Abstract
For the last 70 years, since the establishment of the Republic of Korea, Korean education has achieved universal expansion of educational opportunity from elementary to secondary to higher education. Planning, centralized policy making, top-down implementation, and administrative control had been the standards of the first few decades of Korean education. The so-called May 31 education reform implemented in 1995 made a turning point for these approaches to education policy and administration by highlighting autonomy, openness, diversity, accountability, consumer centeredness, market control, and governance for quality education. However, these government-driven education reform initiatives have resulted in limiting the expected outcomes. In this paper, the authors call for a new approach to education policy and administration and propose supporting school innovation, empowering an internal accountability system in governance. The authors also suggest a search for normative values for democratic communitarianism as a new philosophical foundation of education policy framework, beyond instrumental values of education.
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Source OECD (2014a). Chapter A1.3, p. 33
Source OECD (2013a). Table A3.2, p. 272
Source OECD (2014b). Table I.A., p. 19
Source OECD (2013b). Table II.2.7a, p.194
Data source PISA 2012. Source Byun and Chung (2014), Fig. 3, p. 34
Data source PISA 2000
Data source TALIS 2013
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Lee, C.J., Kim, Y. Reflection on the education policy orientation in post-May 31 reform in Korea. Asia Pacific Educ. Rev. 17, 413–426 (2016). https://doi.org/10.1007/s12564-016-9446-5
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DOI: https://doi.org/10.1007/s12564-016-9446-5