development education korea
TRANSCRIPT
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The Development of Education in Korea
: Past Achievement and Current Challenges
Chong Jae Lee
Seoul National University
Background paper for the East Asia Study Tour for Senior African Education Policy MakersOrganized by World Bank on June 19-23, 2006
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. Introduction Purposes
Overview Korean approach to past development andcurrent challenges in education sector
Identify key policy choices that help explain howeducational development patterns contribute to thesuccessful economic growth in Korea
Highlight key lessons learned from Koreandevelopment over past six decades
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. Setting the stage: where we started in 1945
In 1945
Educational attainment level of Korea population 13+ years population: 15 million
Never 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%
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. Setting the stage: where we started in 1945
Policy tasks and choices Develop modern school system Expand the access to education Reduce illiteracy (10 million)
Development of school system: Access, Relevanceand International standards Six years compulsory elementary education Two level of secondary education: Middle and High school Single Track Multiple forms of higher education institutions Dual mode of teacher education Special schools for adult learners 6-3-3-4 Single track system
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. Challenges and Main Policy Choice
Key Stages
1948~1960 : Reconstruction
1961~1980 : Education for Economic growth
1981~2000 : Search for New Paradigms
2000~Present : Restructuring
Characteristics by Key Stages
Challenges to Education
Major concerns
Policy Choice
Resources and tools
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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
Unemploymentrate (%) 11.7
4.4 5.2 2.4 2.6 6.8 4.13.4
(2003)
Labor force(Millions) 8
10 14 19 21 21 2223
(2003)
Labor forceParticipation
rate (%)30.8% 47.6 59.0 60.0 62.2 60.5 60.7
61.4(2003)
Source: Gwang-Jo Kim, VET in South Korea: Policy Response to Changing World, p. 6.
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Evolution of the Korean Education System, 1948-Present (1)
Focus byPeriods
1948~1960
Reconstruction
1961~1980
Ed for Eco. Growth
1981~2000Search for New
Paradigm ofEducational
Development
2001
~Present
Restructuring
Challenges
toEducation
Compulsory
Education
Secondary
Education for All Supply forTechnical manpower
Universalization
of HigherEducation
Lifelong learning
HRD
MajorConcerns
Access toOpportunity
Growth ofQuantity, Efficiencyand control
Quality
Autonomy
Accountability
Competitivenessin Globalizationknowledge-society
Policy
Choice
Universalcompulsoryeducation
Expansion andEqualization ofsecondaryeducation
Decentralizedlocal autonomy ofEducation
Expansion ofHigher Education
RestructuringHigher Education
Support Researchproductivity
Regionaldevelopment
HRD, L-L
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Evolution of the Korean Education System, 1948-Present (2)
Focus byPeriods
1948~1960
Reconstruction
1961~1980
Ed for Eco. Growth
1981~2000Search for New
Paradigm ofEducational
Development
2001
~Present
Restructuring
Policy
Choice
Reconstructionof educationalinfrastructure
TechnicalVocationaleducation & training
QualityImprovement
Qualityimprovement ofPublic schools
Coordinatedapproach to HRD
Resourcesor
Tools
Using ForeignAssistance
5 Years planninglong-term planning
Law of Local
education financingfund established
Foreign loans tosupport TVET
PCER:PresidentialCommission for
Education Reform EducationReform (1995)
Educational andFinancial Supportfor Higher
Education (BK,Nuri, Post BK)
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How education contributes economic growth?
Human Resources Development withRapid and sequential expansion ofelementary, secondary and highereducation in advanced economic growthand development.
Expansion and upgrading of Technical-
Vocational education.
Special support to improve the conditionsof compulsory elementary school
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How education contribute economic growth?
Harbison & Myers's observation: Koreanexpanded secondary education to the level ofper capita GNP $380, when its per capita GDPwas $ 107.
Per Capita GDP
Enrollment rate
of
Secondary
Education
KOREA
$ 107 $ 380
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How education contribute economic growth?
Sequential expansion of access to education fromElementary, Secondary and Higher Education inadvance corresponded well to the manpowerneeds 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)
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How education contribute economic growth?
Expand and upgrade Technical and VocationalEducation and Training Infrastructure to developtechnical manpower
1960s : Vocational High schoolJr Technical Colleges
Technical Universities 1970s : Science Education Use of External Loans (IDA, IBRD etc)
As part of 5 Years Economic DevelopmentPlan Compulsory Elementary School conditionimproved
Special budget support from Economic DevelopmentAccount
Large class size reduced
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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)
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How we expand access to Education?
Six-year compulsory education plan(1954-1959) Context
In 1945, the enrollment rate of elementaryeducation was below 50%
Policy Measure Six-year compulsory education plan(1954-
1959): gradual provision of free compulsoryeducation
Low cost approach Lowering educational standards (Large class, Double
shift classroom) Relying on private schools to accommodate more
students
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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 to70
Gradual extension of free compulsory education tomiddle school from rural areas in 1984 to all area in2004
Relying on private schools to accommodate morestudents.
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How we expand access to Education?
High School Equalization Policy in 1974
Context Severe competition for entrance 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, highschool equalization policy(HEP) formulated in 1974. Abolished entrance examination to high schools and
replaced it with state-wide qualification exam (morethan 90% could pass)
Assign those passed the Qualification exam randomlyto 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
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How we expand access to Education?
July 30 Educational Reform, 1980
Context The excessive competition in the college entrance
examination brought the added burden on the expenses
for private education. Excessive competition for the entrance exam
Overheated private tutoring
Policy Measure: Prohibition of private tutoring
Expand the admission quota to college and university.
The abolition of entrance examination administered byuniversities and introduce national level examination.
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How we expand access to Education?
Quantitative expansion of Secondary Education
School Enrollment Rate:
Primary
School
Middle
School
High
School Tertiary
1951 69.8
1959 96.4
1970 92 36.6 20.3 5.4
1980 97.7 73.3 48.8 11.41990 100.5 91.6 79.4 23.6
2000 97.2 95 89.4 52.5
2004 97.7 91.9 90.1 61.7
Source: KEDI, Statistical Yearbook of Education 2004
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How we expand access to Education?
Quantitative expansion of Secondary Education
Advancement Rate:
Primary
MiddleMiddle
High SchoolHigh School
Tertiary
1970 66.1 70.1 26.9
1980 95.8 84.5 27.2
1990 99.8 95.7 33.22000 99.9 99.6 68
2004 99.9 99.7 81.3
Source: KEDI, Statistical Yearbook of Education 2004
68.0
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How we expand access to Education?
Quantitative expansion of Secondary Education
Distribution of Educational Attainment ofPopulation 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
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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)
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Evolution of Technical-Vocational Education &Training
Evolution 1960~1980, Education for Economic Growth Period
Policy priority given to TVET during implementation ofEconomic development plan since 1962
Expansion of Vocational High Schools: 1962~1980 Insert Table (Korean 60yrs) Curriculum development (1963) Specialized Technical High School with Mechanical focus Increase Investment and use loan programs (ICA, IDA, ADB,
World Bank)
Expand the Technical programs in Jr. Tech College andUniversities
System Development National Technical Qualification and Certification system (1974) Establish KRIVET: Korean Research Institute for Vocational
Education and Training Recognize Corporate training program as degree certificate
program
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Evolution of Technical-Vocational Education &Training
Identity of Technical-Vocational High Schoolsquestioned : 1990s
Weak Incentive system of semi-skilled job (Pay,
promotions, working conditions) Less opportunities for occupational growth, Life-
long learning and HRD
Directions for development of VH, not clear
Students preference higher education tovocational high school
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Evolution of Technical-Vocational Education &Training
Evaluation Remarks on TVET in Korea
Technical-Vocational High Schools
Remarkable contribution in 1960s-1970s As Korean economy utilizes new technologies, T-V high
schools face questioning of identity
Jr. Technical Colleges and Science-Engineeringprograms of Universities play important roles of
HRD in 1980s-2000
TV High school: vacancy rate(12%), drop-out(5%), Advance to Tertiary(50%)
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Evolution of Technical-Vocational Education &Training
Evaluation Remarks on TVET in Korea New Perspectives needed for HRD through Life-
Long-Learning(LLL) at Individual and Institutionallevel
Individual level: developing growth-capacities HRD through Life-long learning Upgrade qualification & Certification Career-development path
Institutional Level: Developing Relevance, Quality, Competitiveness,
Market control model Use Public Support in the Voucher Form
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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 generalhigh schools, vocational high schools and Jr. TechnicalColleges
Develop Private technical institutes and OJT Centers incorporations as specialized technical institute
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. Development of Factors determiningthe Quality of Education - Factors
(1) Trade-off between quantity expansion andquality maintenance
Resource Constraints
Unit cost Low cost approach increase the Quantity
Cost Missing learning(A) > Cost caused with poor quality(B)
Stepwise approach
Quality
B
A
Quantity
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. Development of Factors determiningthe Quality of Education - Factors
(2) Teacher Training
We upgraded Elementary school teacher training programstep by step
Normal High School + Temporary training institute 2 Years Teachers College (1962)
4 Years Teachers College (1982)
Some Concerns Affecting the performance of Teachers
Teaching Job is the most attractive job Union of teachers influence on policy matter
Professional development of Teachers: Empowerment,Job Enrichment
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. Development of Factors determiningthe Quality of Education - Factors
(3) Development and Effective use of Textbooks
During Korean War and ReconstructionPeriod(1950-60), Textbook printed with UNKRA
assistance low quality and free distribution
Even Compulsory education, parents paytextbooks
Free of charge policy extended from low incomeareas and group of students to all gradually.
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. Development of Factors determiningthe Quality of Education - Factors
(5) Role of ICT
E-learning system plays very important role inself-directed learning
Provide alternative low-cost private tutoring to studentswho cannot attend high quality cramming institute inSeoul
E-learning system video program on demand connectedwith Education TV/ Internet
On the Job Training/ Credue the largest e-learning training company
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. Development of Factors determiningthe Quality of Education - Factors
Government Budget vs MOE Budget
6.249,52520.827,982134,3702005
5.431,08720.419,17293,9372000
4.819,21522.812,49654,8451995
4.68,52422.35,06222,6891990
5.54,60019.92,49212,2751985
5.62,73218.91,0995,8041980
--14.42281,5871975
--17.6784461970
--16.215951965
15.26421960
9.42281955
5.70.10.21950
Ratio toGDP
Total publiceducationalexpenditures
B/AMOE
budget(B)2)Government
budget(A)1)
(unit: billion won, %)
9.50
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. Development of Factors determiningthe Quality of Education - Factors
(6) Financing Education
Household contribution to Education Financing:Tuition and Fees
In 2005, Public expenditure on Education From Government 27,982 (Billion won) Household Tuition 21,000 (42.2%) Total 49,982 Billion
Elementary 14,486 (30.0%)
Middle 8,362 (16.7%)
High School 9,651 (19.3%)
Jr. College 3,306 (6.6%)
University 13,519 (27.0%)
Total 49,982
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. Development of Factors determiningthe Quality of Education - Factors
(6) Financing Education
Ratio of Teachers Salaries with 15 yearsexperience in 2000 to per capita GDI
HighMiddlePrimary
4.044.044.05A/B
10,841GNI(B)
43,80043,80043,952Salary(A)
(Unit $ based on PPP)
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. Development of Factors determiningthe Quality of Education - Factors
(6) Financing Education
Per Capita Cost of Public Expenditure onEducation(2000)
(Unit $ based on PPP)
8,24410,91420,3586,118Higher Ed
6,0946,2668,8554,069Secondary Ed
4,3175,5076,9953,155Elementary Ed
FinlandJapanUSKorea
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Institutional Aspects
As a graduate of Normal High School andelementary school teacher, his commitment andsupport to:
Expanding compulsory education Vocational technical education and training
Special schools and classroom established in industrialcenters 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 in1971)
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Institutional Aspects
(2) Roles of R&D Institute in EducationalDevelopment
Established national R&D Center to develop knowledge basefor national development in 1970s
KDI : Korea Development Institute KIST: Korea Institute of Science and Technology
KEDI: Korean Educational Development Institute
In Education KEDI: Educational development
KICE: Curriculum and Evaluation KRIVET: Vocational Education and Training
KERIS: Educational Research and Information services
Major Functions R&D, Planning, Development Projects, Evaluation
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. Current Educational Issues
Human Qualities Required in KnowledgeBased Society
High Level Cognitive Process
Self-Control, Responsibility, Independency
Creativity
Self-Directed Learning Capability
Voluntary Initiatives Individuality
Intrinsic values and Social capital development
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. Current Educational Issues
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 EducationalReform (PCER) From Quality to quantity From Administrative accountability to Performance
based accountability From Bureaucratic regulation and control to
Autonomy From professional control, democratic control to
market control From Equality to Equality + Excellence From Provider to Consumer orientation
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. Current Educational Issues
New policy framework with choice, accountability,and autonomy
Performance-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)
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. Conclusion
Korean Model of Expanding Access with
Low-cost approach
Bottom-up approach
Egalitarian approach
Has recommendable strategic points.
Economic growth provide stable financial
resources for Educational development.
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. Conclusion
Quality of High School Education has to be re-
examined
Concept of authentic achievement to be developed
Core competences to be defined: Core in Diversity
Development of specialized Elite vocational education institute:
GH include Vocational Component
VH include General Foundation
Selection system for admission to Higher Education to be
developed
Students learning portfolio
Universitys autonomy of defining the selection criteria