Innovative Approaches with Technical Advancement - Education of South Korea -

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


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


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)


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


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)


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


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.


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


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.


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



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



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 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


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


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%)


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


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

Documents

Innovative Approaches with Technical Advancement - Education of South Korea -