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Innovative Approaches with Technical Advancement - Education of South Korea -

Innovative Approaches with Technical Advancement - Education of South Korea -. By: Guangil Lee President/Co-founder. KJTEC Academy, Seoul 18 th May, 2012. Where we started in 1945. In 1945 Educational attainment level of Korea population 13+ years population: 15 million

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Innovative Approaches with Technical Advancement - Education of South Korea -

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  1. Innovative Approaches with Technical Advancement - Education of South Korea - By: Guangil LeePresident/Co-founder KJTEC Academy, Seoul18th May, 2012

  2. 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%

  3. Transformation of the Korean Economy (1945-2012) A. Growth Trend Per Capita (US$) GNI 22,489 11,432 10,000 6 Five-Year-Economic- Development Plans 7,355 5,000 Financial Crisis Liberation from Japanese Colonial Rule 1,000(1977) OECD Member 100(1964) 87 67 1945 1953 1998 2012P 1995 1990 1962 1970 1980

  4. 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, Relevance and 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

  5. Challenges & 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

  6. How education contributes economic growth?

  7. Evolution of the Korean Education System, 1948-Present (1)

  8. Evolution of the Korean Education System, 1948-Present (2)

  9. Changes in Employment Structure Changes in GDP Structure Service Sector Agriculture / Fisheries Service Sector Agriculture / Fisheries 1960 36.8 47.3 Manufacturing 15.9 Manufacturing Agriculture / Fisheries Agriculture / Fisheries 2012 Manufacturing Manufacturing Service Sector Service Sector Transformation of the Korean Economy (1945-2012) B. Changes in Industrial Structure

  10. Foreign Capital Inducement (Economic Aids  External Debt) Economic Growth Reproduction Export Promotion Capital Good Imports Manufacturing Processing Private Enterprises Raw Material Imports Government Foreign Technology Imports Financial  Tax Support Technology Development Well-educated Labor force Transformation of the Korean Economy (1945-2012) C. Working Mechanism of the Outward-looking Development Strategy

  11. 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

  12. 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)

  13. Semiconductor, Mobile Phone, DTV, Display, Automobile, Ship-building, etc. Wig Textile Automobile Semiconductor 84.8% HCI Product (ICT, 27.6%) 50% Light Industry Product 12.4% Agricultural Product 2.8% 1980 1990 2003 1960 1970 1999 How education contributes economic growth? Changing Industrial Structure: from Agriculture to Manufacturing / from Light Industry to Heavy and Chemical Industry Changesin Export Commodity Profile

  14. 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

  15. 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)

  16. 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 Measure • Six-year compulsory education plan(1954-1959): gradual provision of free compulsory education • Low cost approach • Lowering educational standards (Large class, Double shift classroom) • Relying on private schools to accommodate more students

  17. 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 school • from rural areas in 1984 to all area in 2004 • Relying on private schools to accommodate more students.

  18. 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, 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

  19. 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 by universities and introduce national level examination.

  20. Source: KEDI, Statistical Yearbook of Education 2004 How we expand access to Education? • Quantitative expansion of Secondary Education • School Enrollment Rate:

  21. How we expand access to Education? • Quantitative expansion of Secondary Education • Advancement Rate:

  22. How we expand access to Education? • Quantitative expansion of Secondary Education • Distribution of Educational Attainment of Population over 25 years old(%)

  23. 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)

  24. Evolution of Technical-Vocational Education & Training • Evolution 1960~1980, Education for Economic Growth Period • Policy priority given to TVET during implementation of Economic 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 and Universities • 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

  25. 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 HRD • Directions for development of VH, not clear • Students preference higher education to vocational high school

  26. 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%)

  27. 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 Institutional level • 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

  28. 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

  29. 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)

  30. 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 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

  31. Current Educational Issues • Human 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

  32. Performance-Based Accountability: Undefined Performance? Choice: Charter Schools Korean Model(?) Top Down Change Policy-Program - National Curriculum - Centralized Mgt. Autonomy: Bottom-Up Change - Program (Magnet) - Personnel - Budget Assignment HEP (Korea) Busing (US) Procedural Administrative Accountability Current Educational Issues • New policy framework with choice, accountability, and autonomy

  33. Current Educational Issues • 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.

  34. Current Educational Issues • 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 • Student’s learning portfolio • University’s autonomy of defining the selection criteria

  35. The current government policy One of the 100 National Priorities (#75) Establish a solid system for supporting the gifted • 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

  36. What is GE? Gifted Classes Gifted Education Centers Gifted Schools Teaching & Learning Materials Higher Education Programs Identification Tools What is gifted education in Korea? 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 GIFTED EDUCATION SYSTEM INSTITUTES PROGRAMS INFRASTRUCTURE Law, Professional Development Educational System, Networking, etc.

  37. 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.

  38. Gifted education institutes: 3 types • Gifted Schools • Ministry operated • Specialized in Science • Gifted Education Centers • Operated by local • offices of education or by universities • Gifted Classes • School-based • Sometimes combining neighborhood schools

  39. 30,567 Students in 967 Gifted Classes 548 Students in 2Gifted Schools Gifted students (70,205 as of 2009, 1%) 39,090 Students in 555 Gifted Education Centers Basic Advanced Mentorship Other

  40. Number of gifted students (1% as of 2009)

  41. 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.

  42. Identification of gifted students PAST FUTURE Test Scores Checklists & Recommendations Knowledge, Rote Memory Application, Critical Thinking Intelligence, Creativity, Motivation Intelligence Observation, Products, etc. Paper & Pencil Tests Group Evaluation One Time Evaluation Single Indicator (school achievement or IQ) Multiple Indicators

  43. Identification Process (3 Posts) 1. Teacher Observation/ Recommendation 2. School Selection Committee 3. Institute Selection Committee School Gifted Education Center Gifted Class • developed a nation-wide • on-line computerized system • of identification process • on 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.

  44. The 1st Gifted School: Korea Science Academy (KSA)

  45. Our Goals

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