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Relevant bibliographies by topics / Educational equalization – South Korea

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Academic literature on the topic 'Educational equalization – South Korea'

Author: Grafiati

Published: 10 March 2023

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Journal articles on the topic "Educational equalization – South Korea"

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Kim, Taejong, Ju-Ho Lee, and Young Lee. "Mixing versus sorting in schooling: Evidence from the equalization policy in South Korea." Economics of Education Review 27, no. 6 (December 2008): 697–711. http://dx.doi.org/10.1016/j.econedurev.2006.07.014.

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Cho, Gyeongcheol, Younyoung Choi, and Ji-Hyun Kim. "Investigating the Unintended Consequences of the High School Equalization Policy on the Housing Market." Sustainability 12, no. 20 (October 15, 2020): 8496. http://dx.doi.org/10.3390/su12208496.

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Owing to its potentially far-reaching impact on a large population, an educational policy may lead to unintended consequences beyond the educational area. The High School Equalization Policy (HSEP), introduced into South Korea in the mid-1970s, is representative of such a policy. HSEP prohibits high school entrance exams and randomly assigns students to a high school near their residence. Despite its aim of ensuring equal opportunities in education for all students regardless of socio-economic status, a frequent criticism was that HSEP could prompt students’ families to move to a region near traditional elite high schools, which, in turn, would widen the gap in house prices between different regions. Thus, we conducted an empirical study to examine the secondary influence of the HSEP on the housing market via a difference-in-differences (DD) analysis. We used house price data from the Gangwon province, as the partial introduction of HSEP into the province allowed for a quasi-experimental study on the effect of HSEP. The result revealed that, contrary to expectations, the HSEP in Gangwon had the opposite spillover effect of reducing the gap of the average house prices by 5%~9% across regions.

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Byun, Soo-yong. "Does policy matter in shadow education spending? Revisiting the effects of the high school equalization policy in South Korea." Asia Pacific Education Review 11, no. 1 (February 10, 2010): 83–96. http://dx.doi.org/10.1007/s12564-009-9061-9.

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미우라. "Public Justification and Ideological Dispute over Educational Policy: Functions of Judicial and Legislative Deliberation in the Making of High School Equalization Policy in South Korea." Korean Political Science Review 44, no. 4 (December 2010): 159–87. http://dx.doi.org/10.18854/kpsr.2010.44.4.008.

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., Ameh Eyiene, and Ekaette Samuel Okpon . "CHALLENGES OF EQUALIZATION OF EDUCATIONAL OPPORTUNITIES IN FEDERAL UNIVERSITIES IN SOUTH, SOUTH NIGERIA." International Journal of Engineering Applied Sciences and Technology 4, no. 3 (July 31, 2019): 68–74. http://dx.doi.org/10.33564/ijeast.2019.v04i03.009.

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Do Vale, Helder Ferreira. "Educational Reforms and Decentralization in Brazil, South Africa, South Korea and Spain." Lex localis - Journal of Local Self-Government 14, no. 3 (July 31, 2016): 591–612. http://dx.doi.org/10.4335/14.3.591-612(2016).

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The article assesses the education reforms in four countries: Brazil, South Africa, South Korea, and Spain. The main objective of the comparison is to identify the elements of the reforms that led to different educational performances. By taking South Korea as a model of successful education reform, the comparative analysis shows that the educational reforms in Brazil, South Africa, and Spain have set these countries aside from the path toward high-performing educational systems. In these countries, differently from South Korea, decentralizing education reforms have been dominated by conflict over the distribution of fiscal and administrative resources.

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Jeon, Mihyon. "English immersion and educational inequality in South Korea." Journal of Multilingual and Multicultural Development 33, no. 4 (July 2012): 395–408. http://dx.doi.org/10.1080/01434632.2012.661438.

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Byun, Soo-yong, Kyung-Keun Kim, and Hyunjoon Park. "School Choice and Educational Inequality in South Korea." Journal of School Choice 6, no. 2 (April 2012): 158–83. http://dx.doi.org/10.1080/15582159.2012.673854.

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Seo, Gyeong-Hee, Thomas Oakland, Hong-Seok Han, and Sherman Hu. "Special Education in South Korea." Exceptional Children 58, no. 3 (December 1991): 213–18. http://dx.doi.org/10.1177/001440299105800304.

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The development and current status of special education in South Korea are described and contrasted to that of the United States. South Korean special education was initiated in the 1890s by U.S. missionaries. Later, Japanese influence was considerable, especially on its regular educational programs. Special programs are available for five classifications of disabilities. Its major national special education legislation contains numerous provisions similar to P.L. 94-142. However, various conditions may impede the further development of services, including a high teacher-pupil ratio, the reliance on self-contained programs, negative attitudes toward people with disabilities, and lack of advocacy groups. Further initiatives require considerable research and policy debate among South Koreans.

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Park, Hyunjoon, and Jeroen Smits. "Educational Assortative Mating in South Korea: Trends 1930–1998." Research in Social Stratification and Mobility 23 (January 2005): 103–27. http://dx.doi.org/10.1016/s0276-5624(05)23004-4.

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Dissertations / Theses on the topic "Educational equalization – South Korea"

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Cho, Young-ee. "The diaspora of Korean children a cross-cultural study of the educational crisis in contemporary South Korea /." Diss., [Missoula, Mont.] : The University of Montana, 2007. http://etd.lib.umt.edu/theses/available/etd-01042008-114251/.

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Kim, Sun. "Re-conceptualizing 'educational policy transfer' : an analysis of the Soviet and US influence on educational reforms in the two Koreas (1945-1959)." Thesis, University of Oxford, 2015. https://ora.ox.ac.uk/objects/uuid:efdd4194-ce75-4f6d-978b-7e0c0ddc5557.

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The purpose of this comparative and historical study is to consider a reconceptualization of the notion of educational policy transfer, based on an analysis of how the reforms made during the Soviet and US military occupation in the two Koreas influenced the educational development of North and South Korea from 1945 to 1959. The conceptual framework for the research drew on a definition of 'policy' as a comprehensive concept comprising of policy process and practice 'on the ground,' and going beyond a rigid definition of it as a formally recorded and proclaimed statement by a government. This concept of policy enabled me to analyze the process and practice of the educational reforms from a multi-dimensional perspective, incorporating the beliefs of local actors and the bureaucracy of domestic institutions. For this purpose, historical sources including South Korean, North Korean and US government documents, magazines, newpapers, teachers' resumés and guides and the memoires and diaries of important policy-makers were analyzed; historical documentation was complemented by expert interviews with eleven South and North Korean policy-makers and academics. In South Korea, educational reforms were implemented to promote liberal democratic ideals in the education system. Curricular and systemic changes were made to teach democratic procedures and concepts, such as the introduction of the subject social studies, the establishment of a single-track school system, and the introduction of a student-centered pedagogy to primary schools. In North Korea, a socialist-communist ideology, along with an attraction to the Soviet Union as a model state to follow, was extensively promoted through a series of educational reforms as political indoctrination intensified in the adult education and school curricula. In both contexts, the localization of the reforms was affected by cultural and social factors unique to Korea: the authoritarian legacy of Confucianism and Japanese colonization, and the nationalism that had been fostered for the purpose of state-formation. The Korean case indicates that the state-centric, linear and static view of educational policy transfer should be replaced by a new conceptualization which includes the complex web of decision-making and implementation processes that involve negotiations and compromises among various politicians and administrators who are driven by national as well as personal interests and goals. For example, although the educational reforms in the two Koreas were developed by Soviet and US military in order to maximize their long-term security interests in the Korean peninsula, the key actors who implemented the reforms were Korean policy-makers, who had been appointed to key positions of the educational administrations through the bureaucratic politics between the military authorities and the Korean polity. Although the overall objective of the educational reforms was to extend the ideological influences of the Soviet Union and the USA in the Korean peninsula, specific programs and policies for the reforms depended on the Korean policy-makers' understanding and interpretations of different ideologies.

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Costner, Charles Alexander. "Equity to adequacy a historical analysis of the litigations of Abbeville v. The State of South Carolina /." Connect to this title online, 2009. http://etd.lib.clemson.edu/documents/1246565953/.

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Seong, Moonju. "Gender and Educational Inequality in South Korea: The Correlates and Consequences of Education." Thesis, University of Oxford, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.487053.

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This thesis examines gender and educational inequality in South Korea. Its focus is to investigate the plausible mechanisms that account for the negative effects of education on married women's participation in the country's labour force by examining several aspects of gender inequalities. Korean women's education and labour market participation grew after the late industrialisation that occurred in the 1960s. Considering the historical exclusion of women in Korean society, this progress is noticeable. However, few Korean studies have examined patterns and trends of gender and educational inequalities systematically. This lack of attention propelled me to conduct a comprehensive study, especially a thorough analysis of the linkage among education, marriage and women's involvement in the country's labour markets. By using the most recent, nationally representative datasets, I found that the extent of gender'inequality in educational attainment remains substantial, even though the gender gap has generally decreased. The rate ofthe decrease was slowest for tertiary level of education, and women from farming class origins were likely to receive the lowest education. I also observed an unexpected pattern related to the benefit of education in occupational achievement: the impact of education on obtaining prestigious occupations was greater for women than for men. In relation to married women's labour market participation, my research revealed that the negative effect of education on women's labour market participation was affected by marital status and husbands' resources. Of interest, too, is the finding that highly educated women were less willing to accept paid jobs after they had married. This implies that strong educational homogamy in marriage and gender role attitudes may be important factors in deciding to stay at home. I believe that the results of my study, based as they are on current data, provide a comprehensive account of the patterns of gender. and educational inequality experienced by both genders in South Korea.

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Kim, Wonseok. "A critical investigation into the discourse of educational neutrality in South Korea (1987-2017)." Thesis, University of Warwick, 2018. http://wrap.warwick.ac.uk/111740/.

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There has been a steady proliferation of discourses concerned with neutral education in South Korea since the democratisation of 1987. The problem of educational neutrality has been raised particularly by conservative forces. This thesis offers a critical examination of the conservative use of educational neutrality. Three inter-connected questions guide the thesis. First, what events and elements are combined in the discourse of educational neutrality in what ways? Second, how do non-discursive practices (e.g. techniques of power) help realise the discourse of educational neutrality? Finally, how do teachers and students resist pressure to be neutral? In order to address these questions, by drawing on theoretical tools offered by Kim Dong-choon and Michel Foucault, I, first of all, contextualize the conservative use of educational neutrality in relation to war-politics where critical thought and action are punished and regulated in the name of protecting society. I then combine Critical Discourse Analysis with Foucault's genealogical approach in order to grasp multiple dimensions of the discourse of educational neutrality. The construction of the discourse of educational neutrality is investigated through an analysis of a conservative newspaper's editorials. The deployment of power techniques in the realization of the discourse of educational neutrality is examined through a genealogical study of how critical teachers' unions have been regulated and how history textbooks have been sanitised. Last but not least, I explore courageous speech activities carried out by teachers and students. Those speeches, as forms of resistance to the myth of neutral education, serve to introduce a break in war-politics that draws an arbitrary line between what is and what is not say-able and do-able. The thesis concludes by highlighting that education cannot be reduced to the mere transmission of technical knowledge from teachers to students. Rather, education should take on the task of regenerating critical thought and action particularly in a pluralistic democratic society where different individuals, values, and views coexist not in an antagonistic way but in a harmonious way.

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Gillis, Lawanda P. Liston Delores D. ""Courageous conversations" rural south Georgia teachers reflecting on the role of race and racism in the education of rural south Georgia students /." Diss., Statesboro, Ga.: Georgia Southern University, 2009. http://www.georgiasouthern.edu/etd/archive/fall2009/lawanda_p_gillis/gillis_lawanda_p_200908_edd.pdf.

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"A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." Title from PDF of title page (Georgia Southern University, viewed on May 1, 2010). Delores D. Liston, major professor; Yasar Bodur, F. Erik Brooks, Hsiu-Lien Lu, committee members. Electronic version approved: December 2009. Includes bibliographical references (p.170-181).

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Chung, Baul. "A qualitative case study of a self-initiated change in South Korea." Thesis, Boston College, 2011. http://hdl.handle.net/2345/2506.

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Thesis advisor: Andy Hargreaves
After a decade of large-scale educational reform there is now a growing interest in grass-roots self-initiated change (Datnow et al., 2002; Hargreaves, 2009; Hargreaves & Shirley, 2009; Shirley, 2009). Yet, self-initiated change (SIC) remains largely undertheorized in the literature of educational change. Even the advocates of self-initiated change do not clearly specify the underlying mechanisms and the multi-dimensional processes by which SIC occurs. Utilizing a qualitative case study approach and a conceptual framework that draws from incremental institutional change theory and the literature on social movements within institutions, this study explored the following research questions: * What mechanisms do the change agents of SIC employ, How do they implement these mechanisms and why do they employ these mechanisms? * What are the characteristics of the processes of SIC? What is the pacing and sequencing of the change? * How does SIC unfold over time, and why? In answering these three initial questions a fourth research question emerged that summates the other three: *What implications does an investigation of self-initiated change in one school have for understanding existing theories of self-initiated and imposed educational change? Findings from this study revealed that self-initiated change involved a recombination that embodied the ideal of "change without pain" by balancing change and stability (Abrahamson, 2004). The process of self-initiated change turned out to be slow-moving (Pierson, 2004; Thelen & Mahoney, 2010). Mindful juxtaposition (Huy, 2001) and a dialectical perspective (Hargrave & Van de Ven, 2009) were required to address the multiple and contradictory dimensions of change. Based on these analyses, I propose ways of conceptualizing SIC as: "change without pain"; "slow-moving change"; and "dialectical/ cyclical change."
Thesis (PhD) — Boston College, 2011
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Administration and Higher Education

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Ryu, Jae-Shin. "A philosophical basis for the new Christian School Movement in Korea (South) / Jae-Shin Ryu." Thesis, North-West University, 2007. http://hdl.handle.net/10394/1308.

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Because of the many shortcomings of public school education in Korea, an alternative school movement has begun to surface. Analysis of the philosophical foundations of this alternative movement reveals, however, that its programmes have thus far also been inspired by motives that have been characteristic for some time now of public schools, namely serious competition for places in higher education institutions. The purpose of this project was to, on the one hand, discover the shortcomings of current public and alternative schools in Korea, and on the other to reflect on replacing their current philosophies with a Christian approach and philosophy to schooling and education. The first step in understanding present day Korean education schooling was tracing the history and philosophy of Korean public and Christian alternative education. It emerged from this analysis that the biggest problem for Korean education is that education is knowledge-centred and intended for preparing students for entrance examinations to universities. instead of educating the whole person. The next step was to analise the history and philosophy of Australian Christian alternative schools. Christian schooling in Australia has contributed significantly to the development of a biblical understanding of' education. The Christian Parent Controlled Schools (CPCS) has for instance been emphasising parents' right of educating their children in schools of their choice and which suit their life views. Christian Community Schools (CCS), on the other hand, has put emphasis on the importance of the school a? a learning community where relationships arc more important than how they teach or even what they teach. Based on this comparative study and a study of a biblical philosophy of education, an educational philosophy for Korean Christian alternative schools could be suggested. Christian alternative schools have to teach education based on a Christian worldview and philosophy. Korean education. public as well as non-government school education, has thus far been totally dualistic in that it has tended to separate fact and \due, public realm from private. The Christian school rejects such dualisms and educates its students as complete and total persons to know this world, to live and survive in it, to practice their God-given calling of stewardship of reality, to maintain their cultural mandate, to serve God in doing so. and to love and serve their fellowmen.
Thesis (Ph.D. (Education))--North-West University, Potchefstroom Campus, 2007

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Min, Emmy Jungwon. "Authority, gender and language a qualitative study of a college-preparatory, English-medium high school in South Korea /." Diss., UC access only, 2009. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3357003.

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Thesis (Ph. D.)--University of California, Riverside, 2009.
Includes abstract. Includes bibliographical references (leaves 265-274) Issued in print and online. Available via ProQuest Digital Dissertations.

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Mufamadi, Azwihangwisi Eugene. "The media, Equal Education and school learners : an investigation of the possibility of 'political listening' in the South African education crisis." Thesis, Rhodes University, 2014. http://hdl.handle.net/10962/d1011874.

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This study sets out to investigate democratic participation in South Africa and the role that media play and can potentially play within this context. It considers a social movement, as one way in which citizens can organise themselves and make their voices heard to improve their chances of making a meaningful contribution to democracy. It employs Susan Bickford's theory of 'political listening', which offers a potential solution to the lack of political representativeness and inclusiveness, by focusing on the way citizens relate to each other through speaking, listening and dialogue. This study examines whether the interaction between learners and the social movement Equal Education could be considered 'political listening', and the current and possible role of the media within this context of participation. The study also attempts to develop and make a contribution to the language of description for the theory of political listening in order to map it onto the data. Using evidence or data gathered through observation of Equal Education's youth group meetings with learners and in-depth interviews with learners, youth group facilitators, Equal Education staff members and journalists, this study shows how the interaction amongst learners and between Equal Education and learners could be considered political listening and how the social movement works as a democratic project which offers learners an opportunity to exercise their citizenship. Furthermore, it also details the current role of the media and possible role of the media as perceived by Equal Education, learners and by journalists who report on Equal Education's activities. The study does not make conclusive claims about whether 'political listening' occurs between Equal Education and learners and the media because the study is exploratory in nature and involves a lot of trial and error when it comes to applying the theory of political listening to interview and textual data, which is a communication context that the theory is only beginning to chart.

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Books on the topic "Educational equalization – South Korea"

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Mncwabe, M. P. Separate and equal education: South Africa's education at the crossroads. Durban: Butterworths, 1990.

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Pillay, P. N. Reassessing strategies for financing education in South Africa. [Cape Town]: Centre for African Studies, University of Cape Town, 1988.

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UNICEF South Asia. Planning, Monitoring and Evaluation Section. The state of South Asia's children 2005. Kathmandu: Planning, Monitoring and Evaluation Section, UNICEF Regional Office for South Asia, 2004.

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South Africa) Democratic Transformation of Education in South Africa (2000 Stellenbosch. Democratic transformation of education in South Africa: 27-28 September 2000, Stellenbosch Lodge Country Hotel, Stellenbosch. Johannesburg: Konrad Adenauer Stiftung, 2001.

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Enver, Motala, and Pampallis John, eds. Education and equity: The impact of state policies on South African education. Sandown [South Africa]: Heinemann, 2001.

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Dlamini, Solomon M. Mid-decade review of progress: Towards education for all (EFA) in Africa, Johannesburg, South Afgrica, 20-23 February, 1996. [Mbabane?: s.n., 1996.

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Seel, Amanda. Social inclusion: Gender and equity in education swaps in South Asia : synthesis report. Kathmandu: United Nations Children's Fund, 2007.

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Asia, UNICEF/South, ed. Social inclusion: Gender and equity in education swaps in South Asia : synthesis report. Kathmandu: United Nations Children's Fund, 2007.

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The toxic mix: What's wrong with South Africa's schools and how to fix it. Cape Town: Tafelberg, 2009.

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Hyŏbŭihoe, Hanʼguk Taehak Kyoyuk. Equity, quality, and cost in higher education: Research study on Republic of Korea. Bangkok: Unesco Principal Regional Office for Asia and the Pacific, 1988.

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Book chapters on the topic "Educational equalization – South Korea"

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Hyde, Georgie D. M. "Educational Administration and Law and Order." In South Korea, 53–72. London: Palgrave Macmillan UK, 1988. http://dx.doi.org/10.1007/978-1-349-10039-2_4.

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Rozells, Diane Judith. "A TESOL Practicum in South Korea." In Educational Linguistics, 223–45. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-28756-6_12.

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Seth, Michael J. "Educational development, society, and politics in South Korea." In Routledge Handbook of Contemporary South Korea, 11–25. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003026150-2.

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Mok, Ka-ho, Kiok Yoon, and Anthony Welch. "Globalization’s Challenges to Higher Education Governance in South Korea." In Globalization and Educational Restructuring in the Asia Pacific Region, 58–78. London: Palgrave Macmillan UK, 2003. http://dx.doi.org/10.1057/9781403990488_3.

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Choon Kiat, SIM. "Where Have All the Babies Gone?—An Educational Perspective on Singapore’s Low Fertility." In Low Fertility in Japan, South Korea, and Singapore, 67–88. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-2830-9_4.

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Cha, Hyunjin, and Hyo-Jeong So. "Online Learning in K-12 Schools Amid Covid-19 in South Korea: Challenges and Opportunities." In Lecture Notes in Educational Technology, 283–94. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-7869-4_20.

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Dadabaev, Timur, and Jasur Soipov. "Revisiting Labor and Educational Migration from Uzbekistan to Japan and South Korea." In The Grass is Always Greener?, 11–46. Singapore: Springer Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-2570-1_2.

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Kim, Mina, and So Jung Kim. "Educational Action Research in South Korea: Finding New Meanings in Practitioner-Based Research." In The Palgrave International Handbook of Action Research, 329–43. New York: Palgrave Macmillan US, 2016. http://dx.doi.org/10.1057/978-1-137-40523-4_21.

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Ju, Eunsu, and Moosung Lee. "Adolescents’ Part-Time Work and Its Linkage to Educational Outcomes: The Case of South Korea." In Laboring and Learning, 243–63. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-287-032-2_18.

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Cho, Youngdal. "The Light and Shadow of Educational Achievement in South Korea with Suggestions for Levelling Up." In Education Innovation Series, 123–42. Singapore: Springer Singapore, 2013. http://dx.doi.org/10.1007/978-981-4560-08-5_8.

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Conference papers on the topic "Educational equalization – South Korea"

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Lew, Shim. "Addressing Unsolved Educational Problems About Linguistically Diverse Children: Perspectives of Preschool Teachers in South Korea." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1573917.

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Kim, Wooyeong. "From Reconstruction to Modernization: Cold War Politics and the U.S. Educational Aid Programs in South Korea." In 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1889550.

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Sakmurzaeva, Nargiza. "The Role of Education in Economic Development: A Comparison of South Korea and Kyrgyzstan." In International Conference on Eurasian Economies. Eurasian Economists Association, 2018. http://dx.doi.org/10.36880/c10.02040.

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Education plays a big role in the economic development of the country. No country can achieve sustainable economic development without educated human capital. Education helps people to understand themselves and world. It improves the quality of their lives and leads to broad social benefits to individuals and society. Education is a very important in raising productivity of people and promotes technological development. The main purpose of this paper is to identify the role of education in the economic development by comparing South Korea and Kyrgyzstan which are represents developed and developing countries of the world. South Korea, for example, is a highly industrialized and developed country which educational system is in the list of the best 10 systems in the world. In opposite, Kyrgyzstan is an agricultural country which economy is dominated by minerals extraction, agriculture, and reliance on remittances from citizens working abroad. As a result of the research it can be concluded that education is a compulsory and one of the major tools for development of one country. A developing country with a small economy such as Kyrgyzstan should take an example from South Korea and allocate much money from the national budget for the education. So, it is important for Kyrgyzstan to implement educational policy of developed countries within the framework of national policy.

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Nikou, Shahrokh, and Seongcheol Kim. "Students’ Satisfaction with e-Learning Systems During the COVID-19 Pandemic—An International Comparative Study." In Digital Support from Crisis to Progressive Change. University of Maribor Press, 2021. http://dx.doi.org/10.18690/978-961-286-485-9.8.

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t In response to the global COVID-19 situation, quarantine measures have been implemented at the educational institutions around the world. This paper aims to determine the antecedent factors predicting the university students’ satisfaction with e-learning systems during the COVID-19 situation. We used structural equation modelling (SEM) and evaluated a conceptual model on the basis of a sample of university students from Finland (n = 131) and South Korea (n = 114). The SEM results showed that the COVID-19 related factors, i.e., COVID19 awareness, perceived challenges during COVID-19 and the educational institutions’ preparedness indirectly influence the satisfaction with e-learning systems. Moreover, we found a statistically significant moderating effect of course design quality, and instructor’s teaching style between the COVID-19 related factors and the satisfaction with e-learning systems. The implications of these results for the management of e‐learning systems are discussed.

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Lee, Taerim. "Mobile e-book for BITEC MOOC." In Teaching Statistics in a Data Rich World. International Association for Statistical Education, 2017. http://dx.doi.org/10.52041/srap.17405.

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This paper describes an implementation of mobile e-Book initiative in the Bioinformatics Training & Education Center (BITEC) MOOC project supported by the South Korean Ministry of Welfare and Public Health. This project was initiated by Dept. of Bioinformatics & Statistics KNOU and Dept. of Medical Informatics of SNU Medical College for training medical doctors. High penetration rates of mobile phone subscriptions and rapid growth of handheld users show that mobile devices are a viable alternative learning mode. The mobile e-Book initiative is aimed to encourage learning and interactions in distance learning communities, aiming to bridge trans- actional distances faced by learners and adopt mobility as the key tool in Bioinformatics courses delivery. The BITEC m-Learning initiative focuses on introducing Bioinformatics using easily accessible handheld and mobile devices, since the learners are very busy medical doctors in an ubiquitous learning environment. The m-Learning approach is considered as a learning alternative to support distance learners, mainly working doctors and medical researchers in Korea. This research paper discusses the implementation of the mobile e-Book approach which has better affordable, accessible and flexible educational media.

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Ahn, Hong Joo, Ju Youl Kim, Se Chul Sohn, Kwang Yong Jee, and In Koo Lee. "A Study on the Representative Sampling Survey for the Inspection of the Clearance Level for the Radioisotope Waste." In The 11th International Conference on Environmental Remediation and Radioactive Waste Management. ASMEDC, 2007. http://dx.doi.org/10.1115/icem2007-7296.

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Utilization facilities for radioisotope (RI) are increasing annually in South Korea, and the total number was 2,723, as of December 31, 2005. The inspection of a clearance level is a very important problem in order to ensure a social reliance for releasing radioactive materials to the environment. Korean regulations for such a clearance are described in Notice No. 2001–30 of the Ministry of Science and Technology (MOST) and Notice No. 2002–67 of the Ministry of Commerce, Industry and Energy (MOCIE). Most unsealed sources in RI waste drums at a storage facility are low-level beta-emitters with short half-lives, so it is impossible to measure their inventories by a nondestructive analysis. Furthermore, RI wastes generated from hospital, educational and research institutes and industry have a heterogeneous, multiple, irregular, and a small quantity of a waste stream. This study addresses a representative (master) sampling survey and analysis plan for RI wastes because a complete enumeration of waste drums is impossible and not desirable in terms of a cost and efficiency. The existing approaches to a representative sampling include a judgmental, simple random, stratified random, systematic grid, systematic random, composite, and adaptive sampling. A representative sampling plan may combine two or more of the above sampling approaches depending on the type and distribution of a waste stream. Stratified random sampling (constrained randomization) is proven to be adequate for a sampling design of a RI waste regarding a half-life, surface dose, undertaking time to a storage facility, and type of waste. The developed sampling protocol includes estimating the number of drums within a waste stream, estimating the number of samples, and a confirmation of the required number of samples. The statistical process control for a quality assurance plan includes control charts and an upper control limit (UCL) of 95% to determine whether a clearance level is met or not.

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Reports on the topic "Educational equalization – South Korea"

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Spindelman, Deborah. Investing in Foundational Skills First: A Case from South Korea. Research on Improving Systems of Education (RISE), January 2023. http://dx.doi.org/10.35489/bsg-rise-ri_2023/052.

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In the aftermath of Japanese occupation and the Korean war, South Korea built a schooling system that today is consistently ranked among the top five countries worldwide for reading and mathematics, and in the top ten for science in the Programme for International Student Assessment (PISA) (OECD, 2014). Its consistent high ranking against wealthier countries, as well as the role of education in transforming Korea’s economy while retaining a relatively low (4.3 percent) level of spending as a portion of GDP (World Bank, 2022), has cemented its reputation among low- and middle-income countries as a model to emulate. As a result, South Korea has transformed itself in a few decades from one of the world’s poorest countries at independence, to the world’s fifteenth largest economy (Ministry of Education, 2015) with much of this attributed to an educational system which first prioritised a consistent, quality foundation of reading and basic maths for students regardless of gender, wealth, or region.

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Chung, Jinmyeong, and Jiseon Yoo. Skills for Life: Digital Literacy. Inter-American Development Bank, July 2021. http://dx.doi.org/10.18235/0003368.

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As the global economy and workforce are constantly being diversified with a greater emphasis on technology, 21st Century citizens are required to acquire basic digital literacy competencies. In this brief, we examine the concept of literacy and digital literacy. Then, we review the latest digital literacy studies in the United Nations Educational, Scientific and Cultural Organization (UNESCO), the European Commission, the United Kingdom, and the United States. Lastly, we provide suggestions by comparing digital literacy studies, including ICT studies, in South Korea with international literacy assessment metrics. This brief aims to contribute to developing digital literacy measurements applicable to ICT in education internationally and mitigate the digital divide.

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Vincent-Lancrin, Stéphan. Skills for Life: Fostering Creativity. Inter-American Development Bank, November 2021. http://dx.doi.org/10.18235/0003742.

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As the global economy and workforce are constantly being diversified with a greater emphasis on technology, 21st Century citizens are required to acquire basic digital literacy competencies. In this brief, we examine the concept of literacy and digital literacy. Then, we review the latest digital literacy studies in the United Nations Educational, Scientific and Cultural Organization (UNESCO), the European Commission, the United Kingdom, and the United States. Lastly, we provide suggestions by comparing digital literacy studies, including ICT studies, in South Korea with international literacy assessment metrics. This brief aims to contribute to developing digital literacy measurements applicable to ICT in education internationally and mitigate the digital divide.

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