Pub Date : 2023-11-30DOI: 10.20306/kces.2023.33.5.189
Jang Wan Ko, Jihoe Park
[Purpose] The purpose of this study was to analyze how economic impact analysis is conducted in universities in the U.S. and to derive meaningful insights for Korean universities when measuring the economic ripple effects on their local communities. [Methods] To achieve this, we conducted a case analysis of universities in the U.S. that regularly perform economic impact analyses. We reviewed more than 100 national universities and 50 liberal art colleges, and finally selected 5 universities for this study [Results] The study found that the economic impact analysis of universities vary depending on university type, mission and purpose of study of each university. The case universities tend to use the IMPLAN model with key indicators including operational, research, construction, employment, students, visiting spending. Public universities also tend to include tax revenue. [Conclusion] By measuring the economic impact of their universities, universities in the U.S. are emphasizing their social role and using it as a tool for government and community collaboration. In Korea, universities should also measure their economic and social impacts to not only prove the value of their universities, but also to encourage cooperation with the government, local governments, and local communities.
{"title":"Economic Impact of Universities in the United States","authors":"Jang Wan Ko, Jihoe Park","doi":"10.20306/kces.2023.33.5.189","DOIUrl":"https://doi.org/10.20306/kces.2023.33.5.189","url":null,"abstract":"[Purpose] The purpose of this study was to analyze how economic impact analysis is conducted in universities in the U.S. and to derive meaningful insights for Korean universities when measuring the economic ripple effects on their local communities. [Methods] To achieve this, we conducted a case analysis of universities in the U.S. that regularly perform economic impact analyses. We reviewed more than 100 national universities and 50 liberal art colleges, and finally selected 5 universities for this study [Results] The study found that the economic impact analysis of universities vary depending on university type, mission and purpose of study of each university. The case universities tend to use the IMPLAN model with key indicators including operational, research, construction, employment, students, visiting spending. Public universities also tend to include tax revenue. [Conclusion] By measuring the economic impact of their universities, universities in the U.S. are emphasizing their social role and using it as a tool for government and community collaboration. In Korea, universities should also measure their economic and social impacts to not only prove the value of their universities, but also to encourage cooperation with the government, local governments, and local communities.","PeriodicalId":135100,"journal":{"name":"Korean Comparative Education Society","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139208209","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-30DOI: 10.20306/kces.2023.33.5.29
Woo-jeong Shim, Romee Lee, Jiyoung Ha
[Purpose] This study aims to understand the characteristics of adult immigrants who aspire to enter or have entered higher education institutions in South Korea from a lifecourse perspective. [Methods] Through an online survey, we collected data from 407 adult immigrants residing across the nation, seeking to explore the intricate interplay of pre-migration and post-migration factors that shape their educational aspiration and access to higher education. [Results] Our analysis revealed that pre-migration factors, such as prior education and job experiences, played a significant role, as did post-migration factors like participation in Korean language education programs. Additionally, we found that post-migration life conditions, such as current household income, marital status, and nationality significantly influenced adult immigrants' access to higher education. [Conclusion] These findings highlight the importance of understanding adult immigrants' educational aspirations or access within the broader context of their own lifecourse trajectory. By adopting a lifecourse perspective, we shed light on the multifaceted nature of the factors that influence adult immigrants' pursuit of higher education in South Korea.
{"title":"Understanding Adult Immigrants’ Higher Education Access: South Korean Case","authors":"Woo-jeong Shim, Romee Lee, Jiyoung Ha","doi":"10.20306/kces.2023.33.5.29","DOIUrl":"https://doi.org/10.20306/kces.2023.33.5.29","url":null,"abstract":"[Purpose] This study aims to understand the characteristics of adult immigrants who aspire to enter or have entered higher education institutions in South Korea from a lifecourse perspective. [Methods] Through an online survey, we collected data from 407 adult immigrants residing across the nation, seeking to explore the intricate interplay of pre-migration and post-migration factors that shape their educational aspiration and access to higher education. [Results] Our analysis revealed that pre-migration factors, such as prior education and job experiences, played a significant role, as did post-migration factors like participation in Korean language education programs. Additionally, we found that post-migration life conditions, such as current household income, marital status, and nationality significantly influenced adult immigrants' access to higher education. [Conclusion] These findings highlight the importance of understanding adult immigrants' educational aspirations or access within the broader context of their own lifecourse trajectory. By adopting a lifecourse perspective, we shed light on the multifaceted nature of the factors that influence adult immigrants' pursuit of higher education in South Korea.","PeriodicalId":135100,"journal":{"name":"Korean Comparative Education Society","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139207722","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-30DOI: 10.20306/kces.2023.33.5.213
J. Hwang, Moonyoung Eom
[Purpose] This study explores how to establish a local and village-centered governance system for continuity between educational institution for early childhood and elementary school(CEECES) in Korea. [Methods] To do so, this study summarized the current status of system of CEECES in Korea and compared it to the U.S. Pre-K-12 systems. [Results] Based on the U.S. Pre-K-12 system, This study found the problems of the CEECES that early childhood education institutions are divided into daycare centers and kindergartens, there is a lack of teacher education programs related to alignment, curriculum alignment is based on simple transitions, and there is a lack of parental involvement. [Conclusion] To build Korean-style governance of CEECES, It is necessary for the District Office of Education to play the role of a control tower, the school principal to play the role of a leader in education governance, and a robust meta-governance mechanism between the government and the governance of CEECES.
{"title":"Exploring the implications of the educational governance of CEECES in the U.S. for Korea","authors":"J. Hwang, Moonyoung Eom","doi":"10.20306/kces.2023.33.5.213","DOIUrl":"https://doi.org/10.20306/kces.2023.33.5.213","url":null,"abstract":"[Purpose] This study explores how to establish a local and village-centered governance system for continuity between educational institution for early childhood and elementary school(CEECES) in Korea. [Methods] To do so, this study summarized the current status of system of CEECES in Korea and compared it to the U.S. Pre-K-12 systems. [Results] Based on the U.S. Pre-K-12 system, This study found the problems of the CEECES that early childhood education institutions are divided into daycare centers and kindergartens, there is a lack of teacher education programs related to alignment, curriculum alignment is based on simple transitions, and there is a lack of parental involvement. [Conclusion] To build Korean-style governance of CEECES, It is necessary for the District Office of Education to play the role of a control tower, the school principal to play the role of a leader in education governance, and a robust meta-governance mechanism between the government and the governance of CEECES.","PeriodicalId":135100,"journal":{"name":"Korean Comparative Education Society","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139205958","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-30DOI: 10.20306/kces.2023.33.5.117
Taek Hyung Kim
[Purpose] This paper aims to empirically investigate the impact of the federally funded Title I program on the performance of students from low-income families, as assessed through the state's own assessments. Additionally, the study seeks to discern the relative effectiveness of two specific program, namely the school-wide program and the targeted assistant program, to see which program is more effective. [Methods] To accomplish these objectives, the research leverages two national data sets from 2008-09 to 2013-14, sourced from the U.S. Department of Education's EDFacts and the National Center for Education Statistics' Common Core of Data. Employing fixed-effects and mixed-effects models with the school-level data, the study conducts a rigorous examination of the program's impact across various grade levels. [Results] The findings of this study reveal that the Title I program exerts substantially positive effects on academic outcomes of economically disadvantaged students in lower grades, with moderate positive effects observed in middle grades. However, no discernible impact is observed at the high school level. In terms of the specific program effects, lower grade levels exhibited higher achievement when implementing the “school-wide program”, whereas high schools showed lower achievement. Conversely, transitioning from the “targeted assistant program” to the “school-wide program” demonstrated positive effects only at the high school level. [Conclusion] The results of this study demonstrate the importance of prioritizing investments in early grades when providing educational services or support to students in need. As students progress to higher grades, there is a need to design and implement programs that are tailored to their levels and circumstances. Furthermore, in allocating education finances for low-income groups, prioritize elementary schools for 'whole-school programs,' and support high schools in developing the capacity to run comprehensive programs.
{"title":"The Effects of Title I Programs on Students Proficiency in the U.S. and Implications for Korea","authors":"Taek Hyung Kim","doi":"10.20306/kces.2023.33.5.117","DOIUrl":"https://doi.org/10.20306/kces.2023.33.5.117","url":null,"abstract":"[Purpose] This paper aims to empirically investigate the impact of the federally funded Title I program on the performance of students from low-income families, as assessed through the state's own assessments. Additionally, the study seeks to discern the relative effectiveness of two specific program, namely the school-wide program and the targeted assistant program, to see which program is more effective. [Methods] To accomplish these objectives, the research leverages two national data sets from 2008-09 to 2013-14, sourced from the U.S. Department of Education's EDFacts and the National Center for Education Statistics' Common Core of Data. Employing fixed-effects and mixed-effects models with the school-level data, the study conducts a rigorous examination of the program's impact across various grade levels. [Results] The findings of this study reveal that the Title I program exerts substantially positive effects on academic outcomes of economically disadvantaged students in lower grades, with moderate positive effects observed in middle grades. However, no discernible impact is observed at the high school level. In terms of the specific program effects, lower grade levels exhibited higher achievement when implementing the “school-wide program”, whereas high schools showed lower achievement. Conversely, transitioning from the “targeted assistant program” to the “school-wide program” demonstrated positive effects only at the high school level. [Conclusion] The results of this study demonstrate the importance of prioritizing investments in early grades when providing educational services or support to students in need. As students progress to higher grades, there is a need to design and implement programs that are tailored to their levels and circumstances. Furthermore, in allocating education finances for low-income groups, prioritize elementary schools for 'whole-school programs,' and support high schools in developing the capacity to run comprehensive programs.","PeriodicalId":135100,"journal":{"name":"Korean Comparative Education Society","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139199306","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-30DOI: 10.20306/kces.2023.33.5.81
Hyejin Bak, Soon-Yong Pak
New Zealand (NZ) and South Korea (Korea) have undergone different historical trajectories in the courses of nation building, which are reflected in their education goals. NZ has focused on incorporating Māori and Pasifika elements within largely European based curriculum to allow for a harmonious national identity that underscores diversity as a strength. Meanwhile, Korea has only in the last few decades put concrete efforts to shed the monoethnic cultural ideology in the schools. This qualitative study looks into how multiculturalism is perceived and acted upon by teachers in NZ and Korea respectively. The results suggest that there are marked differences on how the concept of multiculturalism is embodied in everyday teaching situations. In the NZ case, the concept was a natural extension of cultural processes, allowing the teacher to exercise autonomy in designing and carrying out relevant activities. Therefore, ‘multiculturalism’ was not an operational key term used as a daily vernacular. In contrast, teachers in Korea tended to rely on formulaic methods to incorporate multiculturalism in their pedagogical practices, which largely stems from top-down, state-led policies.
{"title":"A Qualitative Comparative Study on How Multiculturalism Is Embraced in Primary School Settings in New Zealand and Korea through Teachers’ Experiences","authors":"Hyejin Bak, Soon-Yong Pak","doi":"10.20306/kces.2023.33.5.81","DOIUrl":"https://doi.org/10.20306/kces.2023.33.5.81","url":null,"abstract":"New Zealand (NZ) and South Korea (Korea) have undergone different historical trajectories in the courses of nation building, which are reflected in their education goals. NZ has focused on incorporating Māori and Pasifika elements within largely European based curriculum to allow for a harmonious national identity that underscores diversity as a strength. Meanwhile, Korea has only in the last few decades put concrete efforts to shed the monoethnic cultural ideology in the schools. This qualitative study looks into how multiculturalism is perceived and acted upon by teachers in NZ and Korea respectively. The results suggest that there are marked differences on how the concept of multiculturalism is embodied in everyday teaching situations. In the NZ case, the concept was a natural extension of cultural processes, allowing the teacher to exercise autonomy in designing and carrying out relevant activities. Therefore, ‘multiculturalism’ was not an operational key term used as a daily vernacular. In contrast, teachers in Korea tended to rely on formulaic methods to incorporate multiculturalism in their pedagogical practices, which largely stems from top-down, state-led policies.","PeriodicalId":135100,"journal":{"name":"Korean Comparative Education Society","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139202932","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-30DOI: 10.20306/kces.2023.33.5.1
Zhengyang Ren, Sunghyun Cha
[Purpose] This study aimed to comprehensively examine the current situation of Chinese student loan system in the context of the universalisation of higher education in China, and to make feasible recommendations for improvement based on a comparative analysis with the United States federal student loan system. [Methods] Using a comparative research method, this study provided a detailed analysis that outlines the critical differences between the student loan systems in China and the U.S. Pivotal points include access to information channels, required documentation, loan types, support scope, and repayment strategies. Data were collected from official national websites, policies, and a range of secondary data sources. [Results] The study showed that central governments in both China and the U.S. have played an important role in guiding the student loan system to promote educational equity. However, significant gaps and limitations have been identified in Chinese student loans. These include the fragmentation of information channels and the complexity of the application process; the uniformity of loan types; the narrow scope of support; and the unity of repayment options. In contrast, the U.S. has a more mature and detailed system with features such as specialised student loan administration and servicing agencies, the convenience of online services, the diversity of loan types, the breadth of support and the flexibility of repayment plans. [Conclusion] This study suggested that China should improve the efficiency of its student loan system by borrowing from the U.S. federal student loan system. Specific strategies include building an efficient student loan platform that integrates online and offline services; expanding the types and amounts of loans and implementing a total loan limit model; and promoting the implementation of Income-Driven Repayment Plans to meet the needs of more students.
{"title":"A Comparative Analysis of the Student Loan Systems in China with the United States Federal Student Loan Programs in the Context of Higher Education Universalisation","authors":"Zhengyang Ren, Sunghyun Cha","doi":"10.20306/kces.2023.33.5.1","DOIUrl":"https://doi.org/10.20306/kces.2023.33.5.1","url":null,"abstract":"[Purpose] This study aimed to comprehensively examine the current situation of Chinese student loan system in the context of the universalisation of higher education in China, and to make feasible recommendations for improvement based on a comparative analysis with the United States federal student loan system. [Methods] Using a comparative research method, this study provided a detailed analysis that outlines the critical differences between the student loan systems in China and the U.S. Pivotal points include access to information channels, required documentation, loan types, support scope, and repayment strategies. Data were collected from official national websites, policies, and a range of secondary data sources. [Results] The study showed that central governments in both China and the U.S. have played an important role in guiding the student loan system to promote educational equity. However, significant gaps and limitations have been identified in Chinese student loans. These include the fragmentation of information channels and the complexity of the application process; the uniformity of loan types; the narrow scope of support; and the unity of repayment options. In contrast, the U.S. has a more mature and detailed system with features such as specialised student loan administration and servicing agencies, the convenience of online services, the diversity of loan types, the breadth of support and the flexibility of repayment plans. [Conclusion] This study suggested that China should improve the efficiency of its student loan system by borrowing from the U.S. federal student loan system. Specific strategies include building an efficient student loan platform that integrates online and offline services; expanding the types and amounts of loans and implementing a total loan limit model; and promoting the implementation of Income-Driven Repayment Plans to meet the needs of more students.","PeriodicalId":135100,"journal":{"name":"Korean Comparative Education Society","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139203620","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-30DOI: 10.20306/kces.2023.33.5.57
K. k, Dong-Beom Ju
[Purpose] This study examined the impact of family background, school experience, and academic efficacy on academic achievement of college students in Vietnam. [Methods] A research model was derived based on previous research, and data was collected from 415 respondents through an online survey conducted in Vietnam in December 2022, and the collected data was analyzed using SPSS 22 and AMOS 25 software. This study used frequency, descriptive statistics, structural equation model analysis, and mediating variable processing techniques as data analysis methods. [Results] Family background was found to have a statistically significant effect on the school experience, academic efficacy, and academic achievement of Vietnamese college students. And academic efficacy was found to have a statistically significant effect on academic achievement. Additionally, academic efficacy was found to play a statistically significant mediating role in the relationship between family background and academic achievement. On the other hand, academic experience among school experiences was found to have a statistically significant impact on academic achievement, but non-academic experience was found to have no statistically significant impact on academic achievement. And school experience did not appear to play a statistically significant mediating role in the relationship between family background and academic achievement. [Conclusion] The results of this study contribute to the academic literature and provide information to educators, especially academic counselors in Vietnamese higher education institutions, about the mediating role of academic efficacy in the relationship between family background and academic achievement. Educators need to consider ways to offset the influence of family background on academic achievement by examining the mediating role of universities.
{"title":"The Impact of Family Background, School Experience, and Academic Efficacy on Academic Achievement of College Students in Vietnam","authors":"K. k, Dong-Beom Ju","doi":"10.20306/kces.2023.33.5.57","DOIUrl":"https://doi.org/10.20306/kces.2023.33.5.57","url":null,"abstract":"[Purpose] This study examined the impact of family background, school experience, and academic efficacy on academic achievement of college students in Vietnam. [Methods] A research model was derived based on previous research, and data was collected from 415 respondents through an online survey conducted in Vietnam in December 2022, and the collected data was analyzed using SPSS 22 and AMOS 25 software. This study used frequency, descriptive statistics, structural equation model analysis, and mediating variable processing techniques as data analysis methods. [Results] Family background was found to have a statistically significant effect on the school experience, academic efficacy, and academic achievement of Vietnamese college students. And academic efficacy was found to have a statistically significant effect on academic achievement. Additionally, academic efficacy was found to play a statistically significant mediating role in the relationship between family background and academic achievement. On the other hand, academic experience among school experiences was found to have a statistically significant impact on academic achievement, but non-academic experience was found to have no statistically significant impact on academic achievement. And school experience did not appear to play a statistically significant mediating role in the relationship between family background and academic achievement. [Conclusion] The results of this study contribute to the academic literature and provide information to educators, especially academic counselors in Vietnamese higher education institutions, about the mediating role of academic efficacy in the relationship between family background and academic achievement. Educators need to consider ways to offset the influence of family background on academic achievement by examining the mediating role of universities.","PeriodicalId":135100,"journal":{"name":"Korean Comparative Education Society","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139202124","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-30DOI: 10.20306/kces.2023.33.5.151
Lach, Akasy, Sookyong Nam
[Research purpose]This study compares primary school teacher training systems in Cambodia and Korea, aiming to provide insights for future reforms in Cambodia. [Methodology]Through a literature review, an analysis, and a survey of Cambodian educators, we identify similarities and differences in the development processes of the two systems. [Results]Cambodia's system resembles Korea's during the 1980s and 1990s, reflecting transitions to four-year university-level training. However, challenges persist in Cambodia's system, with limitations in evaluating candidate’s teaching suitability, curriculum adaptability, and a loose certification and recruitment framework. Survey responses from Cambodian educators express positivity towards the implications drawn from the study. [Conclusion]The study recommends gradual reforms in Cambodia, emphasizing removing traditional testing and curriculum components and integrating competence-based elements, mirroring Korea's successful trajectory.
{"title":"Comparative Analysis of Primary School Teacher Training Systems in Cambodia and Korea: Insights for Reforms in Cambodia","authors":"Lach, Akasy, Sookyong Nam","doi":"10.20306/kces.2023.33.5.151","DOIUrl":"https://doi.org/10.20306/kces.2023.33.5.151","url":null,"abstract":"[Research purpose]This study compares primary school teacher training systems in Cambodia and Korea, aiming to provide insights for future reforms in Cambodia. [Methodology]Through a literature review, an analysis, and a survey of Cambodian educators, we identify similarities and differences in the development processes of the two systems. [Results]Cambodia's system resembles Korea's during the 1980s and 1990s, reflecting transitions to four-year university-level training. However, challenges persist in Cambodia's system, with limitations in evaluating candidate’s teaching suitability, curriculum adaptability, and a loose certification and recruitment framework. Survey responses from Cambodian educators express positivity towards the implications drawn from the study. [Conclusion]The study recommends gradual reforms in Cambodia, emphasizing removing traditional testing and curriculum components and integrating competence-based elements, mirroring Korea's successful trajectory.","PeriodicalId":135100,"journal":{"name":"Korean Comparative Education Society","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139199729","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-30DOI: 10.20306/kces.2023.6.30.135
Ee-gyeong Kim, Ha-kyoung Sung, youngmee Hur, Hanyu Li
[Purpose] The purpose of this study is to analyze the teacher workload reduction policies in Seoul and Beijing, the capital cities of Korea and China, respectively, from a comparative perspective. [Method] The analysis criteria for this study are the purpose of the teacher workload reduction policy and the three main measures (reduction of official documents, school human resource management, and work restructuring). A comparative methodology was used to identify the similarities and differences between the policies of the two cities by collecting and analyzing data such as policy documents, newspaper articles, and cases in addition to references such as articles and books. [Results] Although there are some differences in the contents and aspects of the policies in Seoul and Beijing, due to their different resources and policy priorities, they share a common goal of reducing the administrative workload of teachers in order to make their work easier. Regulations to reduce official documents, reallocation of human resources, and designation of dedicated administrative departments were attempted as a means of reducing teacher workload. However, it was found that both cities were unable to overcome practices of administrative dominance that are deeply rooted in bureaucratic traditions. [Conclusion] It was found that both cities are promoting administrative work reduction policies to create an environment where teachers can focus on teaching, although the specific measures are different. Nevertheless, teachers in both cities do not feel that their workloads have been reduced, and policy implications for improvement have been drawn and presented.
{"title":"A Comparative Analysis of Teachers Workload Reduction Policy in South Korea and China -Focusing on Seoul and Beijing","authors":"Ee-gyeong Kim, Ha-kyoung Sung, youngmee Hur, Hanyu Li","doi":"10.20306/kces.2023.6.30.135","DOIUrl":"https://doi.org/10.20306/kces.2023.6.30.135","url":null,"abstract":"[Purpose] The purpose of this study is to analyze the teacher workload reduction policies in Seoul and Beijing, the capital cities of Korea and China, respectively, from a comparative perspective. \u0000[Method] The analysis criteria for this study are the purpose of the teacher workload reduction policy and the three main measures (reduction of official documents, school human resource management, and work restructuring). A comparative methodology was used to identify the similarities and differences between the policies of the two cities by collecting and analyzing data such as policy documents, newspaper articles, and cases in addition to references such as articles and books. \u0000[Results] Although there are some differences in the contents and aspects of the policies in Seoul and Beijing, due to their different resources and policy priorities, they share a common goal of reducing the administrative workload of teachers in order to make their work easier. Regulations to reduce official documents, reallocation of human resources, and designation of dedicated administrative departments were attempted as a means of reducing teacher workload. However, it was found that both cities were unable to overcome practices of administrative dominance that are deeply rooted in bureaucratic traditions. \u0000[Conclusion] It was found that both cities are promoting administrative work reduction policies to create an environment where teachers can focus on teaching, although the specific measures are different. Nevertheless, teachers in both cities do not feel that their workloads have been reduced, and policy implications for improvement have been drawn and presented.","PeriodicalId":135100,"journal":{"name":"Korean Comparative Education Society","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131265481","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-30DOI: 10.20306/kces.2023.6.30.75
Qiujin Ding
[Purpose] The study aims to analyze the problems of the college curriculum in a secondary position and to find new ways to improve Chinese junior colleges based on backward design. [Methods] To this end, a new curriculum was designed through literature research and comparative research between the curriculum of colleges in China and Korea. [Results] Its main findings are as follows: First, the problems of the college curriculum were found to be problems with the composition of the curriculum, the implementation of the curriculum, and the evaluation of the curriculum. Second, based on the backward design, the improvement of the curriculum of Chinese colleges proposed anew the improvement measures of curriculum implementation, the improvement measures of talent cultivation, the improvement measures of system and the improvement measures of practical course. [Conclusion] It concluded that Backward Design is different from traditional teaching methods, it is a new method for designing a curriculum from desired results. And it is more effective in reaching the educational goals of the college of China. Based on these researches the implications for the cultivation of higher vocational technical talents in China were put forward.
{"title":"A Study on the Improvement of Chinese College Curriculum Based on Backward Design","authors":"Qiujin Ding","doi":"10.20306/kces.2023.6.30.75","DOIUrl":"https://doi.org/10.20306/kces.2023.6.30.75","url":null,"abstract":"[Purpose] The study aims to analyze the problems of the college curriculum in a secondary position and to find new ways to improve Chinese junior colleges based on backward design. \u0000[Methods] To this end, a new curriculum was designed through literature research and comparative research between the curriculum of colleges in China and Korea. \u0000[Results] Its main findings are as follows: First, the problems of the college curriculum were found to be problems with the composition of the curriculum, the implementation of the curriculum, and the evaluation of the curriculum. Second, based on the backward design, the improvement of the curriculum of Chinese colleges proposed anew the improvement measures of curriculum implementation, the improvement measures of talent cultivation, the improvement measures of system and the improvement measures of practical course. \u0000[Conclusion] It concluded that Backward Design is different from traditional teaching methods, it is a new method for designing a curriculum from desired results. And it is more effective in reaching the educational goals of the college of China. Based on these researches the implications for the cultivation of higher vocational technical talents in China were put forward.","PeriodicalId":135100,"journal":{"name":"Korean Comparative Education Society","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116207162","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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