Innovative Approaches with Technical Advancement
- Education of South Korea -
By: Guangil LeePresident/Co-founder
KJTEC Academy, Seoul18th May, 2012
Where we started in 1945In 1945
Educational attainment level of Korea population13+ years population: 15 millionNever attendance: 12.3 million (79.8%)Elementary education and more: 1.9 million (8.3%)
Enrollment Ratio of elementary education(6-12yrs)
1945: 64.0%1948: 74.8%
Enrollment Ratio of Secondary education: 3.2%
Transformation of the Korean Economy (1945-2012)
Liberationfrom JapaneseColonial Rule
6 Five-Year-Economic- Development Plans
FinancialCrisis
2012P19801962 1970 1995
5,000
10,000
67 87
11,432
7,355
1953
Per Capita (US$)GNI
1990 1945
22,489
OECDMember100(1964)
1,000(1977)
1998
A. Growth Trend
Where we started in 1945Policy tasks and choices
Develop modern school systemExpand the access to education Reduce illiteracy (10 million)
Development of school system: Access, Relevance and International standards
Six years compulsory elementary educationTwo level of secondary education: Middle and High schoolSingle TrackMultiple forms of higher education institutionsDual mode of teacher educationSpecial schools for adult learners“6-3-3-4” Single track system
Challenges & Main Policy ChoiceKey Stages
1948~1960 : Reconstruction1961~1980 : Education for Economic growth1981~2000 : Search for New Paradigms2000~Present : Restructuring
Characteristics by Key StagesChallenges to EducationMajor concernsPolicy ChoiceResources and tools
How education contributes economic growth?
1960 1970 1980 1990 1997 1998 2000 2004
Population (Millions) 24 32 38 43 46 46 47 48
GNI per capita (US$) 80 650 2,324 7,751 10,363 6,843 9,675 12,646
Unemployment rate (%) 11.7 4.4 5.2 2.4 2.6 6.8 4.1 3.4
(2003)
Labor force (Millions) 8 10 14 19 21 21 22 23
(2003)
Labor force Participation
rate (%)30.8% 47.6 59.0 60.0 62.2 60.5 60.7 61.4
(2003)
Evolution of the Korean Education System, 1948-Present (1)
Focus by Periods
1948~1960
Reconstruction
1961~1980
Ed for Eco. Growth
1981~2000Search for New
Paradigm of Educational
Development
2001~Present
Restructuring
Challenges to
Education
• Compulsory Education
• Secondary Education for All• Supply for Technical manpower
• Universalization of Higher Education
• Lifelong learning• HRD
Major Concerns
• Access to Opportunity
• Growth of Quantity, Efficiency and control
• Quality• Autonomy• Accountability
• Competitiveness in Globalization knowledge-society
PolicyChoice
• Universal compulsory education
• Expansion and Equalization of secondary education
• Decentralized local autonomy of Education• Expansion of Higher Education
• Restructuring Higher Education− Support Research productivity− Regional development− HRD, L-L
Evolution of the Korean Education System, 1948-Present (2)
Focus by Periods
1948~1960
Reconstruction
1961~1980
Ed for Eco. Growth
1981~2000Search for New
Paradigm of Educational Development
2001~Present
Restructuring
PolicyChoice
• Reconstruction of educational infrastructure
• Technical Vocational education & training
• Quality Improvement
• Quality improvement of Public schools• Coordinated approach to HRD
Resources or
Tools
• Using Foreign Assistance
• 5 Years planning long-term planning• Law of Local education financing fund established• Foreign loans to support TVET
• PCER: Presidential Commission for Education Reform• Education Reform (1995)
• Educational and Financial Support for Higher Education (BK, Nuri, Post BK)
Transformation of the Korean Economy (1945-2012) B. Changes in Industrial Structure
Changes in Employment Structure
Manufacturing
63.07.9
28.31960
Service Sector
19.271.5
9.3
Service Sector
Agriculture / Fisheries
Manufacturing
Agriculture / Fisheries
2012 32.563.2
4.3
Service Sector
Agriculture /Fisheries
Manufacturing
36.8
15.9
47.3
Manufacturing
Agriculture /Fisheries Service Sector
Changes in GDP Structure
Transformation of the Korean Economy (1945-2012)
C. Working Mechanism of the Outward-looking
Development StrategyEconomic Growth
Reproduction
SExport
PromotionManufacturingProcessing
PrivateEnterprises
Government
TechnologyDevelopment
Financial Tax Support
Well-educated Labor force
Foreign TechnologyImports
Capital Good Imports
Raw Material Imports
Foreign Capital Inducement (Economic Aids External Debt)
S
How education contributes economic growth?
Human Resources Development with Rapid and sequential expansion of elementary, secondary and higher education in advanced economic growth and development.
Expansion and upgrading of Technical-Vocational education.
Special support to improve the conditions of compulsory elementary school
How education contributes economic growth?
Sequential expansion of access to education from Elementary, Secondary and Higher Education in advance corresponded well to the manpower needs for Economic development– Elementary Ed. → Labor Intensive light Secondary Ed. Manufacturing (1960s)– Vocational-Technical → Capital Intensive High schools Heavy-Chemical Industry (1970s → 1980s)– Expansion → Electronics, High-tech of Higher Education Knowledge Industry (1980s → Present)
How education contributes economic growth?
Changing Industrial Structure: from Agriculture to Manufacturing /
from Light Industry to Heavy and Chemical Industry
1960 1970 1990 1999 1980
HCI Product
Agricultural Product
Light Industry Product
50%
Wig Automobile SemiconductorTextile
2003
Semiconductor, Mobile Phone, DTV, Display, Automobile, Ship-building, etc.
84.8%
12.4%
2.8%
(ICT, 27.6%)
Changes in Export Commodity Profile
How education contributes economic growth?
Expand and upgrade Technical and Vocational Education and Training Infrastructure to develop technical manpower 1960’s : Vocational High school Jr Technical Colleges Technical Universities 1970’s : Science Education Use of External Loans (IDA, IBRD etc)
As part of “5 Years Economic Development Plan” Compulsory Elementary School condition improved Special budget support from Economic Development Account Large class size reduced
How we expand access to Education?
Development Approach to 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)
How we expand access to Education?
Six-year compulsory education plan(1954-1959)Context
In 1945, the enrollment rate of elementary education was below 50%
Policy MeasureSix-year compulsory education plan(1954-1959): gradual
provision of free compulsory educationLow cost approachLowering educational standards (Large class, Double shift
classroom)Relying on private schools to accommodate more students
How we expand access to Education?
Abolition of Entrance Exam to Middle School in 1964
Egalitarian approach: Achieving uniform equality
Lowering educational standards: class size from 60 to 70 Gradual extension of free compulsory education to middle schoolfrom rural areas in 1984 to all area in 2004Relying on private schools to accommodate more students.
How we expand access to Education?
High School Equalization Policy in 1974
ContextSevere competition for entrance to academic high schools resulted in private tutoring
Policy MeasureTo 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
How we expand access to Education?
July 30 Educational Reform, 1980
ContextThe excessive competition in the college entrance examination brought the added burden on the expenses for private education.Excessive competition for the entrance examOverheated private tutoring
Policy Measure:Prohibition of private tutoringExpand the admission quota to college and university.The abolition of entrance examination administered by universities and introduce national level examination.
How we expand access to Education?
Quantitative expansion of Secondary Education
School Enrollment Rate:PrimarySchool
MiddleSchool
HighSchool Tertiary
1951 69.81959 96.41970 92 36.6 20.3 5.41980 97.7 73.3 48.8 11.41990 100.5 91.6 79.4 23.62000 97.2 95 89.4 52.52004 97.7 91.9 90.1 61.7Source: KEDI, Statistical Yearbook of Education 2004
How we expand access to Education?
Quantitative expansion of Secondary Education
Advancement Rate:
Primary →Middle
Middle →High School
High School →Tertiary
1970 66.1 70.1 26.91980 95.8 84.5 27.21990 99.8 95.7 33.22000 99.9 99.6 682004 99.9 99.7 81.3
How we expand access to Education?
Quantitative expansion of Secondary Education
Distribution of Educational Attainment of Population over 25 years old(%)
year 1970 1980 1990 2000
Primary Graduate and Below 73 55 33 23
Middle School Graduate 12 18 19 13
High School Graduate 10 19 34 40
Jr College Graduate 1 1 2 8
University Graduate and over 4 7 12 16
Evolution of Technical-Vocational Education & Training
TVET System
– Vocational-Technical High Schools– Jr Technical Colleges (2-3 years)– Universities– Open Technical Colleges for Employed– Public Job-training centers under Ministry of Labor– Private Technical training industries (Nurse-aid, etc)
Evolution of Technical-Vocational Education & Training
Evolution 1960~1980, Education for Economic Growth PeriodPolicy priority given to TVET during implementation of Economic development plan since 1962Expansion of Vocational High Schools: 1962~1980
Insert Table (Korean 60yrs)Curriculum development (1963)Specialized Technical High School with Mechanical focusIncrease Investment and use loan programs (ICA, IDA, ADB, World Bank)
Expand the Technical programs in Jr. Tech College and UniversitiesSystem Development
National Technical Qualification and Certification system (1974)Establish KRIVET: Korean Research Institute for Vocational Education and TrainingRecognize Corporate training program as degree certificate program
Evolution of Technical-Vocational Education & Training
Identity of Technical-Vocational High Schools questioned : 1990’s
Weak Incentive system of semi-skilled job (Pay, promotions, working conditions)Less opportunities for occupational growth, Life-long learning and HRDDirections for development of VH, not clearStudents preference higher education to vocational high school
Evolution of Technical-Vocational Education & Training
Evaluation Remarks on TVET in Korea
Technical-Vocational High Schools
- Remarkable contribution in 1960’s-1970’s- As Korean economy utilizes new technologies, T-V high schools face questioning of identity Jr. Technical Colleges and Science-Engineering programs of Universities play important roles of HRD in 1980’s-2000
TV High school: vacancy rate(12%), drop-out(5%), Advance to Tertiary(50%)
Evolution of Technical-Vocational Education & Training
Evaluation Remarks on TVET in KoreaNew Perspectives needed for HRD through Life-Long-Learning(LLL) at Individual and Institutional level
Individual level: developing growth-capacitiesHRD through Life-long learningUpgrade qualification & CertificationCareer-development path
Institutional Level:Developing Relevance, Quality, Competitiveness, Market control modelUse Public Support in the Voucher Form
Evolution of Technical-Vocational Education & Training
Evaluation Remarks on TVET in Korea
New Policy tasks emerged
Upgrade and transform vocational high schools into “Diversified-specialized Elite Vocational Schools”
Strengthening functional relationship among general high schools, vocational high schools and Jr. Technical Colleges
Develop “Private technical institutes” and OJT Centers in corporations as specialized technical institute
Institutional Aspects
As a graduate of ‘Normal High School’ and elementary school teacher, his commitment and support to:
- Expanding compulsory education- Vocational technical education and training- “Special schools and classroom” established in industrial centers for working youth- Extension compulsory education to Middle school (in the context of comparison between South and North Korea, which introduced 11 years compulsory education in 1971)
Institutional Aspects Roles of R&D Institute in Educational Development
Established national R&D Center to develop knowledge base for national development in 1970s
KDI : Korea Development Institute KIST: Korea Institute of Science and TechnologyKEDI: Korean Educational Development Institute
In EducationKEDI: Educational developmentKICE: Curriculum and EvaluationKRIVET: Vocational Education and TrainingKERIS: Educational Research and Information services
Major FunctionsR&D, Planning, Development Projects, Evaluation
Current Educational IssuesHuman Qualities Required in Knowledge Based
Society
- High Level Cognitive Process- Self-Control, Responsibility, Independency- Creativity- Self-Directed Learning Capability- Voluntary Initiatives → Individuality- Intrinsic values and Social capital development
Current Educational IssuesNew policy framework with choice, accountability,
and autonomyPerformance-BasedAccountability:Undefined Performance?
ProceduralAdministrativeAccountability
Choice:Charter SchoolsKorean Model(?)
Autonomy:Bottom-Up Change- Program (Magnet)- Personnel- Budget
Top Down ChangePolicy-Program- National Curriculum- Centralized Mgt.
AssignmentHEP (Korea)Busing (US)
Current Educational IssuesKorean Model of Expanding Access with
Low-cost approach‘Bottom-up’ approachEgalitarian approach
Has recommendable strategic points.
Economic growth provide stable financial resources for Educational development.
Current Educational IssuesQuality of High School Education has to be re-
examined
Concept of authentic achievement to be developed Core competences to be defined: Core in DiversityDevelopment of specialized Elite vocational education institute:GH → include Vocational ComponentVH → include General FoundationSelection system for admission to Higher Education to be developedStudent’s learning portfolioUniversity’s autonomy of defining the selection criteria
The current government policy
Effective system for gifted education Systemic identification of the gifted in science Continuity of gifted education to higher education Extending gifted education to the areas of arts
One of the 100 National Priorities (#75)Establish a solid system for supporting the gifted
What is gifted education in Korea?
Gifted Classes Gifted Education Centers
Gifted Schools Teaching & Learning Materials Higher Education Programs
Identification ToolsLaw, Professional Development
Educational System, Networking, etc.
GIFTED EDUCATI
ON
SYSTEM
PROGRAMS
INSTITUTES
INFRASTRUCTURE
What is GE? Gifted Education Promotion Act (2000) Article 2
• Gifted Child: a person who possesses extraordinary innate abilities or visible talents requiring special education to nurture them• Gifted Education: providing education with the contents and the methods tailored to the characteristics and the needs of a gifted child
Definitions and concepts of giftedness
Includes various elements: intelligence, creativity, specific talents, school achievements, motivation, leadership, etc.
No single definition internationally agreed upon Different depending upon the society and culture
as well as the generation The proportion of children who receive gifted
education differs across the countries, too, depending upon the educational conditions as well as the educational philosophy of the country.
Gifted education institutes: 3 types
Gifted Schools• Ministry operated
• Specialized in Science
Gifted Classes• School-based
• Sometimes combining neighborhood schools
Gifted Education Centers
• Operated by local offices of education
or by universities
Gifted students (70,205 as of 2009, 1%)
30,567 Students in 967 Gifted Classes
39,090 Students in 555 Gifted Education Centers
548 Students in 2Gifted Schools
BasicAdvanced
Mentorship Other
Number of gifted students (1% as of 2009)
Type Number Primary Middle High Total
Gifted School
2 - - 548 548
Gifted Classes 967 19,133 9,106 2,328 30,567Gifted
Centers in the Office of Education
471 14,336 16,424 735 31,495
Gifted Centers in
Universities84 2,378 5,070 147 7,595
Total 1,524 35,847 30,600 3,758 70,205
New policy measures for identification
Identification method changed from relying on paper & pencil
test scores to emphasizing teachers’ observations and
recommendations.
All students who have potentials are provided gifted
education.
Policy focus is changed from identification to provision of
gifted education .
The number of students who receive gifted education is
continually increased.
Identification of gifted students
PAST FUTURE
Test Scores
Knowledge, Rote Memory
Intelligence
Checklists & Recommendations
Multiple Indicators
Application, Critical Thinking
Intelligence, Creativity, Motivation
Observation, Products, etc.
Group Evaluation
Paper & Pencil Tests
One Time EvaluationSingle Indicator (school
achievement or IQ)
Identification Process (3 Posts)1. Teacher
Observation/ Recommendation
School
2. School Selection Committee
Gifted Class
3. Institute Selection Committee
Gifted Education Center
developed a nation-wide on-line computerized system of identification processon Gifted Education Database (GED)
Nation-wide Test of Giftedness developed
By NRCGTE
• Team evaluation with multiple criteria• Emphasis on potential for future growth• Comprehensive consideration of students’ interests, family background, etc.
The 1st Gifted School: Korea Science Academy (KSA)
Our Goals
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