• Educational Technology International
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• v.6 no.1
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• pp.3-39
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• 2005

Korea and Japan have been making a continuous effort to build information and communication technology (ICT) infrastructure in schools, and integrate ICT into curriculum by training teachers based on own ICT policies in education. ICT policy in education isparticularly diverse and challenging, in part because the rapid development of ICT continues to create new possibilities for use and demands the transformation of the ways we teach and learn. The present study is to analyze ICT policies of Korea and Japan, between 1980's and the present period, in a larger educational and historical context. The study reviews chronological changes in major streamlines of ICT policies of both countries, and discusses in detail changes in two aspects of ICT policies in education, that is, ICT infrastructure and teacher training. The paper points out convergence and diversity of ICT policies in two countries and concludes with a set of guidelines for ICT policy makers.

• Journal of The Korean Association of Information Education
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• v.20 no.2
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• pp.121-130
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• 2016

A variety of educational policies have been implemented to educate outstanding individuals who will lead the future and to adopt supporting systems. For the successful implementation of educational policies, it is crucial to identify the perception of teachers as main agents of education. This study conducted a survey with elementary teachers in Chungcheongbuk-do. The purpose of this study was to investigate teachers' perception on the major policies related to ICT(i.e., STEAM, Smart Education, Software Education, e-textbook, and EdudataSystem). This study also compared the distribution of teachers' perception on the policies. The results of the study indicated that teachers had relatively positive perception on the importance and the necessity of the policies. On the other hand, it was found that the levels of teachers' training experiences and readiness for teaching related to ICT were relatively low. In addition, the patterns of teachers' perception on STEAM, Smart Education and Software Education were similar. Based on the results, the study suggested that appropriate support and educational strategies for effective implementation of policies should be established.

• Hwankyungkyoyuk
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• v.8 no.1
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• pp.151-165
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• 1995

1. This paper suggests one educational model of National Parks. The model includes main themes such as (1) concepts, (2) waste types, and (3) conservation policies of National Parks for the application at the school environmental education classes. 2. The study describes the origin of the national park system and concepts or policies for the conservation of the parks with cases of Japan, Taiwan, Canada, Australia, Swiss, Russia, and International Union for the Conservation of Nature and Natural Resources(IUCN). The main focuses of their concepts or policies are on the (1) public land, (2) conserved, (3) legally protected land, and (4) land for the education of the loving their country. 3. This research classifies wastes of parks as point, linear, areal, and cubic types, and explains wasting actions on each types, focused mainly on the mountainous national parks. 4. The suggested policies for the conserving national parks, in this paper, are (1) core-zoning policy, and (2) management policy within the core zone. 5. Some principles are suggested for the more effective realization of the policies: (1) enforcement, (2) abandonment,(3) restoration, (4) enlargement, (5) limitation, (6) incorporation, (7) monitoring, and (8) education. 6. Finally, the educational values of this model may be derived from concepts of (1) loving national land, (2) conservation of nature, (3) public responsibility for protection, and (4) education materials. Those concepts form the foundation of models for (1) civic education, (2) education of country, and (3) inquiry training.

• Korean Journal of Comparative Education
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• v.26 no.3
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• pp.133-160
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• 2016

The purposes of this study were to examine the college tuition and student aid policies in the USA and to provide implications to Korean higher education. To accomplish these purposes, college tuition policies and student financial aid policies by federal and state governments in the United States were analyzed. Regarding tuition policies, the federal government has tried to minimize the impact of recent tuition increases by using methods like establishing various college affordability acts and government regulations. As a result, the federal government established a new law and was able to publicize a list of higher education institutions charging higher tuition levels and increasing tuition and fees at a higher rate. State governments also have introduced and implemented tuition policies such as tuition caps and linking tuition increase to student financial aid. Regarding student financial aid policies, Obama administration has emphasized grant programs which, unlike loan programs, have no further burden placed upon students. These efforts certainly produced desired results. Related policy implications from this study were provided for tackling tuition issues in Korean higher education.

• Asia-Pacific Journal of Business Venturing and Entrepreneurship
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• v.7 no.2
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• pp.9-17
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• 2012

This paper integrates elements from the theory of agency, the entrepreneurship education, the start-up policies. Entrepreneurship education is demanded to enhance success of business candidate for business establishment and to increase start-up survival. Three researches are made by this study. First of all, Educational performance is measured and it explains why linked policies is needed. To explain linked performance, this paper introduces several hypothesis. These are about a rate of start-up failure caused by agency problem and a rate of education effect decreasing agency problem. Secondly, operation performance of it can be increased by linking among policies and should be for the original goals of start-up policies. Finally, several ideas including start-up certification is proposed. Start-up certification has role of contact point of different entrepreneurship policies. As a result, level of satisfaction of policies will increase and specially of education program by linked effects.

• Korean Journal of Health Education and Promotion
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• v.30 no.4
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• pp.57-67
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• 2013

Objectives: The purpose of this study was to explore coordination strategy through reviewing policies, action plans and acts related to diet, nutrition and obesity from many sectors in Korea, and to develop a possible multi-sectoral approach. Methods: Literature reviews and empirical findings for ongoing international and domestic policies/programs on diet, nutrition and obesity in Korea. Results: Central and local governments have various policies/programs and related acts to improve nutrition and to reduce obesity. Meanwhile, those governments' activities are frequently criticized to be more coordinated in order to achieve their aims. Activities on nutrition and obesity prevention have interdepartmental characteristics but are scattered through six Ministries (including the Ministry of Health and Welfare, Ministry of Education, Ministry of Agriculture, Ministry of Employment and Labor, Ministry of Culture and Sports, and Ministry of Food/Drug Safety) and 27 Acts such as 'Nutrition Management Act', 'Health Promotion Act', 'Diet Education Support Act'. As a result, a number of areas, especially dietary guidance, nationwide surveys, education programs seem to overlap. Conclusions: Inter-ministerial coordination mechanism should be established to enforce multi-sectoral engagement and cooperation in implementing policies/programs on nutrition and obesity prevention. Furthermore, functions of the Ministries should be reorganized and coordinated in reference to other countries' experiences.

• Korean System Dynamics Review
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• v.12 no.4
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• pp.5-34
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• 2011

The purpose of this paper is to evaluate the policies for reducing private tutoring expenditure in Roh Mu Hyun and Lee Myeong Bak Government using Causal Loop analysis based on the Systems Thinking perspective. The results are as follows. First, high educational achievers receive more private tutoring than lowers and children who have rich parents have better chance to take private tutoring than the others. It reflects the social characteristics which emphasize the academic ability and educational background. Second, two governments implemented educational policies to control the private tutoring expenditure as balancing loops ; strengthening public education, providing after school programs and EBS KSAT teaching and improving the entrance exam of university. Third, they overlooked the unintended feedback loops coming from 1) incongruity between causes and countermeasures of shadow education 2) wrong perception of substitutional relationship between public education and shadow education 3) side effect of the policy increasing the weight of student record 4) problems of diversifying high schools 5) dilemma of easing the burden of testing through admission officer system. The conclusion is that policies of reducing the private education expenses have failed because two governments don't consider unintended Feedback Loops in the process of making education policies. So we have to make policies based on Systems Thinking and reducing private education expenses should not be the purpose of strengthening the public education.

• Journal of North-East Asian Cultures
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• v.39
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• pp.347-360
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• 2014

This research, with the recent change in the paradigm of education, has its purpose on suggesting the direction of Japanese education that best suits the environment in Korea, by analyzing the education and information policy in Korea and Japan. As it is shown in Mackey's model, policy in language and education cannot be separated, and the 'smart education' policy as well as 'Education and Information Vision' that is implemented in Korea and Japan is likely to be connected with policies in language in the near future. Both of these policies has its goals on the spreading of information in education, and is predicted to lead to development in contents in regard to education of foreign language. When looking at recently developed smart-learning programs, it can be found that the credibility and authenticity is weak because in most of those programs, there was no participation of experts in Japanese education. Thus there is a need for expertise in Japanese education for development of these contents and also many attempts with application of 'smart-learning' collaboration of technology and academic knowledge in humanities and education is needed. At the same time, various support from the government is essential so that these policies can simultaneously work together, along with the field of foreign language education.

• Korean Journal of Health Education and Promotion
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• v.28 no.5
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• pp.17-34
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• 2011

Objectives: The purposes of this study were to describe comprehensive health promotion policies for university students in Korea and to discuss the implications based on the socio-ecological approaches. Methods: A web-based search was performed to identify empirical programs and literature to develop health promotion policies and strategies in university settings. Results: Five domains for policy development are suggested for comprehensive health promotion policies in universities: evidence-based policy development; establishment of supportive policy through network and partnership; infrastructure of university; systems approach with education, environment, enforcement and policy tailored for universities; and sustainability for policy implementation. Conclusions: For healthy universities and students, government, community, health professionals, organizations and universities are all responsible as main agents for the five domains suggested in this study. Multi-level approaches with political, organizational and environmental changes should be sustained as an ongoing process.

• The Mathematical Education
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• v.58 no.3
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• pp.423-442
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• 2019

Stepping into the beginning of the fourth industrial revolution, we need new mathematics education plans and policies to foster talent in people for future. Investigating the present condition and teachers' perceptions of mathematics education in schools is an essential process in making mathematics education plans and policies that reflect the periodical changes and social needs. Thus, we developed a survey to investigate teachers' perceptions and present condition of mathematics education, conducted the survey for teachers in elementary, middle, and high schools, and analyzed the results of the survey. In this study, focusing on the results of the survey, we interpreted the results and provided implications for mathematics educational policies. Through frequency analysis of individual questionnaires and crosstabulation analysis between questionnaires, we could provide mathematics teachers' overall perceptions of mathematics education and basic information on the conditions of mathematics education in the schools. In addition, the findings of this study suggest that policymakers should consider the followings when developing new mathematics education plans and policies: having the proper number of students per class, reducing non-teaching work, supporting teachers' expertise in evaluation, improving Internet access and technology equipment, supporting the school administrators' change of perceptions of mathematics education, retraining teachers in the active use of ICT or technological tools, and supporting students having difficulty learning mathematics.