Education in Korea

Education in Korea

E d u c ation in Ko re a
2 0 0 72 0 0 8
The cover of this book symbolizes Seodang.
Seodang is one of the best paintings by Kim Hong-do(Danwon), who
was a well known artist during Joseon Dynasty Period, in pre-modern
period. Seodang, a local educational institute, existed in almost all
local areas, contributing greatly to education and indoctrination of the
local residents during Goryeo Dynasty(918-1392 A.D.) and Joseon
Dynasty(1392-1910 A.D.)
Ministry of Education & Human
Resources Development, Republic of Korea

Contents
Part
I n t r o d u c t i o n
Chapter 1. Introduction to Korea
1. Geography_ 2
2. History and Culture_ 2
3. Society and Economy _ 8
4. Contribution of Education to National Development_ 10
a. Contribution to Political Development_ 10
b. Contribution to the Economy_ 10
c. Contribution to Social and Cultural Development_ 11
Chapter 2. Development of Education
1. Pre-Modern Education (4th~19th Century)_ 12
2. Modern Education (1880~1945)_ 13
3. Contemporary Education (1945~ )_ 15
a. Establishment of Directions of Democratic Education
(1945~1950s)_ 15
b. Expansion of Basic Democratic Education (1950s)_ 17
c. Quantitative Expansion of Education (1960s)_ 18
d. Education Reforms (1970s)_ 20
e. Qualitative Improvement (1980s)_ 21
f. Education in Preparation for Future Society (1990s)_ 23
g. New Concept of National Human Resources Development System
(the 2000s and Beyond)_ 24

Contents
Part
Korea’s
Education System
Chapter 3. Educational Administration and Finance
1. Organization of Educational Administration_ 28
a. The Ministry of Education and Human Resources Development_ 28
b. Local Education Offices_ 30
2. Educational Policy Advisory Bodies_ 30
a. Advisory Council for Education and Human Resources Development
Policy_ 31
b. Presidential Committee on Education Innovation_ 31
3. Budget for Education_ 32
a. Central Government’s Educational Finance_ 33
b. Local Educational Finance_ 35
c. Private School Finance_ 36
Chapter 4. School Education
1. School Ladder System_ 38
2. Curriculum and Textbooks_ 38
3. Pre-School Education_ 40
4. Primary School Education_ 41
5. Secondary Education_ 42
a. Middle Schools_ 42
b. High Schools_ 43
6. Higher(Collge/University) Education_ 46
a. Colleges(Universities)_ 46
b. Junior Colleges_ 48
c. Graduate Schools_ 50
7. Special Education_ 51
Chapter 5. Research Activities
1. Policy Directions and Types of Support_ 54
2. Educational Research and School Research Institutes_ 55
a. Korea Institute of Curriculum & Evaluation_ 55
b. Korean Educational Development Institute_ 56
c. Korea Institute for Special Education_ 57
d. Metropolitan/Provincial Education Research Institutes_ 57
e. Research Institutes Associated with Universities_ 58
f. Academy of Korean Studies_ 58
g. National Institute of Korean History_ 59
h. Korea Research Foundation_ 60
i. Korean Council for University Education_ 60
j. Korean Council for College Education_ 61
Chapter 6. Teacher Education and Teachers’ Welfare
Organizations
1. Classification of Teachers_ 62
2. Teacher Training System_ 63
a. Primary School Teachers_ 63
b. Secondary School Teachers_ 64
c. Other Teachers_ 66
3. In-Service Training of Teachers_ 67
a. Types and Contents of Training_ 67
b. Teachers’ Training Organizations_ 69
4. Teachers’ Organizations_ 70
a. Korean Federation of Teachers’ Associations_ 71
b. Korean Teachers & Educational Workers’ Union_ 71
c. Korean Union of Teaching and Education Workers_ 72

Contents
d. Korea Liberal Teachers’ Union_ 73
5. Teachers’ Welfare Organizations_ 73
a. Korean Teachers’ Mutual Fund_ 74
b. Korean Teachers’ Pension_ 74
Part Human
Resources Development
Chapter 7. Human Resources Development Policy
1. Human Resources Development System_ 78
2. Women’s Resources Development Policy_ 80
a. Background and Performance_ 80
b. Performance_ 82
c. Future Plans_ 87
Chapter 8. Education for the Gifted and Science &
Technology Education
1. Education for Gifted Students_ 91
2. Basic Science Education in Elementary and Secondary Schools_ 92
a. Curriculum_ 92
b. Education Research & Information Institutes and Libraries_ 92
3. Occupational Education in Vocational High Schools_ 93
a. Current Status_ 93
b. Selection and Career after Graduation_ 94
4. Science & Technology Education at Universities and Graduate
Schools_ 94
Chapter 9. Lifelong Education
1. Institutionalization of Lifelong Education_ 96
2. Lifelong Education_ 97
a. Para-School Education_ 97
3. Broadcast and Correspondence Education_ 99
a. Broadcast and Correspondence High Schools_ 99
b. Korea National Open University_ 100
4. Industrial University Education_ 100
5. Credit Bank System_ 101
6. Independent Study as an Alternative to a Bachelor’s Degree_ 103
7. Vocational and Technical Education_ 105
a. Korea Research Institute for Vocational Education and Training_ 105
b. Technical Colleges_ 106
8. Distance University Education_ 107
Chapter 10. International Cooperation in Education and
Education for Overseas Koreans
1. International Exchanges in Education_ 109
a. Education Exchanges between Countries_ 109
b. “Study in Korea” Project_ 109
c. Government’s Financial Support for Overseas Studies_ 110
d. Invitation to Study in Korea_ 110
e. International Organizations for Educational Cooperation_ 111
2. Education for Korean Residents Living Abroad_ 114
a. Current Status_ 114
b. Strengthening Education for Overseas Korean Residents_ 117

Contents
Part Education in the Information Age
Chapter 11. Digitalization in Education
1. Digitalization in Primary and Secondary Education_ 120
a. Infrastructure for Digitalization in Education_ 120
b. Development and Dissemination of Education Information and
Materials_ 124
c. Computer Training for Teachers_ 126
2. Digitalization of University Education_ 126
a. Upgrading Infrastructure for Academic Research Information
Service_ 126
b. Academic Information Distribution System_ 128
3. National Education Information System (NEIS)_ 129
4. Operation of Korea Education & Research Information Service_ 132
Part Future
Prospects of Korean Education
Chapter 12. Future Prospects and Tasks of Korean
Education
1. Improvement of Primary and Secondary Education_ 136
a. Overview_ 136
b. Creation of Reliable Schools
(Restoration of Reliability to School Education)_ 137
c. Diversification of Education Opportunities and Improvement of Elite
Education_ 144
d. Improvement of Curriculum Operations_ 150
e. Strengthening Teachers’ Professionalism and Responsibilities_ 151
f. Promotion of Health and Improvement of Educational Environment at
Schools_ 154
2. Innovations in University Education_ 164
a. Overview_ 164
b. Basic Directions of University Policies_ 166
c. Strengthening the Competitiveness of Universities_ 168
d. Strengthening Regional Universities’ Innovation Capability_ 170
e. Academic Research Promotion Project_ 174
f. Improvement of College Entrance System_ 175
3. Human Resources Development and Lifelong Education_ 176
a. Overview_ 176
b. National Human Resources Development System_ 178
c. Human Resources Development Policy for the Underprivileged_ 180
d. Bolstering Lifelong Education_ 182
e. Establishment of Infrastructure for Human Resources Development
Policy_ 184
4. Social Integration through Eased Polarization in Education _ 187
a. Comprehensive Education Welfare Plan_ 187
b. Narrowing the Education Gap among Regions_ 190
c. Narrowing the Education Gap for Vulnerable People_ 192
d. Narrowing the Gap in Private After-School Education_ 198
e. Expansion of Support for the Welfare of University Students_ 201
5. Internationalization and Globalization of e-Learning_ 206
a. Strategic Opening of the Education Market_ 206
b. Directions of Globalization of e-Learning_ 207

Contents
Ap p e n d i x
Educational Statistics Data in 2006
Tables
1. General Status of Schools _ 210
2. Number of Schools by Sectors_ 212
3. Number of Students by Sectors_ 214
4. Number of Teachers and Faculty Members by Sectors_ 216
5. Status of Kindergarten_ 218
6. Status of Elementary School_ 219
7. Status of Middle School_ 220
8. Status of High School_ 221
9. Status of Vocational High School_ 222
10. Status of Other Schools_ 223
11. Institutions of Higher Education_ 224
12. Status of Junior College_ 225
13. Status of University of Education_ 226
14. Status of University_ 227
15. Status of Graduate School_ 228
16. Status of Air & Correspondence University_ 229
1-1. Chronological Chart of Korean History_ 5
1-2. Korean Alphabet_ 6
1-3. GNI Growth_ 8
1-4. Distribution of Population by Gender_ 9
2-1. Educational Institutes in Ancient and Pre-Modern Korea_ 12
2-2. Early Modern Schools, 1883 ~ 1908_ 16
2-3. Expansion of Primary School Education_ 19
2-4. Expansion of Middle School Education_ 20
2-5. Expansion of High School Education_ 20
2-6. Expansion of Higher (University / College) Education_ 20
3-1. Spendings of Central Government’s Education Budget _ 34
3-2. Government Budget vs. Education Budget in 2005
(General Account)_ 35
3-3. MOE & HRD’s Budget Expenditures_ 35
3-4. Local Educational Finance in 2006_ 36
3-5. Revenues of Private Schools in 2005_ 36
3-6. Expenditures of Private Schools in 2005_ 37
4-1. Kindergarten Enrollment_ 41
4-2. Higher Educational Institutions (as of April 1, 2005)_ 47
4-3. Enrollment of Higher Educational Institutions (As of April 1, 2005)_ 47
4-4. Enrollment of Junior Colleges in 2006_ 48
4-5. Current Status of Special Schools (as of 2005)_ 52
4-6. Current Status of Special Classes (as of 2005)_ 52

Contents
6-1. Training of Primary School Teachers in 2006_ 63
6-2. Training of Secondary School Teachers_ 65
6-3. Issue of Teacher’s Certificates(January 1, 2005~December 31, 2005)_ 66
6-4. In-Service Training for Certificates (1998-2005)_ 67
6-5. Professional Job Training (1998-2005)_ 68
6-6. Training in Minor Subjects (1999-2005)_ 69
6-7. Teachers’ Training Organizations (as of June 2006)_ 70
6-8. Members and Assets of the KTMF_ 74
7-1. Ratios of Male and Female Professors at General
Colleges/Universities_ 83
7-2. Women Principals and Vice-Principals _ 84
9-1. Broadcast and Correspondence High Schools (as of 2006)_ 99
9-2. Korea National Open University (2006)_ 100
9-3. Industrial Universities (2006)_ 101
9-4. Accredited Institutions and Subjects for the Credit Bank System
(As of August 2005)_ 102
9-5. Technical Colleges_ 106
9-6. Web-sites of Distance Learning Universities _ 107
10-1. Korean Government Scholarship Program for Foreign Students_ 111
10-2. Current Status and Major Functions of Educational Institutes for
Overseas Korean Residents (as of January 2006)_ 116
11-1. Establishment of Infrastructure for Digitalization in Education
(Phase 1: 1997-2000)_ 120
11-2. Establishment of Infrastructure for Digitalization in Education
(Phase 2: 2001-2005)_ 121
11-3. Annual Investment in Project_ 121
11-4. Computers Installed in Primary and Secondary Schools
(as of December 2005)_ 122
11-5. Teaching Devices (Video Equipment)_ 123
11-6. Internet Connection Speed in Schools_ 123
11-7. Annual Project Plan and Budget_ 127
11-8. Annual Project Plan and Budget_ 128
12-1. Specialized High Schools by Area_ 147
12-2. Major Contents of Teacher Evaluation Plan for Improvement of
Professionalism_ 152
12-3. Comparison between Invitational and Open-Bid Principal Recruitment
Systems_ 153
12-4. Coverage of Students’ Health Examination_ 154
12-5. Activities and Facilities Prohibited from Clean Zone _ 157
12-6. School Meal Service (as of March 2005)_ 159
12-7. School Meal Funding (as of 2004, in million won, %)_ 159
12-8. Free Meal Service to Low-Income Students, Facility Modernization,
and Conversion to Direct Service (during the past three years)_ 160
12-9. Allotment of Hours to Physical Education under the Sixth & Seventh
National Curricula_ 162
12-10. Result of Students’ Physical Strength Test (for the past 5 years)_ 163
12-11. Students’ Physical Strength Grades (for the past 5 years)_ 163
12-12. Athletic Clubs at Schools (August, 2005)_ 163
12-13. Athletic Club Coaches at Schools (August, 2005)_ 164
12-14. Annual Budgets for Academic Research Promotion Project_ 174
12-15. Directions of Improvement in National Human Resources
Development System_ 179

Contents
12-16. Expansion of Educational Opportunities for Special-Needs
Students_ 193
12-17. Performances and Targets of Infrastructure Construction for Inclusive
Education_ 195
12-18. Expansion of Support for Special Education_ 197
12-19. Performances and Goals of Higher Education Support_ 198
12-20. Changes in the Government-Funded Student Loan System_ 202
12-21. Comparison of Previous and Current Student Loan Systems_ 204
12-22. Effects of the Government-Guaranteed Student Loan System_ 205
Figures
1-1. Map of Korea_ 3
3-1. Organization of the Ministry of Education and Human Resources
Development (as of March 1, 2006)_ 29
3-2. The Advisory Council for Education & Human Resources Development
Policy_ 31
4-1. Trends of Junior College Enrollment_ 50
6-1. Hierarchical System of School Teachers_ 62
7-1. Vision and Directions of Women’s Education Policy_ 82
9-1. Accreditation Procedures_ 103
9-2. The Process of Obtaining a Bachelor’s Degree through Independent-
Study_ 104
11-1. System_ 131
12-1. Teaching/Learning Center Plan_ 141
12-2. Changes in the Government-Funded Student Loan System_ 202

Part
I n t ro d u c t i o n
Chapter 1. Introduction to Korea
Chapter 2. Development of Education

Part I Introduction
Education in Korea
C h ap t e r 1
Introduction to Korea
Figure 1-1. Map of Korea
125
130
1. Geography
C H I N A
R U S S I A
Korea is a peninsula extending south from the northeast Asian mainland. It lies
between 33 -43North latitude and 124 - 132East longitude. The northern
border of Korea is formed by two rivers: the Amnok-gang (Yalu) and Dumangang
(Tumen), which separate it from Manchuria and the Maritime Province of
Siberia. The western coast of the Korean peninsula is bounded by the Ye l l o w
Sea, while the east coast faces Japan across the East Sea.
The northeastern part of the peninsula is mountainous, and the southwest
region, especially along the rivers, is made up of plains. Mountains and hills
occupy approximately two-thirds of the geography. Mt. Geumgang and Mt.
Seorak, famous for their scenic beauty, are located in the Taebaek Mountain
Range that runs closely parallel to the east coast. At the southernmost tip of the
peninsula is Jeju Island. The east is characterized by a relatively straight coastal
configuration, while the south and west exhibit extremely irregular coastlines.
The southern coast is typically riasic, while the western side, facing the Ye l l o w
Sea, is known for its extreme tidal fluctuations. Incheon Port has the second
greatest tidal fluctuation in the world. The south coast is peppered with so many
small islands that it is called Dadohae (sea of many islands). The total area of
the peninsula, including its islands, is about 220,000 square kilometers (South
Korea: 99.9 square kilometers, North Korea: 110.1 square kilometers).
The climate of Korea, affected by the Asian continent as well as the marine
currents is characterized by four distinct seasons. Generally, it has a more
continental climate with extreme climatic contrasts between winter and summer.
Annual precipitation is about 1,200 mm, with 50-60 percent of the total rainfall
concentrated in summer (June to August). December, January and February are
normally bitter cold and dry, and there is often snow. The prevailing winds are
southeasterly in summer, and northwesterly in winter.
40
35
Yellow Sea
Incheon
Jeju
Seoul
Republic of Korea
South Sea
Ulleungdo
Dokdo
East Sea
JAPAN
2. History and Culture
Early man first inhabited the Korean peninsula about 700,000 years ago during
Map of Korea ; South and North Korea
2
3

Part I Introduction
Education in Korea
the Paleolithic Age. According to the written history of Korea, the earliest state
was founded by Dangun, the mythical progenitor of the Korean people. This
tribal state, called Ancient Joseon (Gojoseon), ended around 100 B.C. with the
advent of the Three Kingdoms: Goguryeo, Baekje and Silla. The Three
Kingdoms were followed by Unified Silla and Barhae in the 7th century. In the
10th century, the Goryeo Dynasty succeeded the Unified Silla Kingdom to reign
over the Korean peninsula. Goryeo was, in turn, succeeded by the Joseon
Dynasty in the late 14th century. Korea renewed its national sovereignty and
identity with the establishment of the Republic of Korea in 1948, which continues
to this day.
Koreans are a homogeneous people. Ethnically, they belong to the Mongolian
race and speak a common language. The language, part of a Ural-Altaic variant,
uses a unique phonetic alphabet called “Hangul”, which is characterized by a
scientifically designed system that is easy to read and write.
Typical Korean folk customs are deeply rooted in shamanist beliefs and
ancestor worship. Influences such as Buddhism, Confucianism, and Ta o i s m
were introduced from outside Korea. Blending harmoniously with traditional
thoughts and folk customs, Buddhism and Confucianism flourished.
Western culture and thought, introduced during the late Joseon Dynasty
Period, conflicted with traditional folk customs and beliefs. There were
movements against Western influences, and this resistance was reflected in the
D o n g h a k (Eastern Learning) and Wijeong cheoksa (“defending orthodoxy and
rejecting heterodoxy”) doctrines. The philosophy of D o n g h a k is based on a
doctrine, uniquely Korean, which embraces Confucianism, Buddhism and
Taoism.
The explanation above certainly indicates that the first salient feature of Korean
culture lies in integration and complexity.
Not only did Korea integrate various aspects of outside cultures, but it also
introduced Chinese characters and Buddhism to Japan during the Three
Kingdoms Period. In fact, Korea’s advanced culture and civilization played a
decisive role in the creation of Japan’s ancient civilization. Moreover, the Neo-
Confucianism of the Joseon Dynasty had significant impacts on the
establishment and development of Japan’s ethical code during the Middle Ages.
Today Korea’s religions are Buddhism, Protestantism, Catholicism,
Cheondoism, derived from the above-mentioned D o n g h a kdoctrines, and many
Table 1-1. Chronological Chart of Korean History
A n c i e n t
J o s e o n
P e r i o d
Goguryeo Kingdom
B.C. 37-669
Baekje Kingdom
B.C. 18-660
Silla Kingdom
B.C. 57-935
B a l h a e
6 9 9 - 9 6 6
U n i f i e d
S i l l a
G o r y e o
J o s e o n
J a p a n e s e R e p u b l i c
R u l e of Korea
918 - 1392
1392 - 19101 910 - 1945
1 s t 1 0 t h 20th century
1 9 4 8 -
others. Religious freedom is a right guaranteed to all citizens of the Republic of
Korea, and there is no state religion.
The second outstanding feature of Korean culture is its advanced science and
technology from the ancient times. Korea developed movable type printing
technology for the first time in the world. Wood block printing, invented during the
Silla Kingdom, advanced even further during the Goryeo Dynasty, as exemplified
by the Tripitaka Koreana, with more than 80,000 wooden blocks engraved on
both sides with scriptures. Koreans also invented metal-type printing for the first
time in the world. The metal type printing developed further during the following
dynasty (Joseon). Books on astronomy, geography, calendar, arithmetic,
agriculture, sericulture, laws, medicine, military tactics, literature, ethics,
p h i l o s o p h y, history and other disciplines and fields of science were published
with the metal type printing technology during the dynasty. In particular, copies of
Joseon wangjo sillok (Annals of the Joseon Dynasty), printed with the
t e c h n o l o g y, were maintained in separate locations throughout the country to
ensure their safe-keeping for posterity.
In addition, the world-renowned Goryeo celadon, iron-clad turtle ship
(G e o b u k s e o n) of the late 16th century, and the world’s first rain gauge attest to
the creativity and huge potential of the Korean people.
The artistic creativity and craftsmanship constitute the third unique aspect of the
culture. The ancient tomb paintings dating back to the Three Kingdoms period are
masterpieces that show the lifestyle of the time. The Three Kingdoms and the
Goryeo Dynasty period produced numerous masterpieces of Buddhist art.
Buddhist art of the Three Kingdoms had great impacts on Japanese art, and it,
4
5

Part I Introduction
Education in Korea
Table 1-2. Korean Alphabet
V o w e l s
C o n s o n a n t s
g, k
n
d, t
r , l
m
b, p
s
n g
j
c h
k
t
p
h
ay ae oy e ooy ouy ue ui
Note : 1. The consonant “ ”nowadays has double functions which were
originally played by two different consonants “” and “ ”. The initial
consonant “” is a silent letter. For example, is a vowel sound
pronounced like ‘a’; for another example, is another vowel sound
pronounced like ‘ya’. The final consonant “” is pronounced like ‘ng’.
For example, is pronounced like ‘ang’ while is pronounced like
‘ y a n g ’.
2. Generally is spelled in English as ‘sinmun’, as ‘sonamu’,
and as ‘Seoraksan’, ‘
?’ as ‘annyeonghasimnikka?’
3. In addition to the original 14 consonants, five double consonants
(kk), (tt), (pp), (ss), (jj) are used for making initial consonant
sounds. For example, Korean use such words as , , , or .
Various compound consonants such as, ,,,,,,,,, ,
,, are used for making final consonant sounds. For example, there
are words such as , , , , , , , , , or .
4. In addition to 10 vowels, the following vowels are used :(ae), ( y a e ),
(e), (ye), (oe), (wi), (wa), (wo), (wae), (we). There are
words such as (gae), (yae), (ne), etc.
together with Goryeo celadon and Joseon porcelain, is acclaimed as the
culmination of the time-honored Korean art.
The phonetic alphabet, Hangul, is another source of pride for Koreans.
Koreans had long used Chinese characters, H a n j a, but these ideographs were
inconsistent with the Korean language and quite inconvenient. Koreans devised
a writing system known as I d u, based on the Chinese writing system, but it failed
to completely resolve inconsistencies.
King Sejong, the fourth monarch of the Joseon Dynasty, established a
research institute at the royal court, directing scholars to devise a phonetic
alphabet designed to express the language of Koreans’ everyday speech.
Hangul, a masterful creation for the Korean people, is the most scientific, unique
alphabet in the world.
With the end of World War II, Korea was liberated from Japan’s colonial
domination in 1945. However, the land was divided at the 38th Parallel, and the
United States and former Soviet forces continued to administer their zones of
occupation in South and North Korea. Democratic elections were held only in the
South, in accordance with a U.N. resolution, and the government of the Republic
of Korea was inaugurated on August 15, 1948.
Korea is a democratic republic, and all citizens 20 years of age or older, have
the right to vote. The government, based on the presidential system, consists of
executive, legislative and judiciary branches. The legislature is unicameral and
the judiciary is composed of the lower court, the court of appeals and the
Supreme Court.
The nation is divided into 16 administrative units: capital city, six metropolitan
cities, and nine provinces.
The Korean Wa r, triggered by communist North Korea’s aggression in 1950,
ended with a cease-fire in 1953. However, two Koreas have since remained in
confrontation, separated by a 155-mile military demarcation line. South Korea
has strived to promote friendship and cooperation not only with democratic
friendly nations, but also Third World countries. It has also established diplomatic
relations and established cultural exchanges with communist states. Presently,
South Korea has diplomatic relations with 186 countries around the world. The
government has steadily sought to achieve national reunification, upholding the
principles of independence, democracy and peaceful unification.
6
7

Part I Introduction
Education in Korea
3. Society and Economy
Korea was a society based primarily on agriculture, up until the early 20th
c e n t u r y. Korea is scarcely endowed with natural resources, but has been able to
join the leading group of developing countries, thanks largely to the government’s
successful implementation of a series of five-year economic development plans
since the early 1960s. In particular, the Saemaul, or New Community Movement,
launched in the spring of 1970, became the driving force behind modernizing the
rural areas under the motto, “Diligence, Self-Help, and Cooperation.”
As of 2005, the nation’s per capita GNP stood at $16,291, and the annual
trade volume was recorded at $314.6 billion. Korea has emerged as the world’s
13th largest trading country. Over the past decades, the government has
endeavored to nurture heavy and petrochemical industries, develop high-tech
m a n p o w e r, and increase international trade. Successfully riding out the oil crises,
Korea made remarkable development in the cement, iron & steel, shipbuilding,
automobile, and machinery industries.
The rapid economic growth has produced various side effects, and drastic
social changes have brought about dramatic changes in social structure. The
population concentration in urban areas is a case in point. Drawing on the
potential and capabilities accumulated thus far, the nation is expected to cope
with this and other problems arising from the nation’s rapid development. Korea’s
rapidly growing national prowess enabled it to successfully host and stage the
Asian Games in 1986 and the Summer Olympics in 1988. The Seoul Olympic
Games turned out to be the largest ever in the history of the Olympics with the
participation of more than 13,000 athletes from 160 different countries around the
world. The host country, Korea, finished in fourth place in terms of the overall
Table 1-3. GNI Growth
medal standing, which provided the momentum of remarkable political,
economic, social and cultural progress.
Five years later, 108 nations and 33 international organizations participated in
the global festival, Daejeon EXPO ’93. As a venue for concord and cultural
exchanges among nations, it show-cased the harmony between tradition,
t e c h n o l o g y, culture, and modern science. In 2000, the third Asia-Europe Meeting
(ASEM) was successfully held in Seoul. In 2002, Korea also served as a co-host
with Japan for the World Cup soccer tournament, which provided yet another
opportunity for promoting its “dynamic” national image.
The population of the Republic of Korea as of September 5, 2006 was
48,532,000. Its capital, Seoul, had a population of 10,308,000. Due to the
increase in average life span and successful family planning, the natural
population growth was less than 0.4 percent as of 2005. The population density
of the country is about 476 persons per square kilometer, relatively high in
comparison to world levels. In addition, Korean emigration is rapidly increasing.
Table 1-4. Distribution of Population by Gender
Y e a r
1 9 6 0
1 9 6 5
1 9 7 0
1 9 7 5
1 9 8 0
1 9 8 5
T o t a l
2 5 , 0 1 2
2 8 , 7 0 5
3 2 , 2 4 1
3 5 , 2 8 1
3 8 , 1 2 4
4 0 , 8 0 6
P o p u l a t i o n 1 )
M a l e s
1 2 , 5 5 1
1 4 , 4 5 3
1 6 , 3 0 9
1 7 , 7 6 6
1 9 , 2 3 6
2 0 , 5 7 6
F e m a l e s
1 2 , 4 6 2
1 4 , 2 5 2
1 5 , 9 3 2
1 7 , 5 1 5
1 8 , 8 8 8
2 0 , 2 3 0
Sex
r a t i o 2 )
1 0 0 . 7
1 0 1 . 4
1 0 2 . 4
1 0 1 . 4
1 0 1 . 8
1 0 1 . 7
(In Thousand Person)
P o p u l a t i o n
g r o w t h
r a t e
-
2 . 5 7
2 . 2 1
1 . 7 0
1 . 5 7
0 . 9 9
P o p u l a t i o n
d e n s i t y
2 5 4 . 1
2 9 1 . 6
3 2 7 . 4
3 5 7 . 1
3 8 5 . 1
4 1 1 . 6
S e c t o r s
G N I
Growth Rate
U n i t
Y e a r
100 million
w o n
%
1 9 9 0 1 9 9 5 1 9 9 6 1 9 9 7 1 9 9 8 1 9 9 9 2 0 0 0 2 0 0 5
1 , 786 , 283
3 , 763 , 164
4 , 171 , 084
4 , 508 , 533
4 , 366 , 418
4 , 765 , 976
5 , 192 , 274
7 , 868 , 000
8 . 7
8 . 1
4 . 8
2 . 1
- 9 . 1
9 . 4
3 . 6
4 . 0
1990
1995
2000
2005
42 , 869
45 , 093
47 , 275
47 , 041
21 , 568
22 , 705
23 , 831
23 , 465
21 , 301
22 , 388
23 , 443
23 , 575
101 . 3
101 . 4
101 . 7
99 . 5
0 . 99
1 . 01
0 . 89
0 . 40
431 . 8
454 . 3
475 . 4
476
Per Capita GNI
U.S. $
5 , 8 8 6
1 0 , 8 2 3
1 1 , 3 8 5
1 0 , 3 1 5
6 , 7 4 4
8 , 5 9 5
9 , 7 7 0
1 6 , 2 9 1
The source : The Bank of Korea
1) Mid-year population estimates.
2) Males per 100 females. Source : National Statistical Office.
8
9

Part I Introduction
Education in Korea
As the traditional extended family system gave way to that of a nuclear family,
it led to a lack of housing. Numerous apartment complexes are being
constructed, especially in big cities.
Labor problems are to be solved through labor-management cooperation, in
principle. Workers are guaranteed rights by law, and labor unions are formed at
almost all work sites. The social security system, including retirement grants,
medical insurance, industrial accident compensation, and various other types of
insurance, is in place. Efforts are also made to protect economically
disadvantaged people, produce jobs for the poor, provide vocational training and
job opportunities, and help increase their income.
4. Contribution of Education to National Development
n a t i o n ’s economic growth.
c. Contribution to Social and Cultural Development
Education has also been instrumental in the nation’s social and cultural
development. First, it has contributed to forming a modern value system.
Education has helped establish future- and development-oriented views and
civic virtues. Second, it has enhanced social mobility. Increased education
opportunities have had significant impacts on the hierarchial structure of society,
expanding the middle class and promoting so-called “upward mobility.” Third,
education has aided the rediscovery and creative development of the nation’s
traditional spiritual culture.
a. Contribution to Political Development
Education has contributed to democracy and political development in
numerous ways: First, it has aided in political socialization. Education has helped
people increase their knowledge, change their behavior and form their value
systems and views about their nation. Second, education has increased people’s
participation in politics. Third, education has helped political leaders improve their
capabilities and competence and has contributed greatly to producing politicians,
government officials, journalists and political party members.
b. Contribution to the Economy
E d u c a t i o n ’s role in the nation’s economic development can be analyzed in the
following ways: First, it has helped provide the diverse manpower necessary for
economic development, thus contributing to economic growth and increased
national income. Second, skilled and professional manpower, produced through
education, has lent sophistication to industrial structure and improving labor
p r o d u c t i v i t y. Third, people’s overall living standards and welfare have improved
due to increased job opportunities and income. Fourth, the expansion of the
educational industry has contributed to economic development. Quantitative
expansion and qualitative improvement of education have created demand for
teachers and educational facilities and equipment, thus playing a part in the
10
11

Part I Introduction
Education in Korea
C h ap t e r 2
Development of Education
1. Pre-Modern Education (4th~19th Century)
Every Korean dynasty since the Three Kingdoms era has established a stateoperated
institution to prepare the young people of the upper class for future
government service. Taehak of Goguryeo, Gukhak of Unified Silla, Gukjagam o f
Goryeo, and Seonggyungwan of Joseon were cases in point. During the Goryeo
and the Joseon dynasties, there were O b u - h a k d a n g(a set of five schools) or
Sahak (private schools) in the capital, and Hyanggyo (provincial schools) in the
countryside, for the children of lower-ranking officials and commoners. During the
Goryeo Dynasty, Ya n g h y e o n g o, a type of scholarship system, was operated to
promote education and academic endeavors. During the following Joseon
D y n a s t y, academic research institutes and libraries, such as Jiphyeonjeon a n d
G y u j a n g g a k, were in place. As for private schools, the renowned Sib-i-do ( 1 2
Schools) of Goryeo and Seowon of the late Joseon Dynasty provided a high
level of education, almost equal to that of the state-operated, highest institute.
Table 2-1. Educational Institutes in Ancient and Pre-Modern Korea
D y n a s t y
G o g u r y e o
Unified Silla
G o r y e o
J o s e o n
C l a s s i f i c a t i o n
Public Institutions
H i g h e r M i d d l e M i d d l e L o w e r
T a e h a k ( 3 7 2 )
G u k h a k ( 6 8 2 )
G u k j a g a m ( 9 9 2 )
S e o n g g y u n g w a n
( 1 3 9 8 )
H a k d a n g
H y a n g g y o
H a k d a n g
H y a n g g y o
The number in ( ) means the year of establishment.
S i b - i - d o
(12 Schools)
S e o w o n
Private Institutions
G y e o n g d a n g
S e o d a n g
S e o d a n g
There was also an institute for commoners, called G y e o n g d a n g, already in
Goguryeo, which taught martial art and scripture reading. Gyeongdang
developed into Seodang during the Goryeo Dynasty along with others that
followed. S e o d a n g, the most representative basic educational institute, spread to
nearly every village during the late Joseon Dynasty, contributing greatly to
education and enlightenment of the general public. Even after the introduction of
the modern educational system, improved versions of Seodang continued to
exist for some time as provincial educational institutes.
Famous educational philosophers of the times were Buddhist priest Wonhyo of
Silla, Anhyang of Goryeo, and Yi Hwang (Toegye) and Yi I (Yulgok) of Joseon. In
p a r t i c u l a r, Yi Hwang was a renowned neo-Confucian scholar who established
the theory of i-ki dualism, giving primary emphasis to i. Yi Hwang is a giant figure
in the history of philosophy in Korea, and his theory and thoughts are widely
studied, not only in Korea, but also in Japan and the United States. (Yi Hwang
followed the dualistic position of Chu Hsi, which views i and k i, the forces that
constitute the foundation of the universe, as inseparably related one with the
o t h e r. But he stressed particularly the role of the formative or normative element, i,
as the basis of the activity of k i; thus i comes to be seen as an existential force that
masters or controls k i, a position that clearly attaches the greater importance to i. )
2. Modern Education (1880~1945)
Modern schools appeared in Korea in the late 19th century when the Joseon
Dynasty emerged from isolationism to adopt an open-door policy. As the dynasty
came into contact with Japan, China and Europe, Korea took a great interest in
modern Western-style education. It was seen as a means of fostering a labor
force, introducing new culture and learning, and enhancing national prosperity
and defense in order to meet the changing situation both at home and abroad.
The first modern private school was the Wonsan Haksa ( Wonsan Academy)
founded in Wonsan in 1883. Government schools, such as the Ye o n g - e o
H a k g y o (English School, 1883) and Yugyeong Gongwon (1886~1894), were
also established. Foreign missionary organizations founded the Baejae Hakdang
(Baejae Academy) in 1885 and the Ewha Hakdang (Ewha Academy) in 1886.
The Wonsan Haksa bore great significance as it was established as a result of
the initiative of the residents in a newly opened port city, using their own
resources, to challenge the pressures being mounted from foreign countries. The
Yeong-eo Hakgyo (English School) and the Yugyeong Gongwon exemplified the
g o v e r n m e n t ’s resolve to introduce new Western learning. Missionary schools,
such as the Baejae Hakdang and the Ewha Hakdang, were designed for foreign
12
13

Part I Introduction
Education in Korea
missionaries to provide Western-style education.
As part of the efforts to seek Western-style modernization in earnest in the
wake of national opening, King Gojong issued an edict on education for the
n a t i o n ’s future in 1895, in which he stressed the importance of intellectual, moral
and physical education to nurture elite manpower and promote national revival.
Upholding the spirit envisioned by the edict, a new educational system was
created with a modern curriculum offered in both government and private
schools, including elementary, normal and vocational institutions.
Meanwhile, missionary organizations from the West founded private
missionary schools in Seoul, Pyeongyang, Daegu, and others, offering Bible,
English, music, Korean language, arithmetics, science and other practical
subjects. As part of the patriotic and enlightenment campaign to restore national
s o v e r e i g n t y, nationalist leaders founded H o n g h w a, O s a n, J e o m j i n, D a e s e o n g
and several other schools across the country. As for higher educational institutes,
Gyeongseong medical school was founded by the government, and B o s e o n g
School, Yeonhee School and Sungsil School were founded as private colleges.
In fact, the effort to save the nation from crisis through education is what inspired
K o r e a ’s modern education system and the founding of schools of various types
and levels.
In 1910, not long after the Korean government and Christian missions
established a number of modern schools and before education had reached the
masses, Korea was annexed by Japan. Korean education during the 35 years of
colonial period remained undeveloped, although Japan began colonial
education, issuing orders on what to teach to Korean schools. The regulations
for Korean education and the many revisions thereafter were not for Korea’s
educational development, but reflected Japan’s sophisticated and oppressive
colonial policy.
Education during the 1930s and 1940s served the primary purpose of
converting Koreans into loyal subjects of the Japanese Empire and used
education as a propaganda tool. Each day, Korean students had to swear an
oath of loyalty to the Japanese Empire, and were prohibited from using the
Korean language. In fact, Japan’s aim was to weed out the Korean national
i d e n t i t y, roots and all. Korean history was deleted from the curriculum, and
students were forced to learn Japanese history only. Finally, a policy of “identity
c r e a t i o n ” (c h a n g s s i) was enforced, under which Koreans were even compelled to
adopt Japanese-style family and personal names. Loyalty and subjugation were
enforced to justify Japanese colonial domination. Moreover, education was
limited to only a small fraction of the Korean people. Japan feared that Koreans,
if educated and enlightened, would be critical of the colonial administration and
would actively embrace the Korean independence cause. The overall
educational level, therefore, was quite low.
To counter that situation, Koreans who migrated to China, Manchuria, the
United States, and Russia actively launched educational activities for national
independence and self-help. Schools in the countries not only nurtured
manpower for independence movements, but also offered educational
enlightenment to Korean immigrants. Meanwhile, students in Korea, together
with intellectuals, launched movements against Japan’s colonial education policy,
in the form of clandestine organizations, strikes, labor movements, and evening
classes, to revitalize nationalist education.
3. Contemporary Education (1945~ )
a. Establishment of Directions of Democratic Education (1945~1950s)
Korea regained its independence from Japanese colonial rule on August 15,
1945, a highly significant event for its citizens. The colonial system gave way to
a democratic political system. The closed society changed to an open one, and
Koreans, as a sovereign people, regained educational opportunities. The
masses could once more seek education, and great effort went into promoting
Korean education in the Korean language.
In order to lay the foundation for democratic education in the wake of national
liberation in 1945, education policies were directed toward the following
objectives: 1) compilation and distribution of primary school textbooks, 2)
training and re-education of teachers for dissemination of democratic
educational principles, 3) reform of the school ladder system to a single-track
system following a 6-3-3-4 pattern, 4) adult education for literacy, 5) planning of
an educational autonomy system, 6) compulsory education, 7) expansion of
educational opportunities for secondary and higher education, and 8) creation of
teachers’ colleges.
Equal opportunity for education and free, compulsory education for
14
15

Part I Introduction
Education in Korea
Table 2-2. Early Modern Schools, 1883 ~ 1908
Year of
F o u n d a -
t i o n
1 8 8 3
1 8 8 5
1 8 8 5
1 8 8 6
1 8 8 6
1 8 9 4
1 8 9 4
1 8 9 4
1 8 9 4
1 8 9 5
1 8 9 5
1 8 9 5
1 8 9 5
1 8 9 6
1 8 9 7
1 8 9 7
1 8 9 7
1 8 9 8
1 8 9 8
1 8 9 9
1 8 9 9
1 8 9 9
1 9 0 0
1 9 0 0
1 9 0 1
1 9 0 3
1 9 0 3
1 9 0 3
1 9 0 4
1 9 0 4
1 9 0 5
1 9 0 5
1 9 0 6
1 9 0 6
1 9 0 6
1 9 0 6
1 9 0 6
1 9 0 7
1 9 0 7
1 9 0 7
1 9 0 7
1 9 0 7
1 9 0 8
1 9 0 8
N a t i o n a l
P r i v a t e
N a m e L o c a t i o n N a m e L o c a t i o n N a m e L o c a t i o n
English School
Yugyeong Gongwon
Hanseong Foreign
L a n g u a g e
Hanseong Normal
S e o n g g y u n g w a n
Hanseong Primary
Hanseong Middle
Gyeongseong Medical
Hanseong Commercial
and Technical
Hanseong High
Military Academy
Hanseong Higher Girls
S e o u l
S e o u l
S e o u l
S e o u l
S e o u l
S e o u l
S e o u l
S e o u l
S e o u l
S e o u l
S e o u l
S e o u l
Wonsan Haksa
H u n g w h a
C h u n g g y o - u i s u k
Chongsun Girls
Sungsun Girls
C h o m j i n
N a g k y o n - u i s u k
Chungyon Hakwon
Y a n g j o n g - e u i s u k
P o s o n g
H w i m u n - e u i s u k
Chinmyong Girls
Sookmyong Girls
C h u n g d o n g
H y o n s a n
T a e s o n g
O s a n
K w a n g s h i n
C h a n g h u n
Y a n g s a n
Dongdok Girls
P o i n
W o n s a n
S e o u l
S e o u l
S e o u l
S e o u l
P y e o n g y a n g
S e o u l
S e o u l
S e o u l
S e o u l
S e o u l
S e o u l
S e o u l
S e o u l
Y a n g y a n g
P y e o n g y a n g
C h o n g j u
S e o u l
S e o u l
A n a k
S e o u l
S e o u l
K w a n g h y e - w o n
Paejae Academy
Ewha Girls
Kyongsin Girls
K w a n g s o n g
Chong-ui Girls
S u n g d o k
Chongshin Girls
Ilsin Girls
C h o n g j i n
S u n g s i l
Yonghwa Girls
S h i n k u n
Paehwa Girls
Maenga Hakgyo
Sung-ui Girls
Lushi Girls
J o n g m y o n g
Hoslon Girls
Jinsong Girls
K y e s o n g
S i n s o n g
Posong Girls
U i - m y o n g
H a n y o n g
Y a k h y o n
Supia Girls
Sinmyong Girls
Kichon Girls
S i n h u n g
C h a n g s i n
M i s s i o n
S e o u l
S e o u l
S e o u l
S e o u l
P y e o n g y a n g
P y e o n g y a n g
P y e o n g y a n g
S e o u l
D o n g n a e
P y e o n g y a n g
P y e o n g y a n g
I n c h e o n
S e o u l
S e o u l
P y e o n g y a n g
P y e o n g y a n g
W o n s a n
M o k p o
G a e s e o n g
W o n s a n
D a e g u
S e o n g c h e o n
S e o n g c h e o n
A n j u
G a e s e o n g
S e o u l
G w a n g j u
D a e g u
J e o n j u
C h e o n g j u
M a s a n
elementary school students, as provided for in the Constitution of the Republic
of Korea, presented the direction toward which Korean education should move.
To meet those goals, the Education Law was enacted and promulgated to
provide the basis of the national education system in 1949. The Education Law
stipulated the principles and standards covering the overall educational system,
and prescribed educational ideologies, purposes, administrative system, and
types and systems of schools.
Especially noteworthy were provisions in the law on the educational
autonomy system and compulsory education. The provisions on educational
autonomy provided the basis for democratic education by guaranteeing
p e o p l e ’s participation in educational policy-making and separating education
from politics and government administration. The provisions on free,
compulsory education, meanwhile, laid the cornerstone for realizing equal
opportunities for education.
b. Expansion of Basic Democratic Education (1950s)
The Korean war resulted in tragic territorial division, but even during that time
education continued to play a pivotal role in overcoming the national crisis and
achieving reconstruction from the ashes of war. The “guidelines of special
wartime measures for education,” announced by the government in 1951,
showed people’s unwavering commitment to education even in the midst of the
conflict.
In the wartime emergency situation, the government made such efforts to
improve education: 1) revamping middle and high school systems, 2)
establishing standard national admission tests for applicants to junior high
schools, 3) establishing national and public universities, 4) initiating the
curriculum revision, and 5) requiring the teaching of Chinese characters for
primary school students. In particular, the continued implementation of the
educational autonomy system, as provided for in the Education Law in 1949,
bears great significance in the history of democratization of education in Korea.
The strong commitment to education, which did not slacken even during the
w a r, was channeled into the efforts to restore order in education, refurbish the
support system for education, and prepare for a new start in educational
development after the cease-fire. The post-war educational rehabilitation focused
16
17

Part I Introduction
Education in Korea
on the reconstruction of educational facilities, and nurturing and placement of
teachers. Efforts were also made to expand compulsory education, as stipulated
in the Basic Education Law, strengthen vocational education, bolster the
educational autonomy system, continuously review educational objectives, and
improve educational contents and methods in order to expand the basis of
democratic education. The six-year compulsory education plan (whose
implementation was originally scheduled for 1950, but shelved due to the war)
was actually effected in 1954 and completed in 1959, when 96 percent of the
children were enrolled at the proper age.
In line with the national situation at the time, the revised curriculum put much
emphasis on anti-communist, moral, and vocational education, In particular,
vocational education was adopted as a major educational policy, and vocational
(technical) teachers were given in-service education and training between 1952
and 1958. The five-year vocational, technical education plan was established to
promote vocational education and implemented from 1958.
c. Quantitative Expansion of Education (1960s)
Just as the United Nations branded the 1960s as the “Decade of
Development,” Korea achieved remarkable economic development in the 1960s.
With rapid economic growth, significant changes took place in political, social,
cultural and many other fields. In the education sector, innovation and
development were sought in the midst of rapid quantitative expansion.
The most striking development in Korean education during the 1960s was
quantitative growth. After implementation of the six-year compulsory education
plan, almost all primary school-age children were enrolled. Enrollment increased
about three-fold at the secondary-education level, as compared to the 1950s. As
secondary education became common, enrollment at higher educational
institutes increased significantly.
Such rapid growth in student population inevitably resulted in overcrowded
classrooms, oversized schools, a shortage of fully qualified teachers and
educational facilities, as well as intense competition in the entrance system.
These shortcomings necessitated the reform of the entrance examination system
to normalize education at all school levels.
Also during that period, various educational reforms were undertaken to bring
about democracy in school administration, decentralize the government’s
education administration, and make qualitative improvements in education. To
meet the increasing demands for reviewing and reaffirming education ideals and
principles in the 1960s, the government promulgated the “Charter of National
Education” on December 5, 1968. This was an important step in that it served as
a pace-setter for all educational activities. In a broader sense, the Charter
suggests the ideal image of the Korean people which education should strive to
create. Competent teachers have absolute impacts on determining the quality of
education. Significant reforms were undertaken in preliminary and in-service
education and training for teachers during that period. Normal schools were
upgraded to two-year colleges of education to train primary school teachers in
1962. Two-year teachers’ colleges were incorporated into four-year teachers’
colleges in that year. In 1960, the Educational Administration Training Center
was established at Seoul National University College of Education to off e r
training to those engaged in school administration. In 1963, the Graduate School
of Education was established to carry out the functions of in-service training and
education for teachers. In addition, various in-service training programs were
operated to improve the quality and specialization of teachers.
The middle school entrance examination was abolished in 1968 in order to
resolve overheated competition and normalize primary school education. The
abolition also represented the government’s firm intention to normalize high
school education, and after careful research, a preliminary college entrance
examination system was introduced in October 1968.
Table 2-3. Expansion of Primary School Education
Y e a r
C l a s s i f i c a t i o n
S c h o o l s
T e a c h e r s
S t u d e n t s
1 9 4 5 1 9 6 0 1 9 7 0 1 9 8 0 1 9 9 0 2 0 0 0 2 0 0 5
2 , 8 3 4 4 , 4 9 6 5 , 9 6 1 6 , 4 8 7 6 , 3 3 5 5 , 2 6 7 5 , 6 4 7
1 9 , 7 2 9 6 1 , 6 0 5 1 0 1 , 0 9 5 1 1 9 , 0 6 4 1 3 6 , 8 0 0 1 4 0 , 0 0 0 1 6 0 , 1 4 6
1 , 3 6 6 , 6 8 5 3 , 6 2 2 , 6 8 5 5 , 7 4 9 , 3 0 1 5 , 6 5 8 , 0 0 2 4 , 8 6 8 , 5 2 0 4 , 0 1 9 , 9 9 1 4 , 0 2 2 , 8 9 5
18
19

Part I Introduction
Education in Korea
Table 2-4. Expansion of Middle School Education
Table 2-6. Expansion of Higher(University / College) Education
Y e a r
C l a s s i f i c a t i o n
Y e a r
C l a s s i f i c a t i o n
S c h o o l s
T e a c h e r s
S t u d e n t s
Table 2-5. Expansion of High School Education
Y e a r
C l a s s i f i c a t i o n
S c h o o l s
T e a c h e r s
S t u d e n t s
S c h o o l s
T e a c h e r s
S t u d e n t s
1 9 4 5 1 9 6 0 1 9 7 0 1 9 8 0 1 9 9 0 2 0 0 0 2 0 0 5
1 6 6 1 , 0 5 3 1 , 6 0 8 2 , 1 2 1 2 , 4 7 0 2 , 7 3 1 2 , 9 4 7
1 , 1 8 6 1 3 , 0 5 3 3 1 , 2 0 7 5 4 , 8 5 8 8 9 , 7 1 9 9 2 , 5 8 9 1 0 4 , 0 3 8
8 0 , 8 2 8 5 2 8 , 5 9 3 1 , 3 1 8 , 8 0 8 2 , 4 7 1 , 9 9 7 2 , 2 7 5 , 7 5 1 1 , 8 6 0 , 5 3 9 2 , 0 1 5 , 0 2 2
1 9 4 5 1 9 6 0 1 9 7 0 1 9 8 0 1 9 9 0 2 0 0 0 2 0 0 5
3 0 7 6 4 0 8 8 9 1 , 3 5 3 1 , 6 8 3 1 , 9 5 7 2 , 1 5 6
1 , 7 2 0 9 , 6 2 7 1 9 , 8 5 4 5 0 , 9 4 8 9 2 , 6 8 3 1 0 4 , 3 5 1 1 1 6 , 8 0 9
4 0 , 2 7 1 2 7 3 , 4 3 4 5 9 0 , 3 8 2 1 , 6 9 6 , 7 9 2 2 , 2 8 3 , 8 0 6 2 , 0 7 1 , 4 6 8 1 , 7 8 3 , 0 4 9
1 9 4 5 1 9 6 0 1 9 7 0 1 9 8 0 1 9 9 0 2 0 0 0 2 0 0 5
1 9 8 5 2 3 2 3 5 7 5 5 6 1 , 1 8 4 1 , 4 7 3
1 , 4 9 0 3 , 8 0 8 1 0 , 4 3 5 2 0 , 9 0 0 4 1 , 9 2 0 7 9 , 1 3 6 6 8 , 4 4 8
7 , 8 1 9 1 0 1 , 0 4 1 2 0 1 , 4 3 6 6 0 1 , 4 9 4 1 , 4 9 0 , 8 0 9 3 , 3 6 3 , 5 4 9 3 , 5 8 0 , 3 0 1
2005: Part-time lecturers excluded
d. Education Reforms (1970s)
The 1970s was characterized by institutional revamping to bring innovation
and prosperity to various sectors of society. In the education sector, significant
development projects, including institutional rearrangement, were undertaken.
Education policy-making and other educational endeavors put emphasis on
national identity.
Major educational reforms included efforts to normalize primary and secondary
school education. The abolition of the middle school entrance examination made
middle school education accessible to all elementary school graduates, which, in
turn, caused overheated competition for admission into high schools. To rectify
abnormalities, the equalization policy for high school admission was gradually
implemented from 1974. While a lottery assignment was effected based on
l o c a l i t y, it was only implemented in five major cities. However, the dual system
(lottery assignment and exam-based admissions) produced various problems
due to lack of effort to ensure equal access.
In the 1970s, the government actively undertook reforms to seek the growth
and qualitative improvement of higher level education. Campus integration of
Seoul National University was achieved, and university education reforms were
undertaken, including reduction in minimum credits required for graduation,
double major, performance-based graduation, and school (not department) -
based admissions, among others.
At the same time, efforts were made to seek specialization of individual
colleges or universities in order to nurture sophisticated science & technological
manpower required by the new, industrialized society. Higher education
institutes, designed to produce middle-level technicians, were reorganized as
two- and three-year junior colleges. Also noteworthy, reforms included
introduction of the broadcast and correspondence school system to meet the
demands of continuing and lifelong education to meet rapid social changes. The
Korean Broadcast and Correspondence College and the Broadcast and
Correspondence High School opened in 1972 and 1974, respectively.
Education-related research & development centers appeared. The Korea
Educational Development Institute (KEDI) was established in August 1972 to
conduct comprehensive research & development on education and establish
educational policies, based on research and reforms.
e. Qualitative Improvement (1980s)
The innovative efforts of the previous decade to modernize the educational
20
21

Part I Introduction
Education in Korea
system were carried over into the 1980s, particularly in those aspects related to
normalization and improvement of educational quality. The government of the
Fifth Republic promoted an educational policy which stressed the importance of
education as the engine of national development. First of all, the provisions on
the need of lifelong education were included in the Constitution, and educational
innovation was designated as one of the four state administration goals. Va r i o u s
policies were implemented to revamp the educational environment and improve
the quality of education.
Educational innovation was pursued, based on two ideals, education of
wholesome citizens and strengthening of spiritual education, with special
emphasis on science education and lifelong education. The education of
wholesome citizens emphasized self-realization and character-building, and
spiritual education was designed to nurture the capability to critically analyze
ideologies and inspire the people with a sense of “oneness.” Emphasis was also
put on science and lifelong education to cope with the rapidly changing era of
science and technology.
Toward such goals, “Measures to Normalize Education and Ease Overheated
Private Tutoring” were instituted on July 30, 1980. Even at that time, the rampant
trend toward private after-school education was perceived as an educational
malady that even caused social and economic problems.
The government thus introduced measures to create an educational
environment that did not focus on college entrance-bound education, but built
character and citizenship. Private, after-school tutoring was banned to foster
character-building, ease the sense of disparity created between social classes
due to overheated private, after-school education, and promote national
s o l i d a r i t y.
Major reforms to normalize education and solve the problems of rampant
private tutoring included, among other things, abolition of the main college
entrance examination, greater weight given to high school achievements in
determining admission qualification, reduction in curriculum, operation of full-day
college courses, increased enrollment, expansion of the Broadcast and
Correspondence College, opening of a broadcasting system dedicated
exclusively to education programs, extension of schooling at teachers’ colleges,
and introduction of the educational tax system to finance educational programs.
Long-term policies were also introduced to finance education, expand university
facilities, improve benefits for teachers, and improve the employment system of
the government and industries. A campaign to eradicate the deep-seated malady
of private, after-school education was also launched nationwide.
The Commission for Educational Reform was inaugurated as a consultative
body for the President in March 1985. Although the commission was disbanded
on December 31, 1987, its functions were taken over by the Central Council on
Education for the Minister of Education and Human Resources Development,
established in May 1988. The Presidential Advisory Council for Educational
Policy also operated from February 1989 through 1992 to chart the direction of
basic educational policies for the purpose of fostering Koreans as leaders of the
21st century.
f. Education in Preparation for Future Society (1990s)
Korean education in the 1990s emphasized education of human resources to
prepare for the future, on the basis of improvements made in the 1980s. Eff e c t i v e
on December 27, 1990, the Ministry of Culture and Education became the
Ministry of Education, and streamlined its organization with clarification of its
description and roles. New laws for the promotion of local autonomy in education
were enacted in May 1991, and the Board of Education opened in September
1991, providing a new turning point in democratization and localization of
education.
The Sixth National Curriculum was finalized and announced in 1992, setting
1995 as the goal for implementation. It emphasized preparation for the 21st
century based on subject matter and methodology in education. From 1990,
citizens were allowed to receive degrees through an “independent study”
scheme. A new college entrance examination system, designed to normalize
high school education and enhance autonomy in colleges and universities, was
finalized after more than four years of preparation in April 1991 and was
introduced in 1994.
With the inauguration of a democratically elected civilian government in 1993
came the popular drive for reforms in every sector of society, including education.
The Committee on Educational Reforms, an advisory body for the President,
was established to create a new Korea through educational reforms. The
Committee chose 11 types of educational reform, including expansion of
22
23

Part I Introduction
Education in Korea
financing for education, strengthening of international competitiveness of
university education, and enhancement of autonomy and responsibilities of
private schools. The Committee accommodated views from various walks of life
through public hearings and experts’ consultative meetings, and finalized the
“Reforms for New Education System” to foster Koreans to lead the era of
globalization and informatization on March 31, 1995. It was the master plan of a
new Korea and new education system, characterized by “globalization.”
The Government of the People, inaugurated in 1998, continued with the
education policies of the previous government for the sake of consistence, while
at the same time working out its own policies to meet the needs of the times. On
July 24, 1998, the Presidential Commission for the New Education Community
was inaugurated as a presidential advisory body on education.
While continuing the previous government’s basic reform direction, the
presidential commission reviewed and evaluated performances of educational
reforms, promoted and offered training about them, and encouraged civic
movements for such reforms. The commission formed an education community
with teachers, parents, civic groups, and regional community and sought bottomup
educational reforms.
The commission ended its activities with the educational reforms report to the
President on July 11, 2000. Specific activities for educational reforms were
conducted by each of the four sub-committees. The first sub-committee reviewed
actual educational reforms, especially in primary and secondary education. The
second sub-committee sought to improve life-long, vocational education and
training, and the third sub-committee supported civic movements on education.
F i n a l l y, the fourth sub-committee sought to improve the higher educational
system in preparation for a knowledge-based society.
agency under the Deputy Prime Minister, in 2001. The Ministry has pursued
comprehensive policies that include nurturing of human resources, as well as
s u p p l y, demand and management.
The Participatory Government, inaugurated in 2003, established the
Presidential Committee on Education Innovation under the banner, “Education
Reforms and Creation of Knowledge and Cultural Powerhouse.” The committee
has promoted mutual trust and national consensus on education and human
resource development, and endeavored to establish directions of education
innovation.
g. New Concept of National Human Resources Development System
(the 2000s and Beyond)
With the advent of a knowledge-based society, where humans and knowledge
are keys to growth and prosperity, a new concept of human resources
development emerged.
To meet the challenge, Korea reorganized the Ministry of Education as the
Ministry of Education and Human Resources Development (MOE & HRD), an
24
25

Part
Korea’s Education
System
Chapter 3. Educational Administration and
F i n a n c e
Chapter 4. School Education
Chapter 5. Research Activities
Chapter 6. Teacher Education and Te a c h e r s ’
Welfare Organizations

PartKorea’s Education System
Education in Korea
C h ap t e r 3
Educational Administration and Finance
1. Organization of Educational Administration
The Ministry of Education and Human Resources Development is the central
body of educational administration. Under the local autonomy system, there are
also metropolitan/provincial education off i c e s .
a. The Ministry of Education and Human Resources Development
The Ministry of Education and Human Resources Development is the
government body responsible for the formulation and implementation of policies
related to academic activities, sciences and public education. Under the
education ideology of Hongik Ingan, which envisions the development of all
Koreans as ideal, self-sustaining citizens who can contribute to democratic
nation-building and human welfare, the Ministry plans and coordinates
educational policies, formulates policies that govern the elementary, secondary
and higher educational institutes, publishes and approves textbooks, provides
administrative and financial support for all levels of the school system, supports
local education offices, operates the teacher-training system and is responsible
for overseeing lifelong education and developing human resource policies.
The Ministry of Education and Human Resources Development is headed by
the Deputy Prime Minister and Minister of Education and Human Resources
Development, who is assisted by a Vice-Minister and a Deputy Minister. The
Ministry of Education and Human Resources Development is divided into two
o ffices, six bureaus, five councils, and forty-seven divisions (teams). Under the
supervision of the Ministry are the National Institute of Korean History, the
National Institute for International Education Development, the Appeal
Commission for Teachers, the National Institute for Special Education and the
National Education & Human Resources Development Institute, as well as the
National Academy of Sciences.
28
29

PartKorea’s Education System
Education in Korea
b. Local Education Off i c e s
With the enactment of the local autonomy law in 1991, the local educational
autonomy was promoted with the implementation of new modes of operation.
A c c o r d i n g l y, educational administration was decentralized and the Ministry of
Education and Human Resources Development delegated much of its budget
planning, personnel management and major administrative decisions to local
a u t h o r i t i e s .
Local education & activities are defined as the responsibility of local
governments. Specifically, these include the Board of Education for deliberation
and legislation and the Education Superintendent for execution. The local
educational autonomy is within the framework of the local autonomy system, but
separate from general administration, considering the technical aspects of
education. There are boards of education and education superintendents at
higher-level local governments (metropolitan cities and provinces), and regional
education offices at lower-level local governments (cities, counties and districts).
Members of the board are elected by the voting committee, which consists of
all members of school councils established in each elementary, middle, high and
special school. Board membership is a paid, four-year position, and political party
members are ineligible. More than half of the board members must have at least
ten years of experience in education administration. The number of board
members is a minimum of seven and a maximum of fifteen, depending on the
size of the metropolitan city or province.
The education superintendent must have at least five years of experience in
education or education-related professional jobs. Like board members, the
education superintendent is elected by the voting committee, which consists of
all members of school councils established in each elementary, middle, high and
special school. The education superintendent can serve up to two four-year
t e r m s .
2. Educational Policy Advisory Bodies
As for educational advisory bodies, there are the Advisory Council for
Education & Human Resources Development Policy and the Presidential
Committee on Education Innovation.
a. Advisory Council for Education and Human Resources Development
P o l i c y
The Advisory Council was established in March 2001 to deliberate on and
study education and human resources development policies and other important
matters related to educational development, and to advise the Minister of
Education and Human Resources Development.
The Council consists of a comprehensive steering committee and seven subcommittees
including a planning and promotion sub-committee. The Council has
86 members, mostly related experts, appointed to a two-year term.
Figure 3-2. The Advisory Council for Education & Human Resources
Development Policy
Planning &
P r o m o t i o n
12 members
E d u c a t i o n
F i n a n c i n g
12 members
School
P o l i c y
12 members
C h a i r p e r s o n
Vice Chairperson
Comprehensive Steering Committee
(Chairperson, Vice Chairperson,
and 6 sub-committee chairpersons)
H u m a n
R e s o u r c e s
P o l i c y
25 members
b. Presidential Committee on Education Innovation
S e c r e t a r y
(Policy Promotion &
M a n a g e m e n t )
R e g i o n a l
E d u c a t i o n
12 members
Int’l Education &
I n f o r m a t i z a t i o n
12 members
The Presidential Committee on Education Innovation was established on July
31, 2003, in accordance with the Decree on the Presidential Committee on
Education Innovation (Presidential Decree No. 18001), as promulgated on June
23, 2003, to “promote education reforms and realize a knowledge & cultural
powerhouse.” The Committee advises the President regarding consistent
strategies and policies for education innovation, while at the same time creating
a national consensus on education and human resources development. The first
30
31

PartKorea’s Education System
Education in Korea
phase of the Committee activities ended on July 30, 2005, and the secondphase
Committee was inaugurated on October 11, 2005.
The Presidential Committee on Education Innovation is comprised of up to 25
members: 23 experts in education and human resources development, as
appointed by the President, plus the Minister of Education and Human
Resources Development and the Chief Presidential Secretary for National Policy.
Ministers or other heads of government agencies related to a given issue may
attend the Committee meeting for in-depth discussions. The members are
appointed for a two-year term, and may be reappointed.
The major functions of the Presidential Committee on Education Innovation are
to establish the directions of mid- and long-term education and human resource
development policies, develop major education policies, innovate the education
system, discuss matters on education finances and welfare, assess follow-ups to
advice given to the President, and deliberate on issues involving education
innovation addressed by the President or the Chairperson of the Committee.
The analysis of the performances of previous presidential advisory bodies on
education innovation showed that adaptability and adequacy is essential for
successful implementation of education innovation policy. For greater adaptability
through the participation of teachers and other experts, special committees have
been established under the Presidential Committee to accommodate diverse
views. The special committee consists of a member, as appointed by the
Committee Chairperson, and up to 14 related experts, and makes in-depth
review and study of the issues on the agenda. Special committees include:
- Special Committee on School Education: supports and helps expand
autonomous school education
- Special Committee on Education System: seeks diversity and public
interests in school system
- Special Committee on Future Education and Culture: devises future
education in preparation for the low birth rate, aging population and
knowledge-based society.
3. Budget for Education
Primary and secondary education is under the jurisdiction of local authorities,
including metropolitan/provincial offices of education, while higher education is
under the jurisdiction of the central government, i.e., the Ministry of Education
and Human Resources Development. Primary and middle school education,
mostly financed by the state, is free and mandatory. High school, college and
university education are financed by the state, tuition payment, and local
governments. In sum, funding for education in Korea consists of those from the
central government, local governments, and the independent resources of
private schools.
The central government’s education budget provides funding for local
education offices, which oversee elementary and secondary school education,
and the operation of national universities, private universities, and educational
administrative and research organizations. Most of the central government’s
education budget comes from tax revenues.
The local-government education budget is funneled into primary and
secondary education. The central government’s grants and subsidies take up
about 75 percent of the budget, with the remaining 25 percent financed by local
governments and tuition payments.
Private schools are in place at every level of education. In particular, private
schools account for more than 85 percent of colleges and universities. The major
source of financing for private schools is entrance and tuition fees, central or
local government subsidies, and school foundations, but dependence on tuition
fees still remains high.
a. Central Government’s Educational Finance
In 2006 the central government’s annual education budget amounted to
29,127.2 billion won, or 20.1 percent of its total budget, worth 144,800 billion won.
The Ministry of Education and Human Resources Development took the lion’s
share among the government ministries and agencies.
The Korean government has made steady efforts to expand educational
expenditures in order to improve the quality of education, commensurate with its
quantitative growth. To that end, various education-related laws and regulations
have been revised. Under the revised law, the central government has provided
19.4 percent of its internal tax revenues and 100 percent of the education tax to
local governments as the annual grant for local education. Some education taxes,
which were temporarily effective through 2005, have been extended until 2010.
32
33

PartKorea’s Education System
Education in Korea
In 2006, the government spent 24,596.7 billion won, or 84.4 percent of the
education budget on primary and secondary education through
metropolitan/provincial offices of education, and the remaining 16.0 percent, or
4,530.6 billion won, was channeled to the Ministry of Education and Human
Resources Development.
The Ministry distributed 25,284.4 billion won (86.8 percent) of the treasury to
primary and secondary education in the form of grants, 3,569.7 billion won (12.4
percent) to higher-level education for the purposes such as strengthening the
competitiveness of university education and 273.2 billion won (0.9 percent) to
lifelong, vocational and international education.
Table 3-1.Spendings of Central Government’s Education Budget
C l a s s i f i c a t i o n
1. Improvement of school education
2. Pre-school, primary & secondary
education and welfare
(Units : million won,%)
’05 budget ’06 budget D i f f e r e n c e R a t i o
4 1 3 , 9 8 5 4 2 7 , 9 7 4 1 3 , 9 8 9 1 . 5
1 0 8 , 6 4 4 2 5 9 , 7 9 5 1 5 1 , 1 5 1 0 . 9
Table 3-2. Government Budget vs. Education Budget in 2005 (General Account)
(In mil. won)
S e c t o r B u d g e t R a t i o S e c t o r B u d g e t R a t i o
E d u c a t i o n 2 7 4 , 3 8 0 2 0 . 4 % General administration 1 4 6 , 0 7 2 1 0 . 9 %
Nat’l defense 2 1 7 , 4 0 5 1 6 . 2 % Grants to local finance 1 9 4 , 8 4 5 1 4 . 5 %
Social development 1 7 5 , 2 0 5 1 3 . 0 % Debt service, etc. 3 0 , 3 9 8 2 . 3 %
Economic development 2 8 0 , 6 0 5 2 0 . 9 % Reserve fund & treasury loans 2 4 , 7 9 3 1 . 8 %
Table 3-3.MOE & HRD’s Budget Expenditures
W a g e
O p e r a t i n g
E d u c a t i o n
p r o g r a m s
L o c a l
e d u c a t i o n
S p e c i a l
a c c o u n t s
(In mil. won)
T o t a l
1 4 , 4 5 2 2 , 5 0 4 2 2 , 4 8 0 2 4 5 , 9 6 6 5 , 8 7 0 2 9 1 , 2 7 2
( 5 . 0 % ) ( 0 . 9 % ) ( 7 . 7 % ) ( 8 4 . 4 % ) ( 2 . 0 % ) ( 1 0 0 % )
3. Strengthening of competitiveness
of university education
4. Academic research & improvement of
university education
5. University students welfare
(student loans)
6. Nat’l universities
7. State-owned institutes
8. Strengthening of the people’s
competence as human resources
9. Lifelong & vocational education
10. Int’l education and education of ethnic
Koreans overseas
11. Local education grants
12. Wage & basic operations
T o t a l
638 , 589 754 , 205 115 , 616 2 . 6
414 , 950 420 , 447 5 , 497 1 . 4
222 , 953 149 , 004 7 3 , 949 0 . 5
484 , 400 442 , 545 4 1 , 855 1 . 5
106 , 723 100 , 816 5 , 907 0 . 3
10 , 584 11 , 539 955 0 . 0
185 , 964 191 , 779 5 , 815 0 . 7
62 , 822 69 , 856 7 , 034 0 . 2
23 , 736 , 721 24 , 596 , 646 859 , 925 84 . 4
1 , 595 , 667 1 , 702 , 653 106 , 986 5 . 8
27 , 982 , 002 29 , 127 , 259 1 , 145 , 257 100
b. Local Educational Finance
Local educational financing covers educational institutes and educational
administrative organizations, established and operated by local governments. It
is important to secure and expand stable financial sources for qualitative
improvement and balanced development of education.
The central government has provided 19.4 percent of the internal tax revenues
and 100 percent of the education tax to local governments as the annual grant
for local education. In 2006, the revenue and expenditure of special account
budget for education of 16 metropolitan city and provincial governments totaled
33,188 billion won. The revenue budget breaks down to 24,853.9 billion won
(75%) for government subsidies, 6,514.1 billion won (20%) for transfers from
local governments’ general accounts, and 1,819 billion won (5%) for internal
revenues, earned from entrance & tuition fees, sale of properties, etc.
The expenditure budget consists of 23,033.9 billion won (69 percent) for
wages, including support for private schools, 2,756.1 billion won (8 percent) for
operating costs, 6,394.7 billion won (20 percent) for educational projects and
34
35

PartKorea’s Education System
Education in Korea
facilities, and 1,003.3 billion won (3 percent) for reserve funds.
Table 3-4. Local Educational Finance in 2006
W a g e
2 3 8 , 5 8 9
( 6 7 . 7 % )
O p e r a t i n g
2 6 , 8 1 9
( 7 . 6 % )
E d u c a t i o n
p r o g r a m
3 2 , 4 4 9
( 9 . 2 % )
(In mil. won)
F a c i l i t y O t h e r s T o t a l
4 4 , 6 7 5
( 1 2 . 7 % )
1 0 , 0 3 3
( 2 . 8 % )
3 5 2 , 5 6 5
( 1 0 0 % )
Table 3-6. Expenditures of Private Schools in 2005
(In 100 mil. won)
School level W a g e Operating cost Facility cost, etc. T o t a l
P r i m a r y 1 , 199 829 129 2 , 157
M i d d l e 10 , 642 3 , 509 512 14 , 663
H i g h 28 , 888 12 , 234 1 , 701 42 , 823
U n i v e r s i t y 4 6 , 5 1 5 4 0 , 8 6 5 2 5 , 2 9 0 1 1 2 , 6 7 0
c. Private School Finance
The major source of financing for private schools is entrance and tuition fees.
To promote public service of education and help ease financial difficulties of
private schools, the government has expanded the scope of tax exemptions for
private schools and provided subsidies to cover the shortage of remuneration
and operating costs. Low-interest long-term loans are provided to help private
schools with expansion and renovation of facilities. The government’s coverage
for research grants, student activities, scholarships and annuities has also
increased annually.
The revenue and expenditure budgets of private schools in 2005 are shown in
the following tables.
T o t a l 8 7 , 2 4 4 5 7 , 4 3 7 2 7 , 6 3 2 1 7 2 , 3 1 3
College : Four-year private colleges and universities (industrial universities included)
Table 3-5. Revenues of Private Schools in 2005
School level T u i t i o n Gov’t subsidy
Transfer from
f o u n d a t i o n /
d o n a t i o n s
O t h e r s
(In 100 mil. won)
T o t a l
P r i m a r y 1 , 248 61 257 591 2 , 157
M i d d l e 21 11 , 983 201 2 , 458 14 , 663
H i g h 10 , 433 21 , 679 838 9 , 873 42 , 823
C o l l e g e 75 , 918 1 , 244 12 , 707 22 , 801 112 , 670
T o t a l 87 , 620 34 , 967 14 , 003 35 , 723 172 , 313
College : Four-year private colleges and universities (industrial universities included)
36
37

PartKorea’s Education System
Education in Korea
C h ap t e r 4
1. School Ladder System
The school ladder system is an overall inter-school structure. Korea has a
single-track 6-3-3-4 system which maintains a single line of school levels in order
to ensure that every citizen can receive elementary, secondary, and tertiary
education without discrimination, according to the ability of each student. The
single-track system requires six years in primary school, three years in middle
school, three years in high school and four years in college or university. Higher
educational institutions include graduate schools, four-year colleges and
universities, and two- or three-year junior colleges.
The Education Act, as promulgated in 1949, stipulated a 6-4-2-4 system: six
years in primary school, four years in middle school, and two or four years in high
school. The Act, as revised in 1950, provided for a uniform three years in high
school and three years in normal schools. The Act, as revised in 1951, reduced
middle school years to three. In 1981 when the Fifth Republic was inaugurated,
schooling at teachers’ colleges was increased from two to four years. In 1982,
open universities were established for the first time.
All in all, Korea’s school system has basically maintained a single-track system
since the legislation of the Education Act with some corrections and
complementation. To d a y, generalization of primary and secondary education,
popularization of higher education, and expansion of pre-school and life-long
education are international trends. Riding this trend, Korea is now seeking more
flexibility in its school system.
2. Curriculum and Te x t b o o k s
School Education
The purposes of education in kindergartens, primary, middle, high and special
schools are stipulated by the Primary & Secondary Education Act, and their
curricula are prescribed by the Enforcement Decrees of the Primary &
Secondary Education Act. The goals of education are stated in the curricula for
each school level. The Ministry of Education and Human Resources
Development oversees the national school curriculum pursuant to Article 23 of
the Primary and Secondary Education Act, in order to ensure equal educational
opportunity for all and maintain the quality of education. The national curriculum
serves as the basis for educational contents at each level and for textbook
development.
The national curriculum has been revised on a periodic basis to reflect the
present demands for education, emerging needs of a changing society, and new
frontiers of academic disciplines. The current National Curriculum, as revised for
the seventh time in 1997, emphasizes “strengthening of basic education,
extension of self-directed learning capabilities, student-oriented education, and
expansion of local and school autonomy. ”
Under the Seventh National Curriculum, students are to learn ten basic
compulsory subjects, elective and extracurricular activities for ten years from the
first year of primary school through the first year of high school. During the
second and third years in high school, students are given the opportunity to
choose their curriculum and courses they wish to take so that they may benefit
from education that facilitates their future path.
The Seventh National Curriculum gradually applied to kindergarten and
primary schools in 2000, middle schools in 2001, high schools in 2002, and all
schools (graders) from 2004.
Textbooks under the Seventh National Curriculum are classified into three
types. Type I are those whose copyrights are held by the Ministry of Education
and Human Resources Development. Textbooks which are authorized by the
Minister of Education and Human Resources Development and published by
private publishers constitute type II. Type III are recognized by the Minister of
Education and Human Resources Development as relevant and useful.
The Seventh National Curriculum emphasized the development of textbooks
that are clear, interesting, student-friendly, and convenient to use, so as to realize
the ideals and goals of the Curriculum and help students nurture their selfdirected
learning capabilities and enhance creativity. Math and English textbooks
are designed to have a hierarchial structure of continuity, and textbooks on
Korean language, social studies and science are designed to allow in-depth
supplementary study for students who wish it. Currently, type I textbooks adopted
by kindergartens, primary, middle, high and specialized schools total 721, and
textbooks of type II total 1,575. Textbooks for kindergartens and primary schools,
Korean language, Korean history, ethics textbooks for middle and high school,
38
39

PartKorea’s Education System
Education in Korea
and high school textbooks for the advanced levels are developed as type I, but
the other textbooks are developed as type II or III.
3. Pre-School Education
The history of pre-school education in Korea dates back to 1913 when
Gyeongseong Kindergarten was founded. Pre-school education had been led by
religious, social and other private organizations, until the Education Act provided
the legal basis of kindergarten education in 1949.
National, public and private kindergartens provide preschool courses for
children in the three- to five-year age brackets. Based on the government’s
kindergarten education curriculum, kindergartens aim at providing an appropriate
environment for nurturing children and promoting their wholesome development
through various enjoyable activities with diversified contents and methods of
instruction.
The kindergarten curriculum developed by the state is composed of the five life
domains of health, society, expression, language, and exploration. Kindergarten
education has the following objectives:
a. To provide experiences necessary for physical and mental health;
b. To provide basic everyday life education and nurture socialization skills;
c. To provide experiences in expressing thoughts and feelings creatively;
d. To provide experiences in using language correctly; and
e. To help students develop the ability to think over the problems of everyday life.
As of April 1, 2005, 32 percent (45 percent, if based on five-year-old children)
of pre-school age children attended 8,275 kindergartens nationwide. To provide
the pre-school education opportunity to children of low-income families, the
government has undertaken a series of projects: it began to assist children of
low-income families with kindergarten tuition from September 1999, finance free
education for five-year-old children from 2002, provide differential tuition aid to
three- and four-year old children in 2004, and extend support to families with two
or more children attending kindergarten simultaneously, from 2005.
To improve the quality of preschool education, the government has developed
several types of teaching materials (materials for children’s activities, teachers’s
guide, materials for parents’ education, etc.) annually and distributes them freely
to kindergartens nationwide. To improve the educational environment of private
kindergartens and help normalize the operation of the education curriculum, the
government has provided financial support for materials and facilities at private
schools. To help improve the treatment of private kindergarten teachers in rural
areas and inspire them with a sense of pride as teachers in charge of children’s
education, the government has also extended allowances to class teachers
since 2006.
More than 15,000 volunteer workers are trained every year to promote the
e fficiency of pre-school education through a reduced student/teacher ratio.
Table 4-1. Kindergarten Enrollment
Y e a r
1 9 8 1
1 9 8 6
1 9 9 1
1 9 9 6
2 0 0 1
2 0 0 2
2 0 0 3
2 0 0 4
2 0 0 5
No. of
k i n d e r g a r t e n s
2,950
9 , 7 6 2
8 , 4 4 8
8 , 9 4 3
8 , 3 2 9
8 , 3 0 8
8 , 2 9 2
8 , 2 4 6
8 , 2 7 5
4. Primary School Education
No. of classes
4 , 1 1 6
1 6 , 6 9 5
1 5 , 0 6 3
1 9 , 2 2 0
21 , 1 5 8
2 1 , 4 9 3
2 1 , 8 3 9
2 0 , 0 4 6
2 2 , 4 0 9
No. of students
(3-5 years of age)
1 5 1 , 4 7 1
5 5 3 , 0 5 6
4 3 0 , 8 4 3
5 5 1 , 8 8 6
5 4 5 , 1 5 2
5 5 0 , 1 5 0
54 6 , 5 3 1
5 4 1 , 7 1 3
5 4 1 , 6 0 3
Ratio of
f i v e - y e a r - o l d s
1 7 . 3 %
5 7 . 1 %
4 5 . 1 %
4 4 . 8 %
4 3 . 9 %
4 4 . 6 %
4 6 . 9 %
4 7 . 8 %
45%
* Saemaul (New Town) kindergartens were established to expand the opportunities for pre-school
education, pursuant to the Pre-School Education Promotion Act, as enacted in 1982.
* Saemaul kindergartens were included in the statistics for 1982~1991.
* The number of kindergartens and the enrollment ratio began to decrease from 1991, due to the
establishment of child-care facilities under the Ministry of Health and Welfare.
Primary education aims to provide the general rudimentary education
necessary in life. The six-year-long primary education, plus three years of middle
school education, are compulsory in Korea. When the nation was liberated from
Japanese colonial rule in 1945, there were 2,807 primary schools with a total
enrollment of 157 million pupils. As of 2005, however, the nation had 5,647
40
41

PartKorea’s Education System
Education in Korea
primary schools with a total enrollment of more than 402 million pupils. The
enrollment ratio of primary schools has also increased from 64 percent to 98.8
percent over the years.
The quantitative expansion of primary education is attributed to the
g o v e r n m e n t ’s proper educational policies and public enthusiasm for education
that has not wavered despite all the political, social and economic trials and
tribulations. However, the rapid population growth increased the demand for
education, and the migration of the rural population into cities in line with the
rapid economic development in the 1970s and 1980s produced overcrowded
schools and classes in major cities. These obstacles to qualitative improvement
of education prompted the government to create an education tax in 1982 to
finance the expansion and modernization of facilities and to improve the socioeconomic
status of teachers. As a result, the number of students per class
dropped from 65 in 1965 to 32 in 2005. Overcrowded schools have been divided
into smaller ones and the double-shift class system has been terminated. The
government has continuously strived to improve the educational environment
and normalize elementary education. With the revision of the regulation
prohibiting children under six from entering primary school, even five-year-olds
who are judged able are now eligible for entry if there is space.
In addition, to expand foreign language education, English has been taught as
a part of the regular curriculum starting in 1997, one to two hours per week from
third grade. Teachers in charge of classes are to teach English, in principle, but
an exchange-class program or team teaching system may be adopted,
depending on school conditions. Native speakers, invited from the United States,
Australia, Canada, England, New Zealand, and Ireland, have been assigned to
p r i m a r y, middle and high schools. A total of 1,198 native teachers of English
were hired in 2005 alone.
5. Secondary Education
a. Middle Schools
The purpose of middle schools is to conduct standard secondary education on
the basis of primary education. The entrance examinations for middle schools
were abolished in 1969. As a result, primary school graduates now enter middle
schools without a competitive examination. All who wish to enter middle schools
are assigned to the school nearest to their respective residences. Free
compulsory middle school education began in 1985 in rural areas, and gradually
expanded to cover the entire country in 2004. Both middle and high schools
were scheduled to adopt the “lottery-after-multiple-applications” system from
1996 in order to give students the right to choose schools, but the system has
been adopted by high schools only on a pilot basis. Metropolitan city and
provincial education superintendents may re-adjust school districts, if necessary.
Meanwhile, native teachers of English have been alloted to middle schools
since 1995 in order to fortify English education, and their number is on a gradual
increase.
b. High Schools
High school education aims at developing students’ capability to chart their
future befitting their aptitude and talent, and to enhance their ability as global
citizens.
- To build a well-rounded personality, foster physical and mental health and
nurture a mature sense of self,
- To develop logical, critical and creative ways of thinking and the attitude
necessary for learning and dealing with everyday life,
- To acquire knowledge in various fields and skills for exploring their future
befitting their aptitude and talent,
- To develop and promote Korea’s tradition and culture in the world,
- To make efforts to create and develop a national community and gain a
sense and attitude as global citizens
Graduates of middle schools or the equivalent may enter high schools (Article
47 of the Primary and Secondary Education Act). The period of study is three
years and students bear the expenses of education.
Admission into high school was formerly based on entrance examination
grades, but there is some variance in the admission process between
equalization-applied areas and non-equalization areas since 1974, when the
equalization policy for high schools went into operation. In other words,
applicants for vocational high schools are given the opportunity to choose their
school and to be selected through a competitive examination or based on
42
43

PartKorea’s Education System
Education in Korea
achievement in middle school, while applicants for general high schools are not
given the opportunity to select their school but are assigned to a school in their
residential district.
H o w e v e r, according to education reforms, undertaken on May 31, 1995, there
are various methods of selection, such as recognition of a student’s school
activities record (a three-year record of middle-school life), as well as the
entrance test score; subsequently, the choice accorded to students has
broadened since 1996. In the equalization areas, students make multiple
applications and then are assigned to general high schools through a lottery. The
system has been in place since 1996. It is expected that some of the school
districts will be integrated and the total number will be reduced. The so-called
“independent private high schools,” which have clear founding principles and rely
on school foundation support and tuition (without government funding) have
been given the right to determine tuition fees and select students at their
discretion since 1998. Meanwhile, 99.7 percent of middle school graduates
advanced to high schools in 2005.
As the principle of “standing rules” was introduced to high schools and any
school that meets certain requirements can be founded, small high schools
specializing in popular music, literature, etc. have been established since 1998.
International schools were established to provide primary, middle and high
school education to students returning from overseas. The first of its kind was
founded in Seoul in 1998 to help those students easily adapt to the local
educational environment.
(1) General High Schools
General high schools provide regular high school education. The number of
general high school students has decreased every year. This phenomenon is
expected to continue for the time being.
Students learn basic curriculum in the first year of high school, and then may
choose their classes in the second and third years, depending on their aptitude,
ability and interests. After-school specialty and aptitude education programs are
also offered as inexpensive options to help students develop their aptitude,
interests, talent, and specialty, reduce parents’ financial burden, create a cluboriented
student culture, and maximize the use of school facilities and human
resources in the community.
(2) Vocational High Schools
Vocational high schools are vocational education institutes of secondary level.
They offer both general secondary education and specialized courses. Recently,
the number of applicants for vocational high schools has decreased, partly due
to increased opportunities for advancing to colleges and universities. Vo c a t i o n a l
high school students also tend to prefer going to college over employment.
Vocational high schools provide a regular high school education. Students take
specialized courses in their second and third years, including those in the fields
of agriculture, industry, commerce, fisheries/shipping, and home economics. The
specialized courses have recently been diversified to include information
t e c h n o l o g y, robotics, animation, films, cooking, beauty, tourism, horse care, etc.,
in order to meet the demands of the rapidly changing industrialized society.
E fforts are made to attract students to vocational high schools and invigorate
vocational education. For instance, employment and advancing to colleges are
simultaneously sought through specialization and cooperation with industries.
(3) Science High Schools
Science high schools aim at discovering students gifted in science early on,
and maximizing their potentials in preparation for the era of state-of-the-art
industrialization. The first science high school was established in 1983, followed
by three in 1984, one in 1988, two in 1989, two in 1991, two in 1992, two in 1993,
two in 1994, one in 1999 and one in 2006. At present, a total of 17 science high
schools are in place nationwide. Those who have attended science high schools
at least for two years may advance to bachelor’s degree courses at the Korea
Advanced Institute of Science and Technology (KAIST) and other applicable
universities, depending on their abilities.
(4) Other Specialized High Schools
Other special high schools include foreign language high schools, art high
schools and physical education high schools. These schools, designated as
“specialized high schools,” train promising students in their respective majors:
foreign language, music, art, sports, or dance. Students with talent in any of
these areas may apply for specialized high schools and be admitted through a
selection process.
As for foreign language high schools, selection varies slightly from school to
44
45

PartKorea’s Education System
Education in Korea
school, but is mainly classified as a special or general process. Students
outstanding in foreign language ability, winners of foreign language contests,
those having outstanding academic records in middle school, or those
recommended by middle school principals, are selected through the special
process. Academic records in the middle school, their weight values, English
listening ability, oral tests and school-specific admission requirements are all
considered in the general process. Art high schools select students, based on
academic records in middle school (40 percent) and practical tests (60 percent).
Those who receive outstanding scores in practical tests are selected, regardless
of their academic records in middle school, within the scope of 5-20 percent of
total school or department enrollment. Physical education schools select
students, based on academic records in middle school, and practical and
physical test results.
6. Higher (College/University) Education
a. Colleges (Universities)
Institutions of higher education in Korea are divided into seven categories:
colleges and universities, industrial universities, universities of education, junior
colleges, broadcast and correspondence universities, technical colleges, and
other miscellaneous institutions. Founding standards, departments, enrollment,
f a c u l t y, curriculum, credits and degrees are pursuant to related education
regulations, and those not provided for in the regulations are based on the
regulations of each school.
The Korean Council for University Education, which comprises university
presidents, helps enhance autonomy and accountability in the administrative and
financial management of higher education. In a knowledge-based society, where
the creation, use and expansion of knowledge and information are the key to
competitiveness, the competitiveness of university education is directly related to
the competitiveness of the state. Higher education in Korea has made epochmaking
development, due to various reform policies and plans for qualitative
improvement of education. (See Chapter 12 for more information on universities)
Table 4-2. Higher Educational Institutions (as of April 1, 2005)
Table 4-3. Enrollment of Higher Educational Institutions (As of April 1, 2005)
C o l l e g e /
U n i v e r s i t y
C l a s s i f i c a t i o n
L e v e l
C o l l e g e /
u n i v e r s i t y
University of
e d u c a t i o n
I n d u s t r i a l
c o l l e g e
O t h e r s
T o t a l
E d u c a t i o n
A c t
Special
A c t
T o t a l
No. of colleges/
u n i v e r s i t i e s
L e v e l
C o l l e g e / u n i v e r s i t y
University of education
Industrial college
O t h e r s
T o t a l
K A I S T
Korea Nat’l Police University
Army, Navy, Air Force Academies
Korean Nat’l University of Arts
Armed Forces Nursing Academy
Korean Nat’l University of Cultural Heritage
T o t a l
No. of students
N a t ’ l /
P u b l i c P r i v a t e T o t a l N a t ’ l /
P u b l i c P r i v a t e T o t a l N a t ’ l /
P u b l i c P r i v a t e
1 7 5 2 5 1 5 0 1 , 2 6 5 , 7 5 82 7 5 , 4 5 1 9 9 0 , 3 0 7 5 0 , 2 3 7 1 3 , 2 2 8 3 7 , 0 0 9
1 1 1 1 - 2 4 , 8 9 0 2 4 , 8 9 0 - 8 0 8 8 0 8 -
1 4 6 8 1 1 1 , 1 8 7 5 8 , 3 2 4 5 2 , 8 6 3 2 , 7 0 1 1 , 4 5 4 1 , 2 4 7
3 - 3 2 , 6 7 9 - 2 , 6 7 9 4 7 - 4 7
2 0 3 4 2 1 6 1 1 , 4 0 4 , 5 1 43 5 8 , 6 6 51 , 0 4 5 , 8 4 9 5 3 , 7 9 3 1 5 , 4 9 0 3 8 , 3 0 3
Broadcast and Correspondence Universities excluded in the above statistics.
Number
1 7 5
1 1
1 4
3
2 0 3
1
1
3
1
1
1
8
2 0 0 4 2 0 0 5 D i f f e r e n c e
3 2 7 , 7 4 0
5 , 6 1 5
3 1 , 6 7 8
5 0 0
3 6 5 , 5 3 3
6 0 0
1 2 0
5 7 0
5 5 8
9 9
1 4 0
2 , 0 8 7
Broadcast and Correspondence Universities excluded in the above statistics.
No. of faculty
m e m b e r s
E n r o l l m e n t
3 2 3 , 5 3 7
6 , 0 1 5
2 9 , 8 9 9
5 0 0
3 5 9 , 9 5 1
7 0 0
1 2 0
5 7 0
5 5 8
9 9
1 4 0
2 , 1 8 7
4 , 2 0 3
4 0 0
1 , 7 7 9
-
5 , 5 8 2
1 0 0
-
-
-
-
-
1 0 0
46
47

PartKorea’s Education System
Education in Korea
b. Junior Colleges
Junior colleges (two- or three-year post-secondary programs) are the direct
outgrowth of the increasing demand for technical manpower attendant to rapid
industrialization. They are a merger between earlier two-year junior colleges and
two- and three-year trade high schools. Since their establishment in 1979, the
number of junior colleges has grown to 152 as of 2006 with an enrollment of
517,235. They are now playing a major role as short-term higher educational
institutions. The purpose of junior college education is to produce mid-level
technicians who can contribute to national development through teaching and
researching technical knowledge in every sector of society and cultivating the
talents of students.
Their specialized courses are grouped into professional majors such as
humanities and social studies, natural sciences, engineering, arts and physical
education, medical health studies, each taking two to three years to complete.
Graduates of high schools or the equivalent may apply to junior colleges.
Admission to junior colleges is determined on the basis of academic
achievement, scholastic achievement test, interview, aptitude test and other
selection methods, as decided by their respective deans. A certain ratio of the
freshmen quota is reserved for employees of industries, overseas Koreans, the
handicapped, graduates of vocational high schools, university or junior college
graduates, etc.
For the effective achievement of educational goals, junior colleges develop and
operate a practical curriculum through on-site training via school-industry
cooperative programs, vocational specialty training plans and job sheets.
Specialization is stressed in preparation for the National Certification
Table 4-4.Enrollment of Junior Colleges in 2006
C l a s s i f i c a t i o n
N a t i o n a l
P u b l i c
P r i v a t e
T o t a l
No. of
c o l l e g e s
1st year 2nd year 3rd year T o t a l
5 2 , 4 1 7 2 , 1 3 6 4 3 9 4 , 9 9 2
8 7 , 4 6 2 6 , 3 7 2 3 4 2 1 4 , 1 7 6
1 3 9 2 4 4 , 0 7 8 2 1 8 , 5 2 4 3 5 , 4 6 5 4 9 8 , 0 6 7
1 5 2 2 5 3 , 9 5 7 2 2 7 , 0 3 2 3 6 , 2 4 6 5 1 7 , 2 3 5
Examination. Work ethics are also instilled. In fact, occupational ethics also take
up a considerable portion of the curriculum.
Junior colleges have adopted the credit system. Regulations at each junior
college determine the attendance hours for earning one credit, the minimum
credits needed for graduation, and the number of credits which can be acquired
per semester. Selective liberal arts courses consist of general subjects; the credit
allotment ratio is determined by school regulations, while field training is also
given some credits, based on school regulations. The trend is to place more
weight on specialized subjects rather than liberal arts.
An important focus is on enabling junior college education to make a
substantial contribution to the nation’s industrial development through the socalled
“industry-academia cooperation.” These cooperative programs between
junior colleges and industries include internships for students, industrial field
training for junior college faculty, education of employees of industries at junior
colleges, joint research, exchanges of technology and information, establishment
and operation of a related cooperation committee, and suggestions for the
curriculum by industries.
Although junior colleges place emphasis on practical education and aim at
producing mid-level technicians, they are not necessarily the terminus of
schooling. The door is kept open for junior college students to continue their
education at universities. They may do so by transferring to four-year
universities, industrial universities, or broadcast & correspondence universities.
Junior colleges also offer major enrichment courses of one year or less,
designed to provide continuing education opportunities to their graduates and
those employed by industry.
As efforts are intensified to ensure the relevance of junior college education to
industrial needs, the percentage of those who find employment after graduation
is increasing. The employment rate has maintained an average of 80 percent,
higher than that of four-year college or university graduates. There is increased
recognition of vocational education and its role in furthering the needs of
industrialization and technological development. Junior colleges are expected to
assume greater roles and functions in line with the sophistication of industrial
technologies, specialization of jobs, and the increase in educated workers. We l l
aware of the potential contribution of junior college education to industrialization,
the government is increasing financial support for restructuring, diversification
48
49

PartKorea’s Education System
Education in Korea
Figure 4-1. Trends of Junior College Enrollment
passed a foreign language test and comprehensive examination.
The government has set the basic direction of graduate school education as
the nurturing of expert manpower that will lead future and specialized service
industries. Toward that goal, each year the government has extended support for
more than 20,000 outstanding students in master’s and doctoral programs in
science and technology as well as humanities and social studies under the
second-phase BK (Brain Korea) 21 project. It is planned to introduce full-fledged
law schools, medical/dental schools, and MBA schools to nurture expert
m a n p o w e r. Various efforts are also made to grant scholarships to those in
doctoral programs in basic science and to offer positions as specialized
researchers to graduates as an alternative to military service.
7. Special Education
and specialization efforts in junior colleges, with special emphasis on advanced
technological education. To reinforce academia-industrial cooperative education
at junior colleges, efforts are also made to introduce internships for field training,
jointly develop model education programs to raise the adaptability of the
curriculum to the job environment, and encourage members from the industrial
sector to participate in junior college education.
c. Graduate Schools
The purposes of graduate schools are advanced academic research,
application and R&D of practical theories, and continuing/adult education.
Universities have autonomously established and operated graduate schools,
based on standards set forth by the Ministry of Education and Human
Resources. As of 2005, there were 144 general graduate schools, 129
professional graduate schools, and 766 specialized graduate schools.
Graduate schools offer master’s, doctoral and integrated programs. A
candidate who has completed at least two years of necessary course work and
received the minimum credits as prescribed by school regulations, and has
Special education is provided to physically and mentally challenged students,
as defined by the regulations of the Ministry of Health and Human Resources
Development, at the kindergarten, elementary, middle, and high school levels.
Subject education, physical/occupational therapy and vocational training are
o ffered through the curriculum, as well as methodology and media tailored to
challenged students. There were 142 special schools with a total enrollment of
23,449 challenged children as of 2005. In the case of minor impediments, 29,803
children were provided with education in 4,366 special classes at regular schools.
Special education teachers are trained by universities (special education
departments), graduate schools of education (majoring in special education), and
graduate schools, designated by the Minister of Education and Human
Resources (majoring in special education). As of 2005, there were 38
universities, three graduate schools of special education and 34 universities of
education that produce special education teachers.
Special education is based on the Basic Education Act, the Primary and Middle
School Education Act, and the Special Education Promotion Act. The Special
Education Promotion Act, established in 1977, was thoroughly revised with an
emphasis on the selection, admission and integrated education of candidates for
special education in 1994. In 1996, revision of Special Education Promotion Act
was sought to make kindergarten and high school education compulsory, off e r
free education to challenged infants, guarantee life-long education, expand
50
51

PartKorea’s Education System
Education in Korea
integrated education, and increase related service and support, in order to meet
the diverse needs of students and respond to rapid social changes.
The National Institute for Special Education, established in 1994, is responsible
for conducting research and experimentation, distributing information on special
education, developing and supplying teaching and learning materials, and training
teachers for the physically and mentally challenged.
Under the Master Plan of Special Education Development (2003-2007), 15
major tasks involving four areas have been undertaken with a view to “maximizing
the efficiency of special education by sharing the responsibilities of general and
special education.” The four areas are meant to guarantee opportunities for
special education to each region and level of school education in a balanced way,
improve the social and physical environment of ordinary schools to make them
suitable for special-education inclusion programs, establish a community-based
special education support system, and expand support for special education.
Continued efforts are being made to establish special schools and classes, assign
special education assistants, install facilities for the challenged at ordinary
schools, operate special education support centers, establish & operate clinics for
the students with health problems at schools, offer education and training for
ordinary teachers to promote the understanding of mental and physical disorders,
expand therapeutic education, survey the status of welfare for challenged
students at universities, and extend support.
Table 4-5. Current Status of Special Schools (as of 2005)
T y p e
N a t i o n a l
P u b l i c
P r i v a t e
T o t a l
No. of schools No. of classes No. of students No. of teachers
5 163 1 , 143 325
48 1 , 313 9 , 715 2 , 407
89 1 , 595 12 , 591 2 , 872
142 3 , 071 23 , 449 5 , 604
Table 4-6. Current Status of Special Classes (as of 2005)
L e v e l
K i n d e r g a r t e n
Primary school
Middle school
High school
T o t a l
No. of classes No. of schools No. of students No. of teachers
124 102 475 123
3 , 393 2 , 698 20 , 698 3 , 413
852 715 5 , 685 909
328 209 2 , 945 380
4 , 697 3 , 724 29 , 803 4 , 825
52
53

PartKorea’s Education System
Education in Korea
C h ap t e r 5
Research Activities
2. Educational Research and School Research Institutes
1. Policy Directions and Types of Support
Rapid expansion of the education system has given rise to various problems
related to quality. Research activities have been intensified to address the
problems in a comprehensive and consistent manner.
To improve the quality of education following dramatic expansion during the
past four decades since liberation, efforts have been directed toward improving
all areas of the education system, including educational ideals, goals, curriculum,
teaching methods, systems.
Such research efforts have been rendered mainly at universities, university
research institutes, metropolitan/provincial education research & information
institutes, private education research institutes, and primary, middle and high
schools. While universities and university research institutes have concentrated
on academic research, metropolitan/provincial education research & information
institutes and schools have focused on research on classroom issues. Private
research centers have largely dealt with special issues.
Research activities at universities and university research institutes are
financed by the government, industries, and internal revenues.
Metropolitan/provincial education research & information institutes and schools
are financed by local governments and internal revenues.
Most primary, middle and high schools choose at least one research project on
their own, in order to improve the educational environment. A few such schools
are designated as pilot research schools and are given research funds by the
Ministry of Education and Human Resources Development and
metropolitan/provincial offices of education, respectively. Outstanding results of
two-year research projects conducted by these specially-designated schools, are
selected and applied to all schools in order to implement overall improvements.
The system has gradually taken root, receiving a positive response.
a. Korea Institute of Curriculum and Evaluation
The Korea Institute of Curriculum and Evaluation (KICE) was established in
1998 as a curriculum and education evaluation research institute. Its purposes
are to promote the qualitative improvement of school education through research
and development of the education curriculum and textbooks for elementary and
secondary school education and to implement a variety of elementary and
secondary school education evaluation programs, including the annual national
scholastic ability test, in connection with education curriculum.
Its major functions are as follows:
Research & development of curriculum and evaluation of education
- Curriculum Research & development for elementary, middle and high schools
- Assessment of national scholastic achievement and comparison to
international standards
Research & development, authorization and approval of textbooks
- Publishing of state-authorized primary, middle and high school textbooks
and other related activities
- Authorization and approval of primary, middle and high school textbooks
- Development and distribution of education materials for overseas Koreans
School education support projects
- Development and distribution of teaching and learning programs and
evaluation tools
- Establishment of an information service system on education and
e v a l u a t i o n
- Development of training programs and actual training of of f i c i a l s
specializing in school curriculum & evaluation
Management of national tests
The institute is headed by the president, and staffed by the office for the
planning and innovation, the office for the college scholastic ability test (CSAT ) ,
and four divisions of curriculum/textbooks research, teaching & learning
research, education evaluation research, and national tests administration, the
bureau of administration, the computer & information center, and the English
54
55

PartKorea’s Education System
Education in Korea
education policy & research center.
b. Korean Educational Development Institute
The Korean Educational Development Institute was established in 1972 for the
purpose of conducting comprehensive and scientific research on educational
ideals, objectives, contents, and methods for school education suitable to
K o r e a ’s unique tradition and current situation. Through research activities that
seek a new paradigm to resolve the various problems facing education in Korea,
KEDI takes on the challenge of contributing to the nation’s educational
development on a long-term basis. The government-funded education think-tank
performs the following tasks:
- Prediction, preparation, and presenting visions of the future of Korean
education
- Suggestions for strategic methods for education innovation
- In-depth review and analysis of school education level
- Analysis of education performances and problems
- Responsibility for government-commissioned tasks and projects for
educational development
- Study of basic education theories
The directions of KEDI’s research projects in 2006 are as follows:
- To seek an educational system in preparation for future society
- To improve the college entrance system and alleviate the burdens caused by
private, after-school education
- To improve the quality of school education
- To establish policies to expand educational welfare and ease social and
economic polarization
- To reform higher education
- To prepare a life-long education system and develop human resources to
cope with problems of low birthrate and aging population
- To internationalize and liberalize education
- To eradicate violence in school and promote human rights of students
- To study the basis of state policies
- To support education innovation
c. Korea Institute for Special Education
The Korea Institute for Special Education (KISE), the core institution among
special education organizations in Korea, was established in 1994 to help
develop special education and guarantee the right to education for challenged
students. KISE consists of three divisions: the General Affairs Division, Planning
and Research Division, and Training Division, and performs the following tasks:
- Policy research on special education development in Korea
- Research and development of curricula and textbooks for challenged students
- Development and distribution of teaching methods, teaching/learning
materials and assessment tools for challenged students
- Providing domestic and overseas training for special education teachers and
training through a teleconference system
- Establishment of an information infrastructure on special education
- International research and cooperation with overseas special education
i n s t i t u t i o n s
- Domestic and overseas seminars on special education.
d. Metropolitan/Provincial Education Research Institutes
Metropolitan city/provincial education research institutes are independent
research organizations, established pursuant to the bylaws of the
metropolitan/provincial offices of education. They are responsible for research &
study projects supported by the metropolitan/provincial offices of education. They
conduct in-depth academic research and theoretical study, and are responsible
for development and publishing.
There were a total of 14 education research institutes nationwide, with those in
Daegu, Incheon and Gwangju metropolitan cities established after 1985. The
remaining 11 institutes, however, were established in October 1958, and had the
divisions of research & study, guidance & propagation, materials production,
career education, education counseling, and general administration.
Specific roles of the research institutes were as follows: 1) research and study
for the improvement of curriculum operation, 2) studies on improvement of
teaching methodology, 3) development and production of materials for eff i c i e n t
learning management, 4) guidance for pilot research schools, 5) career
56
57

PartKorea’s Education System
Education in Korea
education and counseling for students, 6) promotion of life-long education, 7)
support for teachers’ research activities, 8) study of education ideals, and 9)
training of teachers.
The metropolitan/provincial education research institutes have now merged
with science education institutes to form new education & science research and
information institutes in each metropolitan city and province.
e. Research Institutes Associated with Universities
The Ministry of Education and Human Resources Development introduced the
research hub program in 1986 to improve research institutes associated with
universities and optimize their research capabilities. The Korea Research
Foundation (KRF) has been commissioned to conduct the program since 1990.
The KRF shifted its focus from individual research projects to research institutes
in 1999 and has extended support for two years at each phase. The two-year
support programs were extended for up to six years, if necessary, and in 2005
the maximum period was extended again to nine years (three years for each of
the three phases). The budget amount for applicable research projects was also
expanded up to 230 million won per year for humanities and social sciences and
up to 1 billion won per year for basic sciences. The program, designed to
establish location-based research hubs, is more of an infrastructure-building
scheme than researcher (professor)-oriented funding. It stresses the
revitalization of research institute functions through the establishment of a
research foundation and the nurturing of competent research manpower.
In 2005, a total of 33 billion won was given to 91 research institutes, including
17 newly designated institutes in the fields of humanities/social sciences, nine in
basic sciences, and one in human resources development.
f. Academy of Korean Studies
The Academy of Korean Studies (AKS) was founded to “promote Korean
studies through in-depth research and education on Korean culture.” The AKS
undertakes the study of Korean culture from the perspective of humanities &
social science, nurtures researchers and professors of Korean studies both at
home and abroad, collects, studies, translates and publishes materials on
Korean classics, publishes and distributes achievements in Korean studies,
publishes and distributes the Digitalized Korean National Cultural Encyclopedia
and the Korean Local Culture Grand Electronic Encyclopedia, digitalizes and
distributes information on Korean studies, promotes academic exchange and
cooperation with local and foreign scholars, disseminates information on Korean
studies, and promotes and supports the international understanding of Korean
culture.
The Graduate School of Korean Studies, which opened in March 1980, aims at
nurturing next-generation scholars of Korean studies who will study in-depth
theories in various fields of Korean studies and contribute to the development of
national culture. The school has offered a combined M.A./Ph.D. program since
2000, in which all students are enrolled with the aim of acquiring a doctoral
degree in their chosen specialty.
The Korean Studies Information Center was established in 1997 to digitalize
information on Korean studies. The functions of the Center are to discover and
organize regional folk culture and make local culture a type of industrial resource,
to continue to make revisions and additions to the Digitalized Korean National
Cultural Encyclopedia, to digitalize and provide materials on Korean culture and
Korean studies, and to establish a network of Korean studies research. Through
these efforts, the Center has contributed to the dissemination of Korean culture
and studies.
g. National Institute of Korean History
The National Institute of Korean History (NIKH) systematically surveys,
collects, archives and preserves historical materials necessary for study of
Korean history, and studies and compiles Korean history, based on those
materials. Koreans have traditionally compiled history of past eras, believing
history is not only facts about the past, but also living guidelines for the present.
Succeeding the time-honored tradition, the Guksagwan (History Center) was
established in March 1946, and was later renamed as the National Institute of
Korean History under the Ministry of Culture and Education, in July 1949.
The NIKH compiled and published the Seungjeongwon ilgi (Diary of the Royal
Secretariat) in February 1965. The mammoth project was followed by the
compilation of A History of King Gojong’s Era, A History of the Korean
58
59

PartKorea’s Education System
Education in Korea
Independence Movement, The 36-Year History of Japanese Colonial Rule, and
Materials on Korean History. In the 1970s, the NIKH sought to collect and
publish the results of Korean history research and deal with unexplored fields of
Korean history by undertaking the compilation of H a n g u k s a(Korean History) and
H a n g u k s a r o n(Essays on Korean History).
The NIKH was relocated to its current site in Gwacheon in January 1987. It has
so far compiled and published more than 1,100 books and collections, including
Joseon wangjo sillok (Annals of the Joseon Dynasty) and Seungjeongwon ilgi
(Diary of the Royal Secretariat). The NIKH has compiled Guksagwan nonchong
( Treaties on Korean History) and H a n g u k s a r o n(Essays on Korean History) since
1988. The institute has also completed 52 volumes of the newly compiled
Hanguksa (Korean History), promoting a more accurate understanding of
Korean history.
h. Korea Research Foundation
< h t t p :// w w w. k r f ..kr/new/eng/main.html>
o r
The Korea Research Foundation (KRF), established pursuant to the Science
Promotion Law, efficiently supports and promotes academic activities, including
academic research, exchanges and cooperation, to facilitate the development of
academic culture, and provides scholarship to those in economic difficulties, thus
building a pool of quality human resources.
The KRF seeks to help individual researchers’ research capabilities and
promote a balanced academic development between generations, by helping to
nurture next-generation scholars and researchers, promising professors, basic
research projects, and outstanding scholars.
The KRF also helps improve the quality of research not only through research
support, but also strict evaluation of research results. It also offers research
papers online.
i. Korean Council for University Education
The Korean Council for University Education (KCUE) is an independent
council whose members include presidents from 201 four-year colleges and
universities. Stressing autonomy and creativity in university management, and
responsibilities and public service required of universities, the KCUE has
promoted cooperation among universities through autonomous coordination over
school administration, finance, facilities and other major concerns. It has also
researched matters necessary for qualitative improvement of university
education.
The major functions of the KCUE are as follows:
Research & development of the university education system and its
o p e r a t i o n
Research & development of the student selection process
Study of financial support for universities and fund-raising methods
Research & development and dissemination of university curriculum and
teaching methods
Evaluation of colleges and universities
Training of university employees and faculty members
Projects commissioned by the Ministry of Education and Human Resources
Development
Other collaborative projects among universities.
j. Korean Council for College Education
The Korea Council for College Education (KCCE), established in 1979
pursuant to the Korean Council for College Education Law, consists of the
presidents of 152 junior colleges nationwide. The KCCE promotes research on
the education system, curriculum, teaching methods, evaluation, and academic
a ffairs of junior colleges, thus contributing to enhancing their independence and
improving the quality of education.
The projects undertaken by the KCCE include training of faculty members at
industrial facilities, the work-study program, evaluation of junior college courses,
support for entrance examination management, overseas internship for junior
college students, and other projects commissioned by the Ministry of Education
and Human Resources Development.
The KCCE also conducts research on junior college-related policies, off e r s
education to faculty members and employees to improve their eff i c i e n c y, and
publishes/distributes newsletters and other materials on junior colleges
60
61

PartKorea’s Education System
Education in Korea
C h ap t e r 6
1. Classification of Te a c h e r s
Teacher Education and Teachers’ We l f a r e
O r g a n i z a t i o n s
Te a c h e r’s certificates, granted to those who complete teacher training courses,
act as an institutional mechanism to guarantee teachers’ professionalism and
secure public trust in teachers. The classification and qualifications of teachers
are defined in Attached Tables 1 and 2 of Paragraph 2, in Article 21 of the
Primary and Secondary School Education Act.
According to the provisions, teachers are classified as (regular) teachers
(Grade I and Grade II), assistant teachers, professional counselors, librarians,
training teachers and nursing teachers. They are required to meet the specific
qualification criteria for each category and be licensed by the Deputy Prime
Minister and Minister of Education and Human Resources Development, as
defined by Presidential Decree.
Figure 6-1. Hierarchical System of School Teachers
P r i n c i p a l
Principal Certificate
Vice Principal
Vice Principal Certificate
1st Grade Teacher
1st Grade Teacher Certificate
2nd Grade Teacher
2nd Grade Teacher Certificate
Assistant Teacher
Assistant Teacher Certificate
2. Teacher Training System
Teacher education is offered by universities of education, colleges of
education, departments of education or teacher’s certificate programs in colleges
and universities, junior colleges, the Korea National Open University (broadcast
and correspondence university), and graduate schools of education.
Kindergarten teachers are usually trained by junior colleges. Most primary
school teachers are trained by universities of education, secondary school
teachers receive training at teachers’ colleges or through teacher’s certificate
programs in ordinary colleges and universities. More than 25,000 prospective
teachers are trained annually.
a. Primary School Te a c h e r s
Most primary school teachers are trained by universities of education, primary
education departments of teachers’ colleges, graduate schools of education,
graduate school education departments that offer a primary education major, and
the Korea National Open University (broadcast and correspondence university).
H o w e v e r, educational institutes that actually produce teachers are universities
of education, and the departments of primary education at the Korea National
University of Education and Ewha Womans University. Most elementary school
teachers are trained at 11 universities of education located in metropolitan cities
and provinces. The Korea National University of Education, where the
Table 6-1. Training of Primary School Teachers in 2006
U n i v e r s i t y
University of
E d u c a t i o n
Nat’l University of
E d u c a t i o n
Ewha Womans
U n i v e r s i t y
T o t a l
No. of
u n i v e r s i t i e s
1 1
( N a t i o n a l )
1
( N a t i o n a l )
1
( P r i v a t e )
1 3
Enrollment of 2006 Class
1 2 3 4 T o t a l
6 , 0 5 7
1 6 0
5 0
6 , 0 4 4
1 6 0
5 0
5 , 7 8 1
1 6 0
5 0
5 , 3 2 7
1 6 0
5 0
2 3 , 2 0 9
6 4 0
2 0 0
6 , 2 6 7 6 , 2 5 4 5 , 9 9 1 5 , 5 3 7 2 4 , 0 4 9
62
63

PartKorea’s Education System
Education in Korea
Department of Elementary Education was established in 1985, graduates
approximately 160 elementary school teachers annually. All two-year colleges of
education were upgraded to four-year universities in 1984, and bachelor’s
degrees are awarded to graduates.
Meanwhile, a special in-service training program has been available at
universities of education since 1985 to improve the quality of teachers already
employed. Teachers who do not have a bachelor’s degree may be admitted to
evening degree courses during summer/winter school.
C u r r e n t l y, about 77 percent of the freshmen at education universities are
female, and incentives to recruit competent male students are needed.
b. Secondary School Te a c h e r s
While secondary school teachers are mainly trained by teachers’ colleges, they
are also trained by departments of education or through teacher training courses at
ordinary universities and graduate schools of education. Temporary teachers’
training centers were once operated to meet the teacher shortage, but all were
closed in 1973. Today teachers are trained through regular school curriculums only.
A total of 13 national and 27 private colleges of education, and departments of
education at universities produce approximately 16,000 prospective teachers
a n n u a l l y. About 46,000 teachers are also trained by graduate schools of
education, whose main purpose is to give in-service training to teachers. Te a c h e r
training courses are available at 2,913 departments of 152 universities, which
produce about 10,000 prospective teachers annually.
The curriculum of colleges of education requires a total of 130-150 credits for
graduation, of which 20 percent must be in liberal arts, 60 percent in the major
subject, and the remaining 20 percent, electives. The curriculum for major
courses consists of subject study, subject teaching, general education, and a
teaching practicum. Te a c h e r’s certificates are awarded to those graduates of the
colleges upon completion of certain courses, as prescribed by the Primary and
Secondary Education Act. They do not have to take an examination to obtain a
t e a c h e r’s certificate.
Public school teachers are selected and appointed based on a teachers’
qualification examination conducted by metropolitan/provincial offices of
education. In the case of private schools, teachers are selected by each school.
The examination for public school teachers is two-tiered: the primary
examination is a written test on pedagogy (20%) and the special areas (80%),
and the secondary examination consists of a practical test, essay writing and
i n t e r v i e w.
Since the inauguration of the Participatory Government, the Ministry of
Education and Human Resources Development has sought to modify the
curriculum of teacher training universities in order to produce well-qualified
teachers for the era of globalization and informatization. Efforts are being made
to strengthen the specialization of teacher training and to design the teachers’
examination to differentiate qualification levels among applicants.
Toward that goal, colleges of education have been advised to increase the
ratio of “subject teaching” in the curriculum, reinforce subjects of study with
teachers’ ethics, computer and other IT applications, class management, and
counseling and other student services, and increase the credits and length of the
teaching practicum. Since 1998 teacher training institutes have been evaluated
with a view to encouraging competition among the institutes. Intensive support is
extended to the universities, evaluated as “outstanding,” so as to help facilitate
their development through specialization.
Table 6-2. Training of Secondary School Teachers
T y p e
College of education
(including departments of
education at ordinary universities)
Teacher training courses at
ordinary universities
Graduate school of education
No. of teacher’s licenses issued by each school
2005 2004 2003 2002 T o t a l
1 7 , 3 6 6 1 7 , 2 3 7 1 6 , 1 5 9 1 4 , 8 6 9 6 5 , 6 3 1
1 0 , 3 1 2 9 , 7 7 4 1 0 , 0 8 9 1 0 , 3 6 3 4 0 , 5 3 8
5 , 5 9 9 4 , 6 8 5 4 , 5 0 7 3 , 8 3 5 1 8 , 6 2 6
T o t a l 3 3 , 2 7 7 3 1 , 6 9 6 3 0 , 7 5 5 2 9 , 0 6 7 1 2 4 , 7 9 5
Kindergarten, primary, special and librarian education departments are not included.
The students who take teacher training courses at ordinary universities account for 30 percent
of the total enrollment.
64
65

PartKorea’s Education System
Education in Korea
c. Other Te a c h e r s
Prospective teachers of special schools for challenged students are trained
based on their respective schools and students. Primary education applicants to
special schools must complete the courses necessary for primary school
education, and those who apply for special school as secondary education
teachers must complete the courses necessary for secondary school education
in addition to their majors.
Librarians must graduate from the library science department at ordinary
universities and complete teacher training courses. Nursing teachers must
graduate from junior colleges of nursing or the department of nursing science at
ordinary universities and have nurse’s licenses. The graduates from the
department of nursing at junior colleges are required to complete teacher training
courses. Effective as of 2002, graduates from the department of nursing science
at universities need to complete teacher training courses.
Table 6-3. Issue of Teacher’s Certificates (January 1, 2005 - December 31, 2005)
C e r t i f i c a t e
School Level
2nd grade
regular teacher
Assistant
t e a c h e r
2nd grade
c o u n s e l o r
2nd grade
l i b r a r i a n
Training
t e a c h e r
2nd grade
nursing teacher
T o t a l
S p e c i a l
K i n d e r g a r t e n P r i m a r y S e c o n d a r y T o t a l
K i n d e r g a r t e n P r i m a r y S e c o n d a r y S u b - t o t a l
1 0 , 9 6 0 6 , 0 0 5 3 3 , 5 5 4 3 3 7 9 2 5 5 1 9 1 , 7 8 1 5 2 , 3 0 0
0 0 9 - - - 0 9
3 4 3 4
3 7 4 3 7 4
3 6 , 1 5 5 3 6 , 1 5 5
5 , 3 9 6 5 , 3 9 6
9 4 , 2 6 8
3. In-Service Training of Te a c h e r s
a. Types and Contents of Tr a i n i n g
In-service training is offered to teachers to improve their quality and
professionalism and inspire them with a strong sense of mission, so that they
can faithfully carry out educational activities in the classrooms and prepare
themselves for the rapidly changing era of information, industrialization and
diversification. In-service training programs are for certificates, professional job
training, and special training.
The certificate training program is for teachers who want to obtain new or
higher grade certificates. Certificate training programs are available for Grade I
and Grade II teachers, vice-principals and principals, professional counselors,
librarians, and nursing teachers. The training period is 30 days (180 hours) or
l o n g e r. The contents of each training program are stated in an attached table in
the Enforcement Rules of the Regulations on Training of Teachers, Etc.
Specific training methods are determined by metropolitan/provincial offices of
education. The in-service training for certificates is usually offered by
metropolitan/provincial education training institutes, the Center for In-Service
Table 6-4. In-Service Training for Certificates (1998-2005)
C e r t i f i c a t e
V i c e -
P r i n c i p a l
Y e a r
p r i n c i p a l
Grade I
Grade II
N u r s i n g
(Grade I)
C o u n s e l l o r
L i b r a r i a n
(Grade I)
T o t a l
1 9 9 8 2 , 5 4 8 2 , 9 0 8 1 2 , 2 5 6 1 , 1 5 1 7 8 1 1 0 0 8 0 1 9 , 8 2 4
1 9 9 9 5 , 1 7 6 5 , 9 0 4 9 , 6 6 3 1 2 0 4 5 5 7 0 7 7 9 2 2 , 1 0 4
2 0 0 0 2 , 8 2 1 2 , 8 3 7 1 1 , 8 9 0 6 6 9 5 3 9 1 , 0 0 2 0 1 9 , 7 5 8
2 0 0 1 1 , 7 7 4 3 , 7 8 4 9 , 4 4 8 2 4 3 3 8 3 8 4 0 0 1 6 , 4 7 2
2 0 0 2 2 , 3 1 8 2 , 5 8 8 1 1 , 6 3 3 4 1 3 2 4 3 1 , 0 3 7 0 1 8 , 2 3 2
2 0 0 3 2 , 3 4 6 3 , 2 1 3 1 4 , 1 1 6 6 3 1 4 0 2 , 7 4 3 0 2 2 , 6 2 1
2 0 0 4 2 , 5 2 6 3 , 4 8 5 1 3 , 9 4 7 9 3 3 5 5 2 , 9 0 7 0 2 3 , 3 1 3
2 0 0 5 2 , 1 6 2 2 , 6 1 9 1 3 , 3 8 0 6 0 1 9 4 2 , 8 1 7 1 8 2 1 , 2 5 0
66
67

PartKorea’s Education System
Education in Korea
Education at the Korea National University of Education, training centers
associated with universities, the National Academy for Educational
Administrators associated with Seoul National University college of education,
and Seoul National University of Education, etc.
Professional job training aims at improving teachers’ effectiveness and their
ability to teach subjects and help guide students. Diverse programs are
available to that end, with curriculums determined by the president of each
training center. The training period and hours differ according to students and
courses, and the programs are offered by metropolitan/provincial education
training institutes, training centers attached to universities, the Center for In-
Service Education at the Korea National University of Education, training
centers associated with universities, online education training institutes, and
the institute of training in special areas, as deemed necessary by the education
superintendent. Recently, an online education training institutes was
introduced to solve time/space issues, alleviate the in-service training burden
of teachers, and utilize various teaching & learning methods through the
Internet and multimedia.
Overseas in-service training is divided into training through experiences and
field training (English and vocational school teachers). Under the trainingthrough-experience
programs, teachers visit educational institutes, schools
and cultural facilities in Asian countries, the United States, Europe, and
Oceanic countries for about two weeks, with a view to promoting international
Table 6-5. Professional Job Training (1998-2005)
Y e a r
Type
Other job
t r a i n i n g
Overseas training
Training through experience Field training S u b - t o t a l
T o t a l
1 9 9 8 3 3 5 , 9 6 6 3 0 3 2 4 2 5 4 5 3 3 6 , 5 1 1
1 9 9 9 3 6 0 , 8 8 7 5 1 0 1 0 0 6 1 0 3 6 1 , 4 9 7
2 0 0 0 3 4 8 , 3 8 5 8 0 0 3 1 8 1 , 1 3 8 3 4 9 , 5 2 3
2 0 0 1 2 6 9 , 2 5 1 2 , 2 4 3 1 8 0 2 , 4 2 3 2 7 1 , 6 7 4
2 0 0 2 2 4 5 , 5 3 7 2 , 4 6 5 1 7 1 2 , 6 3 6 2 4 8 , 1 7 3
2 0 0 3 2 4 3 , 1 8 5 2 , 2 0 5 1 6 8 2 , 3 7 3 2 4 5 , 5 5 8
2 0 0 4 2 7 7 , 0 8 5 2 , 3 0 0 1 7 5 2 , 4 7 5 2 7 9 , 5 6 0
2 0 0 5 3 5 3 , 7 0 8 3 , 7 2 8 8 1 7 4 , 5 4 5 3 5 8 , 2 5 3
understanding and professionalism. Currently, the programs are operated
autonomously by each metropolitan/provincial office of education.
Field training, introduced in 1978, is offered by foreign universities and
training institutes for 4-8 weeks to help teachers acquire advanced knowledge,
teaching methods and science & technology. Recently, the increase in the
number of English teachers on overseas field training programs has raised the
annual number of teachers undergoing field training to 817.
Special training is long-term (up to 2 years) training offered by domestic or
foreign training centers, designated by the Minister of Education and Human
Resources Development, to improve teacher professionalism. The M.A.
courses (including seasonal M.A. courses) and training in minor subjects
o ffered by the Korea National University of Education are cases in point.
Table 6-6. Training in Minor Subjects (1999-2005)
Y e a r
C l a s s i f i c a t i o n
No. of
s u b j e c t s
No. of trainees
(unit: persons)
1 9 9 9 2 0 0 0 2 0 0 1 2 0 0 2 2 0 0 3 2 0 0 4 2 0 0 5 T o t a l
1 9 2 0 3 1 1 4 2 2 1 6 1 6 1 3 8
4 , 4 9 3 6 , 1 4 5 4 , 7 9 8 2 , 3 8 5 2 , 5 3 1 4 5 0 2 5 8 2 1 , 0 6 0
b. Teachers’ Training Organizations
Teacher training organizations offer various training to teachers and public
o fficials in charge of education administration.
Teacher training organizations, licensed by the Minister of Education and
Human Resources Organization, include metropolitan/provincial education
training institutes, education training institutes associated with universities of
education and ordinary universities, and online education training institutes.
The institutes of training in special areas designated by metropolitan/provincial
education superintendents offer training to teachers in special areas, such as
foreign languages, dance and traditional Korean music.
68
69

PartKorea’s Education System
Education in Korea
Table 6-7. Teachers’ Training Organizations (as of June 2006)
O r g a n i z a t i o n
General education
training institute
Secondary school
education & training
institute, associated
with universities
Elementary school
education & training
institute, associated with
universities of education
M e t r o p o l i t a n / p r o v i n c i a Training l for certificates, professional
education training job training of kindergarten, primary
i n s t i t u t e and secondary school teachers
Online education
training institute
Education training
institute in special
a r e a s
T o t a l
4. Teachers’ Organizations
Major training programs
Training for certificates, professional
job training and special training of
kindergarten, primary and
secondary school teachers
Training for certificates and job
training of secondary school
teachers
Training for certificates and job
training of kindergarten and primary
school teachers
Training for certificates, professional
job training of kindergarten, primary
and secondary school teachers
Professional job training of
kindergarten, primary and
secondary school teachers
No. of
o r g a n i z a t i o n s
Korea, which had recognized a single teachers’ organization, pledged to
allow teachers’ union activities at the Tripartite Commission in 1998. The
agreement at the tripartite negotiating table representing labor, management
and government led to the enactment of related laws in 1998, thus providing a
legal basis of establishing various organizations for extending teachers’
professionalism and interests. Currently, there are four organizations to that
e n d :
3
7 2
1 1
1 6
6 0
1 , 5 8 9
1 , 7 5 1
Licensor
Minister of
Education and
H u m a n
R e s o u r c e s
D e v e l o p m e n t
M e t r o p o l i t a n /
p r o v i n c i a l
e d u c a t i o n
s u p e r i n t e n d e n t
a. Korean Federation of Teachers’ Associations
< h t t p : / / e n g l i s h . k f t a . o r. k r >
There are teachers’ associations at each metropolitan city and province; and
the KFTA is the central organization of the associations. Established in 1947, the
active membership includes 200,000 teachers in kindergartens, elementary,
middle and high schools and universities. Students of universities of education
and colleges of education, who are prospective teachers, are associate
members, and retired teachers, members of school councils, and parents of
students are honorary members of the Federation.
The KFTA is engaged in the extension of teachers’ professionalism and ethics,
improvement of teachers’ welfare and benefits, research on subjects and
education policies, and exchanges with international teachers’ organizations. It
also publishes the Korea Education Newspaper (weekly) and various educationrelated
books.
Pursuant to the Special Law on Improvement of Teachers’ Status, the KFTA
makes negotiation and discussion with the government twice a year to improve
teachers’ professionalism and status.
The KFTA joined the World Confederation of Organizations of the Te a c h i n g
Profession (WTOCP) in 1951; the two major organizations, WCOTP and IFFTU
were integrated into the EI (International Education) in Stockholm, Sweden, in
January 1993. This automatically made the KFTA a member, allowing it to
participate in international education and cultural exchanges.
b. Korean Teachers & Educational Workers’ Union
< h t t p : / / e n g l i s h . e d u h o p e . n e t >
The Korean Teachers and Educational Workers’ Union (KTU) was organized
without legal recognition on May 28, 1989, and was active for the next 10 years
until the Law on Establishment and Operation of Labor Unions for Teachers was
enacted on January 29, 1999. Under the law, the KTU was inaugurated as a
legitimate organization on July 1, 1999. Membership is extended to any teacher,
regular and part-time, in kindergartens, elementary, middle and high schools.
The KTU under the umbrella of the Korean Confederation of Trade Unions
(KCTU) works jointly with various civic organizations on educational and social
70
71

PartKorea’s Education System
Education in Korea
issues. The membership now totals about 90,000.
The KTU’s major projects include improving the educational environment,
securing sufficient budget for providing quality education, ensuring the autonomy,
neutrality and public spirit of education, and guaranteeing private school
teachers’ job security, offering in-service training to improve teachers’
professionalism, and conducting research on subject teaching.
The KTU has held the Congress on the Practice of True Education annually
since 2001, where research results and actual performances are reported so that
teachers can share the information on new teaching methods, student guidance,
class management, and so on.
Pursuant to the Law on the Establishment and Operation of Labor Unions for
Teachers, the KTU has the right to enter into collective bargaining and negotiate
with the Minister of Education and Human Resources Development,
metropolitan/provincial education superintendents, or those who operate private
schools, regarding matters of economic and social status, including wages for
labor union employees or members of the union, working conditions and general
welfare.
It publishes a weekly newspaper and such educational publications as O u r
E d u c a t i o n. By jointly working with the ILO and the EI, it remains active in
promoting teachers’s rights.
c. Korean Union of Teaching and Education Wo r k e r s
< h t t p : / / w w w. k u t e . o r. k r >
The central headquarters for the Korean Union of Teaching and Education
Workers was established in May 1999, pursuant to the Act on the Establishment
and Operation of Labor Unions for Teachers, and commenced activities as a
labor union on July 1 of that year. Kindergarten, elementary, middle and high
school teachers can become members, with membership totaling approximately
25,000. The KUTE is a member of an umbrella labor group, tentatively called the
“New Confederation of Trade Unions.”
The KUTE’s major projects include enhancing the basic labor rights of
teachers, improving the social and economic status of teachers and contributing
to educational development. It has launched the “Green School” campaigns to
d i fferentiate itself from other existing organizations and promotes the concept of
teacher satisfaction and pride, providing wholesome, clear & transparent, futureoriented,
and creative education.
As one of Korea’s teachers unions, this organization has the right, under the
Act on the Establishment and Operation of Labor Unions for Teachers, to enter
into collective bargaining and negotiate with the Minister of Education and
Human Resources Development, metropolitan/provincial education
superintendents, or those who operate private schools as regards matters on the
economic and social status of the labor union and its members, including wages,
working conditions and benefits.
d. Korea Liberal Teachers’ Union
The Korea Liberal Teachers’ Union (KLTU) was established on April 22, 2006.
Kindergarten, primary, and secondary school teachers are eligible to join the
K LTU. In alliance with liberal, civic organizations, it has made efforts to conduct a
market economy-based education campaign and improve the rights and
interests of teachers. Currently, it has approximately 5,000 members.
Its key projects include the improvement of the educational environment,
securing of the education budget, sharpening the competitiveness of education,
ensuring teachers’ job security and improvement of teachers’ status. Under the
catch phrase of “teaching with parent’s love,” the KLTU has endeavored to
d i fferentiate itself from other organizations by helping improve the quality of
education through fair competition and promoting co-existence in society.
As a teachers’ union, the KLTU has the right to enter into collective bargaining
and negotiate with the Minister of Education and Human Resources
Development, metropolitan/provincial education superintendents, or those who
operate private schools.
5. Teachers’ Welfare Organizations
The Korean Teachers’ Mutual Fund and the Korean Teachers’ Pension have
been established to promote the welfare of teachers and to provide financial
security so that teachers and educational workers can fully devote themselves to
their jobs.
72
73

PartKorea’s Education System
Education in Korea
a. Korean Teachers’ Mutual Fund
The Korean Teachers’ Mutual Fund (KTMF) is a teachers’ welfare
organization, established in 1971, pursuant to a related special act. Its purpose is
to promote teachers’ welfare and ensure their financial security. The KTMF,
therefore, provides a variety of benefit programs so that all teachers can take
pride in their profession and enjoy financial stability while employed and even
after retirement. The government extends financial supports and guarantees its
operation with various policies.
Since its inception on March 16, 1971, the KTMF has made remarkable
growth, thanks to an increase in membership, expansion of contributions, and
optimized project profits. When the KTMF was inaugurated in 1971, it had about
70,000 members and was capitalized at just 1.3 billion won. Now, after 35 years,
it is capitalized at 12.6 trillion won with a membership of 680,000. It offers various
benefit and loan services, and welfare & benefit programs, and operates welfare
facilities for members.
The KTMF has made the following efforts to protect members against on-thejob
accidents and provide for them after retirement: It offers benefit and loan
service to its members, operates welfare and benefit programs and facilities, and
undertakes various fund-raising projects.
In addition, the KTMF publishes the biweekly, Korean Teachers’ Newspaper, to
provide the information necessary for teachers’ teaching and other activities, and
release information on its management performances and projects.
Table 6-8. Members and Assets of the KTMF
Y e a r
(units: 10 thousand people, 100 million won)
1 9 7 1 1 9 7 5 1 9 8 0 1 9 8 5 1 9 9 0 1 9 9 5 2 0 0 0 2 0 0 5
Private School Teachers’ Pension Act. The purpose of the pension is to help
teachers cope with retirement, death, injury and illness with appropriate benefits
and welfare programs, thus contributing to economic stability and welfare of
private school teachers. It also works to ensure that the pension level of teachers
at private schools is on a par with that of government employees, thereby
maintaining an equilibrium with teachers at national and public schools.
Its major functions are to collect contributions, determine and pay benefits,
operate assets and undertake welfare projects for teachers.
Contributions, its main revenue source, are shared by teachers (8.5 percent of
monthly salary), school foundations (5.0 percent), and the government (3.5
percent). As for office workers, contributions are shared by teachers and school
foundations (8.5 percent each). The benefits for teachers’ accidents at work are
additionally shared by school foundations (1/55 of total individual contributions).
It offers retirement benefits and allowances for retired teachers, accident and
death benefits for teachers who are employed, and survivor compensation
benefits, which amount to retirement benefits and allowances.
In addition, job-related illness or injury benefits, job-related illness or injury
benefit lump sum, benefits for disability at work and resultant retirement, and
survivor compensation are available. In the event a participant dies while
receiving pension benefits, his survivors are entitled to those benefits.
As welfare programs, the KTP offers tuition loans and loan service with the
pension fund. It operates the KTP Building and the Osaek Green Yard Hotel.
Under the related law, the government may finance part of the KTP’s operating
cost, and the Ministry of Education and Human Resources Development leads
and supervises the KTP. As of January 1, 2006, the KTP covered a total of 4,741
schools involving 236,726 teachers and school employees, and maintains a fund
of 7,202.9 billion won in benefit reserves.
No. of members
A s s e t s
7 1 4 2 0 2 8 3 8 4 5 5 5 6 8
1 8 9 2 4 4 5 2 , 8 4 3 1 1 , 7 2 2 3 7 , 4 5 2 7 4 , 7 4 5 1 2 6 , 5 2 2
b. Korean Teachers’ Pension
The Korean Teachers’ Pension (KTP) was established in 1973, pursuant to the
74
75

Part
Human Resources
Development
Chapter 7. Human Resources Development
P o l i c y
Chapter 8. Education for the Gifted and Science
& Technology Education
Chapter 9. Lifelong Education
Chapter 10. International Cooperation in
Education and Education for
Overseas Koreans

PartHuman Resources Development
Education in Korea
C h ap t e r 7
Human Resources Development Policy
1. Human Resources Development System
Human resources and knowledge are the key to growth and prosperity in a
knowledge-based society. To meet the requirements of the times, countries are
forging ahead with the development of knowledge and human resources as a
core strategy for national development. South Korea, too, has joined this global
movement. The Korean government has changed the paradigm of national
growth: instead of making human resource policies unilaterally, the government
develops and implements them systematically through inter-ministerial
c o n s u l t a t i o n s .
A c c o r d i n g l y, the government needed to set up a central agency to oversee and
coordinate human resources policies being implemented by several ministries.
The Ministry of Education, which was in charge of most human resources
development for the government, was upgraded to a deputy prime minister-level
o ffice, and renamed the Ministry of Education and Human Resources
Development (MOE & HRD) on January 29, 2001. With that transformation, the
ministry shifted its focus from the supply (nurturing) side of human resources,
such as primary, secondary, higher and life-long education, to a broader range of
policies involving the supply, demand, and management of human resources.
The shift paved the way for a new paradigm in which related ministries can
collaborate rather than operate individually on policy implementation.
Making human-resource development policy on a national scale requires a
support system, including a mid- to long-term human resources development
vision, implementation strategies, and an organization to coordinate human
resources development policies, as well as related laws. The Ministry of
Education and Human Resources Development assumed a leading role in
devising the first and second Master Plans of Human Resources Development in
December 2001 and December 2005, respectively, as blueprints for a mid- to
long-term human resources development policy. The Council for Human
Resources Development has also been in place since March 2000 to coordinate
human resources development policies implemented by each ministry. The Basic
Human Resources Development Act (August 26, 2002) and its enforcement
decrees (February 24, 2003) were also enacted to provide a legal basis for the
implementation of human resources development policies.
The first Master Plan of Human Resources Development (2001-2005), whose
vision is to cultivate “human resources with a competitive edge and a society
characterized by mutual trust,” aims at developing Korea into one of the top ten
nations with a strong pool of human resources. The government set four major
areas, 16 fields, and 119 specific tasks as priority projects. Under the first Master
Plan, human resources development plans for each ministry were established
and implemented on an yearly basis during the period from 2002 through 2005.
In 2005, the second Master Plan of Human Resources Development (2006-
2010) was established. The second Master Plan set four major policy goals:
nurturing internationally competitive manpower, improving life-long learning
capabilities of all people, improving social integration, education, culture and
welfare, and expanding human resources development infrastructure, 20 policy
areas, and 200 specific tasks. To improve the practicality and adaptability of the
second Master Plan, 22 ministries, agencies and administrations participated in
the process of establishing and implementing the action plan for 2006.
The inter-ministerial Council for Human Resources Development is a
ministerial policy consultation organization that coordinates the human resource
policies of each ministry and deliberates basic policy directions. The Commission
consists of the heads of 14 ministries including the Ministry of Education and
Human Resources Development and the Ministry of Finance and Economy. A
total of 61 meetings have been held since its inception in March 2000 through
March 2006, to deliberate and coordinate on 215 issues, including the
Comprehensive Plan for Raising Human Resources in Areas of National
Strategic Importance. The Commission carries out its role as a major policy
coordinating body.
The Basic Human Resources Development Act consists of 13 articles and two
addenda paragraphs, including definitions of “human resources” and “human
resources development” (Article 2), responsibilities of the state and local
governments for human resources development (Article 4), establishment of the
master plan of human resources development (Article 5), establishment and
operation of the Council for Human Resources Development as an interministerial
consultative body, which consists of heads of related ministries (Article
7), and formation of a team to evaluate the performances in human resources
78
79

PartHuman Resources Development
Education in Korea
development plans (Article 8).
In addition, a human resources policy cooperation network is in place, linking
government-funded research institutes, private research institutes and related
academic societies, to accommodate the knowledge, information and new ideas
gathered at research institutes to ensure ongoing policy development and to
share the latest information and knowledge about education, training,
employment and industrial policies.
The government’s human resources development policies will succeed only if
they are implemented systematically in coordination with regional human
resources development projects. At the human resources development meeting
held on May 29, 2002, the government decided to designate the so-called “areas
of pilot regional human resources development” in order to establish a model of
regional human resources development and form a foundation for revitalizing
human resources development. As a result, Busan, Gwangju and North
Chungcheong Province were designated as model areas (October
2002~September 2003). As of 2006, 13 cities and provinces, not including the
capital area, operated their respective human resources development
consultative committees, based on the results of pilot projects in the three areas.
(See Chapter 12 for more information on human resources policies)
2. Wo m e n ’s Resources Development Policy
a. Background and Performance
(1) Background
The working-age population has been decreasing due to Korea’s low birth rate
and aging population. which in turn threatens to lower the nation’s potential
economic growth rate. It is thus urgent to encourage women’s participation in
economic activities to increase the working-age population. Major advanced
countries showed that the rate of women’s engagement in economic activities
rapidly increased (at more than 9 percent on the average) in a period when their
respective per capita GDPs were rising from $10,000 toward $20,000. In Korea,
h o w e v e r, the rate of women’s engagement in economic activities has remained
at 50-53 percent (70 percent for men) since 1995, 6.8 percent lower than the
average of OECD countries (59.6 percent).
The comparable rate is especially low for female graduates of universities or
higher educational institutes. It was the lowest among the 30 OECD membercountries
and as much as 20.5 percent lower than the OECD average, as of 2003.
It is analyzed that more than 1.2 million women should additionally participate in
economic activities if the rate is to be raised to the OECD average level.
The Basic Education Act, as revised in 2002, included for the first time
provisions on “Promotion of Gender Equality Education,” which prescribe the
establishment and implementation of the policies for central and local
governments to more proactively deal with the issue of gender equality. As a
result, gender equality has been achieved in educational opportunities. In the
average number of years of formal education, women surpassed men in 2000.
The female graduate ratio has increased from 37.7 percent to 48.8 percent
during the past decade. It is expected that the female ratio (43.9 percent will be
higher than that of men (43.9 percent) among university graduates aged 25-34,
by 2012. These statistics show that female human resources, equipped with
higher education and diverse capabilities, will continue to increase.
(2) Performance
The Ministry of Education and Human Resources Development has
implemented diverse projects for the development of women’s resources.
The Public Educational Officials Act was revised to help increase the use of
sophisticated female labor force. First of all, national/public universities adopted a
system to employ a certain number of female professors, and the target number
was determined at 200. And institutional mechanism was also introduced in
January 2005 to increase opportunities for female teachers’ to advance to
executive management positions. In December 2005, research on customized
vocational training supports was conducted to help college-educated women
resume their careers.
Various programs have been developed and distributed, including a career
guidance program and guide book for female students in secondary schools
(2003), research and manuals for parents’ gender-equality career guidance
(2004), teachers guide on gender equality (December 2005), and ways of
innovating teaching/learning methods to improve female students’ performances
in math and science (December 2005).
“Increasing the use of female resources” was included among the 16 fields,
80
81

PartHuman Resources Development
Education in Korea
Figure 7-1. Vision and Directions of Women’s Education Policy
emphasized by the first Master Plan of Human Resources Development (2001-
2005), with a total of nine tasks, including strengthening of female students’
career and vocational training. Under the second Master Plan of Human
Resources Development (2006-2010), “revitalization of female resources
development” has been targeted as one of the 20 policy areas, and 12 specific
tasks have been undertaken, including promotion of female students’ admission
to science and engineering schools and strengthening of their science and
engineering capabilities.
b. Performance
Substantial Gender Equality Education Policy
Policy Direction
Development and Use of Female Resources
Gender Equality & Main Streaming in Education Policy
Education Environment for Gender Equality
Network for an Effective Women’s Education Policy
Policy for Women: STEP
Gender Sensitive
Gender MainsTr e a m i n g
Gender Eq u a l i t y
Gender Pe r s p e c t i v e
(1) Development and Use of Female Resources
Target Number of Female Professors at National/Public Universities
To promote gender equality in faculty employment, every three years national
and public universities are required to establish and actually implement
respective employment plans that specify the target ratio of female professors’
employment for each college. The Ministry has reviewed each institution’s
gender-fair employment plan and actual performance every year and extended
administrative and financial support based on the results. In 2004, Gusan,
Gangneung and Gyeongbuk universities, and the Korea National University of
Education received 120 million won as they were recognized for their eff o r t s
toward gender equality. In 2005, 180 million won was given to Chungnam, Jeju,
Gangwon and Changwon universities.
Table 7-1. Ratios of Male and Female Professors at General
C o l l e g e s / U n i v e r s i t i e s
C l a s s i f i c a t i o n
O v e r a l l
N a t ’ l /
p u b l i c
P r i v a t e
M e n
W o m e n
F e m a l e
p r o f e s s o r s ’
ratio
M e n
W o m e n
F e m a l e
p r o f e s s o r s ’
ratio
M e n
W o m e n
F e m a l e
p r o f e s s o r s ’
ratio
(units : persons, %)
1 9 8 0 1 9 8 5 1 9 9 0 1 9 9 5 2 0 0 0 2 0 0 1 2 0 0 2 2 0 0 3 2 0 0 4 2 0 0 5
1 0 , 5 1 2 1 7 , 3 9 6 2 2 , 3 5 2 2 9 , 7 4 3 4 1 , 7 8 8 4 3 , 1 4 7 4 4 , 0 1 8 4 5 , 1 0 6 4 6 , 8 3 7 4 9 , 0 3 4
1 , 2 8 4 2 , 4 1 2 2 , 9 8 5 4 , 1 9 5 5 , 7 5 1 6 , 1 0 3 6 , 4 1 1 6 , 7 1 9 7 , 2 1 5 7 , 9 6 1
1 0 . 9 1 2 . 2 1 1 . 8 1 2 . 4 1 3 . 7 1 4 . 1 1 4 . 6 1 4 . 9 1 5 . 4 1 6 . 2
3 , 7 8 8 5 , 9 9 0 7 , 6 2 4 9 , 3 6 5 1 1 , 3 3 4 1 1 , 4 2 2 1 1 , 6 0 6 1 1 , 8 9 9 1 2 , 4 7 7 1 2 , 9 8 2
2 1 2 5 3 0 6 6 5 8 1 8 9 6 6 1 , 0 0 5 1 , 0 5 2 1 , 1 0 0 1 , 2 4 4 1 , 3 9 0
5 . 3 8 . 1 8 . 0 8 . 0 8 . 5 8 . 8 9 . 1 9 . 2 9 . 9 7 1 0 . 7
6 , 7 2 4 1 1 , 4 0 6 1 4 , 7 2 8 2 0 , 3 7 8 3 0 , 4 5 4 3 1 , 7 2 5 3 2 , 4 1 2 3 3 , 2 0 7 3 4 , 3 6 0 3 6 , 0 5 2
1 , 0 7 2 1 , 8 8 2 2 , 3 2 0 3 , 3 7 7 4 , 7 8 5 5 , 0 9 8 5 , 3 5 9 5 , 6 1 9 5 , 9 7 1 6 , 5 7 1
1 3 . 8 1 4 . 2 1 3 . 6 1 4 . 2 1 5 . 7 1 6 . 1 1 6 . 5 1 6 . 9 1 7 . 4 1 8 . 2
Helping Female Teachers Advance to Executive Management Positions
Measures have been taken to help female teachers become principals, vice
principals and other executive management positions. It is designed to secure
w o m e n ’s representation in the teaching community, and create an educational
environment in which gender equality is realized. Plans are to increase the ratio
82
83

PartHuman Resources Development
Education in Korea
of women among the total principals and vice principals up to 20 percent by 2010
and 30 percent by 2015. Education superintendents are also advised to take
appropriate measures to increase the ratio of women among newly employed
local officers of education, professional positions, and assigned teachers to at
least 30 percent. They have also been advised to take appropriate measures to
increase the ratio of women members on various committees to at least 30
percent. The performances in terms of women teachers’ advance into the
executive management are reflected in the evaluation of metropolitan/provincial
o ffices of education.
Table 7-2. Women Principals and Vice-Principals
Y e a r
April 2001
April 2002
April 2003
April 2004
April 2005
P r i n c i p a l V i c e - P r i n c i p a l T o t a l
T o t a l W o m e n R a t i o ( % ) T o t a l W o m e n R a t i o ( % ) T o t a l W o m e n R a t i o ( % )
8 , 1 0 5 5 9 5 7 . 3 8 , 4 8 4 8 0 2 9 . 5 1 6 , 5 8 9 1 , 3 9 7 8 . 4
8 , 2 5 0 6 1 6 7 . 5 8 , 7 4 1 9 0 7 1 0 . 4 1 6 , 9 9 1 1 , 5 2 3 9 . 0
8 , 4 1 4 6 2 3 7 . 4 9 , 0 3 2 1 , 0 6 8 1 1 . 8 1 7 , 4 4 6 1 , 6 9 1 9 . 7
8 , 5 8 3 6 7 0 7 . 8 9 , 1 6 2 1 , 2 0 6 1 3 . 2 1 7 , 7 4 5 1 , 8 7 6 1 0 . 6
8 , 7 6 6 7 5 3 8 . 6 9 , 3 5 8 1 , 3 8 8 1 4 . 8 1 8 , 1 2 4 2 , 1 4 1 1 1 . 8
Strengthening of Career Education for Female Students
The Ministry has extended support to the Woman into Science and
Engineering (WISE) project, which is designed to promote a sense of
professional focus among parents and female students in preparation for the
knowledge-based society of the 21st century, and to encourage female students
to apply for science and engineering schools. The Ministry extended 1.92 billion
won to hub centers (10 hub centers including Ewha Womans University) and
regional centers of the WISE project in 2005.
Establishment of Day-Care Facilities at Universities
E fforts are being made to establish day-care facilities at universities and
expand the infrastructure for students to continue their studies and research. In
2005, it was recommended that private colleges and universities establish day-
care facilities by attracting private capital. A seminar was held to encourage the
establishment of day-care centers at colleges and universities, in June 2005. A
survey of the demand for day-care facilities at private universities was conducted
and a presentation on “establishment of day-care facilities at private universities”
was held in September 2005. A work site with a minimum of 500 regular workers
is required by law to establish in-house day-care facilities, and ordinary four-year
universities fall into that category. For any universities that want to establish daycare
facilities and commit to providing a site or building and invest in necessary
facilities, the Ministry has been securing funds and will continue to do so.
(2) Creation of Educational Conditions for Realization of Gender Equality
Improvement of Heath Care System for Female Students
The Presidential Committee on Education Innovation and the National Human
Rights Commission recommended that schools introduce a system to excuse
female students’ absence from school because of menstrual pain. The Korean
Teachers & Educational Workers’ Union, the National Parents’ Committee for
True Education and other civic groups have continued to request that schools
approve the special monthly absence. In 2005 the master plan of girl students’
health care system improvement was established, and four schools (Dongjin
Middle School, Mungyeong Middle School, East Daejeon High School and
Geumsan High School) were designated as pilot research schools. Based on the
results of pilot operations, menstrual pain will be accepted as a reason for
absence, with the school principal’s approval. The plan will include provisions in
the school’s academic records management regulations, pursuant to related
guidelines of metropolitan/provincial office of education.
Educational Environment for Realization of Gender Equality
E fforts have been made to promote a sense of gender equality among school
administration and faculty, as well as students through essay-writing.
Teaching/learning materials and services have been offered to that effect. In
2005, a writing contest was held nationwide for primary, middle and high school
students to promote a sense of gender equality on the occasion of the Wo m e n ’s
Week (July 1-7).
An elementary school teachers’ teaching guide on gender equality was
84
85

PartHuman Resources Development
Education in Korea
developed in December 2004 and distributed nationwide in April 2005. The
guide covers theories and teacher strategies for ensuring equal educational
experiences in a coeducational classroom. There are also steady efforts to
develop and distribute online gender-equality education materials (for both
teachers and students).
Gender Impact Assessment
The impacts of education policies on both sexes was assessed, pursuant to
Article 10 of the Basic Act on Wo m e n ’s Development. The gender impact
assessment was designed to help establish gender-equality policies in such a way
as to eliminate gender discrimination in education policies. In 2005, the impacts of
the “pilot school operation for female students’ health care management research”
were assessed, because possible changes in female students’ academic activities
and performance due to menstrual pain could have significant impacts on the
academic activities and performances of male students. Based on that research, a
report on the assessment result is now available (March 2005 - September 2005)
and pilot school operation (May 2005 - February 2006).
(3) Strengthening of Sex Education in School
Sex Education (Prevention of Sex Trade) in School
Sex education in school is strengthened to help establish students’ sound
sexual value system and create an environment of wholesome school/social
culture, and offer sex education in a gradual, integrated manner.
O fficials of the metropolitan/provincial offices of education, who oversee sex
education, held a consultative meeting in January 2005, and the operators of
Internet homepage (edugender. o r.kr) for teachers charged with sex education
held a workshop in January and November, 2005. The sex education promotion
plan was established and guidelines and manuals on sex-trade preventive
education were produced in September 2005. Those in charge of sex education
at the offices of education, and elementary, middle and high schools were given
training in September 2005.
Sexual Harassment & Violence-Prevention Plan
Metropolitan/provincial offices of education and universities were directed to
devise and carry out their own sexual harassment preventive guidelines. Major
points of the guidelines are as follows: sexual harassment & violence-prevention
education should be offered twice a year for at least an hour each time;
committees on sexual harassment & violence deliberation should be established
at metropolitan/provincial offices of education, and the counselling team and a
task force on sexual harassment should be initiated; colleges and universities
have been directed to establish sexual harassment preventive guidelines or
equivalent rules and regulations, and offer counselling service.
Furthermore, an online sexual harassment preventive education program for
universities and manuals on case-specific counselling methods, case settlement
methods, and court rulings & cases have been developed and distributed to
universities nationwide. In addition, efforts have been made by public education
o fficials to strengthen disciplinary action against sexual harassment and
violence, strengthen organization (counselling and deliberation units added),
establish school rules and regulations, and strengthen preventive education.
c. Future Plans
(1) Career Education and Vocational Capability of Female Students
There are some limits to the use of female resources because female
students’ choices of careers are concentrated in distinct areas and those
majoring in science and engineering are relatively less competitive in the job
market. Policies should be implemented to help diversify their career choices and
encourage them to venture into the science and engineering field.
Hence, plans are being made to support the opening of a regular career
education course for female undergraduates (10 million won will be given to each
course at eight universities in 2006).
There are also plans to support the universities that will take the lead in
engineering education for female students. Specifically, gender-inclusive
engineering education system and field adaptability enhancement program will
be given support. The Ministry of Education and Human Resources
Development, together with the Ministry of Trade, Industry and Energy, will
designate five universities and extend a total of 4.4 billion won for five years from
2006 through 2010.
The WISE project, which aims at nurturing next-generation women scientists
86
87

PartHuman Resources Development
Education in Korea
and engineers, will continue to promote this cause. 1.92 billion won will be
extended to ten WISE centers across the country and the 11th center will be
established in Gyeonggi Province in 2006.
(2) Network of Infants and Older Women
Women in their 50s and 60s who are unemployed will be nurtured as
assistants of kindergartens from 2006. Kindergartens will gain the advantage of
their labor and experience in child-rearing, and the children will benefit from their
grandmotherly warmth.
K o r e a ’s old-age dependency ratio is expected to reach 65.6 percent in
2050, the second highest in the world. (Japan: 67.0 percent, Germany: 48.1
percent) (source: OECD, ’04)
K o r e a ’s fertility rate was 1.08 births per female, one of the lowest in the
world, in 2005.
Women in their 50s and 60s will be employed by kindergartens as paid
volunteer workers to assist regular teachers with health, nutrition, sanitation,
s a f e t y, behavioral guidance, and education. Successful applicants will be
assigned after training to full-day kindergartens first, as they have the greatest
need. A pilot program will be conducted from June through December, 2006 with
a budget of 690 million won. If the program is successful, it will be expanded to
cover all metropolitan/provincial offices of education nationwide. This program
will be conducted by a total of 286 kindergartens across the country, which
breaks down to 50 kindergartens in Seoul, 40 in Busan, 30 in Daegu and
Gwangju, respectively, 40 in South Chungcheong province, 30 in North Jeolla
Province, 50 in South Jeolla Province, and 16 on Jeju Island.
(3) Developing the Capabilities of Educated Wo m e n
The untapped talents of college-educated women should be utilized for the
nation to achieve the goal of $20,000 GDP.
Potential loss of investment, caused by non-economic activities of about 1
million female college graduates: more than 204 trillion won (source: Korea
Labor Institute, January 2005)
The so-called “M-curve” phenomenon, which refers to the interruption of a
w o m a n ’s career due to childbirth, child-rearing, housework, and so on, is
regarded as the greatest obstacle to utilizing of female labor resources. It is
urgent that customized vocational training be offered to female college graduates
between 30 and 50 through local junior colleges at specialized community work
sites, to help them find work.
Research on customized vocational training for re-employment of highly
educated, yet unemployed women was conducted in 2005. In 2006, there are
plans for a study on developing the basic vocational capabilities of educated,
unemployed women through colleges and institutes of higher education.
(4) Female Professor Employment Target System (2nd Phase)
E fforts are being made to increase the employment and participation of women
professors at national/public colleges and universities, part of efforts to eff e c t i v e l y
nurture female resources for employment in the field of higher education. The
number of accomplished women, such as female university students and
doctorate degree holders, is rapidly increasing, but the ratio of women professors
among the faculty members is still low.
The ratio of women professors at national/public universities: 9.2% (2003)
9.97% (2004) 10.7 % (2005)
The first phase of the female professor employment target system was
conducted by national/public universities from 2004 to 2006, and the second
phase project is scheduled from 2007 to 2009.
(5) Legislation of “Gender Equality Education Promotion Act”
The government plans to establish a law, tentatively called the “Gender-Equal
Education Promotion Act,” to enhance the capabilities of both genders and
increase the opportunities of self-realization through gender-equal education at
schools.
Legal basis: Article 4 (Equal Opportunities of Education) and Paragraph 2 of
Article 17 (Promotion of Gender-Equal Education) of the Basic Education Act
The key objectives of such a law are to establish and maintain gender-fair
education policies and support related programs, to promote gender equality
through school curricula and textbooks, to extend systematic support for
education on gender equality at primary and secondary schools and institutions
for higher education, offer gender equality education to prospective and existing
teachers, and systematize sex education and sexual harassment preventive
e d u c a t i o n .
88
89

PartHuman Resources Development
Education in Korea
(6) Career Education and Vocational Capability of Female Students
A task force dedicated to gender-equal education will be established. It will
extend efficient support to the Ministry of Education and Human Resources
Development and offices of education for the creation and implementation of
gender-equal education policies.
The task force will conduct professional and systematic studies, research,
analysis, and evaluation of gender-equal education, and serve as a resource for
policy consultation.
The task force will comprise primary and secondary school teachers, school
inspectors, and other related experts. It will analyze the policies and actual
situation of gender-equal education, devise methods for promoting gender-equal
education, analyze cases of gender-equal education in foreign countries, and
develop an evaluation index.
C h ap t e r 8
1. Education for Gifted Students
Education for the Gifted and Science &
Technology Education
Education for the gifted was established as a means to nurture high quality
human resources and to guarantee equal opportunity for education based on the
students’ aptitude and needs, as prescribed by the Constitution. A legal
foundation for the education of gifted students was set forth by the Gifted
Students Education Promotion Act, as legislated in December 1999 and
promulgated as Law No. 6215 on January 28, 2000. The education of gifted
students thus began to be implemented nationwide from March 2002. This
program serves a dual purpose: to encourage individual students’ self-realization
and benefit national interests.
Educational institutions for gifted students are divided into schools, classes and
education centers for the gifted. The institutional mechanisms in support of the
gifted student education include the above-mentioned Gifted Students Education
Promotion Act, the Gifted Students Education Promotion Committee, and
education centers for the gifted. Classes for the gifted are in place at elementary,
middle and high schools, and education centers for the gifted are affiliated with
national/private research institutes, government-funded institutes, public-service
corporations, metropolitan/provincial and local offices of education, and
universities. Currently, metropolitan/provincial/local offices of education operate
education centers for the gifted at schools under their respective jurisdictions, or
the Ministry of Science and Technology establishes and supports such centers at
universities.
Other institutions offering education for the gifted are specialized high schools,
as set forth by the Primary & Middle Education Act, and schools for the gifted, as
designated by the Gifted Education Act. At present, more than 70,000 students
are in gifted education programs. In 2005, a program was undertaken to seek
and educate the gifted children of socio-economically underprivileged people,
and more than 1,800 students have joined the program. Unlike applicants for
education centers for the gifted or classes for the gifted, these candidates were
selected through critical thinking tests, not subject-oriented tests, and were
90
91

PartHuman Resources Development
Education in Korea
o ffered a separate education program.
While the gifted program focuses on math and science (mainly, science), it will
gradually expand to cover informatics, arts, physical education, literary creation,
humanities and social science.
Teachers are given basic training (60 hours), advanced training (120 hours),
and overseas training (60 hours) to equip them for teaching the gifted. The Korea
Educational Development Institute (KEDI) is designated as the Education Center
for the Gifted to conduct surveys and research, and develop materials for
education for the gifted.
2. Basic Science Education in Elementary and Secondary
Schools
a. Curriculum
First- and second-year elementary school students take a course called “Wi s e
Living” in preparation for the science courses taught from third grade through
tenth grade. “Science” courses on energy, material, life, the earth, etc. are
designed to nourish a scientific attitude and guide students to explore nature
scientifically and learn the basic concepts, and understanding of science. The
science curriculum for lower graders is designed to familiarize students with
nature through observation and experiences, while that for higher graders
stresses understanding of science concepts. Environmental problems and the
problems of everyday life are used as teaching materials, and the students are
encouraged to discover issues taking place in their daily lives and try to solve
them on their own.
“Life and Science” is an elective course for those in the second and third years
of high school who have completed the science courses. Physics I and II,
Chemistry I and II, Biology I and II, and Earth Science I and II are subjects to
help students choose their careers and develop their aptitudes and talents.
b. Education Research & Information Institutes and Libraries
Educational research & information institutes, operated by higher-level
(metropolitan/provincial) offices of education, develop science teaching/learning
materials, exhibit science education materials and tools, offer lab training for
science teachers, and guide outstanding students’ lab experiments. Science
education libraries, established by lower-level (city, county and district) education
o ffices, offer lab training for science teachers and guide students’ lab
e x p e r i m e n t s .
Web-sites of metropolitan/provincial educational research & information
institutes
Seoul http://ssp.re.kr
Busan http://bise.go.kr
Daegu http://desri.or. k r
Incheon http://ienet.re.kr
Gwangju http://gise.gen.go.kr
Daejeon http://des.re.kr
Ulsan http://ulsaned.go.kr
Gangwon http://lamp.keric.or. k r
Gyeonggi http://kise.re.kr
N. Chungcheong http://www. c b e s r. o r. k r
S. Chungcheong http://www. c i s e . o r.kr
N. Jeolla http://www. c e i n . o r. k r
S. Jeolla http://jeri.or. k r
N. Gyeongsang http://www. k s e i . g o . k r
S. Gyeongsang http://gnise.re.kr
Jeju http://www. c i s e c . o r. k r
3. Occupational Education in Vocational High Schools
a. Current Status
As of April 2005, there were a total of 713 vocational high schools with an
enrollment of 503,000 students. These offer three-year courses, with 30-35
students per classroom.
During the nations’ industrialization period, vocational high schools contributed
a great deal to national development through the production and supply of a
highly skilled workforce. However, there is now a tendency to avoid vocational
high schools, which has spurred a dramatic increase in the number of students
92
93

PartHuman Resources Development
Education in Korea
attending college. On May 12, 2005, the government established the “Ways of
Innovating Occupational Education System” to build a new framework for
vocational education in high schools.
To actively deal with the rapidly changing society, vocational high schools now
seek specialization and tie-ups with industries to produce the workforce
necessary for their respective industrial fields.
In addition, an institutional mechanism has been established for central and
local governments and industries to encourage vocational high schools to
specialize in their respective areas and to extend financial support and
consultation in their curriculum and operations.
As a result, curriculums, which used to be limited to agricultural, industry,
commerce, fishery, shipping, and home economics, have now been diversified to
include information technology, robotics, animation, cooking, beauty, tourism, etc.
b. Selection and Career after Graduation
following policies being promoted to that end:
Fundamental to nurturing high-quality and creative scientists and engineers is
securing outstanding students for science and engineering schools. Science and
engineering students are given a preference over scholarship, overseas study,
etc. The freshman quota for science and engineering schools has also been
gradually increased, as compared to liberal arts schools.
E fforts are made to secure honor graduates of domestic and foreign graduate
schools, doctorate degree holders, and competent scientists active overseas, as
faculty members. Overseas training for science and engineering professors will
be financed, and international academic exchanges are also encouraged to
invigorate local research activities. Efforts are also made to support the
expansion of research facilities and the establishment of joint research system
among universities, research institutes affiliated with industries, and governmentfunded
research institutes.
Middle school graduates or those with equivalent education can apply for
vocational high schools in lieu of general high schools. The selection process is
prescribed by the metropolitan/provincial offices of education, and largely based
on academic performances in middle school.
Some vocational high schools, however, consider talents and aptitude in
addition to middle school records.
Most vocational high school graduates chose to enter the job market in the
past. However, that trend is now on the decline, due to rising aspirations to go on
to higher education. As of April 2005, 67.6 percent of vocational high school
graduates advanced to colleges and universities, and just 27.7 percent entered
the job market.
4. Science & Technology Education at Universities and Graduate
S c h o o l s
H i g h - q u a l i t y, creative science and technology manpower is essential for the
country to strengthen its international competitiveness in the technologyintensive,
industrialized society of the 21st century. That kind of sophisticated
manpower will be produced by universities and graduate schools, with the
94
95

PartHuman Resources Development
Education in Korea
C h ap t e r 9
Lifelong Education
1. Institutionalization of Lifelong Education
Rapid social and cultural changes in modern society have caused the dramatic
expansion of new knowledge and technologies, thus increasing the need of
lifelong, systematic education. As a result, the scope of education is expanding
from limited school education to include education outside the school classroom.
Lifelong education refers to an education system that provides the general public
with the opportunity to receive continuing education, engage in ongoing
enhancement of their potential, and fully participate in social development.
Lifelong education, which has so far received relatively little attention and
support, has breached the barrier between school (education) and society by
merging with age-specific and closed school education.
The core ideal of lifelong education is expressed in the Constitutional
provisions, “The government is responsible for promoting lifelong education.”
These provisions stress the government’s duties to extend the opportunity for
education to all people throughout their lives so that they can develop their
capabilities and contribute to developing the state and society.
It is in this context that the Social Education Act was wholly revised as the
“Lifelong Education Act” in August 1999. The basic principles of the Lifelong
Education Act are 1) to guarantee people the right to learn and learners the right
to choose education, thus creating the conditions for lifelong education, 2) to help
those who complete lifelong education courses to be recognized in society,
putting emphasis on individual capabilities, not educational background, 3) to
expand opportunities for adult education and provide people with high school or
lower-level educational background with the opportunity for higher education, 4)
to strengthen central and local government support for lifelong education
policies, and 5) to operate diverse lifelong education institutions and nurture
knowledge-based manpower development projects.
To increase the opportunity for higher education, corporate colleges, distance
learning universities, and internship have been introduced. The revised law also
makes it possible to operate distance learning education facilities and various
other lifelong education facilities, affiliated with work sites, civic organizations,
and media companies. Provisions on paid and unpaid learning leaves have been
included in the revised law in order to promote individual lifelong education.
Provisions on the instructors database and the education account system are
also newly established. Central and local governments are encouraged to
operate lifelong education centers and regional lifelong education information
centers in order to provide information on lifelong education/learning and conduct
related programs.
For working teenagers who failed to attend regular schools due to economic
d i fficulties, adult workers who had no opportunity to pursue higher education, and
those who are older than school age, efforts are made to provide more
accessible and affordable education opportunities. Schools and classes,
associated with industries, lifelong education facilities whose courses are
recognized as formal education courses, broadcast & correspondence high
schools, the Korean National Open University, industrial universities, distancelearning
universities, corporate in-house courses, and the credit bank system are
operated to improve the nation’s overall education level.
As part of the efforts to promote lifelong education at the level of the basic
administrative units, 33 of 234 local governments received financial support to
develop the cities under their respective jurisdictions as lifelong education cities,
from 2001 through 2005, and that number is expected to increase to more than
100 by 2010. In 2006, a literacy program was introduced on a pilot basis.
Through these and other efforts, the government has steadily expanded lifelong
education opportunities to improve the nation’s basic capabilities.
2. Lifelong Education
Lifelong education is defined as all forms of education, with the exception of
school education. Lifelong education programs offered in Korea consist of paraschool
education, occupational and vocational education, and general or liberal
arts programs.
a. Para-School Education
Para-schools are excluded from the main school ladder in the sense that they
do not require day-long attendance in an institution. Belonging to this category
96
97

PartHuman Resources Development
Education in Korea
are civic schools, civic high schools, technical high schools, industry-attached,
evening schools (middle and high), special evening classes offered at middle
and high schools, accreditation programs for self-study at broadcast and
correspondence high schools, broadcast and correspondence universities,
industrial universities, companies’ in-house colleges, and distance learning
universities.
(1) Civic Schools and Civic High Schools
Civic schools offer three-year courses, equivalent to elementary education, to
those who did not receive a regular elementary school education and are above
elementary school age. The education focuses on literacy programs. Civic high
schools still offer 1- to 3-year courses, equivalent to middle school education, but
the number of participants is on the decline.
(2) Technical Schools and Technical High Schools
Technical schools offer one- to three-year courses to elementary and civic
school graduates. The one- to three-year courses available at technical high
schools are for middle and technical school graduates.
In line with the generalization of regular school education, the enrollment of
technical schools began to decrease from the late 1970s and today they are all
closed down. The number of technical high school students has also
dramatically declined during the past five years.
(3) Special Evening Classes Associated with Middle and High Schools
and Middle and High Schools Associated with Industries
Special evening classes associated with middle and high schools and middle
and high schools associated with industries are for working teenagers and
workers of an industry that employs more than 1,000 workers. Aiming to provide
working teenagers with the opportunity for secondary education, these classes
are on a level almost equal to that of regular school education. Graduates are
recognized as regular school graduates.
schools, vocational schools, art schools, and ceramic (engineering) schools at
the high school level; and theological schools, art schools and judo schools at
the higher education level.
Graduates of miscellaneous schools may be recognized as having the same
educational background as graduates of regular schools, depending on
conditions in their respective school: the schools must be corporate bodies with
the requisite facilities and equipment.
3. Broadcast and Correspondence Education
a. Broadcast and Correspondence High Schools
Broadcast and correspondence high schools are secondary, distance learning
educational institutions designed to provide working teenagers, industrial workers
and housewives with the opportunity for high school education. Students are
selected based on submission of registration forms. There are no entrance
exams, and the screening criteria are determined by each metropolitan/provincial
o ffice of education. The broadcast and correspondence high school system was
introduced for the first time in 1974, when 11 such schools opened with a total
enrollment of 5,700 students. Today there are 39 broadcast and correspondence
high schools across the nation with a combined enrollment of 13,512. In addition
to online and radio lectures, as actual class attendance (every other Sunday) is
required. Papers are submitted, corrected by instructors and returned with
feedback. Upon completion of the three-year program, students receive high
school certificates.
Table 9-1. Broadcast and Correspondence High Schools (as of 2006)
No. of schools No. of classes No. of students No. of teachers
3 9 3 7 6 1 3 , 5 1 2 1 , 1 3 2
(4) Miscellaneous Schools
Miscellaneous schools, defined as “schools” by the Education Law, include:
vocational schools and art schools at the middle school level; foreign language
98
99

PartHuman Resources Development
Education in Korea
b. Korea National Open University
Korea National Open University started off as a two-year broadcast and
correspondence college (five major departments) in 1972 to offer higher
education opportunities based on the ideal of lifelong education, expand the
functions of lifelong education to improve the nation’s overall intellectual level,
and provide opportunities to acquire new knowledge and learning. It underwent
restructuring in 1982 with the establishment of one junior college department and
eight university major departments. Today it has 21 university major departments
with an enrollment of more than 180,000. High school graduates are admitted
through paper screening without any entrance examinations. Duration of the
program is four years with no limit to the attendance period. The open university
provides one-on-one education through distance learning media including
satellite TV, EBS radio programs, online lectures (interactive education through
tutors), cassette tapes, actual class attendance, assignments, and a digital
library system, allowing students to learn without space constraints.
In March 1999, satellite TV lectures, in addition to the existing cable-TV programs,
were introduced to provide accessibility across the country. The open university has
also introduced an interactive, teleconferencing system linking 14 local universities
across the country to provide education without time or spatial constraints.
Table 9-2.Korea National Open University (2006)
No. of school No. of departments E n r o l l m e n t No. of teachers
1 2 1
4. Industrial University Education
1 7 9 , 9 9 8
( w o m e n : 1 2 1 , 5 8 1 )
133 (women:35)
Industrial universities have been established to provide industrial workers with
the opportunity for higher education. The first of its kind was the Gyeonggi
Industrial Open College (present-day Seoul National University of Te c h n o l o g y ) ,
founded in 1982. Today there are 14 industrial universities with a combined
enrollment of more than 120,000.
Admission qualifications are the same as that of general universities, but
priority is given to industry-commissioned people, industrial workers who have
been employed for at least one and half years, those who hold national
technician certificates or have completed vocational programs at general high
schools, and vocational high school graduates. Industrial universities are
designed to provide industrial workers with the opportunity to improve their job
performances and continue learning.
Tuition fees of industrial universities are less expensive than general
universities, and an open-ended system is in operation, under which students
can determine the number of classes to attend, based on their situation. Junior
college graduates can be admitted in their third year of college. The curriculum
focuses on lab experiments and practice. Executive officers and other industrial
employees with teacher’s certificates can be utilized as adjunct professors. They
are also commissioned to offer education to industrial workers, in order to
increase the education opportunity for industrial workers and invigorate
collaborative education between the industry and universities
Table 9-3.Industrial Universities (2006)
No. of universities E n r o l l m e n t Faculty members
1 8
(National: 8, Private: 10)
5. Credit Bank System
1 8 0 , 4 3 5 2 , 1 1 7
The Educational Credit Bank System is an institutional basis of lifelong, open
education. It was set up for persons who have not been educated at the college
level to obtain academic credits and degrees through academically approved
programs and course work. The system is pursuant to the Act on Credit
Granting, Etc. (March 1998).
Anyone with a desire to learn can participate in the credit bank system. A high
school diploma or the equivalent is necessary to take degree courses under the
credit bank system.
Academic credit can be obtained by completing approved programs, passing
phased accreditation tests under the self-study system, obtaining certificates, as
prescribed by the National Technician Certificates Act and the Basic Act on
100
101

PartHuman Resources Development
Education in Korea
Table 9-4.Accredited Institutions and Subjects for the Credit Bank System
(As of August 2005)
Type of education & training
i n s t i t u t i o n s
L i f e l o n g
education center
a s s o c i a t e d
u n i v e r s i t y
U n i v e r s i t y
Junior college
S u b - t o t a l
Major enrichment courses at
junior college (special courses)
I n s t i t u t e
S k i l l e d
m a n p o w e r
training
c e n t e r
T e c h n i c a l
L a n g u a g e
Social studies
A r t s
C o m p u t e r
S u b - t o t a l
Civil service
Vocational
Technical college
S u b - t o t a l
Government-related organization
Media-related organization
Technical high school
Special school
Lifelong education facilities
Important intangible cultural assets
Distance learning
Total
Education & training
i n s t i t u t i o n
Courses
1 1 2 5 , 2 7 9
7 9 2 , 2 3 0
1 9 1 7 , 5 0 9
2 5 8 1 6
5 1 8 9 5
2 1 2
7 1 3 3
1 2 3 6 7
2 1 6 6
7 4 1 , 5 7 3
1 2 6 6 7
6 0 2 , 1 7 9
2 3 2
7 4 2 , 8 7 8
2 1 3 3 2
3 2 5
3 1 9 5
4 9 6
7 3 6 1
1 6 2 2 4
5 7 3
4 2 3 1 4 , 0 8 2
R e m a r k s
National Technician Certificates, and attending university part time.
Meanwhile, students can receive a bachelor’s degree or associate degree, if
they have an accumulated total of 140 credits or 80 credits, respectively. As of
February 2006, 52,032 degrees had been conferred to 52,032 people under the
credit bank system. They can also be admitted or transferred to junior colleges or
universities, and degree holders can advance to graduate schools.
Figure 9-1. Accreditation Procedures
L e a r n e r
L e a r n i n g
Conferment
of degree
Application for
a c c r e d i t a t i o n
E d u c a t i o n a l
i n s t i t u t i o n
Registration of learner
16 metropolitan/
provincial offices
of education
Notification of
Deliberation Result
MOE & HRD
A c c r e d i t a t i o n
K E D I
Accreditation
C o u n c i l
6. Independent Study as an Alternative to a Bachelor’s Degree
Through a standard examination administered by the government,
independent study has been reorganized as a new avenue to a bachelor’s
degree for young people and adults who have a high school diploma but have
missed the opportunity for higher education because of financial difficulties or
lack of time. The independent-study system as an alternative to a bachelor’s
degree has been implemented since 1990 on the basis of the Act on
Independent Study as an Alternative to a Bachelor’s Degree.
The process of obtaining a bachelor’s degree through independent study
requires passing phased qualifying exams. Those who obtain the national
technician certificates under the National Technician Certificate Act, pass the exam
or obtain certificates or licenses as prescribed by education laws and regulations
and complete certain courses at universities or industries, are exempted from the
phased qualifying exams or related subject tests. The independent-study system
as an alternative to a bachelor’s degree shows that informal lifelong education is
given as much emphasis as formal school education in Korea.
C u r r e n t l y, 12 specialized fields are available, and 9,199 bachelor’s degrees
102
103

PartHuman Resources Development
Education in Korea
were granted from 1992 through 2005. The qualifying exams are four-staged, and
a p p l i c a n s t ’ qualifications and processes for obtaining degrees are as follows:
Figure 9-2. The Process of Obtaining a Bachelor’s Degree through Independent-Study
7. Vocational and Technical Education
a. Korea Research Institute for Vocational Education & Tr a i n i n g
< h t t p : / / w w w. k r i v e t . r e . k r >
Test area
Comprehensive test
on attainments,
specialized
knowledge and
techniques
In-depth, technical
knowledge about the
major
Basic knowledge and
techniques necessary
for study of the major
General knowledge
required of those who
have completed
liberal arts courses
at universities
Phase 4
Phase 3
Phase 2
Phase 1
B.A. conferred
Comprehensive final
exam
Major enrichment
exam
Majorintroductory
exam
Liberal arts exam
6 subjects
6 subjects
6 subjects
5 subjects
Qualification
Those who complete
three years at
university; obtain at
least 105 credits under
the credit bank
system; or are
recognized by the
Education Minister as
qualified for the exam
Those who complete
two years at university
or junior college;
obtain at least 70
credits under the credit
bank system; or are
recognized by the
Education Minister as
qualified for the exam
Those who complete
one year at university
or junior college;
obtain at least 35
credits under the credit
bank system; or are
recognized by the
Education Minister as
qualified for the exam
High school graduates
or those recognized by
the Education Minister
as qualified for the
exam
The Korea Institute for Vocational Education & Training (KRIVET), established
in 1997, nurtures a competent industrial workforce through research &
development of sophisticated vocational education and training policies, to
e fficiently deal with rapid industrial restructuring and technological changes.
KRIVET operates pursuant to the Act on the Establishment, Operation and
Nurturing of Government-Funded Research Institutes, Etc. and its enforcement
regulations, and its major functions are as follows:
- Research & development of policies on vocational education and training
- Collection, management, and dissemination of information and data on
vocational education and training
- Development and distribution of vocational education and training programs
- Research & development of policies on the certificate system
- Evaluation and approval of vocational education and training centers and
p r o g r a m s
Education and training in agricultural technologies are offered mainly for
farmers by agricultural technology centers attached to metropolitan city or
provincial governments. The purpose of this education and training is to teach
the scientific use of farmlands and improvement of cultivating technologies, and
to increase income for rural households. Vocational and technical education is
conducted by specialized vocational schools under the Ministry of Labor and
youth vocational schools under the Ministry of Education and Human Resources
Development. Private institutes are also under the management of
metropolitan/provincial offices of education. Moreover, “one person, one skill”
training is offered by the military and prisons.
Education and training in maritime and fishery skills are offered for fishermen
by the Ministry of Maritime Affairs and Fisheries and the National Federation of
Fisheries Cooperatives to introduce scientific and modern fishery technologies
and help increase fishermen’s income. Private institutes offer various programs
addressing fishermen’s culture, outside interests and jobs. The Ministry of Health
104
105

PartHuman Resources Development
Education in Korea
and Welfare also operates social welfare centers.
b. Technical Colleges
Technical colleges are a new type of college system to sharpen the
competitiveness of industrial workers and improve the possibility of lifelong
employment through the improvement of their technological capabilities. At
technical colleges, industrial workers who graduated from high schools or
junior colleges have the opportunity to continue their education to improve their
p r o d u c t i v i t y, and at the same time develop their professional knowledge and
skills in terms of both theories and job capabilities. They are higher education
institutions, established pursuant to the Higher Education Act and the
Technical College Founding and Operation Regulations. School foundations
should be established by industries alone, or industries in collaboration with
universities. Industrial workers can attend associate or bachelor’s degree
c o u r s e s .
- College courses: associate degree (two years), bachelor’s degree (two years)
- School operation costs: financed by the industry concerned or the school
foundation, so there is no tuition burden on students
8. Distance University Education
Universities offering distance learning programs have developed into higher
education providers and at the same time, lifelong education providers by
awarding degrees to students for their online academic achievement. Through
distance university education, students receive educational services unrestricted
by time and space, thanks to advanced information and communications
technologies. The distance university education system was introduced for
Table 9-6. Web-sites of Distance Learning Universities
Distance Learning University
Kyunghee Cyber University
Daegu Cyber University
Cyber University of Foreign Studies
Gukje Cyber University
Seoul Cyber University
Internet homepage
h t t p : / / w w w. k h c u . a c . k r
h t t p : / / w w w. d c u . a c . k r
h t t p : / / w w w. c u f s . a c . k r
h t t p : / / d c u . e w c u . a c . k r
h t t p : / / w w w. i s c u . a c . k r
Table 9-5. Technical Colleges
Sejong Cyber University
h t t p : / / w w w. c y b e r s e j o n g . a c . k r
C o l l e g e
(School Foundation)
Degree Course Admission quota R e m a r k s
Open Cyber University
Korea Cyber University
h t t p : / / w w w. o c u . a c . k r
h t t p : / / w w w. k c u . o r. k r
Jeongseok College
(Hanjin Academy)
A s s o c i a t e
degree
B a c h e l o r’s
d e g r e e
Electronic engineering: 25 persons
Total: 25 persons
Electronic engineering: 25 persons
Business administration: 25 persons
Industrial engineering: 25 persons
Total: 75 persons
O p e n e d
in March,
2 0 0 0
Hanyang Cyber University
Busan Digital University
Seoul Digital University
Semin Digital University
Hansung Digital University
Wongwang Digital University
h t t p :// w w w. h a n y a n g c y b e r. a c . k r
h t t p :// w w w. g d u . a c . k r
h t t p :// w w w. s d u . a c . k r
h t t p :// w w w. s m c . a c . k r
h t t p :// w w w. h s d u . a c . k r
h t t p :// w w w. c y b e r g a m e . a c . k r
Korea Digital University
h t t p : / / w w w. k o r e a d u . a c . k r
World Cyber University
h t t p : / / w w w. w o r l d . a c . k r
Youngjin Cyber University
h t t p : / / w w w. y c c . a c . k r
106
107

PartHuman Resources Development
Education in Korea
corporate employees who had not attended universities, to study educational
course work on the Web on their own and obtain degrees. Today it is also
possible for adult workers to adapt themselves quickly to the changing
environment by re-tooling on the Web, particularly in the knowledge-based
society in which exiting knowledge becomes outdated very quickly. There are a
total of 17 government-licensed universities that offer 15 bachelor’s degree
courses and two associate (junior college) degree courses. It is likely that more
distance learning universities will be established in the future.
Student supervision by distance learning universities varies, but in general, it
includes Web-based attendance checks, on-line participation in quizzes,
evaluation of student’s written work, scores on chatting and discussion, and
evaluation of the mid-term and final examinations.
C h ap t e r 1 0 International Cooperation in Education and
Education for Overseas Koreans
1. International Exchanges in Education
a. Education Exchanges between Countries
Education exchanges between countries are based on individual
arrangements between ministries. As of June 2006, Korea’s Ministry of
Education and Human Resources Development signed arrangements for
education exchanges with Mongolia, Vietnam, Ukraine, China, Uzbekistan,
Kazakhstan, Hungary, Russia and Yemen. The arrangements focus on the
exchanges of delegations, scholarship students and researchers.
Korea had traditionally made educational exchanges mainly with the United
States, England and other advanced Western countries, but it began to shift the
focus to Asia-Pacific countries from the late 1990s to diversify partners for
exchanges and cooperation in education. It is in this context that the government
established the Master Plan of Asia-Pacific Education Exchanges and
Promotion, and has made efforts to strengthen cooperation in education with
Asia-Pacific countries, especially China and Japan.
b. “Study in Korea” Project
The “Study in Korea” Project was established for active development of
foreign students in Korea in November 2004 to help the country take off as a
knowledge & human resources hub of Northeast Asia and strengthen the
international competitiveness of its higher education system. The project is
planned to attract 50,000 foreign students by 2010.
To that end, the National Institute for International Education Development
has held “Study in Korea” fairs in China and Japan and offers an online
information service on “study in Korea.” The government also plans to gradually
expand the scholarship system for foreign students, while at the same time
financing English-only classes and Korean language training programs in order
to improve foreign students’ school life. Efforts are also being made to simplify
108
109

PartHuman Resources Development
Education in Korea
visa issues and other immigration procedures for foreign students and to help
foreign students find jobs in Korea upon completion of their studies.
c. Government’s Financial Support for Overseas Studies
Since 1977, the Korean government has operated a scholarship program for
overseas studies to develop an elite labor force in fields of study that are
strategically important for national development, and to help promote balanced
scholastic development by extending support for study in less popular fields.
R e c e n t l y, support has been expanded for those studying in China, India, and
Latin America (countries with which Korea has recently increased exchanges)
and Africa, Russia and Central Asia (targeted for their huge growth potential).
About 40 persons who have graduated from universities with excellent
academic records are selected annually for degree programs or professional
studies in foreign countries, and each of them is provided with a scholarship
that covers round-trip air fare, living expenses and tuition for two to three years.
As of 2006, a total of 1,881 people had completed or were on masters or
doctoral degree programs or post-doc programs in more than 45 diff e r e n t
countries around the world. Scholarship recipients work in universities,
industries, research institutes and private organizations both at home and
abroad, contributing to developing their related scholastic fields and promoting
the national image of Korea.
d. Invitation to Study in Korea
For international educational exchanges and cooperation and globalization of
Korean culture and education, outstanding foreign students are selected
annually and invited to study in Korea. The invitation program was established
in 1967 and since then, 1,074 foreign students from 88 countries having studied
in Korea (as of late 2006).
Eligible nations are those having cultural or education exchange agreements
with Korea and those demonstrating a need for education exchanges. Students
are invited to study humanities, social studies and natural sciences on master’s
or doctoral degree programs or research programs. The period of study is two
to four years (one year or less for research programs), and scholarship
recipients are awarded round-trip air tickets, tuition waivers, living expenses and
Korea cultural experience programs.
Students are first selected and recommended by their governments. This is
followed by a screening process by the Korean embassies in their home
countries. After returning home, these students have played a pivotal role in
developing their respective countries and promoting exchanges with Korea. As
of March 2006, 187 foreign students were studying at 25 universities, including
Seoul National University, Korea University, Yonsei University, and Kyunghee
U n i v e r s i t y.
Table 10-1. Korean Government Scholarship Program for Foreign Students
Y e a r
No. of
s t u d e n t s
i n v i t e d
No. of
c o u n t r i e s
invited
’6 7 -’9 7 ’9 8 ’9 9 ’0 0 ’0 1 ’0 2 ’0 3 ’0 4 ’0 5 ’0 6 T o t a l
4 8 4 4 5 7 8 7 3 4 6 5 2 5 3 7 0 7 0 1 0 3 1 , 0 7 4
7 6 2 1 3 0 3 0 1 9 2 3 2 3 3 8 2 9 4 6 8 8
e. International Organizations for Educational Cooperation
(1) APEC
The Asia-Pacific Economic Cooperation (APEC) consisted of 21 countries in
the Asia-Pacific region as of 2006. APEC was established in 1989 to promote
free trade and investment, and economic and technological cooperation in the
region.
K o r e a ’s educational cooperation with APEC countries is unfolding in the
context of the APEC Cyber Education Cooperation Project proposed by the
Korean government in 2000 at the APEC Seoul Forum and the APEC Future
Education Project proposed at the third APEC Education Ministerial
Conference in 2004. The 2004 APEC Educational Ministerial Conference
selected four tasks to be accomplished immediately: English and other foreign
language education, math and science education, teaching methods through
the use of the information & communications technology (ICT) and
110
111

PartHuman Resources Development
Education in Korea
improvement of education system. Among the four tasks, Korea decided to
take advantage of its IT strength to build an education portal system that
provided information and resources, and operate online and of f l i n e
communities as a forum on future education.
Toward that goal, Korea has formed a 15-member consortium and launched
various projects in its capacity as a chair country. Korea has also launched the
Internet volunteers program, dubbed “ALCoB (APEC Learning Community
Builder),” under which volunteer corps consisting of university students and
professors (including teachers) will conduct education and training on
information & communications technology for local teachers, students and
education administrators in APEC’s developing countries. Korea has also
launched an online and offline human network to spark international
exchanges in education, the APEC Future Education Forum to study future
education, and the APEC ICT Model School Network to discover model future
schools.
In addition, the APEC “E-Learning Training Program” was undertaken in
2006 to bridge the digital divide and promote exchanges of human and
physical resources among APEC members. The program, operated by the
Institute of APEC Cyber Education (IACE), which was founded in 2002
exclusively for APEC-related education, is to produce e-learning experts and
next-generation leaders among APEC members.
(2) OECD
The Organization for Economic Cooperation and Development (OECD),
established in 1961, is an economic cooperation organization with 30 member
nations as of 2006. The objective of the OECD is to contribute to the
economic growth, employment expansion, improved living standards, and
u l t i m a t e l y, to the advancement of the world economy. While the organization
has so far concentrated on economic collaboration, it has also paid increasing
attention to education issues, considering the growing importance of human
resources development. It is in this context that the Directorate for Education
was established to exclusively deal with educational issues in September
2002.
Through participation in comparative studies among advanced nations and an
information exchange system, the government is able to collect diverse, high-
quality data necessary for the development of educational polices. Since 1993
the government has participated in the biannual meetings of the OECD
Education Committee and the Center for Education Research and Innovation
(CERI), a semi-independent education research organization. It has also
dispatched experts to the International Education Statistics & Indicators (INES),
the Program on Educational Building (PEB), and the Institutional Management in
Higher Education (IMHE). The government’s cooperation with the OECD in
education has become more active since it joined the OECD in 1996. At the
OECD Education Ministerial Meetings in 2001 and 2004, Korea participated in
the discussion of education issues and helped facilitate educational exchanges
among member countries.
As of 2006, Korea took part in five of the projects endorsed by the OECD
Education Committee. The Korean government has also dispatched a
representative to the OECD Secretariat.
(3) UNESCO
The objectives of UNESCO are to disseminate new international knowledge
and promote understanding among nations through exchanges in education,
science and culture, and at the same time to contribute to the establishment of
world peace and human welfare, upholding the basic spirit of the United
Nations.
To participate in UNESCO projects more actively, Korea has established its
fund-in-trust since 2003 and cooperated in a wide range of UNESCO projects,
including the “Education for All (EFA)” project for underdeveloped countries.
The government plans to expand such cooperation, commensurate with its
growing international status.
On the home front, Korea has actively conducted projects that enhance
international understanding, and has promoted the Cross-Cultural Aw a r e n e s s
Programme (CCAP) and the Associated Schools Project (ASP) through the
Korean National Commission for UNESCO. Local academic circles and nongovernment
professionals are being encouraged to actively participate in
cooperation with UNESCO.
E fforts are also made to participate in the UNESCO General Assembly,
Executive Committee, and various other committees, and to expand participation
in subsidiary organizations’ executive boards, in order to have Korea’s voice
112
113

PartHuman Resources Development
Education in Korea
heard in UNESCO’s decision-making process. Under an agreement with the
UNESCO headquarters, the Asia-Pacific Center of Education for International
Understanding was established in Korea in 2000 as a think tank and clearing
house in the field of education for international understanding, peace, and
human rights in the Asia-Pacific region.
(4) ASEM
The Asia-Europe Meeting (ASEM) was launched in 1994 as a venue for the
free exchange of views among heads of member countries on political, security,
economic, social, cultural and environmental issues. The 35-member ASEM has
made efforts to promote mutual understanding between Asia and Europe
through frequent exchanges of visits. In the third ASEM summit conference in
2000, Korea, together with France and Singapore, proposed a scholarship
program, dubbed “ASEM DUO,” which has contributed to the promotion of
understanding and academic exchanges between the two continents. ASEM
DUO took effect in 2001. As of 2006, the three countries, plus Thailand, had
contributed to the ASEM DUO program, in which about 300 people participate
every year. More than 100 Koreans participate in the program, representing the
largest group. In particular, Korea has operated the ASEM DUO scholarship
foundation to exclusively deal with overall management, coordination and
administration of the scholarship project.
2. Education for Korean Residents Living Abroad
a. Current Status
“Korean residents living abroad” refers to all ethnic Koreans living outside
Korea, regardless of their nationality. They are largely divided into overseas
Koreans and Koreans with foreign nationalty. Overseas Koreans refers to those
who live in foreign countries, but maintain Korean nationality. Koreans with
foreign nationality refers to all ethnic Koreans living abroad, except overseas
Koreans. Overseas Korean residents total 6.64 million in 175 different countries
around the world, including 1.15 million temporary Korean expatriates. The
number is the world’s fifth largest, following that of China, Italy, Israel and India.
In terms of the ratio against the population, Korea ranks third, following Israel
and Italy. 3.59 million (54 percent) of all overseas Korean residents are
concentrated in the Asian region, followed by 2.39 millions (36 percent) in
America, and 640,000 (10 percent) in Europe and other regions.
Education for overseas Korean residents includes all types of education: fullday
formal Korean schools as well as education institutes, seasonal schools,
homeland visit programs, and programs for children whose families are
returning to Korea. The purpose of these and other education programs is to
help Koreans live successful lives in their respective countries of residence,
thus boosting the image of Korea and its people. These programs may also
instill in them a sense of pride in Korea, strengthen their economic capabilities,
and bridge the gap between the Korean economy and that of their respective
host countries. Such educational programs have also led the globalization of
Korean culture.
Local organizations related to the education for overseas Korean residents
are the Ministry of Education and Human Resources Development, the National
Institute for International Education Development, the Korea Institute of
Curriculum & Evaluation, and the Overseas Koreans Foundation. The Ministry
of Education and Human Resources Development plays a pivotal role in the
education of overseas Korean residents.
As for overseas organizations, there are 25 Korean schools in 14 countries,
which provide education to Koreans permanently residing in foreign countries
so they can be well informed about their home country and better adapt to the
host culture. In order to offer national education and support to overseas
Korean residents, 35 Korean institutes are now in place in 14 countries. Also,
there are “Saturday schools (Korean language schools),” which are designed to
teach Korean language, history and culture. 2,033 such schools are in place in
103 different countries around the world. The current status and major functions
of each of these schools are as follows:
114
115

PartHuman Resources Development
Education in Korea
Table 10-2.Current Status and Major Functions of Educational Institutes for
Overseas Korean Residents (as of January 2006)
C l a s s i f i c a t i o n
S t a t u s
F u n c t i o n s
B u i l d i n g s
K o r e a n
g o v e r n m e n t
s u p p o r t
D a y s / h o u r s
of course
Korean school
( f u l l - d a y )
25 schools in 14
c o u n t r i e s
- E n r o l l m e n t : 7 , 2 6 7
s t u d e n t s
- No. of teachers:
612(71 attached)
Children of
p e r m a n e n t -
resident Koreans
- Education for
better adaptation
to host culture
Children of
temporary Korean
e x p a t r i a t e s
- Education linking
Korean & foreign
school systems
Educational Institute
35 centers in 14
countries
- No. of teachers: 46
( d i s p a t c h e d )
N a t i o n a l
education and
support for
overseas Korean
residents
Leased or owned Embassy building
used, or leased
Some teachers
d i s p a t c h e d
Operating costs
partially financed
Free textbooks
provided
Regular full-day
school, based on
the Korean
s y s t e m / c u r r i c u l u m
Korean education
c e n t e r
Public officials in
e d u c a t i o n a l
s e r v i c e s
d i s p a t c h e d
Operating cost
f i n a n c e d
T e x t b o o k s
p r o v i d e d
Social education
o f f e r e d ,
depending on
center’s situation
Korean language
school (part-time)
2,033 schools in
103 countries
- Enrollment:118,987
- No. of teachers:
1 3 , 1 4 5
N a t i o n a l
education on
Korean language,
history, culture,
e t c .
K o r e a n
c o m m u n i t y
centers, churches,
or school
buildings leased
Teachers’ training
f i n a n c e d
Free textbooks
p r o v i d e d
Available on
weekends, 2-6
hours on
Saturday/Sunday
S u p p o r t e r
E d u c a t i o n
a t t a c h e
12 people
in 5
c o u n t r i e s
(at 10
agencies)
P r o m o t i o n
o f
e d u c a t i o n
e x c h a n g e s
with host
country
G u i d a n c e
and support
to overseas
e d u c a t i o n a l
i n s t i t u t e s ,
etc.
P r o f e s s i o n a l
e d u c a t i o n
a n d
a d m i n i s t r a t i v e
o f f i c i a l s
dispatched
Education for overseas Korean residents is based on the Constitution, the
Basic Education Law, the Regulation on the Education for Overseas Koreans,
and the Rules of Local Curriculum Operation for Overseas Koreans. Paragraph 2
of Article 2 of the Constitution stipulates that the state is required by law to
protect overseas Koreans, and Paragraph 2 of Article 29 of the Basic Education
Law stipulates that the state should work out measures necessary for school
education or social education for Korean residents living abroad. Specific matters
necessary for the education for overseas Korean residents are prescribed by the
Regulation on the Education for Overseas Koreans (Presidential Decree No.
1 7 115). The objectives of education for overseas Korean residents are to help
maintain Korean national identity, strengthen the sense of solidarity toward the
motherland, aid them to gain a stable existence and be exemplary and respected
citizens in their host countries, and finally, raise their national consciousness,
making them proud to be Korean. Toward those goals, permanent resident
Koreans in foreign countries and their children are helped to understand their
motherland and to better adapt to the host culture. Efforts are also made to
educate the children of temporary Korean expatriates by linking the content of
the Korean school system with that of the foreign school system, thus, making
for an easier adjustment after returning home.
b. Strengthening Education for Overseas Korean Residents
Education for overseas Korean residents has contributed greatly to creating an
cultural and economic community among Koreans residing abroad for the past
h a l f - c e n t u r y. However, it has been challenging to help second- and thirdgeneration
Korean immigrants in foreign countries maintain their national identity
and pride as Koreans and keep an emotional link with their motherland.
Education for overseas Korean residents should also be approached from the
perspective of developing and utilizing overseas human resources. However,
government support for such efforts are not yet sufficient. For instance, the
government financed just 23.6 percent of the operating costs of overseas Korean
schools in 2005. Significant measures should be worked out to support overseas
human resources, along with necessary strengthening of the institutional
mechanism to extend systematic support.
116
117

Part
Education in the
Information Age
Chapter 11. Digitalization in Education

Part IV Education in the Information Age
Education in Korea
C h ap t e r 1 1 Digitalization in Education
1. Digitalization in Primary and Secondary Education
a. Infrastructure for Digitalization in Education
(1) Background
To improve the quality of school education with information & communication
t e c h n o l o g y, the Ministry of Education and Human Resources Development
completed the first phase of the “digitalization in education” project by 2000. That
phase focused on the establishment of infrastructure for digitalization so that
students could learn computer for one hour per week and teachers could utilize
ICT during at least 10 percent of their subject teaching. In May 2001, the Ministry
established the second phase of the comprehensive plan, which shifted the
focus from the infrastructure to actual performance. One of the ten tasks under
the second-phase project is upgrading the education information infrastructure,
designed to cope with the rapid changes in ICT, develop an education
information infrastructure to the level of advanced OECD countries, and establish
a system for optimum operation of that infrastructure.
Table 11-1. Establishment of Infrastructure for Digitalization in Education
(Phase 1: 1997-2000)
T a r g e t P r o j e c t P e r f o r m a n c e Remarks (investment)
S c h o o l
(10,046 schools)
C l a s s r o o m
(214,000 classrooms)
Computer lab
Computer network
S t a t e - o f - t h e - a r t
teaching equipment
431,918 PCs
e s t a b l i s h e d
10,046 schools
n e t w o r k e d
440.8 billion won
Five-year free Internet service access (2000 - 2004)
115,987 PCs
Video system
259.8 billion won
600.8 billion won
Table 11-2. Establishment of Infrastructure for Digitalization in Education
(Phase 2: 2001-2005)
Table 11-3. Annual Investment in Project
Y e a r
I n f r a s t r u c t u r e
A p p l i c a t i o n
C o m p u t e r
C l a s s i f i c a t i o n
S t a t e - o f - t h e -
art teaching
e q u i p m e n t
Distribution of PCs
for education
Computer lab
PCs for classroom
Internet connection
s p e e d
Internet service
Use of ICT in class
I n t e r n e t
c o n n e c t i o n
C o m p u t e r
a s s i s t a n t
As of Dec. 2000
T a r g e t
8 students per PC 5 students per PC
1 computer lab for
school with fewer
than 36 classes;
2 computer labs for
school with 36 or
more classes
1 PC per classroom
1 . 1 M b p s 2 M b p s
Text-based service
Teacher-based
M a i n t e n a n c e
C e n t r a l
g o v .
“computer lab”,
“subject-specific lab”
“small-group class,”
e t c .
Multi-media service
Exploration class
with small groups
I n v e s t m e n t
L o c a l
g o v .
(In million won)
T o t a l
1 9 9 7 1 7 7 , 7 7 5 1 1 7 , 0 2 2 1 1 , 2 3 7 2 7 , 7 5 1 2 7 8 , 2 8 3 3 0 6 , 0 3 4
1 9 9 8 1 5 6 , 9 0 5 3 8 , 6 0 8 3 2 , 1 7 7 8 , 8 5 0 4 0 , 8 3 8 1 9 5 , 7 0 2 2 3 6 , 5 4 0
1 9 9 9 1 5 0 , 0 3 8 4 4 , 1 6 8 7 1 , 6 7 5 1 5 , 8 3 0 7 9 0 5 0 , 8 8 0 2 3 1 , 6 2 1 2 8 2 , 5 0 1
2 0 0 0 2 7 2 , 2 7 5 1 5 4 , 3 4 9 1 3 8 , 0 9 7 2 1 , 0 9 2 1 , 4 8 7 7 3 , 0 6 8 5 1 4 , 2 3 2 5 8 7 , 3 0 0
2 0 0 1 2 1 8 , 6 7 4 9 1 , 9 1 5 3 3 , 0 3 1 1 6 , 4 5 9 1 1 , 7 3 0 2 0 , 5 8 9 3 5 1 , 2 2 0 3 7 1 , 8 0 9
2 0 0 2 1 4 8 , 0 8 8 4 7 , 1 2 4 4 0 , 8 4 9 4 2 , 1 8 4 1 2 , 2 1 8 8 , 8 2 1 2 8 1 , 6 4 2 2 9 0 , 4 6 3
2 0 0 3 2 7 5 , 3 4 4 5 5 , 6 8 1 1 4 , 2 2 7 4 5 , 4 2 0 3 9 , 0 5 0 3 4 , 7 9 7 3 9 4 , 9 2 5 4 2 9 , 7 2 2
2 0 0 4 9 4 , 5 8 8 5 0 , 0 4 0 5 1 , 9 1 6 3 1 , 9 4 7 3 9 , 1 3 4 6 , 7 4 7 2 6 0 , 8 7 8 2 6 7 , 6 2 5
2 0 0 5 1 1 4 , 7 7 9 5 3 , 5 0 6 4 9 , 4 8 6 3 5 , 6 5 7 5 , 3 4 2 0 2 5 8 , 7 7 0 2 5 8 , 7 7 0
Teacher
(340,000 persons)
1 PC per person
340, 854 PCs
251.5 billion won
Central gov. 1 2 4 , 7 4 8 8 3 , 3 9 4 5 4 , 4 3 0 9 1 9 2 6 3 , 4 9 1 2 6 3 , 4 9 1
Local gov. 1 , 4 8 3 , 7 1 8 6 5 2 , 4 1 3 3 5 9 , 3 0 1 1 6 3 , 0 0 9 1 0 8 , 8 3 2 2 , 7 6 7 , 2 7 3 2 , 7 6 7 , 2 7 3
T o t a l
888,822 PCs
1,552.9 billion won
T o t a l 1 , 6 0 8 , 4 6 6 6 5 2 , 4 1 3 4 4 2 , 6 9 5 2 1 7 , 4 3 9 1 0 9 , 7 5 1 2 6 3 , 4 9 1 2 , 7 6 7 , 2 7 3 3 , 0 3 0 , 7 6 4
120
121

Part IV Education in the Information Age
Education in Korea
(2) Current Status
Use of ICT and E-Earning Friendly Education Environment
The second phase of the project sought to expand the physical infrastructure
for digitalization in education so as to facilitate the use of e-learning in class for
the improvement of creativity and problem-solving abilities. A significant
milestone was set in February 2004 when the EBS opened the online CSAT
(College Scholastic Ability Test) lectures as part of the effort to alleviate the
burden of private, after-school education through the improvement of school
education. PCs available at high schools across the country were upgraded and
the Internet connection speed was also increased from 2 Mbps to 10 Mbps to
enable receipt of online lectures in the classrooms.
Distribution of PCs and Advanced Teaching Systems
PCs are the basic and most important system for classroom use of ICT and e-
learning. It was planned to distribute one PC for every five students by the end of
2005, but as of December 2005, the number of PCs available at schools stood at
1.34 million, or one PC per 5.6 students. Advanced ICT-based teaching devices,
Table 11-4. Computers Installed in Primary and Secondary Schools
(as of December 2005)
S c h o o l
No. of PCs
N a t ’ l
R a t i o
T o t a l
E l e m e n t a r y
M i d d l e
V o c a t i o n a l
P u b l i c /
G e n e r a l
p r i v a t e
S p e c i a l
S u b - t o t a l
S u b - t o t a l ( % )
P C s
R a t i o
486 or
lower class
(Unit: units)
P e n t i u m Pentium II Pentium III Pentium IV T o t a l
3 4 1 0 3 1 9 0 1 , 3 6 3 4 , 1 7 3 5 , 8 6 3
0 . 6 % 1 . 8 % 3 . 2 % 2 3 . 2 % 7 1 . 2 % 1 0 0 %
8 , 3 1 2 1 1 , 3 3 6 4 2 , 1 0 3 2 0 5 , 9 1 7 2 8 7 , 7 7 2 5 5 5 , 4 4 0
4 , 6 6 3 4 , 5 1 4 2 9 , 0 4 7 1 2 2 , 8 6 7 1 6 3 , 2 5 0 3 2 4 , 3 4 1
7 8 6 , 6 3 5 1 5 , 5 0 4 6 9 , 3 4 9 1 2 5 , 8 3 6 2 1 7 , 4 0 2
2 , 7 5 5 3 , 3 1 5 2 0 , 1 3 9 8 7 , 2 7 6 1 1 5 , 7 6 1 2 2 9 , 2 4 6
1 3 1 8 9 8 7 4 4 , 7 1 0 4 , 7 1 6 1 0 , 5 0 2
1 5 , 8 2 1 2 5 , 9 8 9 1 0 7 , 6 6 7 4 9 0 , 1 1 9 6 9 7 , 3 3 5 1 , 3 3 6 , 9 3 1
1 . 2 % 1 . 9 % 8 . 1 % 3 6 . 7 % 5 2 . 2 % 1 0 0 . 0 %
1 5 , 8 5 5 2 6 , 0 9 2 1 0 7 , 8 5 7 4 9 1 , 4 8 2 7 0 1 , 5 0 8 1 , 3 4 2 , 7 9 4
1 . 2 % 1 . 9 % 8 . 0 % 3 6 . 6 % 5 2 . 3 % 1 0 0 %
such as conventional TVs, projection TVs, LCD projectors, etc., are now
available in all classrooms nationwide. An average 1.2 projection TVs, including
LCD projectors, were installed in each classroom as of December 2004.
Table 11-5. Teaching Devices (Video Equipment)
N a t ’ l
P u b l i c /
p r i v a t e
S c h o o l
E l e m e n t a r y
T o t a l
M i d d l e
H i g h
S u b - t o t a l
E l e m e n t a r y
M i d d l e
H i g h
Special
S u b - t o t a l
T V
P r o j e c t i o n
T V
L C D
p r o j e c t o r
V i s u a l
p r e s e n t e r
S c a n n e r
1 3 7 4 4 7 7 5 3 8 5 4 9 6 5 8
1 5 7 2 0 2 8 0 2 1 6 3 6 2 5 8
1 6 3 3 2 0 6 6 1 7 3 3 9 2 7 2
4 5 7 9 6 9 2 2 1 7 7 4 1 2 4 1 , 1 8 8
1 7 , 1 4 8 1 2 3 , 4 2 1 1 1 , 9 2 8 5 7 , 0 2 3 4 , 6 4 3 4 9 , 5 4 0
6 , 2 1 8 7 3 , 5 1 0 1 0 , 2 8 2 1 2 , 9 5 6 2 , 0 9 1 1 7 , 7 4 8
6 , 4 2 9 3 9 , 4 8 1 7 , 2 8 9 7 , 5 2 9 2 , 2 5 9 1 3 , 3 8 9
8 3 9 1 , 2 3 4 2 0 5 6 0 4 1 3 0 1 , 0 2 1
3 0 , 6 3 4 2 3 7 , 6 4 6 2 9 , 7 0 4 7 8 , 1 1 2 9 , 1 2 3 8 1 , 6 9 8
3 1 , 0 9 1 2 3 8 , 6 1 5 2 9 , 9 2 5 7 8 , 8 8 6 9 , 2 4 7 8 2 , 8 8 6
Source: Ministry of Education and Human Resources Development, December 2004.
National vocational high schools are not included.
Speeding up the Internet Connection
Internet connection speed is the most important factor in e-learning, together
with PC capacity. Upon completion of the first phase of the project, the Ministry of
Table 11-6. Internet Connection Speed in Schools
S c h o o l
Less than
2 M
2 M
Less than
5 M
Less than
1 0 M
15M or
h i g h e r
O t h e r s
P u b l i c / p r i v a t e 3 2 9 3 , 6 8 4 1 , 1 9 6 5 , 9 2 1 8 2 1 1 , 2 1 2
R a t i o 2 . 9 % 3 3 . 9 % 1 0 . 7 % 5 2 . 8 % 0 . 7 % 1 0 0 %
Source: Ministry of Education and Human Resources Development, December 2005.
The Internet connections at national vocational high schools are not included.
105 lines for satellite service are included in the statistics on schools with less than 2Mbps
connection speed.
T o t a l
122
123

Part IV Education in the Information Age
Education in Korea
Education and Human Resources Development signed an agreement with the
Ministry of Information and Communication and carriers to provide schools with
Internet service by 2005, at just 20 percent of the costs applicable to public
organizations. Schools were also encouraged to use the Internet service through
a “buying power” scheme, beyond 2005. As of December 2005, schools with an
E1 or higher grade connection (2 Mbps) accounted for 97 percent.
b . Development and Dissemination of Education Information & Materials
(1) Development and Dissemination of Educational Contents and
S o f t w a r e
In line with establishing the infrastructure for digitalization in education, quality
educational contents have been secured, developed and disseminated to
provide abundant teaching/learning resources and help diversify the levels and
methods of teaching.
To effectively secure and develop the contents for education, the Korea
Education & Research Information Service and the offices of education in 16
metropolitan cities and provinces have formed a joint committee for the
promotion of digitalization in education. The committee develops materials for
multimedia education, ICT-applied teaching/learning methods, and software for
teaching. In addition, a national educational software competition has been held
to develop and use teachers’ content-development capabilities. A quality
certification system and the educational software fair have also been introduced
to promote the use of outstanding contents from the private sector.
Education contents, developed from 2000 through 2005, include 139 kinds of
multimedia education materials (on 10 compulsory subjects for first to 10th
graders, and subjects taught in vocational schools), 356 kinds of ICT- a p p l i e d
teaching/learning materials, and 362 kinds of software programs for teachers. A
total of 3,132 types of educational content have been identified through 503
competitions and a quality certification system, all of which are accessible
through the EDUNET.
(2) Dissemination of ICT Applications
E fforts are being made to improve teaching/learning methods by utilizing the
education information developed for the dissemination of ICT applications. The
guidelines of ICT education operation in elementary and secondary schools,
which was developed in 2000 and revised in 2005, and the ICT- a p p l i e d
teaching/learning models for each subject are researched and developed. This
has provided the momentum to expand the use of ICT in the actual
teaching/learning process in schools.
A total of 51 ICT-applied teaching/learning models have been developed. The
models, as well as specific teaching instructions and cases, video of classroom
activities, and collected materials are provided to firmly establish ICT- a p p l i e d
e d u c a t i o n .
Furthermore, the pilot schools for ICT application are being operated with a
view to verifying the feasibility and practicality of ICT applications. A total of 174
pilot schools were operated from 2001 through 2003, and a cooperative system
with private IT companies has been established to apply next-generation
ubiquitous technology to school education. A total of 21 primary, middle and high
schools have operated as so-called pilot u-learning schools since 2005.
(3) Operation of EDUNET
EDUNET is a nationwide education information service, which provides
teaching/learning materials and information as well as a web-centered learning
community to elementary and secondary school students. Internet infrastructure
has been built in schools since the mid-1990s, thanks to class and commercial
network services. In September 1996, EDUNET opened to meet the needs of
the education information service.
As of December 2005, 5.74 million people subscribed to EDUNET, and the
number of daily users reached more than 230,000. Registered and available on
EDUNET are 460,000 materials for teachers and 710,000 for students.
Approximately 20,000 online communities have opened, making it Korea’s most
representative communication channel among teachers, students and parents.
Available at EDUNET are search services, services for teachers and students,
education community services, etc., which can search all education contents
across the country. The service for teachers is designed to inform them about
new class strategies and methods, and to provide them with teaching materials,
while the one for students provides various learning programs to all students
from elementary to high school, including reviews, theme studies, cyber lectures,
etc. The Cyber Teacher program, a type of online Q&A service, is also available.
124
125

Part IV Education in the Information Age
Education in Korea
The education community service is an online forum through which teachers,
students, and parents freely exchange views on matters of mutual concern, and
conduct research on a particular theme or subject.
c. Computer Training for Te a c h e r s
As part of the first phase of digitalization in education begun in 1988, computer
training was offered to teachers so as to effectively prepare themselves for the
knowledge-and information-based society of the 21st century. Basic computer
training was offered to about 25 percent of all teachers annually from 1997
through 2000.
From 2001, when the second-phase project began, training shifted its
emphasis to ICT-applied education for the improvement of teaching/learning
methods. More than 33 percent of all teachers were given the training annually
until 2003, and each teacher has the opportunity for training at least every three
years.
From 2006, efforts will be made to establish a trainee-oriented training system.
To that end, a cooperative system will be established with global IT companies to
introduce teachers’ training programs from abroad.
2. Digitalization of University Education
E fforts will be made to advance the computer network to enable access to
education, academic and research information anywhere on the university
campus. The e-learning system will be bolstered and the integrated
administrative information service will be expanded to facilitate research and
learning activities.
a. Upgrading Infrastructure for Academic Research Information Service
In order to sharpen international competitiveness in education and research,
university laboratories will be equipped with advanced information &
communication support systems to access the latest academic information, both
local and foreign.
(1) Education Computer Network
Low-cost, high-quality Internet communications service is provided to
universities 24 hours a day through a buying power scheme.
The cost is shared by the government and universities, and small, financially
strapped regional universities/colleges pay a minimal rate in order to reduce the
digital divide among universities.
Table 11-7. Annual Project Plan and Budget
B u d g e t
P r o j e c t
(in 100 million won)
1992 - 2001 2002 - 2005 2 0 0 6 T o t a l
4 4 1 3 6 5 5 6 8 6 2
Operation of
p h y s i c a l
n e t w o r k s
- Local
- Overseas
- Commissioning of
carriers to operate
- Application of SLA
- Introduction of additional
services
- Bolstering of online
community among
universities
- Commissioning of
carriers to operate
- Application of SLA
- Introduction of additional
services
- Bolstering of online
community among
universities
- Membership of 381
universities
The SLA (Service Level Agreement) aims to guarantee quality control of Internet service
through a penalty policy.
(2) Digitalization of University Education
E fforts are being made to lay the foundation for digitalizing the education and
academic information so that it can be accessed anywhere on campus.
Teachers’ training institutes are also equipped with a digitalized environment to
acclimate present and future teachers to digitalization and enhance their ability to
use digitalized information and systems.
126
127

Part IV Education in the Information Age
Education in Korea
Table 11-8. Annual Project Plan and Budget
B u d g e t
P r o j e c t
b. Academic Information Distribution System
(In 100 million won)
1 9 9 6 - 2 0 0 2 2 0 0 3 - 2 0 0 5 2 0 0 6 T o t a l
2 3 4 3 1 0 7 5 6 1 9
Target :
N a t i o n a l
u n i v e r s i t i e s
M a j o r
P r o j e c t
- E x p a n s i o n
of basis for
digitalization
Target: all universities
n a t i o n w i d e
Major project
- Revitalization of
e-learning at universities
- Establishment of
university administrative
information system
- Nurturing of universities
of education
Target: all universities
n a t i o n w i d e
Major project
- Revitalization of
e-learning at universities
- Establishment of
university administrative
information system
- Nurturing of universities
of education
- Strengthening of
information security
E fforts are being made to establish and support an academic information
distribution system through the Korea Education & Research Information Service
(KERIS) with a view to providing scholars and researchers with the latest
academic research information, both local and foreign, thereby improving the
research environment and maximizing the use of academic information.
(1) Provision of Academic Information through KERIS
The Korea Education & Research Information Service (KERIS) was
established in April 1999, pursuant to the Korea Education & Research
Information Service Act. The government-funded institute under the Ministry of
Education and Human Resources Development surveys, collects and produces
academic research information and operates the Research Information Service
System, or RISS, (http://www.riss4u.net) to effectively distribute the information.
The RISS, a database of academic research information, generated from both
home and abroad, enables researchers to quickly access cutting-edge
information whenever and wherever they want.
The system links university libraries nationwide to digitally share resources for
one-stop search service (490 libraries were connected as of December 2005),
and offer inter-library loan (ILL) services (442 libraries participated in the ILL
service as of December 2005). Also available is one-stop service for papers
presented or published in local seminars and journals of research institutes
associated with universities, and master’s/doctoral theses, presented to local and
foreign universities. Overseas academic databases, seminar information, and
knowledge/information “mall” services are also offered to provide quality
information on academic research.
(2) Digitalization of University Libraries
University libraries are essential for education and research activities of
universities. Efforts are being made to expand their collections of academic
materials, establish a database for easy access to their resources, and create
the buying power to purchase overseas academic databases (143 universities
signed up as of the end of 2005).
As of April 2005, 441 university libraries across the country had 98,673,000
volumes, 91.8 percent of which are incorporated into a database, based on the
Machine Readable Catalog (MARC) formats, international standards for the
representation and communication of bibliographic and related information in
machine-readable form. The books are accessible through the search and interlibrary
loan services of KERIS.
E fforts are also being made to expand the database of masters theses,
doctoral dissertations and university-published academic resources in their
original formats, and collectively purchase and utilize databases of electronic
journals and academic resources through a “buying power” scheme.
3. National Education Information System(NEIS)
The National Education Information System (NEIS) has been established to
enhance efficiency in education administration through the use of advanced
information and telecommunication infrastructure. This database was
established at metropolitan/provincial offices of education to connect all
128
129

Part IV Education in the Information Age
Education in Korea
administrative organizations, primary, middle and high schools, as well as special
schools through the Internet. Under the system, 27 offices, including school
administration/academic affairs, personnel management, and accounting, are
digitally connected and processed together.
Before the establishment of the NEIS, the Ministry of Education and Human
Resources Development, metropolitan/provincial offices of education and
schools complained about the inefficiency of education administration and
overlapping investment.
A Client Server (C/S) system 1 ) had been established at every school, but
problems arose with the introduction of the Internet service. Due to a poor
security system, the C/S system was a target for hackers.
To solve these problems and at the same time create an “e-government,” the
NEIS project was implemented at each of the 16 metropolitan/provincial off i c e s
of education. NEIS aims to alleviate the workload of teachers, provide
information on students’ school life to their parents, issuing various transcripts
and civil documents online (which total more than 8 million annually), enhancing
work efficiency through standardization of documents, streamlining of work
procedures and methods, and revamping of related laws and systems.
The NEIS project was implemented in four stages. The first-stage project
(October 2000~March 2001) was to redesign the education administration and
establish the digitalization plan; the second-stage project (October 2001~October
2002) was to develop and optimize the system; under the third stage, the system
was test-operated and training on the system was offered; and under the fourth
and final stage (March 2003~May 2003), the NEIS system was introduced to all
educational institutions and generalized.
In 2005, the NEIS system was linked to the Government-for-Citizen (G4C)
System to issue five kinds of certificates online. Just one example of the
convenience of this link: a copy of one’s resident registration is no longer
necessary for nine types of education-related administrative service.
In 2006, the digitalized approval system was introduced to all elementary,
middle, high and special schools to simplify school administration procedures,
and teachers can now devote themselves to teaching. The introduction of an
1) The Client Server system connected teachers’ PCs and the school server to process
information on students’ school records and school adminstration (entrance/admission, health,
and other school affairs)in an integrated way.
130
131

Part IV Education in the Information Age
Education in Korea
electronic document management system transformed the paper-based
administrative process into a digitalized documentation system, thus saving more
than 600 million won annually.
According to the “Study on the Assessment of Impacts of NEIS on Education
Administration,” conducted at the beginning of 2006, net conveniences, worth
more than 60 billion won, are provided annually in four areas: teachers, school
administration, civil service, and candidates for examinations & universities. The
NEIS project has proven highly effective, and in fact, it is garnering great
attention from many countries around the world, as it is the world’s largest
website to adopt an open source program (LINUX) in which all school
administration can be processed online.
4. Operation of Korea Education & Research Information Service
< h t t p : / / e n g l i s h . k e r i s . o r. k r / e s _ m a i n / >
The Korea Education & Research Information Service (KERIS) was established
on April 22, 1999, pursuant to the Korea Education & Research Information
Service Act, legislated on January 21, 1999 as Law No. 5,686. The purpose of
KERIS is to produce, survey and collect the information necessary for education
and academic research, and establish and operate an education information
service, thereby improving the quality of education and academic research and
contributing to the development of education in Korea.
A total of 190.6 billion won was invested in KERIS as of 2006. It has sought to
sharpen e-learning competitiveness, improve the nation’s higher education and
research competitiveness, and create advanced education administrative
services. To become the global leader in digitalization in the education field and
actually lead future education, KERIS operates EDUNET and RISS, surveys &
researches the digitalization of education and academic information, and supports
digitalization of education administration, and development of human resources
and globalization.
To present visions of education for the future, KERIS conducts various policy
studies and undertakes research and evaluation to develop indexes for education
policies. It also conducts research on new media and education environment to
develop programs for hands-on learning, and next-generation teaching/learning
methods for higher education. In addition, it studies the basis and standardization
of e-learning, which are necessary for the analysis of students’ scholastic
performances and learning activities. KERIS operates EDUNET, Korea’s largest
education information service for both teachers and students. The EDUNET
service offers diverse multimedia contents on subjects, exemplary cases of
teaching, and consulting & counseling services, so that teachers can optimize the
e ffects of their classrooms and students can independently improve their learning.
The EDUNET service has increased the ratio of information retrieval against time
investment by 121.9 percent and reduced the time teachers spend collecting
materials by 24.9 percent. To strengthen the online after-school education, KERIS
helps 16 metropolitan/provincial offices of education build their respective
specialized cyber home school systems to offer different levels of contents for selfstudy
and online self-test service on scholastic achievement. Students can take
advantage of supplementary learning both at home and school, while teachers
can use quality education information in class and parents can monitor the status
of children’s learning through the on-line community. About 34 percent of students
have benefited from online after-school education, and one out of five students
using the online service has stopped using offline private tutoring services.
RISS is also operated to provide quality information to academic researchers.
For optimal use of academic information, efforts are being made to increase
the number of RISS service beneficiaries, provide the digitalized
k n o w l e d g e / i n f o r m a t i o ndistribution system to universities, and secure overseas
academic information through a “buying power” scheme. These and other eff o r t s
to build the database of university library collections in original text forms and
introduce an efficient work process are expected to save the budget 2.9 trillion
won and significantly reduce the time needed to collect materials from abroad.
The NEIS service is also a major help to school administrations. A
comprehensive failure-prevention system has been established to render the
education administration information service glitch-free, and a new system on
academic affairs, admission and health, has been established and is now
undergoing test operations. Materials related to the 2006 university entrance
process, were provided online, and the NEIS counselling center has opened to
strengthen customer services for university entrance through telephone and the
Internet. As a result, the cost and time of collecting documents related to the
university entrance process were reduced, resulting in a savings of 112.5 billion
won and 16 days of work time.
132
133

Part
Future Prospects of
Korean Education
Chapter 12. Future Prospects and Tasks of
Korean Education

Part V Future Prospects of Korean Education
Education in Korea
C h ap t e r 1 2 Future Prospects and Tasks of
Korean Education
1. Improvement of Primary and Secondary Education
a. Overview
The purpose of education in Korea is to “help all people build character and
make them capable, independent citizens earning a decent living, thereby
contributing to the democratic development of the nation and the welfare of
mankind.”
As of 2005, there were 5,647 elementary schools, 2,947 middle schools, and
2,156 high schools across the country, with enrollments of 4,023,000, 2,015,000,
and 1,783,000, respectively. There were a total of 381,000 teachers, which
breaks down to 160,000 for elementary schools, 104,000 for middle schools, and
117,000 for high schools. The improvement of primary and secondary education
concerns the following six areas: restoration of trust in school education;
diversification of education opportunities and enhancement of elite education;
improvement of curriculum operation; strengthening of teachers’ professionalism
and responsibilities; and improvement of health and educational environment in
school. Specific tasks necessary to achieve these objectives are as follows:
prevention and eradication of school violence; enhancement of reliability of
academic records; evaluation of academic performances and teaching of basic
knowledge and skills; operation of teaching/learning centers; laying of the
foundation for revitalized operation of school libraries; comprehensive measures
for elite education; normalization of specialized (special-purpose) high school
operation; pilot operation of independent private high schools and invigoration of
charter school system and alternative education; successful introduction of the
seventh National Curriculum and revision of curriculum, as necessary;
improvement of the textbook system; strengthening of school education;
alleviation of the administrative burden on teachers; improvement of school
health; improvement of the educational environment, and undertaking of BTL
(build-transfer-lease) projects.
Improvement in school education has been demonstrated by international
reports of the Program for International Student Assessment (PISA): Korean
students topped the list in science, ranking third in math, and sixth in reading in
2001. They ranked first in problem-solving, second in reading, third in math and
fourth in science in 2003. A total of 94.7 percent, or the 10th-highest percentile
among middle school graduates, advanced to middle schools in 2004, but when
middle school education became free of charge and compulsory in 2004, the
ratio increased to 97.2 percent, resulting in a ranking of sixth in 2005.
The number of students per class was 35.6 for elementary school, 37.3 for
middle school, and 39.7 for high school in 2001. In 2005, however, the comparable
number dropped to 31.8 for elementary school, 35.3 for middle school, and 32.7 for
high school. The educational environment improved especially in high school,
considering the number of students per class stood at 48.2 in 1998.
The number of students per teacher has significantly decreased: it was 287 for
elementary school, 19.3 for middle school, and 18.3 for high school in 2001, but
the comparable figure dropped to 25.1, 19.4, and 15.1, respectively in 2005.
b. Creation of Reliable Schools (Restoration of Reliability to School
E d u c a t i o n )
(1) Government Policy to Eradicate School Vi o l e n c e
School violence is caused by various social factors. It is not an individual
s t u d e n t ’s problem, but a matter that must be addressed by society as a whole.
Teachers, parents, and the media must cooperate in dealing with the problem. In
recent years, the number of school violence cases has gradually decreased, but
students’ possible exposure to school violence has increased due to the rapid
increase in violent and sexually suggestive images, immorality in the cyber world
and various other social factors. As a result, violence among some students has
shown a tendency to become more systematic, organized and dangerous, and
students become involved at an increasingly younger age.
The Ministry of Education and Human Resources Development operates a
task force to deal with school violence, which shows the government’s
commitment to eradicating school violence and helping students grow up in a
safe and pleasant school environment. Especially since 1995, inter-ministerial
measures have been taken to prevent and eradicate school violence. Experts
and civic organizations stressed the need of the enactment of a related law in the
136
137

Part V Future Prospects of Korean Education
Education in Korea
late 1990s, and the Act on School Violence Prevention and Countermeasures
was legislated on January 29, 2004. The enforcement decree for the Act was
established on July 30, 2004.
The Act stipulates that the government is responsible for the prevention and
eradication of school violence. Policies on school violence are binding, and have
been steadily implemented under the responsibility of the entire government.
The Ministry of Education and Human Resources Development, other related
ministries and agencies, civic groups, school violence experts, teachers’
organizations, parents, and the offices of education established the Basic Five-
Year School Violence Prevention and Countering Plan on February 22, 2005.
The five-year plan bears significance as it provided a comprehensive, mid- and
long-term plan to prevent and eradicate school violence at the government level
for the first time since the Republic of Korea government was established in
1948. It is also significant that all parties concerned have cooperated closely to
deal with school violence and prevent its spread.
Each school has been directed to take specific measures to that effect, thus
laying the foundation for a rapid, transparent and fair approach to the problem.
The Ministry of Education and Human Resources Development, which
established the five-year plan and the Comprehensive Plan to Drive Out Four
Types of Violence, has strived to eradicate the practice of concealing violence
and has encouraged schools to deal openly with school violence in accordance
with relevant laws and procedures. It is desirable to tackle school violence
through dialogue between teachers and students, and in this sense, support has
been extended for school principals for strengthening teachers’ counselling
activities and forming a “self-governing school violence eradication committee” at
each school to actively root out school violence. And at the same time, the
Ministry of Education and Human Resources Development has sought to
cooperate with related ministries and operated a network with education
communities, civic organizations, medical organizations, etc. to create a pannational
consensus against school violence.
The major projects of the ministry are: 1) identifying school gangs and devising
measures to disband them, 2) establishing a school-specific counselling network
to prevent school violence, and 3) encouraging voluntary reports on school
violence and setting deadlines for damage reports.
(2) Enhancing the Reliability of Academic Records
In order to normalize high school education, the Ministry of Education and
Human Resources Development introduced the plan to improve the college
entrance system in 1998, and advised universities to give heavier weight to
academic achievements in high schools in determining admission qualification.
According to another college entrance system improvement policy, which was
announced in October 2004 and started with the 2008 academic year’s college
entrance criteria, the grade point system will be abolished and only a nine-scale
grading system will be offered in each area. By giving more weight to cumulative
high school records and less weight to the College Scholastic Ability Test (CSAT ) ,
the policy aims to normalize school education and alleviate the burden of private,
after-school education.
An academic performance management committee, established at each school,
has met regularly at least twice a quarter to effectively manage student
performance. The committee holds a meeting during the time periodic exams are
being written to ensure fairness in examination management. Attention is given to
adjusting the level of difficulty of the exams and to designating someone
responsible for the entire process: from exam writing through management of
exam results.
Each school was advised to announce the paper-and-pencil
examination/achievement evaluation criteria and methods for the 2005 academic
y e a r, and to post the information on its Web site from 2006 and beyond. Students
can appeal their exam results within a designated period, teachers are given
training in academic performance management regulations, and the regulations
are disseminated to students and parents. All these efforts are designed to
enhance the reliability of academic records and transparency of their management.
A task force on the improvement of academic performance evaluation has been
established at each metropolitan or provincial office of education. The task force,
which consists of school inspectors and experts in each subject area, collects,
analyzes, and advises on the examinations of each school, to improve the quality
and the overall level of the exams. It also checks each school’s academic records
management regularly to enhance reliability.
Teachers involved in academic record irregularities, will be fired. The revision of
related laws, which would revoke the licenses of such teachers, is under
consideration. As for schools involved in irregularities, administrative actions will be
138
139

Part V Future Prospects of Korean Education
Education in Korea
taken: the principal will be held responsible for irregularities; the school will be
ineligible as a pilot research school or to receive citations as an outstanding school;
and the parents concerned will be criminally charged.
The metropolitan/provincial education superintendents’ council has established
the criteria (average scores for each subject: 70-75, top grade ratio: 15 percent or
less) to prevent grade inflation in the confidential report system. Any school whose
evaluation noticeably exceeds the criteria (except for arts and physical education),
or whose top grade ratio greatly increased from the previous year, will undergo an
intensive audit and inspection.
In 2005, a simulation test was conducted on academic performances of 18,836
students in the first year of 59 general high schools across the country. Their firstsemester
achievements in Korean language, social studies, math, science and
English were reviewed, and the result showed that the scaling criteria for each
subject was abided by all schools surveyed, regardless of their location.
Starting with the 2008 academic year’s college entrance system, the cumulative
school record grading system will adopt a relative evaluation, changing from the
existing five-point scale of A, B, C, D, and F. In the new evaluation, class standing
will fall into nine categories with original scores of different subjects, their mean and
standard deviation applied. The new evaluation system will fundamentally prevent
“grade inflation.” The existing grade inflation prevention criteria (average scores for
each subject: 70-75, top grade ratio: 15 percent or less) will remain in place
pending the 2008 academic year. Grade inflation has been significantly improved
through such efforts, but there is still a question regarding some schools. There are
plans to bolster the effectiveness of the “task force on the improvement of
academic performance evaluation,” established at each metropolitan or provincial
o ffice of education and continue to strengthen inspections until the grade inflation
problem is completely resolved.
The Ministry of Education and Human Resources Development plans to give top
priority to enhancing the reliability of academic records in its inspection
administration, and include academic record management among the key items for
evaluating the metropolitan/provincial offices of education. It also plans to extend a
variety of special grants to education offices, according to the evaluation results.
(3) Operation of Teaching/Learning Center
The envisaged teaching/learning centers aim at laying the foundation of
nurturing the creative personnel necessary for the era of globalization and
digitalization, streamlining the improvement of teaching/learning through close
cooperation among education R&D institutes, and preventing overlap of budget
expenditures and manpower mobilization.
The Ministry of Education and Human Resources Development has sought to
implement the teaching/learning centers plan, as shown in Figure 12-1, in
consultation with the government-run R&D headquarters and 16
metropolitan/provincial offices of education (education research & information
i n s t i t u t e s ) .
Figure 12-1. Teaching/Learning Center Plan
Capital area
T ea c h i n g/l e a r n i n g
development center
( K I C E )
T ea c h i n g/l e a r n i n g
information center
( K E R I S )
Metropolitan city/province
T eaching/learning support
center (education
research & information
i n s t i t u t e s )
Local/unit school
T ea c h i n g / l e a r n i n g
help center (unit
s c h o o l / l o c a l
education office)
Developing and Collecting of Teaching/Learning Materials for Classroom
E d u c a t i o n
The materials and evaluation items, already developed through the
teaching/learning center project, have been collected, re-processed, and
distributed. The centers in the capital area develop and distribute guidance
materials for teaching and learning, while local centers develop and collect
specialized materials that meet local needs.
Bolstering of the Network for Distributing & Sharing of Te a c h i n g / L e a r n i n g
Materials
A network is in place to systematically and effectively distribute and share
quality teaching/learning materials. Teachers and students can easily access
necessary materials through the network, at any time and any place.
140
141

Part V Future Prospects of Korean Education
Education in Korea
Establishment of Network for Innovation of Te a c h i n g / L e a r n i n g
Central and local center operators have formed a network to share information
and knowledge, and are seeking to establish a network with major overseas
organizations related to teaching/learning.
O ffering Services to Improve Professionalism in Te a c h i n g
O ff-line training in the new teaching/learning strategy, on-line program services
for the inspection of class management, evaluation and consulting on class
management through videotaping of actual classes, etc. are being conducted.
The centers’ policy directions for the improvement of the public education
system are as follows: 1) The teaching/learning help center, established at each
school, should be strengthened. The centers at a higher level of organizations,
play an important role in improving classroom education, but “bottom-up” support
is required for them to take root. In this respect, centers at the lower level must
be strengthened; 2) It is important to promote the network of teaching/learning
centers and contents for teaching/learning so that teachers and students can
access the centers to obtain and exchange necessary information for enhancing
their professionalism and specialities. It is also necessary to research and off e r
education and training on how to best utilize the centers.
The education administration support system should be geared toward the
centers so that they can extend substantial help to classroom education.
(4) Foundation Work for Revitalization of School Libraries
Good school libraries mean facilities that serve not only teaching and learning,
but also reading, information, cultural and creational functions. Under the Five-
Year Comprehensive School Library Improvement Plan (2003~2007), four
projects have been promoted.
- Four projects for creating good school libraries
Expansion of Basic Facilities and Collection
From 2003 through 2007, a total of 300 billion won will be invested for
constructing or remodelling 6,000 school libraries and expanding their
collections. Plans are to increase the number of books per student from 5.5
books in 2002 to 10 books in 2007. From 2003 through 2005, 3,800 school
libraries were newly built or renovated, and the number of books per student
increased from 5.5 books in 2002 to 8.32 books in 2005. The remodeled and
new library facilities, as well as the expanded collection of books, have led to an
increase in student use of school libraries. The daily average number of students
who borrowed books from school libraries increased from 41 students per school
in 2002 to 59 students in 2005. The daily average number of students who used
school libraries also increased about 45 percent from 75 students per school in
2002 to 110 students in 2005.
Strengthening Library-Assisted Programs
Library-assisted instruction (LAI) and reading education will be strengthened. A
total of 48 schools were operated as pilot research schools aimed at increasing
school library use from 2003 through 2004. In 2005, 16 schools, including
Daemyeong Middle School in Seoul, were selected to research and develop
appropriate school library operation models for two years from 2005 through 2006.
Allotment of Library Management Personnel
Measures are under way to secure manpower for library management. In the
short term, librarians (teachers), contract librarians, travelling librarians, regular
teachers, volunteer parents, etc. are used. In the long term, however, a full-time
librarian will be assigned to each school library. School library management
personnel increased from 1,064 in 2002 (164 librarian teachers, 20 librarians,
and 1,064 contract librarians) to 2,251 in 2005 (313 librarian teachers, 57
librarians, and 1,881 contract librarians). In 2005, 214 librarian teachers were
hired and assigned to 16 metropolitan/provincial offices of education.
Establishment of Government-Private Cooperative System to Support
School Libraries
Parents and civic organizations have joined hands to launch a campaign to
create good school libraries. Specific campaign projects include parents’
volunteer service at libraries, fund-raising through bazaars, buying books as
b i r t h d a y, Children’s Day and Va l e n t i n e ’s Day gifts, and book donations. The sum
of 200 million won was given to 14 non-profit private organizations from 2003
through 2005 to revitalize school libraries, create a reading atmosphere (holding
142
143

Part V Future Prospects of Korean Education
Education in Korea
book festivals, etc.), promote the importance of volunteer work at libraries, and
help libraries secure necessary books.
Students, teachers, parents, and teachers’ organizations are all satisfied with
the effectiveness of the school library project, and they hope the project will
continue. The school library revitalization project ranked first among the
education ministry’s 69 policy projects, evaluated by the Office for Government
Policy Coordination in 2005, and sixth among the policy projects, evaluated by
the Ministry of Education and Human Resources Development itself.
Numerous tasks remain for the revitalization of school libraries, including,
among other things, securing budget and specialized manpower, upgrading the
Digital Library Service System (DLS), and revitalizing the curriculum-based,
school library operations program.
c. Diversification of Education Opportunities and Improvement of Elite
E d u c a t i o n
(1) Class transfer according to student level is an open-classroom teaching
model in level-based team arrangements. Class transfer is possible, according to
each student’s academic performance, ability, aptitude, and future career. Aimed
at providing each student with level-based education to develop his/her potential
capability to the fullest, it is a scheme to complement the “equalization” policy and
promote balance between generalization and pursuit of excellence in education.
When the seventh National Curriculum took effect in 2003, the ratio of middle
school teachers in charge of level-based transferable class was just 5.6 percent
in math and 4.5 percent in English. The comparable ratio for high school
teachers was 19.1 percent in math and 14.7 percent in English. However, thanks
to the government’s steady efforts to improve the level-based transferable class,
29.1 percent of middle schools and 37.3 percent of high schools nationwide
allowed class transfers in both math and English in 2004, and the ratios
increased to 47.7 percent and 55.0 percent, respectively, in 2005.
The second Master Plan of National Human Resources Development
(2006~2010), announced by the Ministry of Education and Human Resources
Development in January 2006, calls for the expansion of the class transfer scheme.
One of the goals of the master plan is to expand the class transfer scheme to cover
up to 50 percent of all middle and high schools by 2007, and seek gradual
expansion thereafter, based on the situation of each office of education and school.
The Ministry of Education and Human Resources Development has pushed
for various measures to improve the class transfer scheme. First of all, it plans to
improve the curriculum and textbook system, especially in math and English
language, and will begin applying the revisions from 2009. The ministry also
plans to develop or identify, and distribute level-specific class models and
methods. Education and training of teachers in charge of level-specific class and
related staff members will be strengthened, and their training programs will
continue to be developed. Exemplary cases of level-specific class will be
identified and promoted, along with other efforts to support related teachers,
assistant teachers, and classrooms.
It is expected that the improved level-specific classes, including transferable
classes, will increase students’ right to choose classes and satisfaction with school
education, thus sharpening the overall competitiveness of education in Korea.
(2) Education for Gifted Students
Education for the gifted was called for as a means to nurture high quality human
resources and to guarantee equal opportunity for education based on the students’
aptitude and needs, as prescribed by the Constitution. The legal foundation for the
education of gifted students was laid by the Gifted Students Education Promotion
Act, as legislated in December 1999 and promulgated as Law No. 6215 on January
28, 2000. The education of gifted students was thus implemented nationwide from
March 2002. The program serves a dual purpose: for individual students’ selfrealization
and to benefit national interests.
Educational institutions for gifted students are divided into schools, classes and
education centers for the gifted. The institutional mechanisms in support of the gifted
student education include the above-mentioned Gifted Students Education
Promotion Act, the Gifted Students Education Promotion Committee, and education
centers for the gifted. Classes for the gifted are open at elementary, middle and high
schools, and education centers for the gifted are affiliated with national/private
research institutes, government-funded institutes, public-service corporations,
metropolitan/provincial and local offices of education, and universities. Currently,
metropolitan/provincial and local offices of education operate education centers for
the gifted at schools under their respective jurisdiction, or the Ministry of Science and
Technology establishes and supports such centers at universities.
144
145

Part V Future Prospects of Korean Education
Education in Korea
Other institutions offering education for the gifted are specialized high schools,
as outlined in the Primary & Middle Education Act, and schools for the gifted, as
designated by the Gifted Education Act. At present, more than 70,000 students
are in gifted education programs. In 2005, a program was undertaken to find and
educate the gifted children of socio-economically underprivileged citizens, and
more than 1,800 students have taken part in this program. Unlike applicants at
education centers for the gifted or classes for the gifted, these youngsters were
selected through critical thinking tests, not subject tests, and offered a separate
education program.
Education for the gifted focuses on math and science, with most programs mainly
for students gifted in science, but they are expected to gradually expand to cover
informatics, arts, physical education, literary creation, humanities and social science.
Teachers are given basic training (60 hours), advanced raining (120 hours),
and overseas training (60 hours) in preparation for teaching the gifted. The Korea
Educational Development Institute (KEDI) is designated as the Education Center
for the Gifted to conduct surveys and research, and develop materials for gifted
e d u c a t i o n .
(3) Introduction of Advanced Placement System
The advanced placement program is a cooperative educational endeavor
between high schools and colleges/universities to seek consistency and
excellence in education. A program that involves placement of college freshmen
in advanced classes based on work completed in high school, the AP program
was operated on a pilot basis by each metropolitan/provincial office of education
in 2005 and 2006. Efforts have also been made to lay a legal foundation for
students to earn college credits through advanced placement. The AP program
is offered autonomously in collaboration between high schools and colleges, in
principle. There are no plans to link the program with the college entrance
system for fear of a rush to gain easier college entrance and a possible increase
in private, after-school education.
The AP program is expected to help college students reduce attendance hours
and cost, allow high schools to move away from the uniform curriculum and
adopt a more creative one, and enable universities to secure competent
students. All are expected to eventually contribute to the nation’s academic
development and fostering of outstanding manpower.
(4) Normalization of Specialized High School Operations
Specialized high schools are designed to “identify and nurture students with
outstanding ability and aptitude in some particular areas at an early stage to
strengthen the national competitiveness.” As of March 2006, there were 129
such high schools specializing in nine different areas, which breaks down to six
for national, 82 for public, and 41 for private high schools. Most of the private
high schools specialize in foreign languages (18 schools) and arts (17 schools).
The current status of specialized high schools is as follows:
Table 12-1. Specialized High Schools by Area
No. of
s c h o o l s
F o r e i g n
I n d u s t r y A g r i c u l t u r eF i s h e r y M a r i t i m e S c i e n c e A r t S p o r t s I n t e r n a t i o n a lT o t a l
l a n g u a g e
2 2 1 0 5 3 1 9 2 9 2 4 1 5 2 1 2 9
Management guidance to specialized high schools is the responsibility of
metropolitan/provincial education superintendents, but as management style of
such schools has significant impacts on society, management guidelines are
established at the central government level. Efforts are being made to improve
the college entrance system for the 2008 academic year and beyond: a legal
basis for specialized high schools to operate their intended curriculum will be
laid, and specialized high school graduates will have the advantage of a diff e r e n t
selection process if they continue their high school major when applying to
u n i v e r s i t y. The early special education for outstanding students and the nation’s
basic high school education policy of “equalization” are being sought
simultaneously for the sake of harmony between “excellence” and “equality.”
(5) Pilot Operations of Independent Private High Schools and
Introduction of Charter Schools
Pilot Operations of Independent Private High Schools
The independent private high school system was introduced for the first time in
2002. Six such high schools are in operation nationwide. The Education Reform
Plan, announced on May 31, 1995, with the aim to diversify and specialize the
146
147

Part V Future Prospects of Korean Education
Education in Korea
school system. According to the Plan, those private high schools with clear
founding principles and the strong support of their school foundations will be
awarded the right to determine tuition fees, curriculum and faculty management,
and students will be able to choose between these and other high schools.
Evaluation of test operations of independent private high schools (conducted
by the Korean Educational Development Institute in June 2005) shows
diversified curricula and the increased satisfaction of both students and parents.
The evaluation, however, also pointed out some problems, such as college
entrance-oriented education, lack of consideration for children of low-income
families, and an excessive financial burden on school foundations. The
government will make a final decision on whether independent private high
schools should be institutionalized by law, and if the system should be expanded,
after consultation with the Presidential Committee on Education Innovation and
other related organizations.
Introduction of Charter Schools
A “charter school” refers to a school, funded by local authorities and operated by
private organizations. Universities, private organizations, or school principals,
strongly committed to school innovation, will be commissioned by the education
authorities (education superintendents or the Minster of Education and Human
Resources Development) to operate such schools, based on agreements made
between the two parties. In a move to give school management greater autonomy
to seek diverse and creative educational programs, the new system is intended to
innovate the existing public education system.
Independent, creative thinking and knowledge are the main engines of national
growth in a knowledge-based society. A new school system is necessary to help
foster students’ creative thinking. The existing education system of Korea has been
recognized worldwide for its achievements, but the college entrance-oriented
system has been found inappropriate for developing creative and flexible reasoning.
Against this backdrop, the Ministry of Education and Human Resources
Development plans to operate charter schools on a pilot basis, starting in 2007.
Based on the evaluation of the four-year pilot program performances, the
Ministry will gradually extend the system to more schools in innovation clusters
that are to appear around 2012.
(6) Revitalizing Alternative Schools
Many alternative schools appeared in Korea from the 1980s, when the so-called
“de-schooling” theory was introduced and new educational systems were sought.
As the crime rate increased remarkably among students who dropped out of
secondary schools in the 1990s, the Ministry of Education and Human
Resources Development announced the “comprehensive measures to prevent
students from dropping out of schools” and vowed to diversify school models.
A c c o r d i n g l y, a legal basis for institutionalization of alternative schools was laid by
the Primary and Secondary Education Act and the enforcement decrees of the
Act, as legislated on December 13, 1997. The Act and its enforcement degrees
stipulated that the Minister of Education may designate and notice magnet
schools, but they have been revised to empower education superintendents to
designate such schools. Accordingly, six alternative schools opened in March
1998: Yangeop, Yeongsang Seongji, Hanbit, Gyeongju Hwarang, Wo n g y e o n g ,
and Gandhi schools. They have been managed, pursuant to the guidelines of
each metropolitan/provincial office of education, as instructed by the Ministry of
Education and Human Resources Development.
Article 28 (Education of Children with Learning Disabilities) of the Primary and
Secondary Education Act stipulates that state and local governments should
flexibly manage the number of school days and the curriculum, and take other
necessary measures for students who have dropped out of school or who cannot
engage in a normal school life due to learning disabilities or character disorders,
as provided for in presidential decrees. Pursuant to Article 54 of the Enforcement
Decrees of the Act, metropolitan/provincial education superintendents
established and implemented the “regulations on the designation of alternative
education institutions and commissioning of students for alternative education.”
Based on these provisions, alternative education institutions, operated by public
organizations, non-profit corporations or social organizations, are designated as
institutions commissioned to offer alternative education.
E fforts for institutionalization are in full swing. Article 60-3 (Alternative Schools),
added to the Primary and Secondary Education Act on March 24, 2005,
stipulates that the basis of founding and operation of alternative schools can be
determined by presidential decrees. It is the provision that recognizes the term,
“alternative school.” Work continues on specific rules and regulations.
In addition to the above alternative schools, there are numerous community
148
149

Part V Future Prospects of Korean Education
Education in Korea
organizations for alternative education and home schooling. Efforts are needed
to give those students the same educational opportunities as regular school
students. Under consideration is the concept of linking administrative and
financial support to the evaluation results of such schools.
d. Improvement of Curriculum Operations
(1) Changing the Curriculum Whenever Necessary
Korea has so far revised the education curriculum using the so-called
“periodic-whole-temporary” revision scheme. However, the scheme needs
fundamental changes because it is costly and inefficient, and cannot promptly
respond to rapid changes in the social environment.
The Ministry of Education and Human Resources Development decided to
introduce the “revision whenever necessary” system in 2004 and worked out a
plan to bolster its operation on February 25, 2005. Under the plan, the Ministry
has steadily improved the contents of education in line with rapid social changes
and efforts to ensure pluralism, reflecting the demands of every sector of society
in the curriculum in a flexible and systematic way.
To ensure success of the new revision system, the Ministry, first of all,
improved the system for accommodating demands and views on curriculum
revision. It has listened to opinions on curriculum and textbook problems through
related councils at each school and opened the “curriculum & textbook
information service (cutis.moe.go.kr)” to provide a forum for teachers, experts,
parents and the general public to exchange views. The Ministry also formed the
Curriculum & Textbook Development Consultative Committee to seek ways of
improving the curriculum. The consultative committee accommodates opinions of
related government organizations, surveys and analyzes actual curriculum
operation, and closely watches international trends.
To accommodate, review and analyze diverse views and seek to revise them,
as necessary, the curriculum deliberation committee operates on a full-time
basis, and the Korea Institute of Curriculum & Evaluation, the Korea Research
Institute for Vocational Education & Training, the Korea Institute for Special
Education, etc. are designated as specialized education research organizations.
Flexible operation of the curriculum is expected to actively reflect curriculum-related
demands, significantly reduce the complaints and confusion that might arise due to
abrupt changes in the curriculum, and increase satisfaction with the curriculum.
(2) Improvement of the Textbook System
Under the Seventh National Curriculum, textbooks are divided into three types.
There are 721 state-authorized textbooks, which are published by universities
and research institutes at the behest of the Ministry of Education and Human
Resources Development, 1,575 textbooks written by private organizations and
approved by the Education and Human Resources Development Minister, and
1,381 textbooks written by private organizations and approved by
metropolitan/provincial education superintendents.
Since the inauguration of the current Participatory Government, the basic direction
of the Ministry’s textbook system improvement policy has been to “introduce
competition in the textbook market in order to expand schools’ choice and
improve the quality of textbooks.” To be more specific, state-authorized textbooks
( Type I) are to be converted to officially-approved textbooks (Types II and III).
The Ministry of Education and Human Resources Development has conducted
policy research and surveys through the Policy Customer Relations Service
(PCRM) system, held experts’ meetings and public hearings, and taken polls.
Based on the results of these preparatory efforts, the Ministry plans to introduce
phased conversion for elementary school textbooks and full-scale conversion for
secondary school textbooks, but will continue to publish state-authorized
textbooks for subjects that are in less demand.
e. Strengthening Teachers’ Professionalism and Responsibilities
(1) Test Operation of Teacher Evaluation System
To overcome the limits of the existing personnel management system and
introduce a performance-based evaluation system, the Ministry of Education and
Human Resources Development announced plans to adopt a teacher evaluation
system in May 2005. The system includes multifaceted teacher assessment by
teachers, students and parents, guaranteeing each school full autonomy in that
process. In November 2005, 48 elementary, middle and high schools were
designated for the system trials, and 19 schools were additionally designated in
January 2006. The Ministry plans to test-operate the 67 schools until February 2007.
The test operation requires both compulsory and elective tasks. All designated
150
151

Part V Future Prospects of Korean Education
Education in Korea
schools are required to participate in the compulsory evaluation for improvement
of teachers’ professionalism, and also to choose one of the four elective tasks.
The contents of the compulsory task are shown in the following table.
Table 12-2. Major Contents of Teacher Evaluation Plan for Improvement of
P r o f e s s i o n a l i s m
Plan (draft)
C l a s s i f i c a t i o n
P u r p o s e
T a r g e t
Evaluation
i t e m
E v a l u a t i o n
m e t h o d
F r e q u e n c y
T e a c h e r
E v a l u a t i o n
M a n a g e m e n t
C o m m i t t e e
Application of
r e s u l t s
Major contents
Teacher: improvement of professionalism
Principal/vice principal: improvement of school operation
Teachers, principals and vice principals
Teacher: class plan, preparation, teaching, and activities
P rincipal/vice principal: school operation and support for educational
activities
Evaluation items will be determined by the teacher evaluation management
committee, based on the manual.
T ea c h e r :teachers evaluate their colleagues in charge of the same
grade (elementary school) and same subject (secondary
school), based on the evaluation list.
Student: surveyed on class satisfaction
Parents: surveyed on children’s satisfaction with schools (This survey is
to be conducted together with the evaluation of teachers, and
principals/vice principals, but evaluation of individuals will not
be attempted.)
Specific evaluation methods and the parents’ participation rate may be
adjusted by the teacher evaluation management committee.
Evaluation will continue throughout the year, but the actual survey and
assessment will be made once a year.
The committee consists of parent and teacher representatives, but the
composition ratio and students’ presence will be determined by the
committee. The committee chairman will be recommended by the
committee members and decided by the school principal.
The results will be collected, organized, filed and documented by the
committee as a comprehensive report.
The comprehensive report does not include individual evaluation results; the
result will not be used for personnel management or promotion, but only for
improvement of professionalism.
The Korea Educational Development Institute (KEDI) is responsible for the
pilot program, and a teacher evaluation consulting team, which consists of
scholars, the Ministry’s researchers, and vice-principals of schools, is also in
operation. An appropriate teacher evaluation model will be established based on
the analysis of pilot-program result and public opinion.
(2) Expansion of Principal Recruitment through Invitation & Open-Bid Process
To extend the autonomy and secure accountability in school management, an
open-bid process of principal recruitment was announced in 2005. The pilot
system is designed to create a model of a new, performance-based principal
recruitment system. The new system will be introduced first in the best school in
each county and charter schools. Principals, who are outstanding in educational
planning and democratic leadership, will be recruited through the new scheme.
Table 12-3. Comparison between Invitational and Open-Bid Principal
Recruitment Systems
C l a s s i f i c a t i o n
A p p l i c a b l e
s c h o o l s
e x p a n d e d
R e q u i r e m e n t s
e a s e d
Screening &
a c c o u n t a b i l i t y
s t r e n g t h e n e d
Existing : Invitational
Schools with vacancies
because of expiration of term or
retirement due to age
designated by education
superintendent at the request of
outgoing principal
Local pubic official in education
service, equipped with principal
certificate
Screening by each school
Evaluation system for
principal’s school management
performance does not exist.
New : Open Bid
Any school deemed by the
education superintendent to be
in need of new principal for
school innovation and other
educational policy
Designated by the education
superintendent through
consultation with the school
Principal certificate required;
principal certificate not required
for special schools
Selected through a nationwide
open bid
Screening strengthened:
primary screening by school,
and secondary screening by
the education office
Evaluation every two years
152
153

Part V Future Prospects of Korean Education
Education in Korea
(3) Improvement of Teachers’ Working Conditions
Various policies have been introduced to alleviate teachers’ (administrative)
work load and help them concentrate on teaching: reduction of paperwork
through re-allocation; increased staffing with assistant teachers and
administrative personnel; expansion of faculty quota; and establishment of NEIS
(National Education Information System), etc. Metropolitan/provincial offices of
education can decide to transfer responsibility for payment receipt, certificate
issue, textbook distribution, and other jobs from teachers to the administration
under their respective jurisdictions. Efforts are also made to merge, abolish and
simplify documentation, review actual alleviation of teachers’ workload,
accommodate teachers’ views on workload alleviation, and identify outstanding
solutions for these issues.
f. Promotion of Health and Improvement of Educational Environment at
S c h o o l s
(1) Promotion of Health at Schools
Improvement of Physical Check-ups
The Ministry of Education and Human Resources Development drafted a
revised School Health Act in 2002 after a year of research. The Ministry
Table 12-4. Coverage of Students’ Health Examination
C o l o r
B l o o d
C l a s s i f i c a t i o n
v i s i o n U r i n e B l o o d B l o o d
B l o o d
t y p e H e p a t i t i s B l o o d
p r e s s u r e T . B . R e m a r k s
c h o l e s t e r o lp i g m e n t
2nd graders
4th graders
Middle school
s t u d e n t s - 1 s t
graders
High school - B o y s
1st graders G i r l s
Obese students
( 4 t h ~ 1 0 t h
g r a d e r s )
E x c e e d i n g
m o d e r a t e
o b e s i t y
implemented it on a trial basis in 2003, and finalized the revised bill in 2004. The
bill passed the National Assembly and was formally promulgated on March 24,
2005. On the basis of the law, the Rules on Physical Examination at Schools (the
Ministry of Education and Human Resources Development’s ordinance),
especially those provisions on methods and procedures of physical check-ups,
were revised, taking effect in January 2006 under the title, “Rules on Health
Examination at Schools.”
Prevention of Students’ Obesity
Obesity checkups have been conducted since the physical examination
system was introduced to schools in 1951. Rohrer’s index, developed in 1908,
has been used with steady improvements. The indices are categorized into A, B,
C, D, and E.
R o h r e r’s index = {weight(g)/height() } x 100
With the above formula, however, only those in the same gender, age and
height brackets can be compared. The obesity calculation formula was revised in
1996.
B r o c a ’s Index was then implemented to measure obesity. The standard weight
is estimated by subtracting 100 from his/her height and multiplying 0.9. {Standard
w e i g h t = ( h e i g h t-100)x0.9} However, in cases of children, who are relatively
short, the formula produces an excessively low, standard weight. To solve this
problem, children’s standard weights are obtained, based on the Developmental
Standard Value of Korean Children, announced by the Korea Pediatrics Society.
O b e s i t y, estimated on the basis of the standard weight, is categorized into
“extremely thin,” “thin,” “normal,” “overweight,” and “obese (light-level, middle
level, and high-level),” and is calculated as follows:
Obesity(%) = {measured weight() - standard weight
for each height() }{standard weight for each height()} x 100
154
155

Part V Future Prospects of Korean Education
Education in Korea
H o w e v e r, the Rules on Health Examination at Schools, as revised again on
January 10, 2006, adopted the existing Broca’s Index together with the BMI
(Body Mass Index: /). While the BMI does not directly measure fat weight, it
best reflects fat mass among existing obesity estimation methods.
Obesity (BMI) = Weight (kg)/[Height (m)]
Environmental Sanitation at Schools
To reflect the results of school environmental sanitation inspection and social
changes, the Ministry of Education and Human Resources Development revised
the Enforcement Decrees of the School Health Act (the Ministry of Education
and Human Resources Development’s Ordinance No. 866, as promulgated on
November 14, 2005 and effected on January 1, 2006), the Regulations on the
Founding & Operation of High Schools and Schools Thereunder (Presidential
Decree No. 19112, as promulgated on November 4, 2005, and effected on
January 1, 2006) and the Regulations on the Founding & Operation of
Universities (Presidential Decree No. 19096, as promulgated on October 25,
2005, and effected on January 1, 2006), and promulgated the Standards of
Environmental and Food Sanitation Inspection at Schools (the Ministry of
Education and Human Resources Development’s Notice No. 2006-10, January
20, 2006). The major revisions are as follows:
A. The number of indoor air-quality control items has been increased from two
to 12 and the inspection standards have been strengthened.
B. The inspection result of indoor environment and food sanitation must be
recorded and maintained.
C. The principal must appoint an “environmental sanitation manager” and have
him/her complete related education & training course.
D. Each school must abide by the environmental and food sanitation
standards, as prescribed by Article 4 of the School Health Act from the
stage of founding.
E. Environmental and food sanitation must be inspected for any corruption in a
consistent and uniform way and the inspection results must be recorded
and maintained.
(2) Improvements in School Environmental Protection
Clean Zone
A minimum area surrounding each school is designated as a “clean school
environment zone,” and kept clean, safe and agreeable so that students can
build sound and balanced character and devote themselves to study, free of all
harmful factors.
Major Contents of Related Laws and Regulations
- Designation of Clean Zone (Article 5 of the School Health Act and Article 3 of
the Enforcement Decrees of the Act)
Metropolitan/provincial education superintendents (conferring authorization on
heads of schools) must designate the clean school environment zone to protect
the health, sanitation and academic environment of schools. The clean zone
covers up to 200 meters from the school boundary, which is divided into the
“absolutely clean zone” (up to 50 meters from the school gate) and the “relatively
clean zone” (the entire clean zone, except for the absolutely clean zone).
Table 12-5. Activities and Facilities Prohibited from Clean Zone
C l a s s i f i c a t i o n
A b s o l u t e l y
p r o h i b i t e d
I n s t a l l a b l e
a f t e r
Activities and facilities prohibited
Facilities not meeting environmental standards
(air/water quality, noise, vibrations, foul odors),
butchers, crematoriums, mortuaries, adult movie
theaters, wastes/waste water/livestock waste
water/night soil incinerators, carcass treatment/leather
processing facilities, epidemic treatment
hospitals/isolation wards/quarantine areas, livestock
markets, telephone clubs, and sex-toy shops
Movie theaters , guns/explosives/high
pressure/natural/liquified gas production and storage,
waste collection, karaoke bars/amusement
restaurants, hotels/inns, betting/horse race/cycle
race/motor boat race (ticketing offices), steam bath,
dancing institutes, ball rooms, etc.
d e l i b e r a t i o n s
Billiard rooms , game providers, multimedia cultural
contents system providers (“PC rooms”), comic book
stores, video rooms/small DVD theaters, cigarette
vending machines, and karaoke facilities
R e m a r k s
Movie theaters
not banned in
university areas
Not applied to
kindergartens &
universities
156
157

Part V Future Prospects of Korean Education
Education in Korea
- Activities and Facilities Prohibited from Clean Zone (Article 6 of the Act and
Article 4-2 of the Enforcement Decree of the Act)
In principle, harmful businesses are prohibited from operating in the clean
zone. However, some such businesses may be established in portions of the
“relatively clean zone,” if the local education office (the clean school environment
committee) deems that it will not negatively impact student learning and school
sanitation.
- Penal Provisions (Article 19 of the School Health Act)
Those who establish harmful businesses, etc., in violation of the prohibition
provisions, without approval of the clean school environment committee pursuant
to Paragraph 1 of Article 6 of the School Health Act, will be sentenced to up to a
year in prison or fined up to 5 million won.
(3) Improvement of School Meal Service System
Clean Zone
As of March 2005, a total of 10,586 schools, or 99.0 percent of the schools
nationwide, offered school meal services. In detail, 99.9 percent of elementary
schools, 97.8 percent of middle schools, 98.7 percent of high schools, and 94.3
percent of special schools offered meals to students. A total of 7,228 students, or
92.5 percent of students nationwide used the school meal service. The ratios for
e l e m e n t a r y, middle, high, and special school students are 94.3 percent, 94.7
percent, 85.8 percent and 95.7 percent, respectively. The discrepancy shown
between schools providing meal-service and students using the meal service is
attributed to the fact that some elementary schools do not offer the service to
lower graders, and many middle and high schools provide meals only to those
who apply.
Some schools directly manage school lunches, while others contract with food
providers, which are responsible for every procedure of the service. Most
elementary schools, which had constructed school meal facilities before the
introduction of contracted food services, directly manage school lunches.
H o w e v e r, the comparable ratio for high schools, which began the meal service
later in 1998, is about 52.3 percent. Middle schools began to expand meal service
school-wide from 2000, but 72.1 percent of them directly offer meals to students.
Parents prefer direct service. Since 2003, the Ministry of Education and Human
Resources Development has sought to gradually convert contracted services to
direct management. A total of 469 schools had converted their systems by 2005.
Table 12-6. School Meal Service (as of March 2005)
No. of schools
C l a s s i f i c a t i o n
M e a l -
T o t a l
s e r v i c e s
% T o t a l
E l e m e n t a r y
M i d d l e
H i g h
S p e c i a l
T o t a l
No. of students
(in thousands)
M e a l -
s e r v i c e s
Type of operation
% D i r e c t Contracted %
5 , 5 8 0 5 , 5 7 2 9 9 . 9 4 , 1 0 6 3 , 8 7 2 9 4 . 3 5 , 5 5 0 2 2 9 9 . 6
2 , 8 9 0 2 , 8 2 9 9 7 . 8 1 , 9 4 0 1 , 8 3 8 9 4 . 7 2 , 0 4 1 7 8 8 7 2 . 1
2 , 0 7 8 2 , 0 5 2 9 8 . 7 1 , 7 4 3 1 , 4 9 6 8 5 . 8 1 , 0 7 3 9 7 9 5 2 . 3
1 4 1 1 3 3 9 4 . 3 2 3 2 2 9 5 . 7 1 2 9 4 9 7 . 0
1 0 , 6 8 9 1 0 , 5 8 6 9 9 . 0 7 , 8 1 2 7 , 2 2 8 9 2 . 5 8 , 7 9 3 1 , 7 9 3 8 3 . 1
A total of 2,905.2 billion won was spent on school meals in 2004. The cost was
shared by parents (79.4 percent, 2,307.5 billion won), offices of education (19.8
percent, 576.8 billion won), and local governments and school meal support
organizations. The spending breaks down to food cost (64.8 percent, 1,882.7
billion won), wages (23.1 percent, 672.5 billion won), fuel (6.7 percent, 195.2
billion won) and facilities (5.4 percent, 154.8 billion won)
Table 12-7. School Meal Funding (as of 2004, in million won, %)
M e t r o p o l i t a n /
provincial offices
S u p p o r t e r of education
I t e m
L o c a l
g o v e r n m e n t s
P a r e n t s Donations, etc. T o t a l
5 , 768 206 23 , 075 3 29 , 052
( 19 . 8 ) ( 0 . 7 ) ( 79 . 4 ) ( 0 . 1 ) ( 100 )
F a c i l i t y W a g e F o o d Fuel, etc. T o t a l
1 , 548 6 , 725 18 , 827 1 , 952 29 , 052
( 5 . 4 ) ( 23 . 1 ) ( 64 . 8 ) ( 6 . 7 ) ( 100 )
A total of 70,902 workers, including 7,930 nutritionists, 7,933 cooks, and
158
159

Part V Future Prospects of Korean Education
Education in Korea
55,039 assistant cooks, are engaged in school meal services at 10,586 schools
nationwide. They are divided to 11,223 regular employees and 59,679 part-time
employees (84.2 percent).
Table 12-8. Free Meal Service to Low-Income Students, Facility Modernization,
and Conversion to Direct Service (during the past three years)
C l a s s i f i c a t i o n
Free meals to
children in lowincome
bracket
Modernization of
school meal
service facilities
2 0 0 3 2 0 0 4 2 0 0 5 T o t a l
127.7 bil. won
(305,000 students)
40.3 bil. won
(236 schools)
136.4 bil. won
(408,000 students)
19.8 bil. won
(109 schools)
144.8 bil. won
(468,000 students)
38.8 bil. won
(153 schools)
408.9 bil. won
(1,181,000 students)
98.9 bil. won
(498 schools)
Task 1
To strengthen all-round
education stressing
knowledge, virtues, and
physical strength
through the operation
of quality physical
education curriculum
Invigorating the education for life at schools
Improving the quality of life through the improvement of physical strength and health
1) Normal operation of curriculum and extension of
autonomy in evaluation
2) Qualitative improvement of lessons through the use
of ICT
3) Offering of job training for physical education
teachers at primary schools
Conversion to
direct service
T o t a l
23.7 bil. won
(107 schools)
40.3 bil. won
(178 schools)
48.4 bil. won
(184 schools)
(4) Enhanced Physical Education for Students’ Health
112.4 bil. won
(469 schools )
191.7 bil. won 196.5 bil. won 232 bil. won 620.2 bl. won
Task 2
To invigorate
“autonomous physical
education activities”
4) Invigoration of physical education and sports clubs
at schools
5) Promotion of the “one school, one athletic skill; one
student, one sport” campaign
6) Strengthening of promotion for motivating students
to participate in physical education activities
Basic Direction of Physical Education in 2005
The Ministry of Education and Human Resources Development has
established the “Basic Directions of Physical Education at Schools” annually and
provided instructions to the metropolitan/provincial offices of education. The
o ffices of education, in turn, establish “specific action plans of physical education
at schools,” suggesting how to implement the physical education program. The
purpose of physical education at schools is to “strengthen students’ basic
physical strength and improve their health, thereby improving the quality of life.”
In order to strengthen “all-round education” stressing knowledge, virtues, and
physical strength through the normal operation of curriculum, four major tasks
and 12 specific action plans were established in 2005, as follows:
Task 3
To establish the image
of student athletes and
promote transparency
in the operation of
athletic clubs at schools
Task 4
To expand and
improve athletic
facilities for the
betterment of physical
education at schools
7) Guarantee of the right to learn for student athletes
and encouraging of their class attendance
8) Eradication of violence and invigoration of a
student-athletes protection committee
9) Improvement of transparency in the operation of
athletic clubs at schools
10) Development of lawn grounds at schools
11) Securing athletic facilities and equipment at
schools and improvement of their use
12) Safety check and efficient management of athletic
facilities
160
161

Part V Future Prospects of Korean Education
Education in Korea
Seventh National Physical Education Curriculum
Under the Seventh National Curriculum, physical education, together with
art, was incorporated into the subject titled “Pleasant Living,” for first and
second graders of elementary school. From the third grade on, physical
education is a separate subject taught for three hours per week. At middle
schools, students in the first and second year take three classes of physical
education per week. At high schools, physical education requires four credit
hours per year in the first year. Physical education is an elective subject for
second- and third-year students, and up to four credit hours can be taken a
y e a r. With each passing year, the absolute number of hours required for
physical education is reduced, providing students a wider choice. However, the
reality is that students show a tendency to avoid physical education as it has
little impact on college entrance.
Table 12-9. Allotment of Hours to Physical Education under the Sixth &
Seventh National Curricula
6 t h
7 t h
Elementary school Middle school High school
3 hours for 3rd - 6th
g r a d e r s
3 hours for 3rd - 6th
g r a d e r s
(Basic national curriculum)
3 hours for 1st - 3rd
g r a d e r s
3 hours for 7th - 8th
graders
2 hours for 9th graders
(Basic national curriculum)
Compulsory: 8 credit hours,
Elective: 6 credit hours
4 credit hours per year for
10th graders
(Basic national curriculum)
11th & 12th graders
(elective) - 4 credit hours
per year, if elected
Result of Physical Strength Te s t s
The test items and evaluation standards for students’ physical strength test
changed in 2000. The five-year (2000-2004) test results are shown in the
following table.
There was little difference in scores for the 50m race, sit-ups, push-ups, and
trunk flexion forward exercises, but students’ performances was lower in longdistance
race/walking (+10 seconds), standing long jump (-4.1cm), and girls’
chin-ups (-1.7 seconds).
Table 12-10. Result of Students’ Physical Strength Test (for the past 5 years)
Table 12-11. Students’ Physical Strength Grades (for the past 5 years)
Y e a r
2 0 0 4
2 0 0 3
2 0 0 0
Grade 1(%) Grade 2(%) Grade 3 (%) Grade 4 (%) Grade 5 (%)
B o y G i r l A v e r . B o y G i r l A v e r . B o y G i r l A v e r . B o y G i r l A v e r . B o y G i r l A v e r .
1 8 1 3 1 5 2 3 2 1 2 2 2 5 2 8 2 7 1 9 2 3 2 1 1 5 1 5 1 5
1 7 1 3 1 5 2 3 2 1 2 2 2 6 2 8 2 7 1 9 2 3 2 1 1 5 1 5 1 5
1 8 1 4 1 6 2 7 2 4 2 5 2 6 2 9 2 8 1 8 2 2 2 0 1 1 1 1 1 1
Athletic Club Operations
According to the Ministry’s survey in 2005, athletic clubs were in operation at
5,405 schools nationwide, and student participants totaled 84,948 (boys: 59,356,
girls: 25,592).
Table 12-12. Athletic Clubs at Schools (August, 2005)
S c h o o l
E l e m e n t a r y
M i d d l e
H i g h
T o t a l
Test item 2 0 0 4
50m race (seconds)
Push-ups (boys) (times)
Girls’ chin-ups (seconds)
Sit-ups (times/minute)
Standing long jump (cm)
Trunk flexion forward (cm)
Long distance race/walking
(minutes: seconds)
No. of schools
o p e r a t i n g
athletic clubs
2 , 2 7 4
1 , 8 7 8
1 , 2 5 3
5 , 4 0 5
2 0 0 3 2 0 0 0
1 year d i f f e r e n c e 4 years d i f f e r e n c e
9 . 2 3 9 . 2 5 - 0.02 9.21 0 . 0 2
31.30 3 1 . 2 8 0 . 0 2 31.30 0 . 0 0
6.91 7 . 1 6 - 0.25 8.64 - 1.73
34.60 3 4 . 5 8 0 . 0 2 35.40 - 0.80
176.60 1 7 7 . 8 1 - 1.21 1 8 0 . 7 0 - 4.10
13.66 1 3 . 9 0 - 0.24 13.84 - 0.18
7:42 7 : 4 4 - 0:02 7:32 0:10
No. of student athletes
4th(1st) year 5th(2nd) year 6th(3rd) year T o t a l
B o y G i r l B o y G i r l B o y G i r l B o y G i r l T o t a l
5,496 2,972 7,193 3,519 6,949 3,490 19,638 9 , 9 8 1 29,619
6,733 2,183 6,987 2,227 6,736 1,952 20,456 6,362 26,818
6,858 3,319 6,478 3,074 5,926 2,856 19,262 9 , 2 4 9 2 8 , 5 1 1
19,087 8,474 20,658 8,820 19,611 8,298 59,356 25,592 8 4 , 9 4 8
162
163

Part V Future Prospects of Korean Education
Education in Korea
Athletic club coaches include full-time (traveling) coaches, those appointed by
the office of education and funded by the Ministry budget, and general coaches
appointed by each school and paid under the “benefit principle.” As shown in the
above table, full-time (traveling) coaches totaled 2,869 (69.2 percent), more than
twice the number of general coaches (30.8 percent).
Table 12-13. Athletic Club Coaches at Schools (August, 2005)
Athletic Facilities at Schools
Of the total 10,676 schools nationwide, 166 schools (1.6 percent) have turf
grounds, 326 schools (3.06 percent) have urethane grounds, and 1,386
schools (12.98 percent) and 49 schools (0.45 percent) have gyms and
swimming pools, respectively. Rural schools, where school mergers and sello
ffs frequently take place, more frequently expand their facilities. Plans call for
establishing various sports facilities at local schools within 5 minutes’ walking
distance from residential areas so that students and local citizens can both
make use of them.
2. Innovations in University Education
a. Overview
No. of coaches F u l l - t i m e G e n e r a l
T o t a l 4 , 1 4 9 2,869 (69.2%) 1,280 (30.8%)
E l e m e n t a r y 1 , 4 4 5 1 , 0 5 0 3 9 5
M i d d l e 1 , 6 0 2 1 , 1 9 4 4 0 8
H i g h 1 , 1 0 2 6 2 5 4 7 7
Universities are an important source of the new knowledge required in this 21st
c e n t u r y. The Participatory Government, well aware of the importance of
university education to national development, has steadily pushed for innovation
in university education to strengthen competitiveness. Major projects undertaken
by the Participatory Government to sharpen the competitiveness of universities
include structural reforms of universities, incorporation of national universities,
second-phase BK 21 Project, a professional graduate school system, and
improvement of the higher-education evaluation system, among others.
First, structural reforms aim at restructuring the university system so as to
produce the manpower to meet society’s needs, and streamlining the
operation system to strengthen competitiveness. The major contents of the
university structural reforms policy, announced on December 28, 2004, are as
follows: reduction of the student quota; securing of full-time faculty members at
a target ratio; mergers between national universities, or between private
universities; institutional and legal preparations; and financial support for
structural reforms.
Second, incorporation of national universities has been sought on a selective
basis. As national universities in Korea are government organizations, they are
rigidly structured in terms of organization, personnel management and budget
administration. This is cited as one of the obstacles to strategic development of
universities. To solve these structural problems, efforts are being made to
establish corporate national universities having more autonomy and
a c c o u n t a b i l i t y, which will be different from the existing system in governance,
election of the president, members’ status, finance, and organization.
Third, the second-phase Brain Korea (BK) 21 Project began in 2006, following
the first-phase project (1999-2005). The BK 21 Project concentrates on
developing graduate school studies in order to nurture highly competitive
personnel. During the first phase of the project (1999-2005), a total of 1,342
billion won was invested to improve universities’ research competency and
strengthen competitiveness. As a result, internationally competitive personnel
with master’s and doctoral degrees were produced in great numbers. The
education environment has also improved significantly with the use of this new
research personnel. The second phase of the project is expected to invest a total
of 2,030 billion won for seven years, starting in 2006.
Fourth, law schools, medical schools and MBA schools are to be introduced.
F i n a l l y, plans are under way to introduce a higher-education evaluation institute
in order to improve the higher education evaluation system and establish an
advanced quality-control system.
164
165

Part V Future Prospects of Korean Education
Education in Korea
b. Basic Directions of University Policies
Enhancement of Excellence in Higher Education through Diversification and
Specialization of University Curricula
Elite manpower development through diversification and specialization of
higher education is necessary for universities to gain competitiveness in this
knowledge-based society. Toward that goal, the Ministry has guided universities
to refrain from quantitative expansion, diversify the higher education system to
meet the challenges of knowledge-based society, and promote each institution’s
specialization, in order to ease the hierarchical order among universities.
Strengthening of Autonomy and Accountability of University Education
Under a rigid system, organizations cannot proactively respond to social and
environmental changes and will eventually be weeded out. Drastic efforts are thus
being made to cut the red tape and ease the regulations binding higher educational
institutions so that they can respond to social changes in an independent, active
and flexible way. Efforts are also made to help universities develop more autonomy
and creativity, while at the same time, requiring that they be more accountable.
There is a move to abolish provisions that might restrict or regulate
autonomous development of private schools, and yet it is important to keep such
development within the bounds of public duty. A private school system is being
developed that can guarantee private schools the greatest independence and
autonomy possible, while ensuring transparency and fairness in management.
Innovation and Restructuring of University Management
In this knowledge-based society, education has tended to stress academic
excellence. In keeping with the changing trend, the focus has shifted to improve
learners’ academic capabilities. As excellence in university education has a direct
link with national development, university reforms are geared toward improvement
of excellence in university education. “Excellence” requires reforms in curriculum,
professors’ achievements, students’ performances, and restructuring for ef i c i e n c y.
The national university development plan is being actively promoted to
encourage such restructuring. Universities are participating in interdepartmental
exchanges and undertaking operational improvements to fulfill their intended
purpose as higher educational and research institutions, playing a different role
from private schools.
In the past, the government established programs for the development of
national universities and extended support for those who introduced the
programs. However, today, universities are encouraged to establish their own
development plans and then the government decides on whether to support
them, a significant change that encourages universities to take the initiative for
their creative development.
Fostering an Atmosphere Favorable for Study and Research
To improve conditions in university education, there are steady efforts to
increase investment in higher education, reduce the number of students per
p r o f e s s o r, and establish a research infrastructure. Since professors determine
the quality of higher education, recruitment and re-appointment standards and
procedures have been clarified to employ well-qualified professors based on
performance and capability and with the consent of all faculty members. Eff o r t s
are also made to revise related laws and regulations to promote the use of
diverse professor resources, including adjunct and visiting professors, for more
flexible curricular operations. Reasonable management of school affairs has
been sought to foster academic atmosphere, which is no less important than
securing competent professors.
Expansion of the Scope of University Education to Meet the Challenges of a
Knowledge-based Society
Existing knowledge quickly becomes obsolete, and the need for lifelong
education has greatly increased due to rapid social changes. For industrial
workers and company employees who desire higher education, part-time
registration, a credit bank system, cyber universities and various other
teaching/learning systems have been created.
Universities lead technological and regional developments in the United
States, as seen in the relations between Stanford University and the Silicon
Valley and between the MIT and the Boston Va l l e y. In Korea, relations between
universities and industries have been strengthened to help universities serve as
the hub of regional development. Support is given so that schools can meet the
needs of industries and regional community by introducing and applying the
latest knowledge.
166
167

Part V Future Prospects of Korean Education
Education in Korea
Globalization of University Education
University education of the 21st century should be approached within the
framework of globalization. Education is increasingly trans-national, and this
increase in learning mobility is expected to usher in the era of “borderless
education.” In this respect, globalization should not and cannot be ignored in
university reforms. In particular, as international standards apply to the language
for learning and the evaluation of education quality, globalization will be an
integral part of university reforms. Thus, people need to actively adapt to the
global village and cope with globalization through education. Toward that goal, an
increasing number of universities have advocated frequent human and material
exchange with other universities, both domestic and foreign, and also require
computer skills and foreign language proficiency for graduation.
c. Strengthening the Competitiveness of Universities
(1) Restructuring
Korea has sought to restructure universities since 2004 in order to prepare for
the information & knowledge-based society of the 21st century and to cope with
the low birth rate and resultant decrease in the school-age population.
The major points of university restructuring are reduction of the student quota,
securing of full-time faculty members at a target ratio, mergers between national
universities, or between private universities, institutional/legal preparations and
financial support for structural reforms.
The basic direction is structural adjustment aimed at the development of
manpower to meet the needs of society. Admission quotas will be reduced and
mergers and close-downs of related departments will be encouraged in areas
where demand for personnel has declined. In addition, the curriculum will be
innovated to reflect the needs of industries. The purpose of university restructuring
does not lie in simple quantitative reduction, but in qualitative changes in higher
education through specialization. The major restructuring policies are as follows:
First of all, it is recommended that the number of students per full-time
instructor at national universities be reduced from 29 in 2004 to 21 by 2009. For
private universities, annual targets are suggested based on the founding purpose
of the schools.
Strategies are being devised for merging national universities and specializing
each campus based on regional conditions. In 2004 and 2005, ten national
universities were merged into five. A total of 50 billion won was extended to
promote the merger between national universities in 2005. Mergers are also
being sought between private universities with no government support. In 2005
alone, eight private universities were merged into four. These mergers, however,
were not simply designed to reduce the number of universities, but to seek
specialization in collaboration with local industries, based on regional conditions.
Legal and institutional arrangements are being implemented for steady and
stable restructuring. The “University Networks Service” will be introduced to
provide students, parents, companies and the government with correct
information and data on every university. Universities will be required to release
various indexes on their educational environment and operations, including
admission quotas, number of students per professor, graduates’ employment
rate, financial statements, etc. The Regulations on University Founding and
Operation was revised and promulgated on October 25, 2005 to strengthen the
founding requirements of private universities and promote structural reforms.
For effective restructuring and consequent improvement of national
competitiveness, universities should have a sense of urgency about their internal
and external conditions and a firm will to change in order to survive. For this, the
Ministry will push forward with the following projects: The restructuring efforts will
be monitored so that mergers and admission quota reduction will lead to eff i c i e n t
distribution of resources toward specialized areas; relevant indexes will be
developed and applied to interim, annual evaluations of performance in
specialization; and a consulting team will be formed to advise national
universities on specialization.
In order to support specialization of universities, an experts’ committee was
inaugurated as an inter-ministerial organization under the umbrella of the Human
Resources Development Meeting in March 2006. When the Ministry of Science
and Te c h n o l o g y, the Ministry of Commerce, Industry and Energy, and the
Ministry of Information and Communication work out their respective programs to
support universities, they will discuss and coordinate the goals, evaluation index,
and areas of support, in advance, through the committee, in order to enhance
government efficiency of financial operations and channel financial support into
specialization areas under the principle of “selection and concentration.”
The BK 21 Project, the Capital Area Specialization Project, and the NURI (New
168
169

Part V Future Prospects of Korean Education
Education in Korea
University for Regional Innovation) Project will also be promoted in conjunction
with university restructuring eff o r t s .
(2) Incorporation of National Universities
As national universities in Korea are government organizations, they are quite
rigid in terms of organization, personnel management and budget administration,
which makes it very difficult to sharpen competitiveness through specialization.
Improvements to the operation system of national universities are urgently
needed, for example, through incorporation.
In 1987, discussion of corporate national universities took place for the first
time. The basic principles are as follows: 1) incorporation should be sought
through a university’s autonomous and strategic selection; 2) policies should be
made and implemented based on social consensus; and 3) incorporation should
be sought to provide the basis of autonomous and diversified operation of
national universities.
Most citizens and the media express strong support for the incorporation of
national universities, but some faculty organizations, staff, and students have
opposed it, fearing the possibility of job reductions, reduction of basic sciences,
and increased tuitions. However, measures are being prepared to resolve these
problems, and all universities will not be incorporated at once; only newlyfounded
national universities, converted national universities, and capable and
interested universities will be incorporated after competency evaluations.
d. Strengthening Regional Universities’ Innovation Capability
(1) Background and Purpose
The concentration of political, economic, social and cultural infrastructure in the
capital area has become a serious national issue. In fact, the capabilities of
regional universities for developing human resources are much weaker than
those of capital-area universities. Regional universities account for about 60
percent of all universities nationwide, in terms of the number of students, but the
concentration of the most competent students in the capital area continues to
accelerate. In response, the government has conducted the New University for
Regional Innovation (NURI) Project since 2004 as part of the efforts to strengthen
the core capabilities of regional universities. The NURI project aims at creating a
virtuous circle: strengthening regional universities’ innovative capabilities,
nurturing competent manpower and promoting regional development. For this, the
government plans to invest a total of 1,360 billion won in promising regional
universities over five years. Specific purposes of the NURI project are as follows:
First, it aims at strengthening specialization and competitiveness of regional
universities. Support is concentrated on areas of specialization, based on
regional needs, to strengthen the competitiveness of regional universities. Eff o r t s
are also made to lay a foundation for regional personnel development by
securing students and faculty members in specialization areas.
Second, it aims to strengthen regional universities’ function to nurture
competent manpower, thereby contributing to regional development. Emphasis is
placed on nurturing the manpower, as needed by local community, and off e r i n g
diverse, reality-based manpower training programs to help students find jobs
after graduation.
Third, it aims to lay a foundation for establishing a regional innovation system.
For this, universities, local governments, industries, research institutes, media
and non-government organizations (NGOs) will cooperate to establish various
regional innovation systems.
The NURI Project has not followed the customary practice of distributing
resources to regional universities without clear standards: regional universities
that can serve the intended purpose of regional development are selected and
given intensive support to strengthen their innovative capabilities and contribute to
regional human resources development and balanced development of the state.
(2) Characteristics and Strategy of the NURI Project
The NURI project is an innovative governmental funding project committed to
strengthening the capabilities of colleges and universities outside the capital
area. Government financial support has so far been extended to R&D efforts, but
the NURI project actually focuses on regional development through quality
manpower developmentThe project gives intensive support to outstanding
education programs in order to develop manpower in the field of specialization,
as determined by the conditions of the local community. Support for
specialization programs is expected to improve the quality of education at
regional universities, and increase the employment rate for graduates, thereby
laying the foundation for regional innovation. The NURI project produces
170
171

Part V Future Prospects of Korean Education
Education in Korea
specialized and highly trained personnel in a “bottom-up” manner; the project
team of each university establishes a plan to produce creative manpower,
equipped with basic theories and fieldwork capabilities, based on a regional
development strategy. In fact, the role of higher education for regional innovation
has recently been stressed by OECD members, the World Bank, and UNESCO.
The NURI project is not only important for a balanced regional development
through innovation, but it also reflects an international trend. In this respect, the
project needs to be implemented under efficient and reasonable strategies. The
government has worked out the following four strategies to that eff e c t :
First, the project should be implemented in a region-led, decentralized, and
bottom-up manner. A project team consisting of regional universities, local
governments, industries, research institutes, and NGOs, chooses the area, contents
and scale of the project based on the development strategies of the region and
u n i v e r s i . t yThe project plan is then reviewed by the Regional Innovation Council.
Second, emphasis should be put on balanced development of regions and
balanced support through selection and concentration. In other words, the project
fund should be distributed to different zones, and each zone should concentrate
the fund on outstanding project teams, based on the selection and concentration
scheme. Relatively backward zones are given priority in budget distribution.
Third, to enhance investment eff i c i e n c y, the NURI funds are distributed in a
lump-sum, including wages, operating costs, research costs, facility maintenance
& repair costs, etc. Long-term (five-year) funding is expected to ensure the
stability of the project.
Fourth, the project should be implemented according to a performance-based
management system. Annual and interim evaluations of the project are made,
based on key performance indicators set by the project team. Any project team
whose performance is judged poor will be removed from the list of fund recipients.
(3) Contents of the Project and Selection of Project Te a m s
The projects are categorized into large, medium and small projects that receive
commensurate amounts of NURI funding. In 2004, the first year of the NURI
Project, a total of 475 project teams applied for the Project fund, of which 11 2
teams were selected to receive approximately 220 billion won. In 2004, the
average amount of provided fund was 4,128.12 million won for a large project,
2,414.28 million won for a medium project, and 804.84 million won for a small
project. About 113 universities participated, and more than 1,000 organizations
collaborated in one way or another.
In 2005, 105 new project teams applied, of which seven were additionally
selected. The seven project teams were four national and three private
universities. In terms of specialized areas, there were three for biotechnology
(BT) (2 large, 1 medium), two for culture & tourism, one for social welfare and
another for ‘others’. After the annual evaluation of the first-year performance, 11
additional project teams (seven national and four private universities), were
selected. The 11 teams concerned energy, BT, IT, culture & tourism, machinery,
environment and business administration.
In 2006, eight of 53 applicants were selected. The project teams of four
national and four private universities involved seven of the total 11 regional
zones. Large project teams, related to regional strategic industries, deal with
mechatronics, biotechnology, culture-design, and next-generation batteries, while
medium and small project teams involve shipbuilding, life science & agriculture,
welfare for rural villages, and medical equipment-related manpower.
As of 2006, a total of 130 project teams at 109 regional universities, including
36 large, 31 medium and 63 small project teams, participated in the NURI
Project and 250,000 million won has been extended annually.
(4) Achievements and Future Directions
The NURI Project is one of the government’s ambitious funding projects, and
its success or failure will have significant impacts on the revitalization of regional
universities and manpower development through regional innovation. The
importance of the project calls for objective, rational, and efficient evaluation of its
performance. The government plans to conduct an interim evaluation in the third
year of the project, in addition to annual evaluations, and an overall performance
evaluation at the end of the project.
It is difficult to determine success or failure of the NURI Project at the present
stage, but the short-term performance evaluation shows remarkable
achievements, especially in securing students and professors.
To further the achievements, the government plans to revise the curriculum,
develop & distribute a model of university-industry collaboration, enhance
consulting services, and hold case presentations and workshops to help promote
the understanding of the NURI Project.
172
173

Part V Future Prospects of Korean Education
Education in Korea
e. Academic Research Promotion Project
(1) Purpose
The Academic Research Promotion Project has been conducted to promote
university education and academic research, pursuant to “Regulations on the
Payment of the Academic Research Promotion Fund,” as enacted in May 1963.
The major programs under the project are 1) providing research fund to professors,
researchers and research groups for the enhancement of professionalism, 2)
establishing research institutes at universities and creating regional research hubs
for a research network, 3) firming up the basis of academic research by securing
research facilities and innovating the research support system, 4) diversifying
academic research by protecting rare sciences and introducing new sciences, and
5) promoting local and international academic exchanges and cooperation by
supporting academic organizations’ activities and academic events.
(2) Chronology
May 15, 1963: The Academic Research Promotion Project begins
(Regulations on Payment of Academic Research Promotion Fund enacted)
December 28, 1979: The Academic Promotion Act legislated
April 6, 1981: The Korea Research Foundation founded (Article 14 of the
Academic Promotion Act)
July 18, 2005: The Academic Promotion Act changed to the “Act on
Academic Promotion and Credit Guarantees for Student Loans.
(3) Annual Budgets for Academic Research Promotion Project
Table 12-14. Annual Budgets for Academic Research Promotion Project
(Unit: year, mil. won)
Y e a r 1 9 6 3 1 9 7 3 1 9 8 3 1 9 9 3 1 9 9 9 2 0 0 1 2 0 0 2 2 0 0 3 2 0 0 4 2 0 0 5 2 0 0 6
B u d g e t 0 . 1 7 4 . 7 4 5 . 9 2 7 2 . 2 1 , 0 0 0 1 , 3 0 0 2 , 3 0 0 2 , 2 7 6 2 , 2 6 4 2 , 2 6 3 2 , 9 1 0
From 2006, the budget, transferred from the Ministry of Science and Technology, was
channeled to the promotion of academic research in humanities/social sciences (120.5 billion
won) and basic sciences (170.5 billion won).
(4) Performance
Through the Korea Research Foundation, established in 1981 pursuant to the
Academic Promotion Act, the Ministry of Education and Human Resources
Development has helped local academic research activities and international
academic exchanges, thereby promoting balanced academic development and
nurturing research manpower.
The major projects for academic research promotion in 2005 were as follows:
Research infrastructure was emphasized with the focus shifting from programoriented
support to institute-oriented funding; the small, yet fixed research fund
system was expanded to support more researchers; and part-time lecturers
gained entitlement to research funds as part of efforts to expand research
opportunities for emerging and outside researchers. A total of 226,300,000,000
won was provided to support 5,640 projects.
(5) Major Project Directions in 2006
The 2006 Academic Research Promotion Project is mainly divided into four
groups of tasks, which support basic science research, establishment of an
academic research foundation, international exchanges and other special
purposes. The characteristics of the project are as follows:
First, the most prominent features are systemization and simplification. Confusion
caused by complex project classification has been eliminated for ease of application.
Second, specialization and professionalism have been strengthened to identify
the funding for each task and academic field.
Third, a research support system has been designed around researchers’ life
cycles, and four specific tasks are included in the category of the basic science
research support.
In addition, efforts have been made to improve efficiency in research support
by strengthening research fund management, systematic research performance
management, creating a researcher-oriented support system (in terms of targets,
methods, period and scale of support).
f. Improvement of College Entrance System
To solve problems in the current college entrance system, the government
announced a plan on October 28, 2004, to “improve the college entrance system
for normalization of school education after the 2008 academic year.”
The objectives of the plan are to identify and nurture outstanding manpower that
174
175

Part V Future Prospects of Korean Education
Education in Korea
meets the demands of future society and to take the axis of high school education
back from private, after-school tutoring. Basic directions of the plan are 1) to stress
high school performance in the university admission process, 2) to diversify the
selection process, based on universities’ autonomy and specialization, and 3) to shift
the emphasis from selection competition to education competition after admission.
The core projects, envisaged by the college entrance improvement plan after
the 2008 academic year, are summarized as follows:
First, efforts will be made to improve the reliability of students’ school records and
to give more weight to cumulative school records. Second, the grade point system
of the College Scholastic Ability Test (CSAT) will be improved to give less weight to
the CSAT in the admission process. Third, the “admission officer system” will be
introduced to review and examine the cumulative school report of each applicant.
Fourth, special selection procedures for children of the underprivileged will be
strengthened as part of the efforts to promote social solidarity and integration.
3. Human Resources Development and Lifelong Education
a. Overview
The inter-ministerial human resources development policy can be traced back
to the January 2000 President’s New Year Message. In the message, the
President announced the Ministry of Education and Human Resources would be
headed by the deputy prime minister to manage education & training, culture &
tourism, science, information and all other human resources development
policies. Accordingly in January 2001, the Governmental Organization Act was
revised to strengthen the government’s functions of planning, coordinating and
adjusting human resources development policies, and the then-Ministry of
Education was reorganized into the Ministry of Education and Human Resources
Development, headed by the deputy prime minister.
The Human Resources Development Meeting, chaired by the Minister of
Education and Human Resources Development, has served as the center for the
n a t i o n ’s human resources development policy management and coordination.
Since its inception in March 2000, the Meeting, which consists of 14 ministers,
has pushed for ways to strengthen academia-industry cooperation, mid- and
long-term manpower plans, and a strategic manpower development plan.
In addition, the Meeting established and implemented the Master Plan of
National Human Resources Development to present the overall visions, goals
and policy tasks for the nation’s human resources development. The interministerial
Meeting has established a framework to coordinate manpower
policies through a single channel, thus improving synergic effects. The first
Master Plan of National Human Resources Development was successfully
completed in 2005, and the second Master Plan was implemented in 2006. A
total of 18 government ministries, agencies and offices participated in the first
Master Plan, and that number was increased to 22 for the second Master Plan.
Under the second Master Plan, the development of strategic manpower to lead
future national growth will continue, and greater attention will be focused on
underprivileged citizens. It is designed to increase education and training
opportunities for the underprivileged to become self-supporting, thereby
achieving the dual objectives of “productive welfare” and “social integration”
through human resources development.
In this knowledge-based society, the life cycle of knowledge and technology is
becoming shorter, and lifelong education is increasingly important. In this
respect, efforts are also being made to provide diverse opportunities for lifelong
education and establish an institutional mechanism for it. In particular, the
educational resources of regional communities, organizations, societies and
states are being networked to create the so-called “lifelong education city,” a kind
of network-based learning community. Gwangmyeong City, Gyeonggi Province,
declared itself as Korea’s first lifelong education city in 1999. In 2001, three more
cities were designated as such, and in August 2005, 14 cities were additionally
designated, raising the number to 33.
To increase adults’ participation in lifelong education programs, the
improvement of the credit bank system and other institutional support are being
promoted. Efforts are also made to innovate the vocational education and
training system so that people can develop vocational capabilities throughout
their lives through the open education system.
The supply and demand for future manpower needs to be estimated in
advance in order to establish an infrastructure for human resources development
policies. The Human Resources Development Meeting, in fact, discussed the
“mid- and long-term prospect and tasks of the national manpower demand &
supply” in 2002 and “the prospect and analysis of mid- and long-term manpower
176
177

Part V Future Prospects of Korean Education
Education in Korea
demand & supply” in 2005. In addition, the “Best HRD” system was introduced
as a pilot project in 2005 and implemented in earnest from 2006. The system
aims at helping companies and public organizations promote human resources
development by recruiting employees based on performance, and improving
workforce capabilities through in-service training. In particular, the government is
considering the introduction of the Korean Skill Standards (KSS), which enlists
the knowledge, technology, and culture necessary for job performance by
industrial sector and level of skills.
b. National Human Resources Development System
(1) Reorganization of the National Human Resources Development
System
The traditional input-driven strategy faces limited growth. The low birth rate and
an aging population have also slowed down growth and reduced the workingage
population. These factors combined underline the need to improve labor
productivity through ongoing human resources development. In order to maintain
national growth against under the circumstances, efforts should be made to
improve the total factor productivity (TFP) through the accumulation of human
resources and research & development.
Well aware of the importance of human resources development, the government
upgraded the Ministry of Education to a deputy prime minister-level office and
renamed the Ministry of Education and Human Resources Development in 2001.
The Human Resources Development Meeting, chaired by the Deputy Prime
Minister-cum-Minister of Education and Human Resources Development, has
been operating as an inter-ministerial policy coordination body. The government
has also established and implemented the Master Plan of National Human
Resources Development every five years, evaluates performances under the plan
and reflects the results in future policy making. The government’s existing human
resources development system has contributed greatly to establishing the
infrastructure for implementation of human resources development policies,
including the legislation of the Basic Human Resources Development Act.
Under the existing system, however, it is difficult to secure the active participation
of related ministries in human resources development, and it has failed to produce
visible results. In particular, because there is no system for surveying, analyzing,
evaluating and coordinating the human resources development projects pursued
by different ministries, the effectiveness of human resources development cannot
be fully enhanced. The inter-ministerial Human Resources Development Meeting
has also failed to secure the participation of industries, labor organizations, etc.
which actually form the human resource market.
To solve these problems, the government revised the Basic Human Resources
Development Act and presented it to the National Assembly in June 2005. The
revised bill is designed to upgrade the existing Human Resources Development
Meeting to the National Human Resources Committee to be chaired by the
President. Representatives of industries and labor organizations will participate
in the envisaged Committee, which will not only evaluate the human resources
development projects of each ministry, but also deliberate on matters necessary
for efficient budget operation to improve the efficiency of investments. The
revised bill also proposes to establish the human resources innovation
headquarters under the Ministry of Education and Human Resources
Development, which will extend substantial support to the Committee. Planned
improvements in the national human resources development system are shown
in the following table.
Table 12-15. Directions of Improvement in National Human Resources
Development System
F u n c t i o n
Human Resources Development Meeting
E s t a b l i s h m e n t / c o o r d i n a t i o n /
adjustment of HRD policies;
evaluation of performances in the
basic HRD plan; analysis of
investment in HRD
Chairman: Minister of Education &
H R D
Members: 13 persons, including
M e m b e r s h i p related ministers
Subordinate organization: workinglevel
coordination committee and
experts’ committee
National Human Resources Committee
Planning coordination/adjustment/
evaluation of HRD policies;
survey/analysis/evaluation of HRD
projects; adjustment of HRD projects
and efficient budget operation
Chairman: President
Members: 30 persons, including
related ministers, Chairman of the
State Project Meeting, representatives
of industries and labor organizations,
and non-governmental experts.
Subordinate organization: operating,
special, and experts’ committees
178
179

Part V Future Prospects of Korean Education
Education in Korea
(2) HRD Information Service and Survey/Analysis/Evaluation
The number of government-funded human resources development projects
has increased, but because there is no rational system for filing and analyzing
HRD projects, implementation of a comprehensive management system has
been called for. The Ministry of Education and Human Resources Development
established the comprehensive information system for HRD projects in 2006,
after two years of policy research. Upon completion of the information system,
HRD projects pursued by ministries will be systematically sorted in a database
for a pan-government, comprehensive HRD project management system.
The survey, analysis and evaluation of the ministries’ human resources
development projects, based on the management system, will prevent possible
overlapping of budget allocations to enhance the efficiency of HRD project
investments. The projects will be surveyed, analyzed and evaluated, especially
from the perspective of direct and indirect relationship between budget and
performance. The result of survey, analysis and evaluation, to be considered in
determining the contents and priority of ensuing projects, will contribute to
improving the HRD investment scale and methods. The legal basis for the
s u r v e y, analysis and evaluation of HRD projects has been established in Articles
8 and 9 of the revised Basic Human Resources Development bill pending in the
National Assembly. The HRD project survey, analysis and evaluation system and
methods will be worked out in 2006. If the revised bill passes the National
A s s e m b l y, the survey, analysis, and evaluation of the ministries’ human
resources development will be promoted in earnest.
c. Human Resources Development Policy for the Underprivileged
(1) Overview
The purposes of lifelong education are to provide educational opportunities to
those who did not have normal education opportunities as well as to
underprivileged/low-income citizens, to promote the public service of education,
and to develop people as democratic citizens, thereby promoting social
i n t e g r a t i o n .
The Ministry of Education and Human Resources Development has steadily
pursued lifelong education policies to reduce the ever-widening education gap
among people of different income levels, age brackets, educational backgrounds
and regions. The Ministry has expanded support for lifelong education for
marginalized members of society and education opportunities for senior citizens,
provided secondary education opportunities to working teenagers, adults, newly
released prisoners and those who had dropped out of secondary educational
institutions because of economic difficulties or other reasons.
Since 2001, the Ministry has selected, through open competitions, lifelong
education programs for women, the severely disabled, those on low incomes
and low educational backgrounds, and the illiterate, and has contributed greatly
to enhancing public awareness of lifelong education. Until 2004, the Ministry had
supported 20-25 lifelong education programs. In 2005, however, it significantly
expanded support to cover a total of 102 programs in four stages.
The Ministry has expanded lifelong education opportunities for the
underprivileged since 2001: lifelong education centers have been established to
provide citizens with the opportunity to become self-supporting, and lifelong
education programs serve those on low incomes and educational backgrounds,
as well as aged and challenged populations. Education programs are geared to
strengthening vocational competitiveness and social adaptability. Priority is given
to literacy and vocational-adaptability education for the handicapped, and
education programs which the private sector is not willing to undertake.
In 2005, priority was given to lifelong education programs for women, the
illiterate, and the aged, and to lifelong education centers and programs operated
by local governments. Lifelong education programs for the underprivileged were
selected, based on the target population, in the order of illiterate people, senior
citizens, low-income people, marginalized people in general, the challenged, and
women. The programs are categorized according to these targets, but various
marginalized groups participate in the programs together, because most are
impacted by multiple issues, i.e. aged people may also have low incomes and
may also be illiterate/women.
(2) Support for Lifelong Education for the Aged
The Korean population is aging much faster than populations in other
advanced countries. Korea became an aging society in 2000, and is expected to
become an aged society in 2019. In particular, older, yet competitive and highly
educated people are increasing. The working-age population is decreasing due
to aging and the low birth rate. As society is increasingly saddled with the burden
180
181

Part V Future Prospects of Korean Education
Education in Korea
of supporting older people, the demand for vocational education and training for
the old will also increase.
The Ministry of Education and Human Resources Development has supported
programs to produce experts on education for older people since 2000. In
December 2001, the Ministry established a master plan of “Geumbit (Golden
Color) Lifelong Education Service Group” and launched the educational service
nationwide from 2002. Also starting in 2002, the Ministry began supporting the
pilot operations of a curriculum for the aged. In January 2002, the Ministry
established the Long-Term Senior Citizen Resources Development Plan to
present visions and comprehensive policies on the education of older people.
The plan steers away from existing uniform education through “schools for the
aged” and envisages comprehensive and long-term policies to deal with the
problems of an aging society and enrich the longer lives of the elderly.
d. Bolstering Lifelong Education
(1) Expansion of Education Opportunity for Local Community through
the Opening of School Facilities
There is no doubt that schools are the most important regional educational
institution in terms of facilities, equipment and manpower. As such, schools
should be the most important infrastructure available to meet local people’s
diverse demands for education. First of all, various education programs should
be operated for the underprivileged of the local community. Pilot schools of
lifelong education should be designated, and the financial support system for the
operation of lifelong education programs should be established. In particular,
state or local governments should invigorate the adult education by developing,
distributing, selecting, and supporting outstanding programs for such purposes.
(2) Expanding Adult Education Opportunities by Strengthening Diverse
Lifelong Education Institutions
In the pluralistic society of the 21st century, people’s demand for lifelong
education has become more specific and diverse. The call for diverse lifelong
education has grown especially urgent with the increase in the number of older
people. First of all, policy support is needed to revitalize education for the elderly.
Korea ranks first among OECD countries in terms of the rate of aging, and is
expected to become an aged society by 2018. A more systematic and
comprehensive long-term education development plan for the aged should be
established and implemented in a consistent way.
Second, underprivileged people should be provided with practical and realistic
education opportunities. Lifelong education should be offered to working women
and those women who cannot easily access lifelong education. Pre-service
education for the unemployed and job improvement training for unskilled workers
should be off e r e d .
Third, lifelong education programs should be diversified through adult
education institutions. Regulations would be minimized so that lifelong education
facilities and institutions can develop and operate diverse adult education
programs, and support for lifelong learners can be implemented.
(3) Expansion of Higher Education Opportunities for Adult Learners
Adult education is available at various types of lifelong education institutions,
but an institutional system has yet to be established to accredit the classes.
H o w e v e r, if the curriculum of an academy or a lifelong education facility is
recognized as equal to that of higher education, the credit bank system will be
applicable. With accumulated credits, one can obtain a junior college or
university degree. A system must be established to keep all records of one’s
adult education for possible continuation for obtaining degrees, licenses or jobs.
Toward that goal, provisions on the so-called “education account system” are
included in the Lifelong Education Act, but the system has yet to be
implemented. OECD countries are reviewing ways to operate the education
account system as a mid- and long-term policy program. It is necessary,
therefore, to test-operate the pilot system, linking it with a credit bank or other
similar systems in the short term, and then introduce a full-fledged education
account system in the long term to systematically manage the cumulative lifelong
education experiences of everyone.
(4) Strengthening Infrastructure to Support Lifelong Education
Well aware of the importance of lifelong education, the EU, England and Japan
have launched various activities to motivate people for lifelong learning, including
the designation of Adult Education Week and Adult Education Ye a r, holding
lifelong education festivals, and expanding counselling as well as public
182
183

Part V Future Prospects of Korean Education
Education in Korea
programs for lifelong education.
In contrast, Korea has not yet established a network of lifelong education
institutions, nor is a systematic information service available for adult learners to
access information on lifelong education institutions and programs.
To support lifelong education, adult demand for continuing education should be
surveyed on a regular basis, and lifelong education programs should be
developed and distributed based on the survey results.
Second, paid and non-paid “learning leaves” should be available for workers to
achieve self-realization through continuing education and re-training.
In the short term, a vertical (central-regional) and horizontal (between lifelong
education institutions) lifelong education promotion system should be
established. For the vertical system, a central lifelong education center should be
established to conduct research, training and information service on lifelong
education. Regional lifelong education information centers should be set up in
metropolitan cities and provinces. The operation of lifelong learning centers in
the lower administrative units of city, county and district, should be strengthened.
C u r r e n t l y, the Korea Educational Development Institute (KEDI) assumes the role
of the central lifelong education center, and a total of 26 regional lifelong
education information centers are designated nationwide. 270 lifelong learning
centers, including public libraries, reinforced with lifelong education functions, are
also operating nationwide.
For the horizontal system, all types of lifelong education institutions should be
networked. The lifelong education network aims at providing information on
diverse types of lifelong education institutions, and online and offline education
programs. In the upcoming “ubiquitous era,” the network is expected to serve as
the basis of a “cyber lifelong education system.”
e. Establishment of Infrastructure for Human Resources Development
P o l i c y
(1) Mid- and Long-Term Prospect of Manpower Supply & Demand
As the traditional input-driven strategy faces limited development in this
knowledge-based society, total factor productivity (TFP) should be enhanced
through human resources and technology development. Competent human
resources development and a steady supply of manpower are essential for
K o r e a ’s successful takeoff: to deal with the challenges of rapidly developing
China, the problem of low birthrate, and the aging population.
To cope with changes in the social environment both at home and abroad, the
government announced the Master Plan of National Human Resources
Development in December 2001 to nurture and optimize the use of human
resources. For efficient implementation, it also established the mid- and longterm
national manpower supply plan. The mid- and long-term prospect of
manpower demand & supply is included in the Master Plan, pursuant to the
Basic Human Resources Development Act. Industry- and job-specific prospects
are now available.
At the ministers’ meeting on education and human resources development on
December 24, 2002, which was led by the President, the Minister of Education
and Human Resources Development presented the “Mid- and Long-Te r m
Prospect and Tasks of National Manpower Supply and Demand” for the first
time. After the Human Resources Development Meeting in May 2003, mid- and
long-term national manpower supply projects were divided into four areas
(supply system, demand system, link between supply and demand, and human
resources), 13 projects, and 45 tasks. Role-sharing by ministries was
determined, and a support team, consisting of 12 ministries, was formed to
establish specific action plans for each ministry.
Meanwhile, the Participatory Government presented the “mid- and long-term
prospect and analysis of manpower demand & supply” to the fourth Human
Resources Development Meeting in August 2005. It also forecast and analyzed
the trend of manpower demand & supply in line with changes in socio-economic
conditions and demographic structure, in order to utilize them in establishing the
second Master Plan of National Human Resources Development.
(2) Best HRD System
“Best HRD” is a type of certification system to reward outstanding manpower
development. Public and private organizations that employ people based on
performance and help employees develop their capabilities through in-service
education & training, may receive the Best HRD certification after evaluation.
Just as ISO or KS certification is conferred on the products of a company that is
outstanding in quality control, organizations outstanding in human resources
development will be recognized by the state with Best HRD certification.
184
185

Part V Future Prospects of Korean Education
Education in Korea
As the Best HRD system ensures quality education & training service,
individuals can improve their capabilities and develop job careers through
continuing education, and increase their responsibilities for and participation in
their respective companies or organizations. Companies or organizations can
improve productivity through increased investment in human resources
development, and secure quality manpower, taking advantage of their boosted
image in the labor market. For its part, the government can break down
academic cliquism and create a capability-based society, thereby strengthening
national competitiveness.
Human resources development and management are certified separately. In
human resources management, recruitment, transfer, promotion and security
systems are evaluated, while in human resources development, infrastructure,
planning, operation, evaluation and feedback are subject to review. Evaluation
for certification takes place in two categories, eight fields, 16 items and 50
specific indicators, with a total possible score of 1,000 points.
Since 2006, the Best HRD system has employed a three-pronged approach:
the Ministry of Education and Human Resources Development sets the basic
direction of the system and makes overall coordination and adjustment of
policies in private, public and international cooperation sectors; the Ministry of
L a b o r, the Ministry of Commerce, Industry, and Energy, and the Small and
Medium Business Administration deal with the private sector, while the Ministry
of Government Administration and Home Affairs and the Civil Service
Commission are involved with the public sector.
(3) Introduction of the KSS
In this knowledge-based society, knowledge and information are important in
determining the competitiveness of a state and individuals. Human resources
that generate and manage high value-added knowledge and information are also
increasingly emphasized, and must be systematically developed to meet the
demands of industries. It is important to nurture human resources, equipped with
vocational capabilities, and steadily improve the job performance of existing
human resources. In this context, the envisaged Korean Skill Standards (KSS)
s y s t e m 2 ) is highly significant as a kind of infrastructure to develop more adaptable
and practical human resources. The government plans to introduce the system
after the revision of the Framework Act on Qualifications. As the KSS system
integrates the standards of curriculum, training and qualification tests, it can
improve the adaptability of human resources and the efficiency of the nation’s
overall human resources development.
Considering the great importance of the KSS system, the development,
analysis and review of its applicability to education & training, and possible link
between the KSS and the qualification system should be carefully conducted
before the system is introduced. The Ministry of Education and Human
Resources has conducted pilot programs to develop the system since 2003, and
plans to establish an institutional mechanism for its introduction by 2007.
4. Social Integration through Eased Polarization in Education
a. Comprehensive Education Welfare Plan
(1) Background
Education is an integral part of a country’s welfare policies, as it helps develop
individual capabilities and improve social and economic competence, thereby
determining each person’s quality of life. Despite rigorous efforts, Korea still
deals with several education-related problems: opportunities for education are
still limited, cases of educational maladaptation and inequality, and reports of the
educational environment harming the welfare of some students. These problems
adversely affect people’s lives and socioeconomic achievements, weaken
human resources development and social integration, and eventually undermine
the engine of national growth. Educational welfare is increasingly needed, due to
the expansion of private, after-school education, progress in informatization,
increased participation in society by women, the increased number of foreign
workers and their children, and young North Korean defectors. Against this
backdrop, the government established the comprehensive education welfare
plan in October 2004 to lay a framework of systematic education welfare policy
for the next five years.
2) The revised bill defines the Korean Skill Standards as a collection of the knowledge, technology,
and culture necessary for job performance by industrial sector and level of skills.
186
187

Part V Future Prospects of Korean Education
Education in Korea
(2) Projects
Guaranteeing the Basic Level of Education for People
Strengthening of Special Education and Expansion of Opportunities for Preschool
Education
Students with health disorders will be eligible for special education. Classes
and schools for special education will be newly established, or expanded.
Special education support centers will be established at all 182 regional offices of
education.
Free education services for five-year-olds and partial financial support for the
education of three- and four-year-olds will be expanded to cover the children of
those with average urban workers’ income by 2008. Full-day kindergarten
classes will be opened to provide both education and edu-care services.
Expansion of Education Funding for Equality in Education
Government tuition support for students in low-income families accounted for
seven percent (124,000 students) in 2004. The government plans to increase
that amount to 10 percent (175,000 students) of all high school students by
2008. Free school meal services for recipients of the National Basic Livelihood
Security System (NBLSS) will be steadily expanded.
Expansion of Higher and Lifelong Education Opportunities for Minimally-
Educated and the Low-Income Adults
The government will finance entrance and tuition fees of accredited lifelong
education facilities offering elementary and middle school education. The
broadcast & correspondence high school will be transformed into a cyber
education system providing lifelong education opportunities to under-educated
adults. A special selection process for the physically and mentally challenged to
enter universities will be strengthened, and the scholarship system will be
revised so that economically-disadvantaged students rather than those with
outstanding academic records, can benefit. Interest-free student loans will be
expanded and interest rates will be lowered as part of the efforts to guarantee
marginalized people greater educational opportunities.
Guaranteeing Equal Educational Opportunities for Children of Foreign Wo r k e r s
A counselling center for foreign students will be established to help children of
foreign workers register for, or transfer schools. Korean language programs and
teaching materials will be developed and distributed to help them adapt to
Korean schools and to strengthen education for international understanding.
Resolving Educational Maladaptation and Inequality
Strengthening Support for School Dropouts, Students Returning from
Abroad and North Korean Defectors
Professional counsellors will be assigned and measures for school dropouts
will be worked out through collaboration among school-alternative educational
institutions-welfare facilities. Special classes for students returning from abroad
and specialized schools offering alternative middle and high school education to
students defecting from North Korea will be established.
Expansion of Priority Education Welfare Investment Areas and Improvement
of Rural Educational Environment
Priority education welfare investment areas, which totaled 15 in 2005, will
expand to include small and medium cities with a population of over 250,000 in
2006. Other measures, such as nurturing of one outstanding high school in each
c o u n t y, expansion of special selection process for students of rural areas, and
securing of quality teachers, will also be taken to reduce the gap between urban
and rural education.
Meeting the Demand for Private Education through e-Learning and After-
School Education
The EBS & Internet CSAT lectures, and other on-line and off-line schools are
connected to provide interactive education, expanding classrooms to include the
home and regional community. To bridge the digital divide, financial support for
PCs and Internet connection service will be expanded to cover up to 100,000
students by 2006.
Each office of education will secure teachers for specialty and aptitude
education, develop a regional hub school to share school facilities and human
resources, and expand edu-care programs for children of the low-income or
working mothers.
Welfare-Friendly Educational Environment
Creating a Pleasant School Environment
E fforts will be made to increase teachers’ professional knowledge and
awareness of education welfare and to offer education on human rights,
generosity and gender equality to both students and parents. Together with
188
189

Part V Future Prospects of Korean Education
Education in Korea
institutional and procedural improvements for prevention of school violence,
recommendations will be made for opening student lounges and welfare centers.
Securing Student Rights to Health
Students from first grade to 10th grade will have comprehensive medical
checkups every three years at designated medical centers. A school meal
support center will be established to strengthen support for students’ health,
school meal services, and sanitation.
Fostering a Safe, Healthy School Environment
Maintenance & repair of the school environment will be bolstered through the
improvement of the clean zone system and introduction of the education
environmental impact assessment system. School environment and food
sanitation standards will be strengthened and systematic safety education will be
o ffered to prevent safety accidents.
(3) Establishment of a Welfare Policy Implementation System
To ensure measurable results of education welfare policies, efforts will be
rendered to strengthen vertical & horizontal cooperation among administrative,
public and private organizations. For this, a ministerial policy consultative body
will be established, and metropolitan/provincial offices of education and each
school will be encouraged to establish units exclusively for education welfare and
students’ welfare.
A paid-leave system will be introduced for parents and community leaders to
participate in school events, and university students will receive credit for
volunteer service. Lottery funds and other stable sources of funding will be
secured for education welfare programs. Also being considered is legislation of a
basic education welfare act in order to implement education welfare policies in a
stable and effective way.
b. Narrowing the Education Gap among Regions
(1) Support for Priority Investment in Education We l f a r e
E fforts are being made to enhance the overall level of education, culture and
welfare for low-income communities in urban areas. Diverse contents and types
of educational programs are being offered in such areas so that all children can
start their education on an equal footing.
A. Rehabilitation & Prevention of Deficiencies in Education: Appropriate
learning guidance is being given to students who have little interest in
learning or whose academic performance is poor. This guidance aims at
motivating students to learn and improve their academic capabilities.
B. Cultural Programs for Emotional Development: Diverse cultural programs
are offered so that students can develop their specialties and potential.
C. Mental/Psychological Development Program: Mental and psychological
development programs, as well as professional diagnosis and treatment
service are being offered for students to overcome emotional and
behavioral problems.
D. Welfare Program through Regional Support Networks: Schools, together
with local communities, provide meals and medical services for students
who cannot depend on their families for such protection.
E. Preschool Education & Edu-Care Programs for Equality from the Beginning:
E fforts are made for infants and children of low-income families to have a
substantial opportunity to access education & edu-care programs.
In 2003 and 2004, eight areas in Seoul and Busan were chosen for priority
investment in education welfare. In 2005, seven more areas in Seoul and six
metropolitan cities were selected through an open competition.
In 2006, eligibility was expanded to include all metropolitan cities and cities
with a population of over 250,000 around the nation, in order to accelerate eff o r t s
to narrow the education gap, and 15 areas were newly designated, raising the
number to 79 administrative wards in 30 areas across the country, including a
total of 161 elementary, middle and high schools.
(2) Fostering “One Outstanding High School in Each County”
An outstanding high school in each county will be selected for intensive
support. The system is designed to improve rural educational environment, ease
the gap in education between urban and rural areas, prevent rural “brain-drain” at
the high school level, and alleviate the financial burden on parents who send
their children to cities for study. Plans are to designate schools in 88 counties
nationwide by 2007.
In 2004, seven high schools, including Jangan Jeil High School in Gijang
C o u n t y, Busan, were designated as outstanding schools and received a total of
2,368,000,000 won. In 2005, seven high schools, including Pyeongchang High
190
191

Part V Future Prospects of Korean Education
Education in Korea
School at Pyeongchang County, received 6,065 million won, and in 2006, 30
high schools received 24 billion won. As of 2006, a total of 44 high schools
nationwide had received substantial support.
Designated outstanding high schools receive an average of 1.6 billion won to
develop & operate diverse curricula, employ native speakers for foreign
language education, modernize school facilities, expand dormitories, and
increase scholarship recipients.
Such schools are also allowed to invite or recruit highly-motivated principals
through open competition, and are given greater autonomy in admissions and
curriculum operations.
c. Narrowing the Education Gap for Vulnerable People
(1) Education for North Korean Defectors (s a e t e o m i n)
The basic objective of policies for children of North Korean defectors is to ease
education maladaptation and inequality, thereby improving their social integration
and quality of life. (The expression s a e t e o m i nmeans “a settler in a new place.”)
As of December 2005, children from 6-20 years old, who defected from North
Korea, totaled 1,190. There were just 22 in 1999, but the number has steadily
increased since 2002. As of 2005, a total of 1,190 school-age children had
defected to Korea.
Elementary school students are relatively well adapted to elementary schools
in Korea, but in the case of middle and high school-aged children, school
enrollment is low and the dropout rate is high. Enrollment rates are 85.7 percent
for elementary schools, 49.1 percent for middle schools, and just 6.6 percent for
high schools.
The dropout rate for middle-school s a e t e o m i n students is about 8-15 times
higher than the nation’s rate for all middle school students, and comparable rates
for general and vocational high schools are about 8-13 times and 3-4 times
h i g h e r, respectively.
Low enrollment and high dropout rates are attributable to several differences in
the two school systems. There is a two-year age gap, as well as a difference in
academic subjects, educational content, and teaching methods. In particular, as
most North Korean defectors could not attend school while waiting in a third
country to defect, they are 2-3 years older than their school peers. They are often
teased or they distance themselves from other students because they are older.
Also increasing their difficulty are the psychological and physical pain and illness
they suffered in the process of defection, intense loneliness or a sense of guilt for
other family members left behind in the North, their parents’ job insecurity,
inability to cope with the heated competition and individualism in South Korean
schools, and a lack of understanding of capitalist society.
To resolve these maladaptation problems, the Ministry of Education and
Human Resources Development has sought to establish special schools for
young North Korean defectors, strengthen support for their elementary, middle
and high school education, extend support through a link with alternativeeducation
schools, nurture special school teachers to teach young defectors,
o ffer pre-service and in-service training to those elementary school teachers in
charge of teaching the defectors, provide education for promoting understanding
of South and North Korean culture, and operate an education & research support
center for young North Korean defectors.
(2) Expansion of Educational Opportunities for the Challenged
A total of 62.5 percent of challenged students received special education in
2005. By expanding diverse education opportunities, the government plans to
achieve a 100 percent ratio by 2009. Special educational institutions will continue
to be established or expanded. By 2009, 15 special schools will be established in
areas which are lacking in special education facilities and 1,300 special classes
will be additionally built to offer a 100 percent free education to all special-needs
students.
Table 12-16. Expansion of Educational Opportunities for Special-Needs
S t u d e n t s
I n d i c a t o r
Ratio of special education recipients
No. of special-needs infants receiving
general kindergarten tuitions
Health Disorder Designation Standards
(revision of laws)
Performance in 2005
Eventual goal
6 2 . 5 % 100% (’09)
1,621 persons 3,000 persons (’07)
Revised and
p r o m u l g a t e d
192
193

Part V Future Prospects of Korean Education
Education in Korea
In 2005 the Special Education Promotion Act was revised to include students
with health disorders among those eligible for special education. There are also
plans to operate at least one hospital school at each metropolitan/provincial
o ffice of education from 2006 through 2008. The envisaged hospital school is
designed to help those who dropped out of school due to health disorders to
continue learning, by offering customized education, psychological and
emotional supports. They will be encouraged to adapt to school life and instilled
with hope and courage.
Seoul National University Hospital and Yonsei University’s Severance Hospital
began to operate such schools in 1999 and 2000, respectively. In 2004,
Gyeongsang University and Busan National University Hospitals also operated
such schools. Inje University Hospital in Busan and three others established
schools in 2005, and an additional four, including Yeongnam University Hospital
in Daegu, also joined the efforts in 2006. As of May 2006, a total of 14 hospital
schools covered a monthly average 450 students. Three more schools will be
established by the end of 2006, the number to more than 500 students at 17
hospital schools. Special education teachers, volunteer teachers’ corps, and
prospective teachers will be dispatched to hospital schools, and online lectures
and home school programs will also be off e r e d .
The government began funding free education services for special-needs
children, aged 3-5, to help stabilize their family lives, alleviate their disabilities,
prevent secondary problems and promote physical growth and mental
development, in addition to establishing and expanding special pre-school
educational facilities.
The situation of special education was surveyed to secure basic data and
information for related policy making in 2006. The survey will be conducted every
five years. The 2006 survey focused on the number of students requiring special
education, status of operation of special educational institutions, administrative
and financial support for special education, performance of special education
and lifelong education, and requirements of special education-related supports.
( 3 ) Infrastructure Establishment and Improvement of Inclusive Education
To establish the basis of inclusive education for both special-needs and
mainstream students, the government has put on various events and programs
to promote public perception of special-needs children. Recently a Web site
( w w w.kise.go.kr) opened to offer educational programs, animations and dramas,
for better understanding of challenged individuals. Efforts made to promote and
utilize the Web site for this purpose have paid off: all schools nationwide began
to offer such education in 2005. Plans are to offer effective, hands-on programs
for better understanding of people with special needs.
In 2005, four challenged musicians held concerts at schools across the country
and a year-end special concert, thus contributing greatly to improving public
perceptions. The quartet plans to continue these travelling performances in
2006. Moreover, there are plans to expand special education-related training for
teachers and managers of elementary schools, who could play an important role
in offering successful inclusive education.
By 2005, 72 percent of schools with special classes were equipped with various
facilities for special-needs students. In 2006, the government began to use the
lottery fund for the first time, to equip more than 200 primary and secondary
schools with such facilities, and plans to complete the project by 2009.
Table 12-17. Performances and Targets of Infrastructure Construction for
Inclusive Education
C l a s s i f i c a t i o n
Rate of facility construction for the special
needs students
Rate of offering education for
understanding disabilities
Development & distribution of e-learning
materials for special education
Performance in 2005
Eventual goal
72 . 3 % 100 %(
09 )
100 % 100 %(
06 )
14 subjects All subjects ( 09 )
So as not to create more of a gap for special needs students in this era of
information, the Korea Institute for Special Education (KISE) operates the e-
learning system for special education. It has established an e-library with
EDUABLE, a Web site for disability-specific teaching/learning, and is developing
multimedia self-teaching books that it provides to visually-impaired students.
Sign language interpretation and subtitle service, as well as braille textbooks for
EBS CSAT lectures are available. National IT contests have been held annually
to help improve special-needs students’ computer and other information-related
194
195

Part V Future Prospects of Korean Education
Education in Korea
c a p a b i l i t i e s .
To help the challenged students live independent lives, the government has
strengthened vocational education for them in collaboration with special schools,
special classes, local industries and related organizations Plans are to increase
the number of major departments at special schools and conduct field trips at
industrial sites for collaborative education.
(4) Expansion of Support for Special Education and Strengthening of the
Support System
The “Special Education Policy” division was established at the Ministry of
Education and Human Resources Development in 2005 in order to strengthen
administrative support for special education. Special education experts will
continue to work with metropolitan/provincial offices of education in order to
provide more professional and efficient support for special education.
The Korea Institute for Special Education researches special education
policies, offers training to special and inclusive education teachers, and serves
as the information center for special-needs students. To enable more eff i c i e n t
operation and expanded roles, the Institute will move to a new location. Design of
the new building will begin in 2006.
Special Education Support Centers were set up at 182 education off i c e s
across the country in 2005, offering counselling service for local parents of
special-needs students, supporting the assessment-evaluation of the students,
and helping hospitals and related facilities with transportation. A special teacher
and a therapist teacher were allotted to 18 rural areas in 2005 as part of the
e fforts to bolster operations at special education support centers. The number of
centers (60 as of 2006) will continue to increase.
From 2004, special education assistants were assigned to special schools,
special classes and ordinary classes to help special needs students with mobility,
learning and behavioral issues. In 2006, a total of 2,400 special education
assistants, including 874 public interest service personnel, were allotted, and
there are plans to increase the number on a gradual basis.
In 2005, the Special Education Promotion Act and the Enforcement Decrees of
the Primary and Secondary Education Act were revised to make it possible to
allot therapist teachers to not only special schools, but also special classes.
Under the revised laws, 130 travelling teachers in charge of therapeutic
education were assigned to special classes in 2006.
The government began to support full-day and after-school operation of the
special education institutions for the first time in 2005, in order to help specialneeds
students build well-rounded character through full-day education and educare
service, alleviate their parents’ financial burden and promote their economic
activities. The program has produced good results. In 2005, 250 full-day and
after-school classes were built, and as of 2006, each metropolitan city and
province is continuing to support the programs.
In order to provide special-needs students with a constructive, convenient,
sophisticated educational environment, the government established the five-year
“Special School Modernization Plan (2004-2008).” Under the plan, 41 and 53
special schools established and expanded their facilities in 2004 and 2005,
r e s p e c t i v e l y.
Table 12-18. Expansion of Support for Special Education
I n d i c a t o r
No. of special education assistants alloted
No. of full-day and after-school classes at
special educational institutions
No. of assistants allotted to special
education support centers in rural areas
Modernization of special school
facilities & equipment
Performance in 2005
Eventual goal
2,128 persons 4,000 persons (’07)
311 classes 750 classes (’08)
36 persons 180 persons (’07)
53 schools 93 schools (’08)
(5) Expansion of Higher Education Opportunity and Learning Support for
the Challenged
The government will continue to expand the special selection process for the
disabled and support for special-needs university students’ learning in order to
expand their opportunities for higher education.
The Ministry of Education and Human Resources Development has biennially
surveyed the situation of education welfare for special-needs students at all
colleges and universities across the country since 2003. In 2005, evaluations
were conducted in the areas of special selection for special-needs applicants,
196
197

Part V Future Prospects of Korean Education
Education in Korea
Table 12-19. Performances and Goals of Higher Education Support
I n d i c a t o r
Special selection process for university
a p p l i c a n t s
Aide service for special-needs students
support for special-needs students’ learning, and facilities & equipment for them.
Eight of 157 universities were judged “outstanding” and 17 as “good.” The eight
outstanding universities were awarded with special education equipment and
aides for special-needs students.
The government plans to extend the aide services for special-needs university
students, finance universities’ purchase of the teaching/learning equipment for
special education, hold presentations on, and publish outstanding special-needs
programs, and encourage universities to establish a unit exclusively for the
education of special-needs students.
The special education policy ranked first in the interim evaluation of the
performances in the “Second Five-Year Welfare Development Plan for the
Challenged,” which was conducted by the Korean Society for Rehabilitation of
Persons with Disabilities in 2005.
In 2006, it is planned to wholly revise the Special Education Promotion Act,
continue to strengthen education welfare for challenged students, and establish
advanced special education policies befitting Korea’s situation.
d. Narrowing the Gap in Private After-School Education
(Units : schools, persons)
’05 Target P e r f o r m a n c e Eventual goal
64 schools 64 schools
100 schools
( ’ 0 9 )
320 persons 596 persons 1 , 0 0 0 ( ’ 0 9 )
Due to academic elitism and the emphasis on academic background across
the nation, Koreans are intent on entering first-rate universities. The income
gap and resultant differences caused by private after-school education have
created an education gap and skewed social structure that continues from
generation to generation. As for the middle-class, private after-school
education expenses bear heavily on household finances, deteriorating quality
of life, generating a sense of excessive competition for private tutoring, causing
lack of autonomy and even hampering students’ metal and physical growth.
The private, after-school education market, capitalized at 11,442 trillion won in
2001, expanded about 23 percent to 13,648.5 trillion won in 2003. Elementary
school students took up about 52.5 percent or 7,164 billion won, middle school
students were responsible for 29.9 percent or 4,077 billion won, and high school
students for 17.7 percent or 2,407 billion won.
The government announced measures to “alleviate private after-school
education cost through normalization of public education” on February 17, 2004.
The measures include: broadcast of CSAT lectures on the EBS TV channel and
the Internet; expansion of online home school service nationwide; establishment
of the e-Learning support system; financing middle and high school students in
low-income brackets; financial support for marginalized and underprivileged
people to purchase PCs and Internet connections; introduction of teacher
evaluation and other systems to strengthen the quality of school education;
building a foundation for expanded alternative education opportunities; easing
the hierarchic order among universities; overcoming the school-based social
climate, etc.
After-school supplementary classes were introduced in earnest on February
16, 2006 to alleviate the burden of extra private tutoring by incorporating the
demand for additional tutoring into the public education system, and to equalize
educational opportunities by strengthening educational support for marginalized
people.
The objectives of the “after-school supplementary classes” are as follows:
First of all, schools will be cultural and educational centers in local communities
and establish a system to incorporate the community’s educational strength.
Second, the after-school supplementary classes are to complement public
education. Students who once attended private tutoring and institutes, will be
encouraged to engage in safe, meaningful educational activities at schools
through diverse after-school classes, developing their potential and creativity.
Third, the after-school supplementary classes are to expand educational
opportunities for marginalized people. They provide additional tutoring
opportunity to those who could never afford private tutoring. The government
will strengthen educational support for low-income people. School facilities will
also offer education to children of broken and dual-income families. Fourth, the
supplementary classes aim at incorporating the demand for private tutoring into
schools. There have been some limits to existing after-school educational
198
199

Part V Future Prospects of Korean Education
Education in Korea
activities, and to be competitive with private tutoring, schools will offer higherquality
educational programs and incorporate the demand for additional tutoring
inside the schools.
The after-school supplementary classes can be operated directly by school
principals with the advice of school councils, or schools may commission nonprofit
organizations to operate them. In 2005, a total of 48 schools operated
after-school supplementary classes, of which 32 schools directly operated the
classes and the remaining 16 delegated the operations to parent associations
(12), the YMCA (3), and a social welfare center (1). Teachers as well as other
qualified people can run the classes. For efficient operation of the after-school
supplementary classes, school principals should make efforts to create the
conditions for in-service teachers to run the classes as often as possible. If it is
necessary to invite lecturers from outside, a pool of verified instructors, set up
at each education office, will be utilized. The school council will select an
instructor with a proven track-record, and the school principal will make the
final decision. The after-school supplementary classes are mostly the improved
versions of the existing programs (specialty & aptitude education, level-based
supplementary classes, and after-school edu-care programs for students in the
lower grades of elementary schools), plus various other programs, as
requested by students and parents. Individual students are guaranteed the
right to choose classes. Supplementary subject programs are systematically
planned to incorporate demands for additional tutoring in schools. Efforts are
also made to strengthen in-school edu-care programs for children of dualincome
or low-income families. The expenses of the after-school
supplementary classes are to be paid by learners, in principle, however, it is
planned for central and local governments to greatly expand support for
children of low-income families so they are not forced to give up classes for
economic reasons.
The after-school classes focus on support for low-income people. The
government plans to support the after-school classes at schools in 15 counties
in 2006, and increase the number to 88 counties in 2007. Edu-care programs
for the lower graders will be available at 700 elementary schools in 2007 and
1,000 elementary schools in 2008. Free coupons for after-school classes are
given to children of low-income families, and a so-called “mentoring” program
will be introduced, whereby university students will help those students. The
government also plans to work out various measures to support after-school
classes, including legislation of an act regarding after-school classes,
compensation for accidents that might take place during after-school classes,
and securing personnel exclusively for after-school classes, to alleviate full-time
teachers’ work load.
e. Expansion of Support for the Welfare of University Students
(1) Expansion of Education Opportunities for the Challenged
The student loan system 3 ) was introduced in 1961, pursuant to the “Loan
Scholarship Act” (April 17, 1961, Law No. 603, which was abolished on March
31, 1989), and has since been implemented under various titles. When it was
first introduced in 1961, interest-free student loans were given to university
(graduate school) students or vocational high school students, totaling about
397.8 million won, 2.1 percent of the ministry of education’s annual budget of
general account.
From 1985, however, student loans carried interest, part of which was financed
by the government. The student loan system, based on such “interest makeup”
scheme, continued to expand until 1989, but dramatically decreased thereafter.
With the inauguration of the “Government of the People” in 1998, the loan
service once more expanded. (See Table 12-20 & Figure 12-2) At that time, the
country was under the IMF program, and the government promoted the student
loan system in the effort to stabilize the lives of middle-class and lower-income
p e o p l e .
Under the “Participatory Government,” launched in 2003, total student loans
and the loans per student continued to increase. Since the second semester of
2005, the student loan credit guarantee fund has been introduced, pursuant to
the Act on Academic Promotion and Student Loan Credit Guarantee (as partially
revised on July 18, 2005, Law No. 7602). Under the new system, scholarship
loans have expanded to include not only tuition fees but also living expenses.
3) As of December 2005, student loan systems were operated by not only the Ministry of
Education and Human Resources Development, but also by other government ministries and
private organizations, but this paper focuses only on the student loan system operated by the
Ministry of Education and Human Resources Development.
200
201

Part V Future Prospects of Korean Education
Education in Korea
Table 12-20. Changes in the Government-Funded Student Loan System
Y e a r
No. of recipients
( p e r s o n s )
Total loans
(thousand won)
(Unit : thousand won)
Loans per person
(thousand won)
1 9 8 5 46,225 21,649,685 468.4
1 9 9 0 109,149 75,526,158 692.0
1 9 9 5 24,724 28,404,962 1,148.9
2 0 0 0 224,746 458,541,602 2,040.3
2 0 0 1 221,207 485,030,607 2,192.7
2 0 0 2 279,507 663,067,971 2,372.3
2 0 0 3 303,976 784,252,836 2,580.0
2 0 0 4 298,143 823,413,667 2,761.8
2 0 0 5 294,000 892,300,000 3,035.0
2006 (1st semester) 2 5 6 , 2 2 6 8 3 3 , 0 9 8 , 7 2 7 3 , 2 5 1 . 4
The system was operated under the “interest makeup” scheme from 1985 through the first
semester of 2005. In the second semester of 2005, the government credit guarantee system
was introduced.
Figure 12-2. Changes in the Government-Funded Student Loan System
(mil. won)
(2) Background and Current Status of the Government-Guaranteed
Student Loan System
During the presidential campaign, Roh Moo-hyun, then a presidential candidate,
promised to “create a fund to provide loans for university students’ tuitions and
living expenses, thereby alleviating the parents’ financial burden.” In a speech at
the National Assembly on October 25, 2004, President Roh declared that his
government would expand the long-term student loan system so that any student
with the capability and will, could learn. At the end of December 2004, an interministerial
task force was set up to expand the loan system. The Ministry of
Education and Human Resources Development began to operate its own student
loan planning team on May 9, 2005. On July 18, 2005, the “Act on Academic
Promotion and Student Loan Credit Guarantee” and “the Enforcement Decrees of
the Act” were promulgated to provide an institutional basis. On July 19, 2005, the
Korea Housing Finance Corporation (KHFC) was empowered to manage the fund.
The basic structure of the government-guaranteed student loan system is as
follows: the Ministry of Education and Human Resources establishes the base
plan; the student loan credit guarantee fund is managed by the KHFC; universities
recommend applicants for student loans; and banking institutions take charge of
lending and repayment.
Details of the government-guaranteed student loan system are as follows: First,
as the student loan credit guarantee fund raised with government contributions,
etc., is provided as security, private banking institutions can loan up to 20 times
the fund. In other words, the total sum of loans has dramatically increased, as
compared to that under the previous system. Second, student loans have been
expanded to cover both tuitions and living expenses, estimated at 40 million won
for university students and 60 million won for medical and dental school students.
Third, the interest on a student loan for the first semester of 2005 was 8.5 percent.
As the government funded 4.25 percent, the real interest rate was 4.25 percent.
Under the new system, however, the interest on a student loan for the second
semester of 2005 was 7.0 percent (6.95 percent for online loan service), up 3.0
percent from the previous interest rate (2.95 percent increase for online loan
service). Fourth, the debt service period has greatly extended from a maximum 14
years (repayment in seven years with a seven-year grace period) to up to 20
years (repayment in 10 years with a 10-year grace period).
202
203

Part V Future Prospects of Korean Education
Education in Korea
Table 12-21. Comparison of Previous and Current Student Loan Systems
C l a s s i f i c a t i o n
Government’s interest make-up
Government-guaranteed student
loan system
Operation period 1985 ~ 1st semester of 2005 2nd semester of 2005 ~
Loan scheme
F u n d i n g
Interest make-up
Bank fund
Bad debt provision Bank’s own loss
Total loan
R e c i p i e n t s
Interest rate
( 2 0 0 5 )
Loan ceiling
Credit guarantee
Guarantee fee
Maximum loan
p e r i o d
Reason for
extension of grace
p e r i o d
R e p a y m e n t
s c h e m e
810 billion won 2 trillion won
Government’s credit guarantee
Individuals’ investment in bonds
Government’s guarantee fund
298,000 students 500,000 students
-0%: science & engineering
students in low-income
b r a c k e t
- 2%: other students in low-income
b r a c k e t
- 4.25%: general
- Uniform 20 million won
- Tuition for each semester
- Parents’ joint liability/Seoul Credit
Insurance Co., Ltd.
Seoul Credit Insurance
1.4% per year - 11.6% for 11 years
- 14 years
grace period: 7 years,
repayment: 7 years
- School attendance (4 years),
military service (3 years),
unemployment (1 year)
Equal installment payments of
principal and interest
-0%: science & engineering
students in low-income
b r a c k e t
- 2%: other students in low-income
b r a c k e t
- 7%: general
- University (40 million won)
Medical(graduate school)
(60 mil. won)
- Tuition + living expenses for each
s e m e s t e r
- Government’s credit guarantee
Government credit guarantee fund
1.1% per year - 3.0% for 20 years
- 20 years
grace period: 10 yrs.,
repayment: 10 yrs.
- school attendance (4 years),
military service (3 years),
unemployment (1 year), training
or temporary absence (1 year),
grace period after employment
(1 year)
- Equal installment payments of
principal/equal installment
repayment of principal &
interest/gradual repayment
(3) Evaluation and Prospects of the Government-Guaranteed Student
Loan System
The government-guaranteed student loan system, introduced from the second
semester of 2005, bears great significance as it provides a basic framework for
significantly expanding the number of recipients and the amount of loan per
recipient. Under the previous system, a total of 379 billion won was loaned to
112,000 students in the first semester of 2005. In the second semester of the
y e a r, however, 522.3 billion won was loaned to 182,000 students under the
government-guaranteed student loan system, up 62.5 percent and 41.2 percent,
respectively from the previous semester. In the first semester of 2006, 833.1
billion won was loaned to 256,000 students, up 28.9 percent and 37.34 percent,
r e s p e c t i v e l y, from the previous semester.
Table 12-22. Effects of the Government-Guaranteed Student Loan System
C l a s s i f i c a t i o n
No. of recipients
(10 thou. students)
Total loans
(100 mil. won)
1st semester
of 2005 (A)
2nd semester
of 2005 (B)
1st semester
of 2006 (C)
Increase rate (%)
( B - A ) / A * 1 0 0 ( C - B ) / B * 1 0 0
1 1 . 2 1 8 . 2 2 5 . 6 6 2 . 5 2 8 . 9
3 , 7 0 0 5 , 2 2 3 8 , 3 3 1 4 1 . 2 3 7 . 3
As the loan period can be extended to up to 20 years and the grace period can
be extended for training, temporary absence, etc., the burden on students after
graduation is greatly reduced. As low-income students are more severely
impacted (Johnstone, 1994), the new system is expected to increase their
access to student loan services. Students in the low-income brackets found it
d i fficult to get loan service, due to their parents’ low credit rating. However, under
the new system, they are given the opportunity to get the service through the
g o v e r n m e n t s ’ credit guarantee scheme. The statistics show the new system has
contributed to expanding higher education opportunities for low-income people.
In the first semester of 2006, students of the households with the income of
Grade 3 (21 million won or less per year) totaled 135,000, representing 53
percent of the total recipients.
It is expected that the government-guaranteed student loan system will
204
205

Part V Future Prospects of Korean Education
Education in Korea
continue to expand as it seems to be the best possible system in terms of
reduction in the government’s financial burden, adjustment of university tuitions
to market prices, and guaranteeing equal opportunity for higher education.
5. Internationalization and Globalization of e-Learning
a. Strategic Opening of the Education Market
The World Trade Organization (WTO) system was launched in 1995, and the
Doha Development Agenda (DDA) was adopted in 2001. Since then, Korea has
faced mounting calls to open up its education market under the DDA that calls
for the drastic liberalization of domestic service sectors to foreign competition. In
March 2003, Korea submitted the first commitment to the WTO, aimed at
opening the higher education and adult education service market as prescribed
by domestic laws and regulations. In May 2005, the government submitted the
revised and technically more transparent commitment. The DDA service talks
are under way among WTO members. At the ministerial meeting of the WTO in
Hong Kong in December 2005, members reflected on the poor performance in
negotiations and agreed that countries sharing the same interests would gather
to request the others to submit commitments. As multilateral trade negotiations
seek “single undertaking,” a final agreement cannot be predicted.
In addition to the multilateral trade system, regionalism has spread in international
trade. The Korean government, too, established the road map of free trade talks in
2003 and has since sought free trade agreements (FTA) with its major trading
partners. The FTAs with Chile and Singapore have already taken effect, and the
free trade agreement with EFTA (Switzerland/Norway/Lichtenstein/Iceland) w a s
o fficially signed in 2005. As of 2006, free trade talks were under way with
ASEAN, Canada, India, the United States and Japan, and Korea is making joint
study with Mercosur (Brazil/Argentina/Uruguay/Paraguay) to conclude a free
trade agreement.
Also in the FTA talks, the Korean government seeks partial opening of
education market within the framework, as stated in the DDA commitment.
H o w e v e r, it has insisted on only opening the higher and adult education market,
but not the primary and secondary education market. The government argues
that primary and secondary education, Koreans’ basic public education, instills a
sense of national identity, and it cannot be subject to competition with foreign
education services. The government, however, seeks to open part of higher
education market in order to sharpen the competitiveness of the local education
service. While maintaining the basic education system, the government seeks to
abolish unnecessary regulations on foreign service providers. Korea is expected
to demand, on the basis of reciprocity, that negotiation partners also open their
education markets at least as much as Korea, and seek to promote educational
exchanges, based on mutual understanding.
b. Directions of Globalization of e-Learning
K o r e a ’s e-learning policies and programs, including EBS’s CSAT lectures
through the Internet, cyber home school service, e-learning support centers at
universities, etc., are highly advanced. In fact, they are at the forefront of the
w o r l d ’s e-learning service. An increasing number of countries and international
organizations are interested in Korea’s digitalization and e-learning experiences
and know-how. Moreover, Korea, a member of the OECD, is asked to contribute
more to the international community and developing countries. There is also a call
for overseas inroads into the country’s education culture and e-learning service.
To respond to all these calls both at home and abroad, the government is
strengthening its efforts to globalize e-learning services in the following ways:
First of all, all countries around the world should meet the educational needs of
their own people through e-learning services and solve problems of
inconvenience or inequality that arise from the gap in education. The globalization
of Korea’s e-learning service will contribute to reducing inequality in education.
Second, education through the e-learning system should promote mutual
understanding and respect through international cultural exchanges and
cooperation, thereby contributing to world peace.
Third, Korea’s e-learning service should develop as a knowledge industry in
cooperation with not only education circles, but also industries in countries
around the world.
Fourth, e-learning services should lay the foundation of a new paradigm in
education to realize learner-oriented education and life-long education.
206
207

Appendix
Educational Statistics
Data in 2006
Sources : Statistical Yearbook of Education 2006

Appendix Educational Statistics Data in 2006
Education in Korea
1. General Status of Schools
C l a s s i f i c a t i o n
T o t a l
K i n d e r g a r t e n
Elementary School
Middle School
General High School
Vocational High School
Special School
Civic School
Civic High School
Trade High School
Miscellaneous School (Middle School Course)
Miscellaneous School (High School Course)
Attached Schools to Industrial Firms
Special Classes by the Request of Industrial Firms
Air & Correspondence High School
Junior College
University of Education
U n i v e r s i t y
Air & Correspondence University
Industrial University
Technical College
Miscellaneous School (Undergraduate Course)
Miscellaneous School (Junior College Course)
Graduate School
S c h o o l s
2005 2006
1 9 , 5 8 6( 5 9 4 )
8 , 2 7 5
5 , 6 4 6 ( 5 3 3 )
2 , 9 3 5 ( 5 0 )
1 , 3 8 2
7 1 3
1 4 2
1
4
1 3
8
9
[ 9 ]
[ 1 9 ]
3 9
1 5 8
1 1
1 7 3 ( 1 1 )
1
1 8
1
4
1
< 1 , 0 5 1 > { 3 4 }
1 9 , 7 9 3( 5 7 4 )
8 , 2 9 0
5 , 7 3 3 ( 5 1 4 )
2 , 9 9 9 ( 4 9 )
1 , 4 3 7
7 0 7
1 4 3
1
4
1 2
8
8
[ 2 ]
[ 1 7 ]
3 9
1 5 2
1 1
1 7 5 ( 1 1 )
1
1 4
1
3
1
< 1 , 0 5 1 > { 3 6 }
Classes & Departments S t u d e n t s T e a c h e r s
2005 2006 2005 2006 2005 2006
2 9 0 , 3 9 8
2 2 , 4 0 9
1 2 6 , 3 2 6
5 6 , 9 6 8
3 7 , 1 4 1
1 6 , 7 8 3
3 , 0 7 3
3
1 0
1 1 1
1 0 2
7 5
2 1
5 5
3 6 8
6 , 1 1 8
1 2
1 0 , 1 8 9
2 1
1 , 3 6 7
2
1 7
7
9 , 0 3 5
2 9 6 , 0 0 6
2 3 , 0 1 0
1 2 7 , 1 6 1
5 8 , 7 7 1
3 8 , 0 3 4
1 6 , 5 5 6
3 , 1 7 5
3
1 0
1 0 8
1 0 5
7 1
3
4 3
3 7 5
6 , 6 6 0
1 2
1 0 , 8 9 0
2 1
1 , 5 1 1
3
1 7
2
9 , 2 5 9
1 1 , 9 3 4 , 8 6 3
5 4 1 , 6 0 3
4 , 0 2 2 , 8 0 1
2 , 0 1 0 , 7 0 4
1 , 2 5 9 , 7 9 2
5 0 3 , 0 1 4
2 3 , 5 6 6
9 4
1 7 4
3 , 3 7 4
4 , 1 4 4
2 , 0 6 5
5 2 5
1 , 1 0 4
1 3 , 0 8 5
8 5 3 , 0 8 9
2 5 , 1 4 1
1 , 8 5 9 , 6 3 9
2 8 2 , 0 2 3
1 8 8 , 7 5 3
1 0 2
1 , 0 9 4
5 4
2 8 2 , 2 2 5
1 1 , 9 1 5 , 0 2 1
5 4 5 , 8 1 2
3 , 9 2 5 , 0 4 3
2 , 0 7 5 , 3 1 1
1 , 2 8 1 , 5 0 8
4 9 4 , 3 4 9
2 3 , 3 9 4
7 0
1 7 2
3 , 0 7 6
4 , 1 7 8
1 , 9 7 8
4 2
8 6 6
1 3 , 4 4 8
8 1 7 , 9 9 4
2 5 , 8 8 1
1 , 8 8 8 , 4 3 6
2 7 3 , 4 1 7
1 8 0 , 4 3 5
1 3 0
1 , 0 2 7
3 9
2 9 0 , 0 2 9
4 8 4 , 6 1 2
3 1 , 0 3 3
1 6 0 , 1 4 3
1 0 3 , 8 3 5
7 9 , 1 5 8
3 7 , 2 5 3
5 , 7 2 4
3
9
1 4 0
1 9 4
2 1 8
4 0
-
-
1 2 , 0 2 7
7 9 8
4 9 , 2 0 0
1 3 1
2 , 6 5 8
-
2 8
5
1 , 6 7 3
4 9 6 , 3 4 5
3 2 , 0 9 6
1 6 3 , 6 4 5
1 0 6 , 9 1 9
8 1 , 1 8 3
3 6 , 7 5 0
5 , 9 7 0
3
8
1 4 2
1 9 7
2 2 4
7
-
-
1 1 , 8 5 7
8 5 7
5 1 , 8 5 9
1 3 4
2 , 1 1 7
-
1 8
4
1 , 9 9 0
Note : 1. Entrants of kindergartens exclude reentrants of those.
2. The graduates of the special schools include kindergarten, elementary school, middle school,
high school students who completed educational process.
3. The status of industrial-firms-related schools and classes is only presented in the General
Status of schools.
4. The figures in ( ), [ ], and < > are not included in the total number of schools.
5. The figures ( ) indicate the number of branch school.
6. The total number of graduate schools indicates the numerical sum of ‘graduate schools’ and
‘graduate school college,’ and { } indicates the number of ‘graduate school colleges’.
7. The total number of schools includes sole-standing ‘graduate school colleges.’
8. The number of departments in graduate schools indicates that of master’s degree programs.
210
211

Appendix Educational Statistics Data in 2006
Education in Korea
2. Number of Schools by Sectors
S u b t o t a l
K i n d e r g a r t e n
Elementary School
Middle School
General High School
Vocational High School
Special School
Civic School
Civic High School
Trade High School
Miscellaneous School
(Middle School Course)
Miscellaneous School
(High School Course)
C l a s s i f i c a t i o n
T o t a l
Air & Correspondence High School
Junior College
University of Education
U n i v e r s i t y
Air & Correspondence University
Industrial University
Technical College
Miscellaneous School
(Undergraduate Course)
Miscellaneous School
(Junior College Course)
Graduate School
B o y s
G i r l s
C o - E d u c a t i o n a l
C o - E d u c a t i o n a l
C o - E d u c a t i o n a l
B o y s
G i r l s
C o - E d u c a t i o n a l
B o y s
G i r l s
C o - E d u c a t i o n a l
B o y s
G i r l s
C o - E d u c a t i o n a l
C o - E d u c a t i o n a l
B o y s
G i r l s
C o - E d u c a t i o n a l
B o y s
G i r l s
C o - E d u c a t i o n a l
B o y s
G i r l s
C o - E d u c a t i o n a l
B o y s
G i r l s
C o - E d u c a t i o n a l
B o y s
G i r l s
C o - E d u c a t i o n a l
B o y s
G i r l s
C o - E d u c a t i o n a l
B o y s
G i r l s
C o - E d u c a t i o n a l
C o - E d u c a t i o n a l
B o y s
G i r l s
C o - E d u c a t i o n a l
C o - E d u c a t i o n a l
C o - E d u c a t i o n a l
C o - E d u c a t i o n a l
B o y s
G i r l s
C o - E d u c a t i o n a l
B o y s
G i r l s
C o - E d u c a t i o n a l
B o y s
G i r l s
C o - E d u c a t i o n a l
T o t a l
2005 2006
1 9 , 5 8 6 ( 5 9 4 )
8 5 6
8 7 8
1 7 , 8 5 2 ( 5 9 4 )
8 , 2 7 5
5 , 6 4 6 ( 5 3 3 )
4 4 5
3 9 9
2 , 0 9 1 ( 5 0 )
3 5 1
3 0 0
7 3 1
5 9
1 6 2
4 9 2
1 4 2
-
1
-
-
-
4
1
-
1 2
-
-
8
-
-
9
-
-
3 9
-
9
1 4 9
1 1
-
7
1 6 6 ( 1 1 )
1
1 8
1
-
-
4
-
-
1
< 4 >
< 1 4 >
< 1 , 0 3 3 > { 3 4 }
1 9 , 7 9 3 ( 5 7 4 )
8 5 0
8 6 2
1 8 , 0 8 1 ( 5 7 4 )
8 , 2 9 0
5 , 7 3 3 ( 5 1 4 )
4 4 0
3 9 2
2 , 1 6 7 ( 4 9 )
3 5 2
2 9 9
7 8 6
5 7
1 5 5
4 9 5
1 4 3
-
1
-
-
-
4
1
-
1 1
-
-
8
-
-
8
-
-
3 9
-
8
1 4 4
1 1
-
7
1 6 8 ( 1 1 )
1
1 4
1
-
-
3
-
-
1
< 4 >
< 1 3 >
< 1 , 0 3 4 > { 3 6 }
Note : 1. The figures in ( ) indicate the number of branch schools and are not included in the total number of schools.
2. The figures in < > are not included in the total number of schools.
N a t i o n a l P u b l i c P r i v a t e
2005 2006 2005 2006 2005 2006
1 0 2
4
1
9 7
3
1 7
1
1
7
-
-
1 2
3
-
2
5
-
-
-
-
-
-
-
-
-
-
-
1
-
-
-
-
-
-
-
-
6
1 1
-
-
2 4
1
8
-
-
-
-
-
-
-
< - >
< - >
< 1 6 4 >
9 8
4
1
9 3
3
1 7
1
1
7
-
-
1 2
3
-
2
5
-
-
-
-
-
-
-
-
-
-
-
1
-
-
-
-
-
-
-
-
5
1 1
-
-
2 3
1
6
-
-
-
-
-
-
-
< - >
< - >
< 1 6 9 >
1 3 , 4 7 4( 5 8 3 )
4 0 2
3 7 9
1 2 , 6 9 3( 5 8 3 )
4 , 4 0 9
5 , 5 5 4( 5 3 3 )
2 4 3
2 1 9
1 , 8 0 5 ( 5 0 )
1 2 7
1 1 9
4 8 1
3 2
4 1
3 3 9
4 8
-
-
-
-
-
1
-
-
-
-
-
-
-
-
7
-
-
3 9
-
-
8
-
-
-
2
-
-
-
-
-
-
-
-
-
< - >
< - >
< 1 4 >
1 3 , 7 1 8( 5 6 3 )
3 9 8
3 7 2
1 2 , 9 4 8( 5 6 3 )
4 , 4 5 7
5 , 6 4 1( 5 1 4 )
2 3 9
2 1 4
1 , 8 7 8 ( 4 9 )
1 2 9
1 1 9
5 2 6
3 0
3 9
3 4 0
4 9
-
-
-
-
-
1
-
-
-
-
-
-
-
-
7
-
-
3 9
-
-
8
-
-
-
2
-
-
-
-
-
-
-
-
-
< - >
< - >
< 1 4 >
6 , 0 1 0 ( 1 1 )
4 5 0
4 9 8
5 , 0 6 2 ( 1 1 )
3 , 8 6 3
7 5
2 0 1
1 7 9
2 7 9
2 2 4
1 8 1
2 3 8
2 4
1 2 1
1 5 1
8 9
-
1
-
-
-
3
1
-
1 2
-
-
7
-
-
2
-
-
-
-
9
1 3 5
-
-
7
1 4 0 ( 1 1 )
-
1 0
1
-
-
4
-
-
1
< 4 >
< 1 4 >
< 8 5 5 > { 3 4 }
5 , 9 7 7 ( 1 1 )
4 4 8
4 8 9
5 , 0 4 0 ( 1 1 )
3 , 8 3 0
7 5
2 0 0
1 7 7
2 8 2
2 2 3
1 8 0
2 4 8
2 4
1 1 6
1 5 3
8 9
-
1
-
-
-
3
1
-
1 1
-
-
7
-
-
1
-
-
-
-
8
1 3 1
-
-
7
1 4 3 ( 1 1 )
-
8
1
-
-
3
-
-
1
< 4 >
< 1 3 >
< 8 5 1 > { 3 6 }
3. The total number of graduate schools indicates the numerical sum of ‘graduate schools’ and ‘graduate school
college,’ and { } indicates the number of ‘graduate school colleges.’
4. The total number of schools includes sole-standing ‘graduate school colleges.’
212
213

Appendix Educational Statistics Data in 2006
Education in Korea
3. Number of Students by Sectors
T o t a l
K i n d e r g a r t e n
Elementary School
Middle School
General High School
Vocational High School
Special School
Civic School
Civic High School
Trade High School
C l a s s i f i c a t i o n
Miscellaneous School (Middle School Course)
Miscellaneous School (High School Course)
Air & Correspondence High School
Junior College
University of Education
U n i v e r s i t y
Air & Correspondence University
Industrial University
T e c h n ical Co l l e g e
Miscellaneous School (Undergraduate Course)
Miscellaneous School (Junior College Course)
Graduate School
T o t a l
F e m a l e
T o t a l
F e m a l e
T o t a l
F e m a l e
T o t a l
F e m a l e
T o t a l
F e m a l e
T o t a l
F e m a l e
T o t a l
F e m a l e
T o t a l
F e m a l e
T o t a l
F e m a l e
T o t a l
F e m a l e
T o t a l
F e m a l e
T o t a l
F e m a l e
T o t a l
F e m a l e
T o t a l
F e m a l e
T o t a l
F e m a l e
T o t a l
F e m a l e
T o t a l
F e m a l e
T o t a l
F e m a l e
T o t a l
F e m a l e
T o t a l
F e m a l e
T o t a l
F e m a l e
T o t a l
F e m a l e
T o t a l
2005 2006
1 1 , 9 3 3 , 2 3 4
5 , 3 5 8 , 5 6 3
5 4 1 , 6 0 3
2 5 8 , 3 1 5
4 , 0 2 2 , 8 0 1
1 , 8 9 9 , 6 9 4
2 , 0 1 0 , 7 0 4
9 4 6 , 9 7 4
1 , 2 5 9 , 7 9 2
5 9 9 , 8 0 6
5 0 3 , 1 0 4
2 3 3 , 0 6 7
2 3 , 5 6 6
7 , 9 8 0
9 4
9 4
1 7 4
1 1 6
3 , 3 7 4
1 , 9 8 7
4 , 1 4 4
3 , 0 0 4
2 , 0 6 5
6 5 1
1 3 , 0 8 5
6 , 9 4 4
8 5 3 , 0 8 9
3 1 6 , 3 2 6
2 5 , 1 4 1
1 7 , 8 5 6
1 , 8 5 9 , 6 3 9
6 8 4 , 2 3 8
2 8 2 , 0 2 3
1 8 3 , 4 4 5
1 8 8 , 7 5 3
4 6 , 3 8 2
1 0 2
2 0
1 , 0 9 4
3 9 1
5 4
2 4
2 8 2 , 2 2 5
1 2 4 , 9 3 0
Note : 1. The number of students of Univ. of Education includes seasonal class students.
2. The number of students of graduate school excludes research students.
1 1 , 9 1 4 , 1 1 3
5 , 3 6 4 , 8 6 6
5 4 5 , 8 1 2
2 6 0 , 2 0 2
3 , 9 2 5 , 0 4 3
1 , 8 6 1 , 5 3 8
2 , 0 7 5 , 3 1 1
9 7 3 , 0 9 4
1 , 2 8 1 , 5 0 8
6 0 8 , 6 0 3
4 9 4 , 3 4 9
2 2 7 , 0 5 3
2 3 , 3 9 4
7 , 9 5 4
7 0
7 0
1 7 2
1 0 1
3 , 0 7 6
1 , 5 7 3
4 , 1 7 8
2 , 9 5 1
1 , 9 7 8
6 4 0
1 3 , 4 4 8
7 , 3 7 7
8 1 7 , 9 9 4
3 1 0 , 7 1 4
2 5 , 8 8 1
1 7 , 9 1 6
1 , 8 8 8 , 4 3 6
6 9 6 , 4 3 4
2 7 3 , 4 1 7
1 7 8 , 3 0 2
1 8 0 , 4 3 5
4 4 , 1 7 4
1 3 0
2 2
1 , 0 2 7
3 6 5
3 9
1 9
2 9 0 , 0 2 9
1 3 1 , 6 5 8
N a t i o n a l P u b l i c P r i v a t e
2005 2006 2005 2006 2005 2006
9 0 5 , 0 5 5
4 0 3 , 4 2 4
2 5 3
1 2 5
1 0 , 7 6 1
5 , 3 2 8
6 , 4 9 1
2 , 9 7 9
8 , 9 1 9
4 , 3 8 2
5 , 7 3 1
4 2 0
1 , 2 3 9
4 2 2
-
-
-
-
-
-
3 0 7
2 6 8
-
-
-
-
1 3 , 4 0 5
4 , 1 3 7
2 5 , 1 4 1
1 7 , 8 5 6
3 7 9 , 2 5 4
1 2 8 , 4 6 3
2 8 2 , 0 2 3
1 8 3 , 4 4 5
9 0 , 3 2 4
2 0 , 8 7 0
-
-
-
-
-
-
8 1 , 2 0 7
3 4 , 7 2 9
8 9 6 , 4 5 7
3 9 8 , 3 3 1
2 5 3
1 0 5
1 0 , 8 6 2
5 , 3 8 9
6 , 5 3 7
3 , 0 0 6
8 , 9 2 6
4 , 4 0 2
5 , 5 4 9
4 6 4
1 , 1 8 6
4 1 0
-
-
-
-
-
-
3 0 9
2 7 1
-
-
-
-
1 0 , 9 1 1
3 , 2 8 8
2 5 , 8 8 1
1 7 , 9 1 6
3 8 3 , 2 6 7
1 2 8 , 4 2 6
2 7 3 , 4 1 7
1 7 8 , 3 0 2
8 7 , 3 7 4
2 0 , 1 5 2
-
-
-
-
-
-
8 1 , 9 8 5
3 6 , 2 0 0
6 , 6 6 4 , 6 4 1
3 , 1 1 1 , 2 1 0
1 2 4 , 0 3 0
6 0 , 3 1 6
3 , 9 6 4 , 6 5 7
1 , 8 7 1 , 7 7 3
1 , 6 2 4 , 0 2 1
7 6 5 , 7 4 7
6 2 7 , 2 0 8
3 0 4 , 6 9 0
2 5 1 , 7 3 0
8 4 , 7 7 3
9 , 6 9 7
3 , 2 6 4
-
-
2 5
1 8
-
-
-
-
2 , 0 5 6
6 4 7
1 3 , 0 8 5
6 , 9 4 4
2 2 , 7 4 8
5 , 9 7 4
-
-
2 1 , 4 1 4
5 , 8 8 8
-
-
-
-
-
-
-
-
-
-
3 , 9 7 0
1 , 1 7 6
6 , 6 4 9 , 5 8 2
3 , 1 0 6 , 8 3 6
1 2 1 , 0 7 1
5 8 , 0 2 0
3 , 8 6 8 , 0 1 1
1 , 8 3 3 , 9 7 3
1 , 6 8 4 , 8 5 2
7 9 0 , 5 5 8
6 5 2 , 7 9 9
3 1 5 , 7 1 5
2 4 8 , 7 7 3
8 3 , 7 5 0
9 , 9 0 1
3 , 3 4 7
-
-
5 8
3 4
-
-
-
-
1 , 9 3 9
6 2 1
1 3 , 4 4 8
7 , 3 7 7
2 2 , 6 4 2
6 , 0 0 4
-
-
2 1 , 9 8 9
6 , 2 0 7
-
-
-
-
-
-
-
-
-
-
4 , 0 9 9
1 , 2 3 0
4 , 3 6 3 , 5 3 8
1 , 8 4 3 , 9 2 9
4 1 7 , 3 2 0
1 9 7 , 8 7 4
4 7 , 3 8 3
2 2 , 5 9 3
3 8 0 , 1 9 2
1 7 8 , 2 4 8
6 2 3 , 6 6 5
2 9 0 , 7 3 4
2 4 5 , 6 4 3
1 4 7 , 8 7 4
1 2 , 6 3 0
4 , 2 9 4
9 4
9 4
1 4 9
9 8
3 , 3 7 4
1 , 9 8 7
3 , 8 3 7
2 , 7 3 6
9
4
-
-
8 1 6 , 9 3 6
3 0 6 , 2 1 5
-
-
1 , 4 5 8 , 9 7 1
5 4 9 , 8 8 7
-
-
9 8 , 4 2 9
2 5 , 5 1 2
1 0 2
2 0
1 , 0 9 4
3 9 1
5 4
2 4
1 9 7 , 0 4 8
8 9 , 0 2 5
4 , 3 6 8 , 0 7 4
1 , 8 5 9 , 6 9 9
4 2 4 , 4 8 8
2 0 2 , 0 7 7
4 6 , 1 7 0
2 2 , 1 7 6
3 8 3 , 9 2 2
1 7 9 , 5 3 0
6 1 9 , 7 8 3
2 8 8 , 4 8 6
2 4 0 , 0 2 7
1 4 2 , 8 3 9
1 2 , 3 0 7
4 , 1 9 7
7 0
7 0
1 1 4
6 7
3 , 0 7 6
1 , 5 7 3
3 , 8 6 9
2 , 6 8 0
3 9
1 9
-
-
7 8 4 , 4 4 1
3 0 1 , 4 2 2
-
-
1 , 4 8 3 , 1 8 0
5 6 1 , 8 0 1
-
-
9 3 , 0 6 1
2 4 , 0 2 2
1 3 0
2 2
1 , 0 2 7
3 6 5
3 9
1 9
2 0 3 , 9 4 5
9 4 , 2 2 8
214
215

Appendix Educational Statistics Data in 2006
Education in Korea
4. Number of Teachers and Faculty Members by Sectors
C l a s s i f i c a t i o n
T o t a l
K i n d e r g a r t e n
Elementary School
Middle School
General High School
Vocational High School
Special School
Civic School
Civic High School
Trade High School
Miscellaneous School (Middle School Course)
Miscellaneous School (High School Course)
Junior College
University of Education
U n i v e r s i t y
Air & Correspondence University
Industrial University
Technical College
Miscellaneous School (Undergraduate Course)
Miscellaneous School (Junior College Course)
Graduate School
T o t a l
F e m a l e
T o t a l
F e m a l e
T o t a l
F e m a l e
T o t a l
F e m a l e
T o t a l
F e m a l e
T o t a l
F e m a l e
T o t a l
F e m a l e
T o t a l
F e m a l e
T o t a l
F e m a l e
T o t a l
F e m a l e
T o t a l
F e m a l e
T o t a l
F e m a l e
T o t a l
F e m a l e
T o t a l
F e m a l e
T o t a l
F e m a l e
T o t a l
F e m a l e
T o t a l
F e m a l e
T o t a l
F e m a l e
T o t a l
F e m a l e
T o t a l
F e m a l e
T o t a l
F e m a l e
T o t a l
2005 2006
484 , 572
496 , 338
269 , 524
280 , 113
31 , 033
32 , 096
30 , 495
31 , 555
160 , 143
163 , 645
113 , 751
117 , 780
103 , 835
106 , 919
64 , 659
67 , 344
79 , 158
81 , 183
30 , 988
32 , 639
37 , 253
36 , 750
13 , 399
13 , 458
5 , 724
5 , 970
3 , 868
4 , 052
3
3
3
3
9
8
2
2
140
142
53
57
194
197
116
122
218
224
85
96
12 , 027
11 , 857
3 , 214
3 , 314
798
857
174
196
49 , 200
51 , 859
7 , 973
8 , 708
131
134
35
35
2 , 658
2 , 117
302
273
-
-
-
-
28
18
2
2
5
4
-
-
1 , 673
1 , 990
281
344
N a t i o n a l P u b l i c P r i v a t e
2005 2006 2005 2006 2005 2006
17 , 683
18 , 025
312 , 705
321 , 826
154 , 184
156 , 487
2 , 704
2 , 859
206 , 796
215 , 843
60 , 024
61 , 411
17
18
6 , 929
7 , 719
24 , 087
24 , 359
17
17
6 , 923
7 , 710
23 , 555
23 , 828
469
479
157 , 937
161 , 425
1 , 737
1 , 741
222
235
112 , 611
116 , 623
918
922
372
373
83 , 621
86 , 684
19 , 842
19 , 862
179
198
56 , 878
59 , 380
7 , 602
7 , 766
625
629
40 , 531
42 , 410
38 , 002
38 , 144
185
198
20 , 563
22 , 079
10 , 240
10 , 362
456
458
20 , 086
19 , 812
16 , 711
16 , 480
107
116
7 , 737
7 , 819
5 , 555
5 , 523
337
334
2 , 476
2 , 627
2 , 911
3 , 009
207
207
1 , 899
2 , 030
1 , 762
1 , 815
-
-
-
-
3
3
-
-
-
-
3
3
-
-
-
-
9
8
-
-
-
-
2
2
-
-
-
- 140
142
-
-
-
-
53
57
23
23
-
- 171
174
19
20
-
-
97
102
-
- 214
219
4
5
-
-
83
93
2
3
292
232
359
366
11 , 376
11 , 259
90
60
48
51
3 , 076
3 , 203
798
857
-
-
-
-
174
196
-
-
-
-
12 , 471
12 , 839
537
546
36 , 192
38 , 474
1 , 338
1 , 410
52
56
6 , 583
7 , 242
131
134
-
-
-
-
35
35
-
-
-
-
1 , 411
1 , 206
-
- 1 , 247
911
96
119
-
- 206
154
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
28
18
-
-
-
-
2
2
-
-
-
-
5
4
-
-
-
-
-
-
281
443
15
18
1 , 377
1 , 529
35
48
2
2 244
294
216
217

Appendix Educational Statistics Data in 2006
Education in Korea
5. Status of Kindergarten 6. Status of Elementary School
218
219

Appendix Educational Statistics Data in 2006
Education in Korea
7. Status of Middle School 8. Status of High School
220
221

Appendix Educational Statistics Data in 2006
Education in Korea
9. Status of Vocational High School 10. Status of Other Schools
222
223

Appendix Educational Statistics Data in 2006
Education in Korea
11. Institutions of Higher Education 12. Status of Junior College
224
225

Appendix Educational Statistics Data in 2006
Education in Korea
13. Status of University of Education 14. Status of University
226
227

Appendix Educational Statistics Data in 2006
Education in Korea
15. Status of Graduate School 16. Status of Air & Correspondence University
228
229

Korean Language Study on the InterNET
www.ied.go.kr
Whenever you connect with KOSNET,
you can study Korean language.
Compiled by
National Institute for International
Education Development(NIIED)
181 Dongsung-dong, Jongno-gu, Seoul, 110-810, Korea
http : //www.ied.go.kr