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Education Policy Leadership in Korea

Explore the evolution of education policies in South Korea, from economic-driven strategies to comprehensive reforms emphasizing quality and global competitiveness. Learn about the impact of curriculum transformations, technology integration, and the push for world-class excellence.

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Education Policy Leadership in Korea

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  1. Education Policy Leadership in Korea Myongsook S. Oh Korean Society for Engineering Education and Department of Chemical Engineering, Hongik University WEEF 2012 Buenos Aires, Argentina October 15 - 18, 2012

  2. South Korea • Population: 48,219,000 • Area: 99,393 km2 • GDP: 12th in the world in 2012 • Car manufacturing(5th), shipbuilding(1st), steel production(5th), semiconductor production(1st) • Web connection:over 80% of the households • Percent of college enrollments: 72.5% in 2011, (33.2% in 1991, peaked in 2008 at 83.8%)

  3. Educational Structure 6-3-3-4 years Ph. D. Master Bachelor 22 months of Military service (mandatory for male) College Scholastic Ability Test Mandatory

  4. Statistics on Education Source: Statistical Yearbook of Education, 2009

  5. Women in Engineering Source: Report on Women in Science and Technology, Jan. 2011 Korea Advanced Institute of Women in Science, Engineering, and Technology

  6. Education Policies Ref: Kwang-Jo Kim, Education Reform in Korea- Towards a System of Lifelong Learning, website, (2008)

  7. Education Policies from 1948-1990’s • Top down policies to support economic development plans and provide trained workers • Prior to 1975, 65% of educational budget was spent on primary education • Expanded support to secondary education after 1975 • Since late 1990s, investments were made to improve the quality of tertiary education • Standardized National curriculum • The federal government had the most control over the national curriculum • Expansion of school facilities came first • Quality improvements (e. g. class-size reduction) after 1990s

  8. The Educational Reform in 1995 (I) • A new vision for educationsuitable for the twenty-first century knowledge-based economy • Open, lifelong education that would provide individuals with equal and easy access to education at any time and any place. • Education through technology. • Long-range goal was to raise the quality of education to a world-standard level of excellence. • Ambitious and comprehensive reform plans to restructure the entire education system • Deregulation and school governance reform • Curriculum reform (the 7th national curriculum) • Increase in public funding • Use of ICT in school and classrooms

  9. The Educational Reform in 1996 (2) • Under the new vision, a well educated Korean is a person who • seeks to develop his/her own individuality on the basis of well-rounded and wholesome development • demonstrates creative ability on the basis of a solid grounding in basic knowledge and skills • explores career paths on the basis of broad intellectual knowledge and skills in diverse academic disciplines • creates new values on the basis of understanding the national culture • contributes to the development of the community where he/she lives, on the basis of democratic citizenship

  10. The Seventh National Curriculum • The seventh curriculum since 1954 • Implemented in March 2000 • Aim to prepare students for the knowledge-based, globalized 21st century. • Emphasizes individuality, creativity, and knowledge of Korean culture as well as other cultures. • Students were allowed to choose their own courses in their final two years of high school. • Emphasis on foreign language education: English instruction begins in primary school and additional foreign language classes are offered in high school. • Chemistry and physics are electives and • avoided by majority of students

  11. The Educational Reform in 1996:University Level Reform • Merge and consolidation of similar disciplines (e.g., Chemical Engineering and Industrial Chemistry) • Students were admitted to a school • A school can be a unit with more than 2 departments. • Transfer students were accepted • Information disclosure: Mandatory disclosure of enrollment rate, retention & graduation rate, employment rate, etc. • Funding for quality enhancement of higher education • Major department credits required: 35 units out of 130 ~ 140 total credits required to graduate • Introduction of an accreditation program to strengthen the engineering education

  12. Programs for Quality Enhancement of Higher Education • Accreditation of Engineering Program (ABEEK) • Brain Korea 21 • The first phase: 1999 ~ 2005, US$ 1.4 billion • The second phase: 2006 ~ 2012, US$ 2.3 billion • New University for Regional Innovation (NURI): 2004 ~ 2008 • World-Class University: 2008 ~ 2012 • Innovation Centers for Engineering Education (ICEE) • The first phase: 2007 ~ 2011 • The second phase: 2012 ~ • Women in Engineering Program: 2007 ~ • Hub Universities for Industrial Collaboration: ‘08~’11 • Leaders in Industrial Collaborations: 2012 ~

  13. ABEEK and ICEE Outcome on Engineering Education

  14. Future Directions • Delegate much of the policy-making authority related to primary, middle and high school education to regional education offices • Greater autonomy in the selection of new students • Increase in-bound student mobility • More interdisciplinary/multidisciplinary studies • Increase in public funds/support and more financial aids/loans to students • Merge and consolidation of schools • More rigorous undergraduate education • Universities specializing different fields and developing unique programs

  15. Educational Growth • Unprecedented increase in primary and secondary education from around 1975 to 1990 when the country also grew at a rapid rate. • A growth in tertiary education took place thereafter and continues to date. • This expansion can be explained by a number of convergent factors: • cultural and historical reasons, • economic growth, • value placed on education, • government policies that promote educational achievement

  16. The Educational Reform in 1995Backgrounds • Jobless growth • Changes in industry/occupation structure • Demographic changes • Industry-Academia Gap • Training a new engineer to be self-sufficient takes an average of 3 years • Mismatch of supply and demand in engineering disciplines and levels of skills • Lack of IT engineers vs. overflow of engineers in conventional fields • Engineering curriculum • Insufficient up-to-date industrial examples in course materials • World ranking of Korean Universities

  17. Accreditation of Engineering Program • Accreditation Board for Engineering Education in Korea (ABEEK) was formed in 1998. Accreditation began in 2001 • ABEEK is a full signatory of the Washington Accord, and a provisional member of the Sydney Accord and the Dublin Accord • ABEEK played a key role in establishing the Seoul Accord for the computing and IT-related education at the tertiary level. • As of March, 2012,630 programs in 95 universities (EAC : 544, CAC : 51, TAC : 35) have been accredited. Accredited Programs

  18. Academia – Industry Gap • Training a new engineer to be self-sufficient takes an average of 3 years • Mismatch of supply and demand in engineering disciplines and levels of skills • Lack of IT engineers vs. overflow of engineers in conventional fields • Engineering curriculum • Insufficient up-to-date industrial examples in course materials Reference: The Status of Engineering Education in Korea and Suggestions for the Future, National Academy of Engineering in Korea (2010)

  19. Innovation Center for Engineering Education (ICEE) • Launched in 2007 and about 60 centers have completed the first 5-year program • The second stage of the ICEE project is starting in 2012 with a newly selected 65 centers nationwide. • Main objectives • To enhance engineering educational programs to meet the needs of the industries in the region • To seek a continuing collaboration with the industry on development of relevant educational contents. • Key Agenda • Development of need-based programs • Improvement of education/ teaching methods • Improvements of assessment/ evaluation systems • Enhancement of industry collaboration

  20. ICEE Project Outcome - Visible • Increase of industry satisfaction • - Company tailored tracks • - Cultivation of design ability and skills through • capstone design • 2) Increase of students satisfaction • - PBL • - Design Camps • 3) Settlement of ABEEK • 4) Increase of exchanges between domestic and foreign • universities Reference: Joo. W. J., The 3rd Annual Forum of SKKU Hub Center for IEE Hyatt Regency, Jeju, Korea (2011)

  21. ICEE Project Outcome - Invisible 1) New wind to engineering education 2) Change of culture in university society - From competition to cooperation - From isolation to openness 3) Real time sharing of project products between universities. 4) Minimization of trial and error 5) Contributionto other communities (ABEEK, KSEE, etc)

  22. Brain Korea 21 and Hub Universities • Brain Korea 21 Program • Launched in 1999. Support graduate students and post doctoral researchers • Have funded 517 research groups in 69 universities • Partial achievements (2009): • 9% increase in total number of papers published • 25% increase in number of Ph. D. • Provided more opportunities for global experience • Hub University for industrial collaboration • Launched in 2008 • Main Objective: to develop engineering education programs and strategies to enhance collaboration with regional industries.

  23. Women in Engineering Program • Launched in 2006, and funded 5 universities across Korea for 6 years • The second stage of the WIE program was expanded to 16 universities, covering different regions of Korea. • Main objectives: • To promote more inclusive class environment • To develop programs for women engineers to be more competitive in the job market (e.g. leadership, machine handling skills etc.) • To increase an employment ratio of female students in their engineering disciplines

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