교과 ) 이후에나마음놓고이용할수있는도서관을하교시간에맞춰도서관문닫는학교들이많다. 점심시간에이용할수있는도서관이있다면그나마양호한학교이다. 또한창의적체험학습은입시위주교과로편성되어이뤄져, 이름그대로창의적체험활동을선택자체못하는상황이있는가하면, 부모와동행하는체험학습도학교장이허가하지않아선택을못하거나, 체험학습을다녀와도무단결석처리가되는경우도있다. 이처럼대다수학생들이학교현장에서제대로학습권을선택, 부여받지못하다보니, 교육과정에대안제안이나문제제기는꿈에서나이뤄질법한상황으로그려진다. 그렇다면반대로학교밖상황은어떠한지알아보자. 먼저지역아동센터다. 지역아동센터중앙지원단에서파악한결과에따르면, 전국의지역아동센터는 4036개 ( 광주278개 ) 이며, 이곳을이용하는어린이청소년은전국 108,357명 ( 광주8,501명 ) 이다. 수치에서드러나듯이광주관내학교숫자와엇비슷정도로지역아동센터가지역곳곳에생기고, 어린이청소년들의학습을지원해준다는것은무척고무적일수있다. 허나, 그교육내용은좀실망스러운점도있다. 학교의입시교육을밑바탕으로둔교과과정학습을재반복한다거나, 예산및인적자원의확보문제로일회성교육을자주한다는것이다. 또한, 중등의강제적인교과학습과정 ( 야자 ) 이나학원을다니므로인해, 어린이보다청소년들의수요가떨어지며, 이용시간이오후인경우가많아학교를그만둔어린이청소년들의접근하기힘들다는지적도있다. 지역동네도서관도지역아동센터와비슷한처지에놓여있다. 눈에보이듯이대다수도서관이용자들은자격증이나고시를공부하는청장년층이다. 어린이청소년들이고시생처럼집중해서공부할분위기가될지모르지만, 어린이청소년들이자기조건, 특색에맞게이용할수있는프로그램및학습지원이부재한건문제로보여진다.. 또한, 제도권내학생들은이용시간이하교이후나주말로한정되어물제풀이숙제나시험준비만하는실정이다. 다음은어린이청소년관련시설이다. 시설은지자체나교육청에서직접운영하는것도있고, 이를위탁운영하는민간단체도있는것같다. 자세한현황파악을하진못했지만느낀그대로얘기를하자면, 관에서운영하는시설은이용자의주객이전도된느낌이고, 위탁운영시설은노력에비해한계가뚜렷해보인다는생각이다. 예를들어광주시교육청에서운영하는학생문화회관에도기성세대들의고시원수준으로전락해버렸고, 시설의주된목적사업 ( 댄스스포츠, 수영장등 ) 도기성세대들의수익성에게초점이맞춰져있다는느낌이다. 반대로위탁운영기관은어린이청소년들을기반으로운영하고있지만, 방과후학습말고는별다른성과가보이지않는다. 그래도고무적인건최근대안학교나징검다리학교가조금씩늘어가고내실있게운영되고있다는점이다. 특히광주광역시에서학교밖청소년지원센터를운영하며학교밖어린이청소년들을대상으로프로그램, 학습지원및대안학교운영지원을해주면서학습의형태를늘려가는것과함께인문, 창의적인학습을강화하고있다. 앞으로대안학교나징검다리학교가어린이청소년학습장의큰모델로그려질것으로예측, 기대된다. 마지막으로어린이청소년쉼터및보호소이다. 가정에서문제가생기거나개인이밖에서생활하고싶다면일시적으로보호해주는곳이다. 근본적으로자립생활을하거나마음을다스려가정, 사회로복귀하게끔하는목적이있는곳이기때문에일시적으로교육받 - 74 - - 75 -

거나스스로학습하기가힘든조건이다. 그밖에어린이청소년중미혼모, 다문화가정, 연기자, 장애, 운동선수들의학습권을위해보장되고있는지도살펴볼필요가있다. 마무리하며 <Discussion 2> Focus on the right to learn Hyung-jun Park-ko Zero Academic Clique 제도권학교에서부터시작해학교밖청소년시설까지, 어린이청소년들이학습권을발휘할수있는공간은광주내모자를곳없이배치되어있다고본다. 그러나입시위주학습개념을바꾸지못하거나, 다양한학습지원을마련하지못한다면, 지금의어린이청소년들의학습권은법제화로종료될가능성이크다. 그런의미에서어린이청소년친화도시포럼이좋은계기고, 앞으로실무적인작업을쭉이어나갔으면한다. It is quite a pressing job for me to discuss children adolescent-friendly city at Gwangju Human Rights City Forum. This is because I did not have a precise awareness of children adolescent-friendly city and had no idea how it should be differentiated from the project to make human rights-friendly schools spearheaded by Gwangju Metropolitan Office of Education, which seemed quite comparable to the discussion subject. The project launched by the Office of Education apparently focuses on discussing human rights of all children and adolescents in the public education sphere. I still am hazy on what I should be touching on about children adolescent-friendly city. With that, I would just like to share my thoughts on the developments of the right to learn and whether such right is being properly protected. What is the right to learn? Allow me to start with the history of the right to learn with a big picture. In Korea, the concept of the right to learn was first written down in Article 3 of Framework Act on Education, which was enacted in 1998 during the Kim Youngsam administration. The Framework Act was the successor of Education Act, which was the fundamental pillar supporting Korea's education system for 50 years until it was scrapped.(article 3 of the Act articulates that all citizens have the right to learn and have access to education according to their competency and aptitude across their lives.) Externally, right to learn was officially stated in Article 26 of UN Universal Declaration of Human Rights promulgated in 1948. ((1) Every human has the right to education. Elementary and basic education should be provided free-of-charge and elementary education should be compulsory. Doors for technical and vocational training should be open to all and admission for higher education shall be determined on competency basis with principle of equality guaranteed. (2) - 76 - - 77 -

Objective of education is to seek complete development of humanity and to strengthen respect for human rights and basic freedom. Furthermore, understanding, tolerance and friendship between nations, races and religions should be promoted and UN activities to maintain peace should be vitalized. (3) Parents have priority rights over others in selecting the type of education they want for their children.) Since then, the concept of the right to learn became more articulate and fully embedded in related laws and enforcement regulations. The term 'right to learn' was officially used in the report presented at the 4th UNESCO International Meeting for Adult Education(right to read and write, right to inquire and analyze, right to imagine and create, right to read one's own world and write history, right to have access to education resources, right to develop personal and collective functions). In Korea, Framework Act on Education provided the legal justification for parents to get themselves involved in their children's education at school on their behalf.(article 13 2 Guardians including parents may suggest their ideas about school education provided to their children or others to school of which shall be respected by the school). Lately, many education offices on the city and provincial level have enacted ordinance of student rights to help students guarantee their right to learn on their own. Is right to learn being properly guaranteed? As described above, the right to learn by children and adolescents has reached a certain level with clear stipulations in international rules, domestic laws and ordinances from which children and adolescents can recognize how much their rights are being protected and guaranteed. This tells a lot about how far human rights have come in Korea but, on the flip side, it also is testimony to how seriously the rights of children and adolescents perceived as the weak have been infringed and how desperately they called for such to be guaranteed by law. That said, has the legal system indeed rooted out infringement of the right to learn? This question will most likely remain as a heavily contested one during discussions on creating a human rights-friendly city for children and adolescents in Gwangju. Obviously, the most heated dispute about this will be observed in schools in the public education sphere. Strictly speaking, students have the right to make a choice of their learning(class at 8 am, unsupervised learning during night time, makeup class, etc.) by law and ordinance and schools should respect the rights exercised by students. But, reality points otherwise. Schools and teachers could not care less about students' right to choose because they're only driven by examination scores and academic achievements. This is not the end. School curriculum designed only to earn admissions to good universities deter students from visiting in-school libraries. Some schools even lock up libraries and reading rooms to keep them away from students and intentionally shut down libraries, which students can only go to after regular class hours when school is up. Only a few schools open libraries during lunch time for students to visit. Creative experiential learning is in name only. Exam-oriented and exceedingly academic curriculum keep students from choosing creative experience activities and even those accompanied by parents are not allowed by school principals. Such being the case, students are discouraged from taking experiential learning activities because they will be recorded as 'absence without leave'. Deprivation of the right to learn of most students at schools makes any thought of suggesting alternatives or raising objection to the current education system as something utterly beyond imagination. Then, what about the world beyond school fences? According to Central Group for Supporting Local Children's Centers, there are 4,036 local children's centers nationwide(278 in Gwangju) and total enrollment of children and adolescents is 108,357 across the country(8,501 in Gwangju). As indicated in the statistics, the number of local children's center is steadily increasing to almost rival total number of schools in Gwangju with the role to support learning of children and adolescents, which is encouraging. However, the educational contents point otherwise. School curriculum overly weighted to win college admission repeats itself at the centers and limited budget and HR resources push them to frequent one-time education. Demand by adolescents is lower than that of children as their time is consumed in the forced unsupervised learning(nighttime) or private tuition. In addition, children and adolescents who quit school have less access to the centers since most of the classes are scheduled in the afternoon. The situation of neighborhood libraries isn't so much different, either. Most of the visitors to libraries are young to middle-aged adults who prepare for higher civil service examinations, bar exams or licenses. The climate itself is not tailored for - 78 - - 79 -

children and adolescents and there is lack of programs or learning support which they can tap into according to their needs and conditions. The only time when students bound by the traditional education can visit libraries is after school or during the weekend and most of them stay there for nothing other than to do homework or study for exams. Let's throw a light on exclusive facilities for children and adolescents. Some of them are directly supervised by local governments and education offices while others are privately commissioned for management. I don't have all the detailed insight or information on these facilities but I can't help but feel that those under the supervision of local governments and education offices are not providing services wanted by the users and catering only to the supervisors. Others privately commissioned seem to have limits that just don't pay off. For example, Student Culture Center run by Gwangju Metropolitan Office of Education has become a place for young and middle-aged adults to prepare for higher civil service exams or bar exams and major purpose businesses(dance sports, swimming pool, etc.) are only focused on generating profits from adults. Facilities privately commissioned for management, on the other hand, do not have anything notable other than learning after school. The only positive signal these days is gradual increase in the number of high-quality alternative schools and bridge schools. Adolescent Support Center Beyond Classroom in Gwangju Metropolitan City Office offers programs and support learning for children and adolescents away from school and provide support to alternative schools for their operation. Along the way, they are expanding the form of learning and introducing greater number of learning programs focused on creativity and liberal arts. I believe that alternative schools and bridge schools will emerge into a big model for learning by children and adolescents. In closing There are many places where children and adolescents can exercise and fully protect their right to learn from schools bound by traditional education to facilities outside school fences. But, it's not all about just quantity. Right to learn of children and adolescents will remain only in law unless the concept of learning seriously oriented to exams gives way to a new one or a wide variety of learning support is provided. In such sense, this Forum is a very good opportunity to give in-depth discussion on such issues, which I hope to see it continuing on the practical level. Finally, shelter for children and adolescents, which temporarily protects children and adolescents who want to live away from their home or suffer from domestic violence. Shelters can hardly provide conditions to be educated or to learn on their own since its primary purpose is to let children and adolescents stand on their feet or persuade them to return to their homes or to the outside world. Finally, it is important to see if the right to learn of children and adolescents from single-mom homes, multi-cultural families, actors/actresses, the disabled and athletes is being rightly protected. - 80 - - 81 -

< 토론 3> 청소년노동분야의제및정책제안 명등룡광주비정규직센터소장 현재광주광역시의청소년노동에대한모든분야를 10분이라는짧은시간안에토론한다는것은현실적인어려움이있습니다. 이에국가기관과지방자치단체를중심으로가장우선적으로시행해야하는정책에대한제안을하는것으로토론을하고자합니다. 토론문내용의중심은근로기준법에의해노동이가능한 15세이상의청소년노동에대한현실적이고긴급한내용을중심으로발표합니다. 광주지역국회의원, 광주지방노동청, 광주광역시교육청, 광주광역시등관련기관의법률적 행정적조치를중심으로발표하며이를통해현재발생하고있는청소년노동인권침해실태에대해단기적해결방안을정책제안합니다. 1. 광주지역국회의원 가. 4인이하사업장에대한근로기준법적용의범위를확대할수있도록법개정작업이필요하다. 나. 현행근로기준법에대하여 4인이하사업장에는적용의범위를축소하고있다. 다. 이러한이유는 4인이하사업장이영세하다는이유에서이다. 라. 그러나청소년들의대부분은식당, PC방, 편의점, 주유소등 4인이하의사업장에서노동을하고있다. 마. 사업주들은 4인이하사업장에대한근로기준법적용의예외규정을악용하여청소년들에게야간 연장 휴일근로에대한 50% 가산수당지급을회피하고있다. 사례 ) 고등학교 2 학년인오찬희 ( 가명 ) 는방학중생활비를벌기위해편의점에서밤 10 시 부터오전 8 시까지 10 시간을근무하였지만연장 야간근로에대한가산수당을지급 받지못하였다. 2. 광주지방노동청 - 82 - - 83 -

가. 청소년노동인권을침해한경우단호한고발조치등이필요하다. 나. 현재광주지방노동청은청소년노동에대한진정이접수된경우대부분을행정조치의일환으로합의하는방법을취하고있으며합의후진정을취하되는경우가대부분이다. 다. 이는사업주들로하여금진정이들어오면노동청의조정에응하고진정이들어오지않으면법을위반하는것이관례가되고있다. 라. 청소년노동에대한관계기관의역할을성인의노동문제에대한접근과는다른접근이필요하다. 마. 청소년들은청소년시기의노동경험이자신의노동에대한가치관형성에지대한영향을미치며이는미래의노동자이자사용자인청소년들이노동에대한가치를형성하는데결정적인역할을한다. 바. 청소년노동을전담하는근로감독관이없다가최근근로감독관의일상적업무에청소년노동이추가되는형식으로운영되고있다. 사. 이는청소년노동인권침해의경우가발생을했을때성인들의적극적인개입을어렵게만드는관료조직의한계를나타내고있다. 아. 청소년의진정에대해서는직접방문상담을지양하고출장상담이나휴일상담을통해학습권보호를할수있도록해야한다. 사례 ) 고등학교 3학년인강수민 ( 가명 ) 은임금체불과사업주의폭언으로광주지방노동청에인터넷을통해진정을접수했지만수업시간중광주지방노동청에방문하여직접진정절차를밟도록요구받았고이에대해출장상담이나휴일상담을요청했지만근로감독관의고유권한을침해한다며직접방문하지않고서는진정절차를밟을수없다고통보받았다. 이에학교에조퇴처리를하고광주지방노동청에방문하였을때는청소년에대한특별한조치는없었으며상담과정중향후두, 세차례추가적인방문상담이필요하며사업주와의대면조사도필요하다고하였다. 또한사업주와의합의에대한제안을받고사업주에대한처벌절차에대한설명보다는진정취하서에대한자세한설명을받았다. 이에심리적인위축으로취하서를작성하였다. 3. 광주광역시교육청 가. 노동인권교육에대한정규교육과정편성이필요하다. 나. 광주광역시교육청은광주광역시교육청산하취업지원센터와민주인권교육센터등을개설하여노동인권교육강사양성, 학교현장노동인권교육지원사업, 노동인권교재개발등의사업을실시하면서타시도교육청에비해상대적으로노동인권교육에대한의지를보여왔다. 다. 그러나 광주학생인권보장및증진에관한조례 를통해학기당 2시간정도의일회성교육에머물고있다. 라. 그나마최근에는 학교폭력예방및대책에관한법률 에근거하여실시하고있는 학교폭력예방교육 이인권교육에대한실적으로보고되고있다. 마. 현행창의적체험학습의교과에는 인권 교과가편성되어있다. 바. 그러나광주광역시관내에서는 인권 교과가채택된학교는단한곳도없다. 사. 인권교과를수업할수있는교사도양성되지않고있다. 아. 광주광역시가 민주. 인권, 평화도시 의면모를갖추기위해서는광주광역시민에대한인권교육이필요하며이는의무교육에인권교과를편성하는것으로실현가능할것이다. 사례 ) 고등학교 1학년인정대성 ( 가명 ) 은여름방학을이용하여아르바이트를했다. 다른친구들이방학을이용해여가시간을보내는동안어려운가정형편에도움이될것이라는생각에기쁜마음으로일을했다. 한달동안의아르바이트를마치고임금을받았는데생각보다는적었다. 그래도학생에게는큰돈이라서감사한마음으로받았다. 3년후법과대학에진학을하여노동법강의를들으며자신이고등학교때부당한대우를받았음을알게되었다. 이사실을알게되면서고등학교교육에대한문제가보이게되었다. 대부분이노동자로살아가는데왜학교에서는노동인권교육을하지않은것일까? 학창시절학교에서노동인권에대해배웠더라면그렇게넘어가지는않았을것인데... 4. 광주광역시 가. 청소년노동인권개선을위한장기적로드맵개발이필요합니다. 나. 현재광주광역시는광주광역시청소년들의노동인권에대한실태조사를실시한적이없다. 다. 실태조사는시민사회단체를중심으로산발적으로이루어지고있다. 라. 이러한현실은광주광역시가중심이되어흩어져있는지역사회의역량을모으는것이불가능하게하며관련기관과의협조도불가능하다. 마. 청소년노동인권에대한장기적로드맵을개발할인력확보가필요하며이를통해관련기관및시민 사회단체의역량을모아장기로드맵을개발하고이를실현하기위한광주광역시의행 재정적지원이요구된다. 사. 광주광역시의학생들이타시도의잡월드 (Job World) 로체험학습을가서진로교육받고광주지역의학생들이타시도로취업을나가며광주지역의대기업에서현장실습생이쓰러지고비정규직이분신을하는등의현실을해결해야한다. - 84 - - 85 -

아. 청소년노동인권이보장되고증진되려면광주광역시의노동에대한환경적요인이변화되어야하며이에대한가장중요한역할은광주광역시의몫이다. 사례 ) 광주광역시에우리지역청소년노동실태에대한자료를요청하면광주지방노동청으로알아보라고한다. 청소년노동인권교육과관련된자료요청을하면광주광역시교육청으로알아보라고한다. 광주지역의대기업에서현장실습생이뇌출혈로쓰러져도광주광역시는어떠한개입도하지않는다. 청소년노동인권에대한장기적인로드맵을요구하면검토중이라고한다. 청소년노동인권과관련된사업은시민사회단체에서보조금사업으로해결하라고한다. 광주광역시의비정규직문제에대해역할을요구하면할수있는것이없다고한다. 그러나서울특별시는할수있는것이많다. 5. 선진외국사례 프랑스, 독일, 영국등의유럽선진국은초 중 고등학교의정치 경제 사회교과서에노동인권교육을비중있게다루고있다. 유럽평의회는인권교육과관련된가이드북을제작하여유럽각국의교과서에인권교육의기준과교수학습방법을제시하고있으며각국은이를성실히반영하고있다. 더불어직업교육을내실화하여학생들의노동인권과진로에대한체계적이고구체적인교육지원체계를갖추고있다. 그러나우리나라는인문교육에적합하지않는학생들에대한대안정도에머물러있다. 또한, 관련기관과시민사회단체의결합이적극적이다. 옴부즈만제도운영부터기업에대한감시와인센티브제공등이함께이루어지고있다. <Discussion 3> Agenda and policy suggestions on the labor sector Deung-ryong Myoung Temporary Workers Center It is practically difficult to cover all issues related to working youth in Gwangju Metropolitan City in just ten minutes. Therefore, today's discussion will focus on policies which should be implemented as the priority of central government organizations and the local government. Also discussed will be urgent issues on working youth aged 15 and above, which is the legal age of labor according to the Labor Standards Act. Legal and administrative measures by lawmakers, Gwangju Regional Office of Labor, Gwangju Metropolitan Office of Education and Gwangju Metropolitan City Hall will be presented, as well as short-term measures to address violations of the labor rights of working youth. 1. Lawmakers of Gwangju A. The Labor Standards Act should be amended to include work places with less than 5 employees in its scope of application. B. Currently, work places with less than 5 employees are exempted from the Act C. on the ground that the size of such business is too small. D. However, most of working youth are hired by small business with less than 5 employees such as restaurant, PC room, convenient store and gas station. E. Employers abuse their exemption from the Act and try not to pay 50% additional allowance on overtime and holiday work. case) Chan-hee Oh (2nd grade in high school) worked at a convenience store for 8 hours a day, from 10 pm to 8 am, during vacation in order to make a living. However, he did not receive additional allowance for overtime and holiday work. - 86 - - 87 -

2. Gwangju Regional Office of Labor A. Violation of working youth's labor rights should be strictly accused. B. When petitions are filed by working youth, Gwangju Regional Office of Labor mediates mostly by encouraging reconciliation and petitions are withdrawn after reconciliation is made between the plaintiffs and their employers. C. It is a general practice among employers that if petitions are filed they accept mediation by the Labor Office and if no petition is filed they simply breach the Act. D. The labor authorities should take a different approach to issues on working youth as opposed to those on adult workers. E. Working experience in teenage years has substantial influence on the formulation of youth's value system on labor, which in turn has critical impact on the value of labor set by them as future workers and employers. F. There were no labor supervisors dedicated to the issue of working youth. Rather, working youth was recently added to the routine responsibilities of labor supervisors. G. This shows the limitation of the bureaucracy which undermines adults' active interventions in the violations of youth's labor rights. H. In order to protect the learning rights of students who file petitions, it is desirable that labor officials should visit them for consultation or provide consultation on holidays, rather than the students visit consultation offices during school hours. case) Su-min Gang (3rd grade in high school) filed an on-line petition with Gwangju Regional Office of Labor to accuse her employer of accrued payroll and verbal abuse. However, she was demanded to visit Gwangju Regional Office of Labor to take petition procedures in person during school hours. She asked for field consultation (consultant visits her) or holiday consultation, but the labor supervisor notified her that such a request infringes upon his authority as labor supervisor and that she should walk in to file a petition. Therefore, Gang took an early leave from school and visited Gwangju Regional Office of Labor. Yet, there were no particular measures for students filing petitions. Rather, she was told to make 2 or 3 visits more for consultation and attend a cross-examination with her employer. In addition, Gang was encouraged to reconcile with the employer and was offered detailed explanation on how to withdraw her petition, rather than how the employer will be punished. Feeling pressured, she filled out a form to withdraw the petition. 3. Gwangju Metropolitan Office of Education A. Regular curriculum on labor rights should be established. B. Gwangju Metropolitan Office of Education established a job placement center and the Democracy & Human Rights Education Center in order to produce labor rights instructors, support schools with labor rights education and develop textbooks on labor rights. As such, it has demonstrated relatively strong intention to promote education on labor rights. C. However, labor right education which is provide in accordance with the Ordinance on Assurance and Promotion of Student Rights in Gwangju is an only one-off program for 2 hours every semester. D. 'Education on the prevention of school violence' which is provided under the Act on school violence prevention and countermeasures is the only example of progress made on human rights education. E. 'Human rights' subject is included in the curriculum for creative hands-on experience. F. However, no schools have adopted 'human rights' subject in Gwangju. G. There are no teachers who can teach 'human rights' subject. H. If Gwangju Metropolitan City is to be truly qualified to be a city of democracy, human rights and peace, human rights education should be provided to citizens, by including human rights subject in mandatory curriculum. case) Dae-sung Cheong (1st grade in high school) worked as a part-timer during his summer vacation. While his friends were having fun, he willingly took a job in hope of making some help to his family finance. After one month, he received a paycheck, which was smaller than expected, but then he didn't complain since it was still big money for a student. After 3 years, he entered the college of law, took a labor law class and realized he was not fairly compensated for labor when he was a high school - 88 - - 89 -

student. It served as an eye-opener for him to issues with high school curriculum. While most people work to make a living, why can't we learn about labor rights in school? If I had learned about labor rights in high school, I may not have taken such an unfair treatment, lying down... 4. Gwangju Metropolitan City Hall A. A long-term road map should be developed in order to improve the youth's labor rights. B. So far, no survey has been conducted by Gwangju City Hall on the status of working students' labor rights in Gwangju. C. Such surveys have been done by mostly civic groups. D. Under these circumstances, it is impossible for Gwangju City Hall to mobilize the capabilities of local communities and collaborate with related institutions. E. In order to develop a long-term road map on the youth's labor rights, manpower should be secured first, and then they should draw up a long-term road map in collaboration with related organizations and civic/social groups. Administrative, financial support from Gwangju City Hall is also needed. F. Rigorous measures should be taken in order to address the reality that students of Gwangju have to go to other cities in order to receive career education at 'Job World' or to find jobs, an apprentice collapsed at a large company in Gwangju and an irregular worker burned himself in protest. G. In order to assure and promote students' labor rights, the environmental factors of labor in Gwangju should change. Here, Gwangju City Hall has a pivotal role to play. say the city has nothing it can do about it. But, if you look at the capital city, the Seoul municipality plays an active role to address such issues. 5. Cases of developed countries In developed countries of Europe, such as France, Germany and the UK, labor rights are covered in school curriculum as an important part of politics, economic and social subjects. The Council of Europe published a guide book on human rights education to suggest standards for human rights education in text books and teaching methods, which are sincerely abided by European countries. In addition, European countries have very well-organized and specific systems to provide students with education on labor rights and career options. However, labor rights education in Korea remains only an option inappropriate for arts and humanities education. Also, in Europe, labor-related organizations and civic groups closely collaborate on various activities including the operation of an ombudsman system, monitoring and incentives to businesses, etc. case) If you ask Gwangju City Hall for data on the status of working youth, they say you need to call Gwangju Regional Office of Labor. If you ask for data on what education is provided on labor rights in Gwangju, they say you need to call Gwangju Metropolitan Office of Education. Even though an apprentice collapsed due to brain hemorrhage at a large company in Gwangju, Gwangju City Hall did not bother to intervene. If you ask for a long-term road map on students' labor rights, they say it is under reviews, and also say activities for promoting students' labor rights may as well be subsidized by civic groups. Regarding the issues of irregular workers, they - 90 - - 91 -

< 토론 4> 어린이청소년의놀이및쉴권리 김성훈 광주청소년활동진흥센터센터장 우리나라보다 GDP가몇백배낮은국가에서해외청소년교류활동을 10년동안하였다. 매번교류하면서우리청소년들이던지는의문은 선생님우리가여기친구들이불쌍해서도와주러왔는데, 그게맞는지정말모르겠어요. 왜우리가더행복하지않아보이죠? 라는것이다. 청소년이건강하고행복해야우리사회가건강하고행복하다. 이말이맞는말이라면우리모두는지금결코행복하지않은조건에살고있다는것이다. 우리는대한민국헌법에보장되어있는행복추구권을심하게훼손당하고있다. 이제알만한사람은누구나알다시피국제비교조사에의하면 OECD 국가중어린이행복지수 70점대이하로 4년연속꼴찌이고, 왜공부하는지도모르면서지적역량은상위수준인데, 동기관련수준은역시최하위에머물고있다. 그리고요즘주요선진국가를대상으로조사한결과는더충격적이다. 글로벌사회를살아갈청소년을대상으로미래인재역량에중요한비교척도가되는 사회적상호작용역량 에서도우리청소년이최하위수준인것이다. 이것이우리나라와지역사회아동 청소년들의현실이다. 그렇지만과감한변화가필요하다는반증이기도하다. 일등에매몰된공부벌레보다놀이와공부를조화롭게해나가는인재양성에관심을적극적으로기울여야하는이유이다. 거시적인이야기가아니라직면한사회병리를볼때도우리사회는행복뿐만아니라자신의생명을위협하는요소를안고살고있다. 불행해서사람들이자살하는것이아니라주변에인정과지지자가없을때자살을선택한다. 라고한다. 청소년자살률이높은우리나라현실에서자살을막겠다는처방이학교에경찰을배치하여감시하는것보다중요한일이경쟁하는친구가아니라힘들때서로를무한격려해주는친구를만들어주는것일수있다. 백번양보해서우리나라현실상경쟁이어쩔수없다라고한다면경쟁으로인한과도한스트레스를풀어주어야하지않을까! 경쟁이극심한기업에서도생산성을높이기위 - 92 - - 93 -

해서노동자의근로시간을보장해주고충분한여가와쉴공간을제공해주고있다. 통계청조사에의하면우리나라청소년의여가시간은 2009년 4시간 5분으로 2004년 4 시간 33분에비하여 28분감소하였다. 그리고여가활동은 2011년청소년종합실태조사 결과에의하면평일방과후저녁식사전여가시간활동 1순위는 TV/ 비디오시청 (28.6%) 이고, 이어서학원 (17.4%), 집에서인터넷 (11.3%) 순으로나타났다. 광주청소년활동진흥센터에서실시한 2011년청소년활동요구및실태조사 결과에의하면우리지역청소년은 TV 시청 (24.0%), 게임 (16.0%), 음악감상, 인터넷, 친구만나기 (12.3%) 순으로나타났다. 여가활동화성화를위해필요한사항에대한응답은여가활동시간확대 (52.2%), 여가시설 (22.3%), 여가프로그램과정보제공 (8.6%) 순으로나타났다. 청소년활동에참여이유를묻는질문에새로운경험을할수있기때문 (34.2%), 자기개발에도움이되기때문 (30.1%), 스트레스해소 (10.5%) 순이었다. 우리지역청소년들의여가활동특성을종합하면, 청소년들의여가활동에시간, 장소, 내용, 동료라는측면에서타지역과비교해큰차이가없지만장소에대한문제가가장크게나타났다. 첫째, 성인들은아동 청소년이놀도록허용해야한다. 먼저여가시간을보장해야하고, 양육자뿐만아니라모든성인들은가정과학교안과밖에서놀면서, 친구들과함께독립적으로놀이할여러기회를만들어나가고그런시간을허용하여야한다. 둘째, 사는지역에서자유롭게놀수있어야한다. 아동 청소년은지역의거리와모든공적공간에서자유롭게놀이하고자연을경험하고환경을탐험하고친구들과함께있을수있는장소를제공해야한다. 셋째, 놀이지도자가제공하는서비스를받도록해야한다. 모든아동 청소년은놀이터, 복지관, 문화센터, 놀이행사, 방과후클럽, 공원, 시설등에서훈련받은놀이지도자가제공하는질높은서비스를받도록해야한다. 자격을갖춘능숙한놀이지도자는다양한환경속에서아동 청소년의놀이욕구를자신들의중심적인과업으로삼도록훈련을받으며, 모든어린이가폭넓고수준높은놀이경험을하도록노력한다. 학교생활중에서비교과영역중가장관심있는활동은수학여행 (39.1%), 축제 (19.1%), 현장체험학습 (10.7%), 자율활동 (9.7%) 순이었고, 불만족스러워하는활동은방과후활동 (36.7%), 봉사활동 (13.4%), 수련회 (12.6%) 로나타났다. 불만족스러운이유는참여를강요 (33.0%), 형식적운영 (25.4%) 로높게나타났다. 학교생활에서비교적여가활동영역에가까운비교과영역조차도청소년요구와자율성반영되지않는방식으로운영되다보니관심이매우떨어지는조사결과를보였다. 청소년정책연구원 (2011년) 에의하면청소년스스로도자신의건강한발달을위해여가가중요하다고인식 (94.6%) 하고있으나여가만족도 (67.5%) 는낮아여가불만족원인의개선이필요하다고한다. 모든어린이와청소년은놀권리가있고놀이가필요하다. 모든아동 청소년은활발하게혹은느긋하게, 떠들썩하게혹은조용하게무엇을할지자유롭게선택할수있으며, 전력을다해서자신의능력에도전할기회를가지며, 모험하고자유를즐길수있어야한다. 놀권리는 UN 아동권리협약 (United Nations Convention on the Rights of the Child, UNCRC) 31조에정식으로기술되어있다.( 제 31조모든아동은적절한휴식과여가생활을즐기며, 문화예술활동에참여할권리를가진다.) 넷째, 학교에서부터활동과쉴권리가보장되어야한다. 학교는비교과영역의활동내실화와자유롭게쉬고놀이할시간을허용해야한다. 놀이를통해가장잘배우며놀이는학습에동기를부여함으로써풍부하게한다. 학교에서, 놀이할시간과공간은정규수업만큼중요하다. 학교운동장은놀기에좋은공간이어야만하고, 자치활동및동아리활동등시간과공간보장이따라야한다. 다섯째, 지역은청소년에게필요한프로그램을개발하고상시적으로정보를제공해야한다. 아동 청소년이여가시간을활용해서다양한경험을가질수있도록지역사회는친절하고신속하게정보를제공해주어야한다. 도서관, 영화, 축제, 봉사활동, 문화예술행사, 세미나, 지역의갖가지행사등청소년이원하는정보를쉽게찾아참여할수있도록정보를제공해주어야한다. 미래는현재의연속이다. 지금행복한경험을가진아동 청소년이미래의행복의소중함도소중하게여긴다. 아동 청소년역시현재의양육과훈육의대상만이아니라모든사람에게부여된기본적인권리를가진주체이다. 아동 청소년친화도시가되기위한놀이와쉴권리보장에관한지역과제를제시하면 다음과같다. - 94 - - 95 -

<Discussion 4> Rights of children & teenagers to play and rest Sung-hun Kim Youth Service Center For ten years, I had engaged in international exchanges of the youths in a country whose GDP is less than a hundredth of Korea's. Our Korean students would ask the same question whenever they participate in such activities, "We came here to help out poor teenagers in this country, but I wonder we are the ones who are unhappier than they are." For our society to be healthy and happy, our teenagers should be healthy and happy. If the statement is true, our society is definitely unhappy at this moment. Our rights to pursue happiness have been seriously damaged although it is guaranteed by the Korean constitution. As many people know, the result of international comparative survey shows Korean children recorded 70 or lower points of happiness index for 4 years in a row, which is the bottom level among the OECD member countries. Although their intellectual capacity ranks at the upper group, their motivation level is the lowest, indicating they do not know why they have to study. What is more surprising is a recent survey result of major advanced countries. In terms of social interaction capability, a key comparative yardstick for future leader capacity, Korean teenagers are ranked at the bottom. This is the reality of teenagers and children of our community and our nation, signaling bold changes are in need. That is why we must pay more attention on helping students who can handle school work and leisure in harmony than raising people only obsessed with getting good grades. This is not a macroscopic topic. When looking into our social pathology, there are elements for threats in the society as well as sources for happiness. It is said, "People do not commit suicide not because they are unhappy, but because they have no one who supports or acknowledges them." In a reality where teenager suicide - 96 - - 97 -

rate is high, what is more important in preventing suicide is not sending a policeman to a school to monitor them, but helping them make real friends rather than competitors, who can give endless support in times of trouble. Even if competition is inevitable in Korean society, shouldn't we at least try to relieve their stresses resulting from the competition? Even companies that face more severe competition guarantee working hours of employees and provide time and space for them to take rest in order to increase productivity. According to the survey result of the National Statistics Office, spare time of Korean teenagers was only 4 hours and 5 minutes in 2009, which is 28 minutes shorter than 4 hours and 33 minutes of 2004. As for leisure activities, the result of the 2011 comprehensive teenager survey shows number one after-school activity (before dinner) was TV or video watching (28.6%) followed by supplementary educational institutes (17.4%), and web-surfing (11.3%). According to the result of the 2011 teenager activity research conducted by Youth Service Center of Gwangju, TV watching (24.0%), computer games (16.0%), listening to music, web-surfing and meeting friends (12.3%) were the major leisure activities of teenagers. Responses to what is required for more leisure activities show longer time of activities (52.2%), leisure facilities (22.3%), leisure programs and more information.(8.6%) The reasons why they participate in the activities were for new experiences (34.2%), self-development (30.1%) and stress release (10.5%). Overall, place for leisure activities turned out to be the biggest problem for our community teenagers, although there were other aspects such as time, contents and peers. Among extra-curricular activities, students were most interested in school trip (39.1%), school festival (19.1%), field trip (10.7%) and free activity (9.7%). They were most unsatisfied with after-school programs (36.7%), community service (13.4%) and retreats (12.6%). The reasons why they were dissatisfied were forced participation (33.0%) and program operated as a formality (25.4%). Even extra-curricular activities which are close to leisure activities are carried out without including demand and autonomy of students, leading to huge decrease in their interests. According to the 2011 survey result of National Youth Policy Institute, teenagers themselves realize leisure is crucial for their healthy development (94.6%) and the current situation requires improvement because their satisfaction level (67.5%) is low. All children and teenagers have rights to play and they must play. All children and teenagers can choose any activity they want in an active or relaxed manner, or a boisterous or quiet manner. And they must be given opportunities to challenge themselves with all their might, and enjoy adventure and freedom. Rights to play are stipulated in the article 31 of United Nations Convention on the Rights of the Child (UNCRC) (Artice 31:Every child has the right to rest and leisure, to engage in play and recreational activities appropriate to the age of the child and to participate freely in cultural life and the arts.) Followings are the obligations of a community in order to guarantee rights to play & rest so that the community can be child and teenager friendly. First, adults must allow children and teenagers to play. Leisure time must be guaranteed, and all the adults, not to mention child rearers, must allow time for them so that they can play at home, school or outside, or play together or independently. Second, they should be allowed to play in their community. Children and teenagers should be provided with space where they can freely play, experience nature, explore environment and to be with friends, on the street or in all public space of their community. Third, services should be provided by play supervisors. All children and teenagers should be provided with high quality services by play supervisors at playground, community welfare center, events, after-school clubs, parks and facilities. Qualified supervisors are trained to understand play needs of children and teenagers in diverse environments as their key obligations and make concerted efforts so that they can have wider and higher level of play experiences. Fourth, rights to activity and rest should be protected at school first. Schools must allow students to freely rest and play as well as providing substantial extra-curricular programs. They can learn best through plays, and plays motivate more learning. Time and space for play at school is as critical as regular classes. A playground must be a good place to play, and for students' autonomous activities and club activities, time and space must be guaranteed. - 98 - - 99 -

Fifth, community must develop programs for teenagers and constantly provide related information. Community must provide information rapidly and kindly so that children and teenagers can have a variety of experiences during their spare time. Teenagers should be allowed to have easy access to information regarding libraries, movies, festivals, community services, cultural art events, seminars and other community events. < 토론 5> 어린이와청소년을위한푸른도시공동체어떻게만들것인가? - 푸른광주아젠다 21 을중심으로 - Future is on the continuum of present. Children and teenagers who have happy present experiences can value happiness of the future. They are not just people who need to be reared and disciplined, they are the ones who have fundamental rights that are given to all people. 1. 들어가며 김경일 푸른광주 21 협의회사무총장 민주 인권도시이자민주화의도시광주에서어린이청소년에대한권리와배려를이야기를한다니참반갑습니다. 그동안광주는쉽게치료되지않는 33년전입었던 5월의트라우마로앓고있다보니지역의미래를이끌어갈가장소중한미래세대에대해그들의입장에서도시공동체를바라보고, 그들의입장에서그들이당연히누려야할여러권리가잘구현되도록하는지역사회시스템에대해챙겨낼겨를과마음을제대로내지못했다고생각합니다. 그런데이렇게뒤늦게라도담론의자리가마련된것은참다행스럽다생각합니다. 저도어린이와청소년기를거쳐서이지역에서자라왔지만최루탄과만장의행렬속에서마음의갈피를못잡고시대의눈치를보며버둥대었던것이대부분이었던것같습니다. 우리세대에게구현되지못한지역공동체의결핍이대를물리고있었다면그것은속히개선되어야한다는데동의합니다. 어린이청소년친화도시 라는다소생소한단어에대해몇날며칠을곰곰생각해보았습니다. 그리고광주에서도그것이뒷전으로밀려만나있었던소외된논의가아니었음을확인했습니다. 1995년광주는환경적으로건전하고지속가능한발전 (Sustainable Development) 을주창했던 1992년브라질리우환경회의에서제안된의제21(Agenda21) 을받아안아활동하고있습니다. 2012 년 5개년으로진행되는 4차의제를설정해서행정과기업, 시민사회와학계전문가들이함께의제실현을위해힘써노력하고있습니다. 2000년대초반, 광주에서도어린이아젠다21에대한선정이이루어졌던것도무척고무적입니다. 이런저런노력이있어왔으나이것이싹을틔우지못하고단선적인노력으로끝난것은아쉽기만합니다. 이번의논의가마중물이되고, 이것이거름이되어단절되지않는논의로제대로익어서결실이되었으면참좋겠습니다. - 100 - - 101 -

2. 어린이청소년친화도시는어떤도시인가요? 어린이 청소년친화도시란어린이 청소년의권리가온전히실현되는도시로, 살고있는도시에대한의사결정에영향력을행사할권리, 도시에대해그들이원하는의견을표명할권리, 가족 지역사회및사회생활에참여할권리, 건강관리및교육과같은기본적인서비스를누릴권리, 안전한물을마시고적절한공중위생서비스에접근할권리, 착취 폭력과학대로부터보호받을권리, 거리를안전하게거닐권리, 친구를만나고놀권리, 동 식물을위한녹색공간을가질권리, 오염되지않은환경에서살권리, 문화및사회행사에참여할권리, 민족 종교 소득 성 장애로인한차별없이모든서비스를누릴권리등이실현되는지역사회라고합니다. 조목조목들여다보니어린이와청소년들이행복한도시는곧어른들도더불어행복한도시같습니다. 단지어린이와청소년들이제일우선적으로누려야할것들이어서이것에대한순서정하기가 어린이청소년친화도시 가아닌가싶습니다. 이중 동 식물을위한녹색공간을가질권리, 오염되지않은환경에서살권리 에대해광주공동체의그동안의노력과앞으로해나가야할몫에대해이야기해보겠습니다. 3. 의제 21(Agenda21) 에서의어린이청소년친화도시 1972년 6월스톡홀름에서개최된 " 유엔인간환경회의 (the United Nations Conference on the Human Environment : UNCHE)" 개최 20주년을기념하고지구환경을위한 " 환경적으로건전하고지속가능한개발 (Environmentally Sound and Sustainable Development) 을범세계적으로추구하고자제44차유엔총회의결의에따라 92년 6월 3일부터 14일까지브라질리우데자네이루에서국가정상급및행정수반급을포함하여 178개국정부대표 8,000 명, 민간단체 6,000 명, 언론인 7,000 여명이참석한금세기최대의국제환경회의인유엔환경개발회의 (the United Nations Conference on Environment and Development: UNCED) 가열렸습니다. 이회의에서지구환경보호의기본원칙인 " 리우선언 " 과 21세기를향한세부실천계획인 "Agenda 21" 을확정ㆍ채택함으로써 " 리우체제 " 라는새로운지구환경질서의실천토대를마련한것과각국정상이직접참석하여환경문제를논의함으로써환경문제를지구최대의현안으로부각시킨큰성과였습니다. " 리우선언 " 은지구환경보전을위한각국가들의행동원칙을광범위하게정한것이며 "Agenda 21" 은환경보전과지속가능한발전을위한행동계획을담은행동지침서적인성격을가지고있습니다. "Agenda 21" 은 " 리우선언 " 의정신을실현하기위한세부행동지침을담은 4부 40장 115 절로구성된문서로서 150개프로그램과 2,509개의구체적행동을담고있습니다. 특히 "Agenda 21" 의제3부제28장에서는 "Agenda21" 지원을위한지방정부의역할에대한중요성을강조하고있습니다. 또한 ' 지구온난화방지협약 ', ' 생물다양성보존협약 ' 등이각각참가국에의해별도서명됨으로써지구환경보호활동의수준이한단계높아지는성과를낳았습니다. 의제21(Agenda21) 은환경과개발에관한유엔회의가지구환경보전에관한기본원칙으로채택한 ' 리우선언 ' 에대한세부적인실천계획이며 21세기를위한인류의논의과제입니다. 리우선언에담긴것은 21세기지구환경보존을위하여정치, 경제, 사회, 문화등모든부문에걸쳐서지속가능한개발을성취하기위하여지구적 (Global), 국가적 (National), 지역적 (Regional) 수준에서국제기구및각지방정부가실천해야할과제들을체계적으로정리한종합계획이며단순한환경분야뿐만이아닌사회전분야의친환경적접근을주요내용으로하는과제들입니다. 우리나라도광주에서지역의제활동을시작한그이듬해인 1996년 [ 의제21 국가실천계획 ] 을수립하여 UN에제출하였습니다. 지속가능발전위원회는 [ 의제21 국가실천계획 ] 의지난 10년간이행상황을평가하고앞으로의보완방향을제시하는작업을하고있습니다. 지속가능발전을향한 [ 의제21] 은완전한것이있을수없습니다. 향상현재를짚어보고보완하는지속적인노력이필요합니다. 지속가능발전은정부혼자만의힘으로성취할수없습니다. 협치 (Governance) 가관건입니다. 그래서의제21은사회각계각층의광범위한관심과참여가중요합니다. 지구촌과지역사회가공동체의환경과자연자원을보전하면서건강한삶과번영을이룰수있도록미래를가꾸어가는데모든사람들이사회각부문에서맡은바역할을해야하기때문입니다. "Local Agenda 21" 은지구환경의지속성을지역적수준에서달성하기위한장기적이고종합적인전략프로그램이라할수있습니다. "Local Agenda 21" 의작성주체는지역사회내의모든구성원으로 "Agenda 21" 에서는여성, 어린이와청소년, 민간단체, 기업, 노동자및노동조합, 지방자치단체, 과학기술계등을 9개주요그룹으로규정하여이들의참여를중시하고있습니다. "Local Agenda 21" 은그지역의지속가능한개발과환경보전을위해약속한결과들의집적이기도합니다. 현재까지지역의환경문제에대한책임은모두지방자치단체의몫이었으나, 이제는시민, 기업, 지방자치단체등지역의공급자와수요자들이모두참여하여각부분의역할에대하여합의를만들고합의사항에대한준수의무를약속하게만드는것입니다. " 지역의제21(Local Agenda 21)" 은지속가능한지역공동체의발전을위한주도적인역할을위하여다음네가지사항을준수하도록권고하고있습니다. " 지방Agenda 21" 의수립에있어서가장중요한것은계획자체가지역성에기초를두고있기때문에어떠한모범양식 - 102 - - 103 -

이있을수없으며각지역의특수성과능력에맞도록수립해야하며, 지자체, 기업, 시민이해야할역할을명확하게구분하고실천가능한계획을수립하여야합니다. 이를위해리우회의에서는다음과같이역할을주었습니다. 이역할에서도청소년이참여할수있도록하는것이분명하게되어있습니다. 첫째, 지방정부는 1996년까지주민과의협의를거쳐 "Local Agenda 21" 대하여합의를도출둘째, 국제기구는 1993년까지지방정부의협력증진을위한협의과정을주도해야한다. 셋째, 시민연합체및지방정부협의회대표는지방정부사이의경험과정보교환을확대하기위하여협력과조정역할을강화해야한다. 넷째, 모든지방정부는의사결정, 계획, 집행과정에여성과청소년이참여하도록계획분야에대한수행과조정을실시해야한다. 리우회의에서채택한 Agenda21의주요내용은다음과같습니다. 1992 년 6월 UN환경개발회의를통해채택한의제21 은 21세기지속가능발전의실현을위한행동지침입니다. 1개전문과 39장으로구성되어있으며, 2,500 여개의권고내용이주요내용입니다. 물, 대기, 토양, 산림, 생물등자연자원의보전과관리를위한지침뿐만아니라빈곤퇴치, 건강, 인간정주, 소비행태의변화등사회경제적이슈까지폭넓게다루고있습니다. 구체적인실행수단으로재정확충, 기술이전, 과학발전, 교육및홍보확대, 국제협력의강화등에대한세부적인지침도제시하고있습니다. 다음은이중제3부주요그룹의역할강화부문에서제25장지속가능한개발을위한아동과청소년의역할에대한전문입니다. < 서문 > 25.1. 청소년은전세계인구의 30% 를구성. 환경, 개발에관한의사결정및프로그램실행에청소년을포함시키는것이 Agenda 21의장기적인성공에중요함. 계획분야 A. 환경보호및경제사회적개발의증진에청소년의역할증진및적극참여 < 정책방향 > 25.2. 전세계의청소년은그들의현재는물론미래의삶에까지영향을받기때문에개발과관련된의사결정과정의전수준에적극적으로참여해야함. 그들은지적기여및지지동원능력에덧붙여서, 고려해야할독특한관점도제공함. 25.3. 청소년들이안전하고건전한미래 - 양질의환경, 생활수준의증진, 교육및고용기회제공등을보장받도록하기위해국제사회에서각종조치및권고안이제시되어왔음. 이러한쟁점들이개발계획에반영되어야함. < 목표 > 25.4. 각국은청소년집단의의견을들어모든수준에서그들집단과정부간대화를확대하고, 청소년들에게정보를제공하며, Agenda 21의실행을포함하여정부의결정에관한청소년들의관점을제시할기회를제공함. 25.5. 각국은연차적으로비율을증가시킴으로써, 2000년까지는 50% 이상의남녀청소년이성차별없이적절한고등교육및이에상응한교육훈련및직업훈련프로그램에참여할수있도록하여야함. 25.6. 각국은현재의청소년실업률을감소시키기위한방안을실행해야함. 특히전반적인실업률에비해청소년실업률이이례적으로높은분야에중점을두어야함. 25.7. UN 및각국은모든 UN과정에서청소년들이영향을미칠수있도록청소년대표를포함시키는메커니즘의창출및촉진을지원하여야함. 25.8. 각국은청년, 특히젊은여성및소녀에대한인권침해를퇴치하고, 모든청소년들이그들의개인적, 경제적, 사회적포부및잠재력을구현하는데필요한법적보호, 기술, 기회, 지원둥을제공하여야함. < 정책수단 > 25.9. 각국정부는독자적인전략에따라다음조치들을취하여야함. (a) 1993년까지환경과관련된의사결정과정에국제적, 국가적, 지방수준에서남녀청소년들을포함시킴으로써그들의의견청취및참여를촉진시키는절차를확립하여야함. (b) 환경계획에반영시키기위하여, 청소년들에게사회경제적개발및자원관리에관한관점들을제공해주는국제적, 지역적또는지방단위청소년회의개최를위한권고안을고려하여야함. (c) 관련정책에반영시키기위하여, 청소년들에게사회경제적개발및자원관리에관한관점들을제공해주는국제적, 지역적또는지방단위청소년회의개최를위한권고안을고려하여야함. (d) 모든청소년들에게어디서든가능한곳에서대안적학습구조 (alternative learning structures) 를제공하는모든가능한형태의교육기회가주어지도록하여야함. 교육은청소년의경제사회적요구를반영하며, 커리큘럼에환경인식및지속가능한개발에관한개념을포함하여야함. 교육은예컨대. 환경 scouting과같은실제적인기술증진을목적으로하는혁신적방식을실행케하기위한직업교육을확대하여야함. (e) 청소년대표를포함한관련기구및공공기관등과협력하여, 대안적고용기회를창출하기위한전략을실행하고, 남녀청년층에필요한훈련을제공함. (f) 청소년에관련된중요한쟁점들에관하여청소년층을특별히대상으로하는교육및인식 (awareness) 프로그램을개발하기위하여청소년및민간청소년기구를포함하는 task force를설치함. 이러한 task force는최다수관심집단을조성하기위하여공식, 비공식적인교육방식을사용하여야함. 전국및지방의대중매체, 민간단체, 기업체기타기관등은이 task force를지원하여야함. - 104 - - 105 -

(g) 프로그램, 프로젝트, 네트워크, 전국적기구및민간청소년단체에지원함으로써각기관의고유프로젝트와관련하여프로그램의통합을검토하도록함. 프로젝트탐색, 설계, 실행, 사후관리 (follow-up) 등에청소년들이개입되도록함. (h) 1968, 1977, 1985, 1989년에채택된 UN총회결의안에입각하여국제적회합참가단에청소년대표를포함시킴. 25.10. UN 및청소년관련국제기구는다음조치들을취하여야함. (a) 각기관의청소년프로그램을고찰하고프로그램간의협력증진방안을모색함. (b) 현재청소년의현황및활동들에관한정보를각국정부, 청소년단체, 기타민간단체등에배포하고 Agenda 21의적용을감시, 평가함. (c) 특히개발도상국의청소년요구에중점을두면서, ' 국제청소년의해 ' 를위한 UN신용기금을조성하고기금운용에있어청소년대표와협력함. < 실행방법 > a) 재원조달및비용평가 25.11. UNCED사무국은이 Chapter의정책수단을실행하는데있어서소요예산이국제사회에서보조금 (grant) 또는양여금 (concession) 형태로조달되며이는연평균 (1993-2000년) 1백 50만달러에달할것으로추산함. 이러한추정액은현재단지예산규모를시사해줄뿐, 각국정부에의해아직검토된사항이아님. 실제비용및 non-concessional한것을포함한재정액은각국정부가실행하고자결정한전략및프로그램에따라좌우될것임. B. 지속가능한개발에있어서의아동 < 정책방향 > 25.12. 아동은지구를돌볼책임을부여받았을뿐아니라개발도상국에서는거의과반수인구를차지하고있음. 게다가, 개발도상국및선진국에서아동은환경적퇴보 (degradation) 에의해심각한영향을받음. 그들은또한깊은인식을가진환경적사고의지지자 (highly aware supporters of environmental thinking) 이기도함. 환경개선을위한어떠한조치이든그것의미래지속가능성을보장하기위하여, 아동들의특정이익을환경및개발에관한참여과정에서고려하여야함. < 목표 > 25.13. 각국정부는독자적정책에따라다음의조치들을취하여야함. (a) 1990년 ' 아동을위한정상회담 (World Summit for Children)' 에서채택된목적에입각해서, 아동의생존, 보호및발달을보장해야함. (b) 지속가능한개발및환경개선을위한참여적과정에서아동의이익이충분히고려되도록보장해야함. 25.14. 각국정부는다음사항들을위한적극적조치를취하여야함. (a) 환경및개발분야-특히건강, 영양, 교육, 문맹및빈곤해소-에서 1990년대의아동관련 목표에도달하도록설계된아동대상프로그램을실시함. (b) 초기시점에 ' 아동의권리에관한회의 (Convention on the Rights of the Child, 1989년 11월 20일총회결의안 44/25) 를채택함. (c) 지역사회의기본적요구들을해소하기위한일차적환경보호활동을증진시키고, 가정및지역사회수준에서아동을위해환경을개선하고, 여성, 청소년, 아동및주민들을포함한지역인구의참여및세력확장 (empowerment) 을격려함. 특히개발도상국에서지역사회가통합적인자원관리하는목표를지향함. (d) 아동및청소년의교육기회를확대함. 여기에는환경적, 개발적책임에관한교육을포함하고특히여아교육에특별한관심을요망함. (e) 아동및부모들이환경문제에대한지역사회의민감성을높이는구심체역할을효율적으로하기위하여, 학교나지역보건소등을통해지역사회를동원함. (f) 아동의관심을환경에관한모든가능한정책및전략에통합하기위한절차를확립하고발달시킴. 여기에는자연자원의할당및권리부여 (entitlement), 주거및여가요구, 농촌및도시지역에서의오염및약물 (toxicity) 통제절차등이포함됨. 25.15. 국제적, 지역적기구들은이상에서제기된분야들에있어서상호협력, 조정하여야함. UNICEF는다른유엔기구, 각국정부및민간기구의협력을유지함으로써, 상기언급한조치들에있어아동을위한프로그램과함께아동을동원할수있는프로그램을개발하여야함. < 실행방법 > a) 재원조달및비용평가 25.16. 대다수의정책수단들에따르는재정은프로그램의추정에포함됨. b) 인적자원개발및능력제고 25.17. 정책수단은 Agenda 21의다른 chapter에이미포함된수용능력증대및훈련정책을촉진시켜야함. 4. 광주 어린이청소년친화도시 의진짜주인공은? 광주에서최근어린이청소년친화도시를모색하면서과제로삼은어린이청소년친화도시 광주 실현을위한개발의제도위에서살펴본내용과별반다른것이없어보입니다. - 모든관계된것들에어린이청소년의참여실현 ( 프로그램, 기획, 실행, 지배구조의과정, 가족, 지역사회, 사회생활등 ) - 보건, 교육, 보호소, 안전한물, 적절한위생등을보장 - 착취, 폭력, 밀매, 학대로부터보호 - 106 - - 107 -

- 사회화, 놀이를위한안전한거리와장소유지보수 - 녹색공간과운동장제공 - 오염과교통을통제 - 문화및사회행사지원 - 어떠한차별도없이동등한시민으로어린이와청소년을위한도시는동시대에광주라는하나의도시공간에서모든세대들이함께삶을이루어간다는운명공동체라는개념에서출발해야됩니다. 서두에서도언급했습니다만, 어린이와청소년들이행복한도시는곧어른들도더불어행복한도시입니다. 그래서구성원모두가행복한것에대해충분히인지한다음, 이행복을고루나누는데있어어린이와청소년들이제일우선적으로되어야하는통큰정책의전환이있어야한다는것입니다. 이에대한순서정하기가 어린이청소년친화도시 담론의핵심같습니다. 누구에게도방해받지않고어린이와청소년에의해자신들이살아가야할지역에대해지속가능한삶의미래비전을고민하게하고이를세워서이끌어나가게한다면이것이지속가능한광주공동체의전형이될것이라고생각합니다. 어른들특히지역에서활동하는분들만의목소리가절대어린이청소년들의목소리가아님을명심해야합니다. 어린이청소년친화도시의정책을만들어가는과정에서그주체인어린이청소년의온전한참여가없이대상자가된다는것은매우불합리한일입니다. 이를극복하기위해서가장중요한것은어린이청소년친화도시의주체인그들의입장반영을할수있는제도적장치나구조가먼저만들어져야한다는것입니다. 그래야자신들의몫과책임을아는어린이청소년들이될것이고당당하게요구하고누리는존재로성장하리라생각합니다. 물론재정과정치력등모든헤게모니를쥐고있는힘있는어른들의몫을다무시하고하는말이아닙니다. 마음을열고먼저그들의목소리를경청해주시라는것입니다. 이를위해먼저멍석을펴는노력도중요합니다. 이를위해정책과제도마련과추진조직이먼저설수있으면좋겠습니다. 또한전반적인교육및사회시스템의재조정이필요하다고생각합니다. 지공간이있어야어린이와청소년을비롯한인간들모두가행복합니다. 인간은자연과숲으로부터생명의그물코로촘촘하게연결되어있기때문입니다. 이와함께그녹지공간에깃들어사는모든존재들과조우하고교감하는순간들이많이있어야합니다. 이지구별에혼자만사는존재가아닌더불어깃들어사는것을깨닫는순간이필요합니다. 광주공동체를이루려면지역이녹지생태적인것을근간으로인간과조화를이루어야합니다. 그래서무등산과앞산뒷산과공원과그공간의숲과나무와풀들이모두가소중합니다. 숲이있으면물이흘러야합니다. 광주천뿐만아니라서방천, 용봉천, 소태천, 동계천, 극락천등물길이살아춤추며흘러가는도시가되어야합니다. 벌레와새와동물들과인간들이이터전위에서화학오염물질과쓰레기로부터보호받아야합니다. 어린이와청소년들이이모든것들의중요성을알수있도록교육받고, 체험할수있어야합니다. 이모든것이어린이와청소년을위한친화도시를만들어가는것이라생각됩니다. 미래에대한희망이있으려면어린이와청소년에대한생태적인비전이서야합니다. 우리가사는지역에는건강하고푸르른녹지생태공간이넉넉하게있다고자신있게이야기할수있다면그지역엔비전과희망이살아있을것입니다. 5. 어린이와청소년을위한푸른광주도시공동체구현을위하여 우리의삶터는급속한도시화와산업화로택지및산업단지등이확대조성되면서녹지비율이눈에띄게축소되고있는실정입니다. 심각한지구온난화에따른변화에도시는속수무책으로당하게만되어있는시스템이지금의현실입니다. 그래서더욱녹지생태공간은중요합니다. 이문제에대해어린이와청소년은더심각합니다. 건강하고아름다운생태녹 - 108 - - 109 -

<Discussion 5> How Can We Build a Green Urban Community for Children and Youth? - With Focus on Green Gwangju Agenda 21 - Kyoung-il Kim Green Gwangju 21 1. Introduction It is just so heartening to discuss the rights and respect for children and youth in Gwangju known as the city of democratization, democracy and human rights. The persisting trauma left over by the 5.19 Democracy Movement 33 years ago seems to have diluted our efforts to build a local community system that sees the urban community from the perspective of children and youth who will be driving the city's future. Also, we did not have the luxury to think of a system that fully guarantees and protects the rights of children and youth they are fully entitled to. This kind of a gathering should have been there early on but better late than never. I have been raised in this city throughout my life but my years as a child and an adolescent have been that of loss of direction and surrender to the dark days of the time in the midst of endless demonstrations, tear gas and rallies. I have no doubt that the deficient local community, which we lived with over the years, should never be passed down to the younger generations. I have given a very deep and hard thought over the last few days about children youth-friendly city, which is a rather foreign concept, and found that it was not a social issue pushed to the peripheries in the city. Gwangju has actually been working since 1995 to implement Agenda 21 proposed at the 1992 Rio Summit in 1992, which advocated an environmentally sound and sustainable development. In 2012, the city set the 4th five-year agenda and engaged public officials, business leaders, the civil society and professors to deliver it. That fact that the city selected Agenda 21 for children almost ten years ago is also very encouraging. - 110 - - 111 -

Unfortunately, though, such efforts failed to pay off as they only ended up with rhetorics absent of any concrete action. I truly hope that the discussions we have provide the seed for something that sprouts and later blooms to reap fruits. 2. What is the definition of children youth-friendly city? Children youth-friendly city is a place where all the rights of children and youth are fully exercised and protected. It refers to a local community where the right to exercise and influence the city's decisions, the right to express their opinions about the city, the right to participate in activities of the family and the community, the right to have access to basic services such as health care and education, the right to drink safe water and have access to appropriate public hygiene service, the right to be protected from violence, abuse and exploitation, the right to safely walk around streets, the right to meet and have fun with friends, the right to have green space for animals and plants, the right to live in an unpolluted environment, the right to participate in cultural and social events and the right to enjoy all public services without any discrimination of race, religion, income, gender and disability are fully guaranteed and exercised. A microscopic look into the definition leads me to believe that a city where children and youth are happy is also one where adults are happy, too. In that sense, I presume that while the term children youth-friendly city puts primary focus on the rights of children and youth should enjoy first, it should actually include adults, too. I am going to specifically touch upon the efforts by the community of Gwangju to preserve 'the right to have green space for animals and plants' and 'the right to live in an unpolluted environment', among other rights, and future plans. 3. Children youth-friendly city in Agenda 21 The United Nations Conference on Environment and Development(UNCED) was held from Jun. 3 ~ Jun. 14, 1992 in Rio de Janeiro, Brazil. Held to commemorate the 20th anniversary of the United Nations Conference on the Human Environment held in Stockholm, Sweden in Jun. 1972 and to explore an "environmentally sound and sustainable development" for the earth environment from a global level, which was resolved at the 44th UN General Assembly, UNCED was the largest-ever international conference on the environment joined by 8,000 government delegates from 178 countries including heads of state and federal government, 6,000 from private organizations and 7,000 journalists and reporters. UNCED established a new framework for environment by adopting "Rio Earth Charter", which states the basic principles for protecting the environment, and "Agenda 21", which is the detailed action plans for the 21st century. UNCED played a decisive role engaging heads of state from all over the world to discuss and highlight environmental issues as one of the biggest challenges facing humankind. Whereas "Rio Earth Chapter" specifies a broad principles of action each country should observe to preserve the environment "Agenda 21" is more of an action guidebook containing action plans for environmental preservation and sustainable development. "Agenda 21" consists of 115 Clauses, 40 Articles and Four Chapters containing detailed action guides to deliver the spirits of "Rio Earth Charter". It describes 150 programs and 2,509 detailed actions. In particular, Article 28, Chapter 3 of "Agenda 21" emphasizes the important role of local governments to support "Agenda 21". In addition, signature to UN Framework Convention on Climate Change and Convention on Biological Diversity by all participating countries has taken activities to protect earth and the environment to a higher level. In a nutshell, Agenda 21 is the concrete action plan for 'Rio Earth Charter' adopted as the basic principles to preserve earth and the environment at UNCED and is the key discussion subject by humankind for a better living in the 21st century. Rio Earth Charter is a master plan enumerating challenges international organizations and each local government must tackle on a global, national and regional level in order to achieve sustainable development in terms of politics, economy, community and culture to preserve earth and the environment in the 21st century. Furthermore, these challenges go beyond merely preserving the environment to taking an eco-friendly approach across all areas. Korea established [Agenda 21 National Action Plan] in 1996, a year after Gwangju launched its activities to implement Agenda 21 on the regional level, and submitted it to UN. The Presidential Commission on Sustainable Development is responsible for evaluating progress of [Agenda 21 National Action Plan] implemented over the last decade and shares its ideas for improvements and what should be the right direction forward. There is no way that [Agenda 21] aimed at sustainable development to be perfect, which is why continuous efforts to analyze the present and explore improvement is needed. - 112 - - 113 -

Sustainable development can never be done by the government alone. Its success lies in governance. A broad attention and engagement by all stakeholders is the key success factor for Agenda 21. Again, everyone should play their roles in their capacity to preserve the environment and natural resources of earth and in building a future in which everyone can lead a happy and a prosperous life. "Local Agenda 21" is a comprehensive and a long-term strategic program aimed at achieving sustainability of earth and the environment in the local level. It engages each and every member of the local community whereas "Agenda 21" values the participation and involvement of nine major groups classified as women, children, youth, private organizations, businesses, workers, labor unions, local autonomous governments and science & technology sector. "Local Agenda 21" is a compilation of commitments and pledges towards sustainable development and environmental preservation. Responsibility over local environmental issues entirely lied in local autonomous governments but "Local Agenda 21" calls upon the engagement of all citizens, businesses and local governments both on the supply and demand side to arrive at a consensus on their roles and make pledge for observing all the agreements reached. "Local Agenda 21" recommends all stakeholders to comply with the followings in order to play a leading role in driving sustainable development of the local community they belong to. There is no correct answer when it comes to developing "Local Agenda 21" since the plan itself is based on local conditions and should be set in ways to fit unique characteristics and competence of each local region. Equally critical is to clarify roles of local autonomous governments, businesses and citizens, and to establish a realistic plan. The roles of each stakeholder was made clear at the Rio Summit, which clearly respected participation of youth in the roles described below. First, local governments should arrive at an agreement on "Local Agenda 21" based on discussions with their citizens by 1996. Second, international organizations should spearhead discussion processes aimed at securing higher level of cooperation from local governments by 1993. Third, heads of civic groups and council of local governments should bolster their coordination skills and cooperation in order to enable broader sharing of experience and information among local governments. Fourth, all local governments should execute and adjust their plans to engage women and youth in their decision-making process, planning and execution. Following is the highlights of Agenda 21 adopted at the Rio Summit. Agenda 21 adopted at UNCED in Jun. 1992, is the action guide to achieve sustainable development in the 21st century. It is composed of one full text, 39 Chapters and 2,500 recommendations. It not only covers guides on preserving and controlling natural resources such as water, air, soil, forest and biology but also socio-economic issues like eradication of poverty, health, changes in consumption patterns and human settlements. Detailed guidelines on technology transfer, scientific advances, education, PR, closer international cooperation and fiscal expansion are included as means to drive concrete execution. Following is the full text on roles children and youth can play for sustainable development in Article 25, Chapter 3, which notes roles of major groups. <Foreword> 25.1. 30% of global population is youth. Including youth in the decision-making process and program execution on issues about the environment and sustainable development is critical to long-term success of Agenda 21. Plan A. Enhance role of youth and fully engage them in environmental protection and socio-economic development <Policy direction> 25.2. Youth from countries around the world should actively participate in all decision-making processes associated with development since they will affect their present and even future lives. They offer unique point of view worth deliberating on top of intellectual contribution and ability to mobilize wider support. 25.3. A large number of actions and recommendations to guarantee a safe and a healthy future, quality environment, higher quality of living standards, education and job opportunities have been proposed in the international community. Issues around such actions and recommendations should be reflected in the development plan. <Goal> 25.4. Countries around the world should expand dialogue between youth group and the government at all levels by attending to their opinions, provide information to youth and give them with opportunities to share their perspectives on the government's decisions - 114 - - 115 -

including execution of Agenda 21. 25.5. Countries around the world should take steps to ensure that more than 50% of male and female youth have access to appropriate higher education without any sexual discrimination and be part of the corresponding vocational training and education and training programs by 2000 on a gradual basis. 25.6. Countries around the world should take actions to cut unemployment rate of youth. In particular, they should keep their eyes on areas where unemployment of youth is exceptionally higher than the general unemployment rate. 25.7. UN and countries around the world should support the development and promotion of a mechanism that includes youth leaders so that they can have a voice in all UN processes. 25.8. Countries around the world should eradicate infringement of human rights of youth, particularly young women and girls, and provide legal protection, technologies, opportunities and support required to assist all youth achieve their personal, economic, social aspirations and potential. <Policy means> 25.9. Governments around the world should take the following actions in accordance with their strategies. (a) Engage male and female youth in decision-making processes related to the environment in the international, national and local level by 1993, thereby establish a procedures that facilitates feedback and participation from youth. (b) Deliberate a recommendation to convene meeting of youth on an international, regional or local level with focus on providing them with perspectives about socio-economic development and resource management. (c) Deliberate a recommendation to convene meeting of youth on an international, regional or local level with focus on providing them with perspectives about socio-economic development and resource management and reflect them in related policies. (d) Give all possible types of education opportunities that provide alternative learning structure anywhere possible to all youth. Make sure curriculums embody the concept of awareness on environmental issues and sustainable development and reflect the socio-economic needs of youth. Broaden scope of education to include vocational training as a way to drive innovation with the goal to promote real technological advances such as environmental scouting. (e) Execute a strategy to create opportunities for alternative employment through collaboration with public bodies and others that also represent youth and training required for male and female youth. (f) Set up a task force that includes private bodies for youth in order to develop education and awareness programs on key issues related to youth. Employ both official and unofficial education methodologies in order to gain attraction from as many interest groups as possible. Seek support from media, private bodies, businesses and others nationwide and in each region. (g) Review integration of projects undertaken by each organization by supporting nationwide organizations and private institutions for youth, networks, programs and projects. (h) Include youth representatives in international meetings in accordance with the resolution adopted in UN General Assemblies held in 1968, 1977, 1985 and 1989. 25.10. UN and other international organizations on youth should take the following actions. (a) Review adolescent programs of each organization and explore ways to promote cooperation between programs. (b) Share information on activities for youth and others to governments, youth organizations and other private bodies, and monitor and evaluate implementation of Agenda 21. (c) Raise UN trust fund for 'International Youth Year' with particular focus on the needs of youth in developing countries and cooperate with youth representatives in fund operation. <Plan> a) Financing and cost evaluation 25.11. According to UNCED Secretariat, budget required for executing policy means in this Chapter is earmarked in the form of grant or concession in the international community. It estimates the budget to be $1.5 million on an annual average basis(1993 ~ 2000). This figure only signals the current budget size and has not been reviewed by the government yet. The actual cost and fiscal spending including the non-concessional will be determined by the strategies and programs undertaken by each government. B. Children in sustainable development <Policy direction> 25.12. Children, which account for almost half of the population in developing countries, are responsible for keeping earth in good condition. Children in developing and developed countries are heavily vulnerable to environmental degradation. They are also highly-aware supporters of environmental thinking. Therefore, actions to improve the environment and - 116 - - 117 -

to guarantee sustainability in the future should take into account in its process how to engage specific interests of children in discussions on the environment and development. <Goal> 25.13. Governments around the world should take the following actions in line with their own policies. (a) Guarantee survival, protection and development of children sn the basis of goals adopted in World Summit for Children in 1990. (b) Fully guarantee and consider interests of children in the participatory process to drive sustainable development and improve the environment. 25.14. Governments around the world should take the following actions in line with their own policies. (a) Put in place children's program designed to achieve children-related goals in the 1990s such as health, nutrition, education, illiteracy and anti-poverty, which belong to issues about the environment and development. (b) Adopt resolution at Convention on the Rights of the Child on Nov. 20th, 1989 early on. (c) Promote primary environmental protection activities to address the basic needs of the local community, improve the environment for children at home and in the local community and encourage participation of the local population, which includes women, youth, children and local residents, as well as empower them. In developing countries, the local communities aspire towards an integrated resource management. (d) Expand education opportunities to children and youth, which should include education on environmental and development responsibilities. In particular, pay special attention to educating the female youth. (e) Engage schools, local health centers or others in the local community as the central player in assisting youth and parents become more sensitive to environmental issues. (f) Establish and develop procedures to integrate interests of children into all possible policies and strategies on the environment. Examples of procedures are allocation of natural resources, entitlement, housing demand, demand for leisure, contamination and toxicity control in urban and rural areas. 25.15. International and regional organizations should work together and coordinate the issues described above. With solid cooperation with other UN organizations, governments around the world and private bodies, UNICEF should follow up with the foregoing actions to develop programs for children and programs engaging children. <Plan> a) Financing and cost evaluation 25.16. Fiscal spending for majority of policy means is included in program's cost estimation. b) HR development and competency 25.17. Policy means should promote training policies already included in other Chapters of Agenda 21. 4. Who should be the target of 'children youth-friendly city' in Gwangju? Development agendas set by Gwangju Metropolitan City in order to turn 'Gwangju' into a children youth-friendly city are more or less the same as what I have described above. - Engage children and youth in everything they have interest in (program, planning, execution, process of governance structure, family, local community, social activities, etc.) - Guarantee health, education, shelter, safe drinking water and proper public hygiene, etc. - Protect children and youth from exploitation, violence, smuggling and abuse - Keep safe distance and maintain space for playing and developing social skills - Provide green space and playground - Control pollution and traffic - Support cultural and social activities - Equally treat them as citizens free of any discrimination Building a city for children and youth should start off with the concept of a group sharing a common destiny and leading lives in a single space regardless of age and generation. Again, a city where children and youth are happy is also a city where adults are happy, too. Being such, a big shift in the grand policy should follow a recognition that all members of the community are happy and that children and youth should be given priority when sharing such happiness. I believe this kind of priority-setting is the key - 118 - - 119 -

discussion point in creating children youth-friendly city. Letting all children and youth to think about the future vision of sustainable life in the place they will be living without interruption of others and to build one by realizing their vision will lay the foundation for Gwangju to develop a sustainable community. Please bear in mind that the voices of adults, especially those living and working in Gwangju, are not the voices of children and youth. It is very strange and unreasonable to develop policies for a children youth-friendly city without authentic engagement and participation from children and youth. This is why we need systematic device or a structure that accommodates and reflects opinions of children and youth. Only then, will children and youth have firm appreciation of their calls and duty and will they grow into responsible adults who properly protect their rights. This is not to completely ignore the rights of adults who have the financial power, the political power and literally the whole hegemony. All I am asking is to open your hearts and give ears to the voices of children and youth. One critical way to make this possible is have policies, system, a dedicated organization, a general overhaul in the education and social system. Gwangju Stream, Seobang Stream, Yongbong Stream, Sotae Stream, Dongae Stream and Geukrak Stream should freely flow full of life. Insects, birds, animals and humans together should be protected from chemical contaminants and trash. Children and youth should be educated about earth and the environment to have better appreciation of their values. I believe these are all steps in the right direction to build a city friendly to children and youth. Hope for the future will be there only when there is a right ecological vision for children and youth. The place will be full of vision and hope only when we can say with confidence that we have a healthy and a green ecological space. 5. Vision for a green Gwangju urban community for children and youth We're seeing much less green these days largely as a result of rapid urbanization, industrialization and industrial complexes. Cities are battered by the changes caused by serious global warming, which is why we need green land and a space to preserve the ecosystem. Children and youth are more vulnerable to this. A healthy and a beautiful green ecological space gives happiness to all humans including children and youth because humans can never be detached from Mother Nature and forest. Also, children and youth should have more chance to meet and communicate with every living creature in the environment as it awakens them to the very truth that they live in harmony with others, not by themselves. Gwangju community will never be complete unless humans live in harmony with other non-human creatures in the green and ecological system. This is why we should value the forest, trees, grass and everything in the parks and mountains. Where there is lush forest, there should be rivers and streams. Gwangju should be a city where - 120 - - 121 -

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