1 Korean Model of Secondary Education Development: Approaches, outcomes and emerging tasks Chong Jae...
-
Upload
frederick-malone -
Category
Documents
-
view
214 -
download
0
Transcript of 1 Korean Model of Secondary Education Development: Approaches, outcomes and emerging tasks Chong Jae...
1
Korean Model of Secondary Education Development:
Approaches, outcomes and emerging tasks
Chong Jae Lee
Professor
Seoul National University
A paper presented to “Seminar on Growth Strategies for Secondary Education in Asia” by World Bank Institute, Kuala Lumpur, Malaysia, September 19-21, 2005.
2
Ⅱ. Conceptual Frameworks for the Development of Secondary Education
1. The Transition path of School System2. Core Functions of School in the System3. Two dimensions of Access: Quality and Equality
3
1. The Transition path of School System
Korean School System: Single Track (6-3-3-4)
4
Transition Paths Model
PrimarySchool
Middle School
General High School
VocationalHigh School
TertiaryEducation
Workplace
P 1
P 2
P 3
P 4
P 5
P 6 P 7
5
2. Core Functions of Schools
Primary Education: Basic Learning
Secondary Education Usually no “Clear Concept of educational functions”
formulated: Identity questions
Middle School: “orientation” to Knowledge, Society, Myself
High School: Exploration of interest, learning capabilities,
vision, career plan.
6
3. Two Dimensions of Access
Quality: Quality attributes to be reflected in functions and in the defi
nition of core competences Quality conditions: class size, unit cost,etc.
Equality: elimination and reduction of Unjustified barriers and constraints exist in access to educa
tional opportunities Unjustifiable distribution of educational opportunity among s
ocial class, regions, and schools
7
Ⅲ. Development Approaches of Korean Education
Major Policies
Six-year Compulsory Education plan (1954-1959) Abolition of Entrance Exam to Middle School (1968) High School Equalization Policy (1974) July 30 Educational Reform (1980) Restructuring High School System
8
1. Six-year compulsory education plan(1954-1959)
Context In 1945, the enrollment rate of elementary education was
below 50% Three factors of difficulty in Access to educational
opportunity The explosive demand for education after Independence (1945) The Inflow of immigration from North Korea Destruction of school facilities during the Korean War
(1950~1953)(90% destroyed)
9
Policy Measure
Six-year compulsory education plan(1954-1959): gradual provision of free compulsory education
Increase the place to accommodate students Low cost approach
Lowering educational standards(Large class, Double shift classroom)
Relying on private schools to accommodate more students
10
Outcome Universalization of primary education
year 1951 1954 1955 1956 1957 1958 1959
Enrollment Rate 69.8 82.5 89.5 89.9 91.1 92.5 96.4
Emerging Problem Successive strong educational demand for middle
school resulting in the ‘exam hell’ in elementary school to prepare entrance examination to selective middle schools
11
2. Abolition of Entrance Exam to Middle School in 1969
Context Problems of “exam hell” in elementary school Rapid expansion of educational demand for middle school
Policy Measure The abolition of entrance examination to middle school in
1969 Abolish ‘entrance exam to middle schools’ The door to middle schools was open to everyone by
“assignment system”. Every elementary school graduates are assigned to middle schools
12
Egalitarian approach: Achieving uniform equality Lowering educational standards to students class size from 60
to 70 Gradual extension of free compulsory education to middle
school from rural areas in 1984 to all area in 2004 Relying on private schools to accommodate more students.
13
Outcome the generalization of middle school education Elementary education free from the burden of private tutoring.
Emerging Problem Another successive strong demand to high school and
excessive competition in the entrance examination to high school.
Government had to subsidize private middle schools The rapid growth of middle school students resulted in over-
crowded classrooms, oversized schools, a shortage of qualified teachers and educational facilities.
14
3. High School Equalization Policy in 1974 Context
Severe competition to academic high schools resulted in private tutoring
Policy Measure To ease the competition and private tutoring to prepare
entrance exams to selective academic high schools, high school equalization policy(HEP) formulated in 1974.
Abolished entrance examination to high schools and replaced it with state-wide qualification exam (more than 90% could pass)
Assign those passed the Qualification exam randomly to one of any high school from cluster of high schools.
Private high schools are included in high school cluster. As the case of middle schools, government had to subsidize
private high school
15
Emerging Problem Expansion at the cost of quality (1970s~1990s) Uniform equality at the cost of diversity and excellence
(1970s~1990s)
16
4. July 30 Educational Reform (1980)
Context Excessive competition for the entrance exam Overheated private tutoring
Policy Measure: Reformation Acts of 7.30 In order to normalize the high school education as well as to
reduce the excessive competition for the entrance exam, Prohibition of private tutoring Expand the admission quota to college and university. The abolition of entrance examination administered by
universities and introduce national level state-administered examination.
17
Outcome “Open door policy” implemented Expansion of higher education
Emerging Problem Quality problem of higher education State control of “National testing” for admission system to
college & university begun.
18
5. Restructuring High School System
Context “Upper Secondary Education” became a “ battlefield”
Policy Measures Structural adjustment of high school enrollment ratio between
General and Vocational high schools Reduce the enrollment size of general high school from 65% to
50% Failed to attain the policy goals
19
Ⅳ. Major Outcomes of Korean Secondary Education Development
1. Quantitative expansion of Secondary Education
2. Quality Dimension of Secondary Education
3. Equality Dimension of Secondary Education
20
1. Quantitative expansion of Secondary Education
At The cost of quality Low cost approach Bottom-up approach
21
Trend of student per faculty (1970 - 2004)
Source: KEDI, Statistical Yearbook of Education
Primary Middle SchoolAcademic
High SchoolVocational
High SchoolJr. College University
1970 56.9 42.3 32.0 27.5 24.2 22.4
1980 47.5 45.1 33.9 32.6 33.8 34.2
1990 35.6 25.4 25.4 23.4 52.7 41.1
2000 28.7 20.1 20.9 18.2 78.0 39.7
2004 26.2 19.0 15.8 13.4 75.6 39.1
22
Performance in mathematics and the impact of the socio-economic background
High achievement Relationship between performance and socio-economic
background below OECD average
Group Reading Math Science Problem Solving
Total 2 3 4 1
Upper 5% 7 3 2 3
Academic Achievement: PISA result Ranking of Korean Student Achievement on the PISA
2003
23
3. Equality dimension of Korean Secondary education
The Constitution states the Principle of Equality of Educational opportunity rather than equal results of outcomes
The most significant variables affecting the euqality of educational opportunity!
Socio-economic background variable School quality differences among schools
PISA indicates Korea as ‘less effected by SES’ Egalitarian Policy implementation
24
25
Ⅴ. Emerging Issues in Korean Secondary. Education
1. “School Failure”
2. Private Tutoring
3. High School Equalization Policy
4. Vocational High School
26
Three Contributing factors to School crisis situation
Students’ disengagement to teaching and learning
Low-level of teachers’ professionalism & commitment and
morale to teaching
Low-level of trust among students, teachers and parents in the
business of education
27
Teaching Perspective
Students Perspective Learning Perspective
Degree of Satisfaction
Giving-up stage (13.6%)
No Interest (16.6%)
Difficult, but trying (34.6%)
Little Participation in
Learning (23.7%)
Refusal for guidance (12.8%)
Loss of Group Teaching (11.3%)
Difficulties (18.5%)
No Desire (16.4%)
Avoidance (8.8%)
very dissatisfied
(20.8%)
crisis (85.0%)
a little dissatisfied
(49.4%)
Academic Status of High School Students & their Mind Set
28
Distribution of Schools
N Functioning School
Malfunctioning school
Learning-deficient Schools
Disciplinary-deficient School
Middle School
131 87(66.4%) 13(10.0%) 27(20.6%) 4(3.1%)
General High School
103 26(25.2%) 39(37.9%) 26(22.5%) 12(11.7%)
Vocational High School
105 14(13.3%) 64(61.0%) 27(25.7%) 0(.0%)
Total 339 99(29.2%) 118(34.8%) 93(27.4%) 29(8.6%)
29
Over reliance of private institute Inequity in participations of private education
according to classes, incomes and region Exaggerated perception on the effectiveness of
private education Intensification of reliance on the system of private
education
2. Private Tutoring
30
Positive Evaluation
The outcomes of HEP was judged affirmative, and it was expanded and applied over 20 districts until 1980.
Since the 3rd era, HEP has been supported by civil organizations and KTU(Korean Teachers & Educational Worker’s Union)
relieving educational problems like competitive entrance to a few top high schools
contribution to equal educational opportunity equalizing educational facilities among regions and
schools
31
Negative Evaluation
- The variance in individual difference increase and the variance among schools decrease
Teachers are heavily burdened with heterogeneous student groups
- Mismatches between students needs and educational programs
Little incentives to improve educational program by schools
Parents are determined to prepare their children to the final competition, which in the entrance examination to universities,
Trying to find some other ways which lead to private tutoring
32
Decrease in Applicants: vacancy 12%
High Drop-outs: 5%(very high)
High Advancement rate of Higher
Education:49.8%
Mismatch between educational program and
social demands
4. Vocational High School
33
Ⅵ. New Challenges and Emerging Tasks
1. Human Qualities Required in Knowledge Based Society: emerging demands for core competences
High Level Cognitive Process Self-Control, Responsibility, Independency Creativity Self-Directed Learning Capability Voluntary Initiatives → Individuality Intrinsic values and Social capital development
34
2. Policy Shift
Transition Stage in 1990's: Search for New Vision of Educational Ideals, New Priority & New Strategies
Policy Shift in the governance of educational system – proposed by the Presidential Commission for Educational Reform (PCER)
Quality vs. quantity Administrative accountability vs. Performance based
accountability Bureaucratic regulation and control vs. Autonomy Governance of school systems: professional control,
democratic control, or market control Equality vs. Excellence Provider vs. Consumer orientation
35
New policy framework with choice, accountability, and autonomy
Performance-BasedPerformance-BasedAccountability:Accountability:Undefined Performance?Undefined Performance?
ProceduralProceduralAdministrativeAdministrativeAccountabilityAccountability
Choice:Choice:Charter SchoolsCharter SchoolsKorean Model(?)Korean Model(?)
Autonomy:Autonomy:Bottom-Up ChangeBottom-Up Change- Program (Magnet)- Program (Magnet)- Personnel- Personnel- Budget- Budget
Top Down ChangeTop Down ChangePolicy-ProgramPolicy-Program- National Curriculum- National Curriculum- Centralized Mgt.- Centralized Mgt.
AssignmentAssignmentHEP (Korea)HEP (Korea)Busing (US)Busing (US)
36
3. Old Approach to New Task?
ExcellenceExcellence
CreativityCreativity
IndividualityIndividuality
Moral FoundationMoral Foundation
New Era for qualityNew Era for qualityGlobalized competition ContextGlobalized competition Context
ExternalExternalControlControl
UniformUniformEducationEducation
MediocrityMediocrityEqualityEquality
Blind CompetitionBlind Competition(Moral Hazard)(Moral Hazard)
37
Concluding Remarks (1)
Korean Model of Expanding Access with Low-cost approach
‘Bottom-up’ approach
Egalitarian approach
Has recommendable strategic points.
38
Concluding Remarks (2)
Students moving path or ‘upward’ to university has to
be re-examined. Concept of authentic achievement to be developed
Core competences to be defined
Development of specialized Elite vocational education
institute
Selection system to be developed