Development Education Korea

8/2/2019 Development Education Korea

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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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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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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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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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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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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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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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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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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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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 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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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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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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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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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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(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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(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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(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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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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(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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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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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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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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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

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