• Journal of Korean Society of Rural Planning
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• v.28 no.1
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• pp.49-55
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• 2022

School closures in rural areas is especially relevant because low fertility rate and population aging are common not only in rural but also in urban areas. This paper examined a variety of users' perceptions on welfare facilities using closed rural schools. For this study, the descriptive survey research design was conducted at the EZER located in Kyungsnangbuk-do. The sample size of 200 was selected through convenience sampling and data collection was completed by a self-completion written questionnaires. Main findings are as follows: 1) the level of users' relative satisfaction with welfare facilities using closed rural schools was generally positive, main factor associated with relative satisfaction was facilities and surrounding environment at closed rural schools, 2) socioeconomic usefulness of closed rural schools was also was generally positive, main factors for revitalization were adequate facilities and places, accessible and convenient places, 3) future necessity and willingness for welfare facilities using closed rural schools were overwhelmingly positive, children or youth were revealed as a priority service target. Finally, theses analyses show that a high proportion in the rural welfare sector, especially seemed to have a positive impact on bridging negative gabs between urban and rural in the socioeconomic development and social welfare.

• The Journal of Sustainable Design and Educational Environment Research
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• v.3 no.1
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• pp.1-14
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• 2003

This study attempts to review the present situations of rural schools in South Korea, to analyze problems regarding the educational environments for their students, and to present direction for improving toward better educational environments. All the data and information are based on using avaiable documents and personal macro observation and insights. The sharp decrease of rural population for recent decades has made lots of public schools unexceptionall much smaller by school number and students' number. Nearly five thousands of rural small schools have already been abolished and the rest are also endangered to be dosed. In order to tackIe such problem, the Government has been trying to provide rural students with better educational environment, but failed to attract them to stay in rural schools. Most of rural school students have poorer family environment, underprivilged school learning environment, and less civilized community environment. Those normal parents living in rural areas are likely to send their kids to urban schools for prior opportunities to enter better quality of higher level of schools and then the remained attending rural schools are those who live with grand parents or whose parents are very disadvantaged. The rural school teachers are teaching much less number of students compared to urban teachers, but their students are less achieved learners. Notwithstanding their abudant natural community learning environments, the rural school students are less making use of those resources and less benefited from more civilized life due to their underdeveloped community conditions. In order to improve such educational environments, incentives for young couples to safely reside in rural communities, incentives for better qualified teachers to preferably work for rural schools, better learning facilities for rural school students and for better vocational experiences, lifelong learning opportunities for all community people, and increased public support to rural development for rural people not to worry about their rural lives, need to be guarantyed.

• Journal of the Korean Institute of Rural Architecture
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• v.19 no.3
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• pp.1-8
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• 2017

Recently, the number of closed rural schools is increasing due to the decrease in school age population. This study aims to comparative analysis of utilization policies for closed schools in Korea and Japan. The results are as follows. First, Both Korea and Japan was expected to increase the number of closed schools since the standard of abolition of small schools has been strengthened. Second, In Korea, it was possible to know the detailed information of closed schools through 'Eduinfo' website, but it was hard to know the detailed information of utilization cases of closed schools. On the other hand, Japan not only provided information about the unused school facilities but also introduced the utilization cases of closed schools and financial support system for utilization of closed school. It was characterized by linking with the information of unused schools and company, NPO, elderly welfare facility, etc. Third, In korea Superintendent established plans to use closed schools to respond flexibly to local circumstances. Japan simplified the procedures for closed schools to promote the utilization of closed schools. Finally, In Japan, there was various financial support system. But in Korea, it supported the cost of subsidy reduction, free loan, maintenance and management and operation.

• Journal of the Korean Institute of Educational Facilities
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• v.22 no.6
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• pp.3-11
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• 2015

Nowadays, the number of school students in rural area has decreased significantly. For this reason, there are mixed classes among students of different grades in schools in rural area. Moreover, there are several teachers who teach two and more subjects except for the major of teacher so educational environment has been deteriorated. To tackle this problem, the ministry of education has suggested merging small schools in rural area. However, some people believe that merging small schools would make educational environment more worse and would not solve this problem. To solve this problem, this research suggests that the proper solution for educational environment of merging small schools through surveying environment of merging schools.

• Journal of Agricultural Extension & Community Development
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• v.6 no.1
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• pp.55-73
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• 1999

Because of reduction of population in rural area, primary schools in that area are exposed to many problems and the environment of education of coral area has been deterrioration. In this situation, many cases of merger and abolition(M & A) of primary schools in rural area were reported. The abolished schools have many dysfunctional effects on the community related to them such as repulsion of residents, students' problem of adaptation, unconvenient transportation for students, disappearance of life-centered place, and parents' lower concern with schools. To solve the problems of rural abolished schools, they should be utilized as a center of community education. The aims of this study were to review the situation and problems of M & A of primary schools in rural area and to analyze the basic needs of the utilization of abolished school and to suggest for the the directions for the utilizions of facilities of rural abolished school.

• The Journal of Sustainable Design and Educational Environment Research
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• v.13 no.2
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• pp.35-43
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• 2014

Under the influence of birth control and rapid urbanization, China's rural school-age population is on a year-by-year decrease, which has led approximately 300 thousand middle and primary schools to idleness ever since 2000. A majority of these idle schools are located in rural areas, almost one half remaining idle due to vagueness in property right. The disposed schools are less efficient for not being combined with the real situation of rural areas. Based on the opportunity of coordinative development of urban-rural areas, this paper analyzes the situationsin terms of the development of public service facilities and the gap between rural and urban areas over the recent years. Then the effective and sustainable reuse scheme to dispose of the idle schools and reshape them into the facilities for the elders, cultural facilities and medical facilities is proposed from the perspectives of perfecting rural public service facilities and guaranteeing citizens' equal share of public service, which both maintains the public nature of the idle schools, reconciles the fuzzy property right, and boosts efficiency of reuse, saves resources, and reduces investment for perfecting rural public facilities.

• Korean Journal of Community Nutrition
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• v.13 no.6
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• pp.867-878
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• 2008

The purpose of this study was to compare the degree of understanding about school foodservice management and environmentally friendly agricultural products between urban and rural elementary school children's mothers. The subjects were 280 elementary school children's mothers who lived in Gunsan city and the nearby countryside. The results are summarized as follows. The mothers in urban schools were higher on the degree of participation (p < 0.01) and interest (p < 0.01), but were lower on the degree of satisfaction (p < 0.001) for school foodservice than rural ones. The best improvement of school foodservice management was improving food tastes and qualities of the foodstuffs in urban schools and sanitation at the service area in the rural schools (p < 0.001). The school foodservice program contributed to cure the unbalanced diets and developing of bodies and minds; there was no difference of urban and rural schools. But eating habits in rural schools were more improved than urban schools (p < 0.001). The primary reason for using environmentally friendly agricultural products was to improve their health and in securing safe foods, there was no difference of urban and rural schools, but generating the farmer's income from the products in rural schools was higher than urban schools (p < 0.001). There are conflicting views between urban and rural schools for the additional costs brought by using the environmentally friendly agricultural products (p < 0.001). The order of preference on using environmentally friendly agricultural products was rice and various grains, vegetables, fruits, livestock, seasoning, etc. In conclusion, our central and local governments should change their roles in financially positive ways and reflect the issues in making the policy effective. Responsible administrators of school food suppliers run the system more faithfully with the above government support.

• Journal of the Korean Institute of Rural Architecture
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• v.16 no.1
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• pp.71-78
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• 2014

The purpose of this study is to clarify the actual condition of the plan of middle schools in the rural area. Recently, many middle schools are remodeling the buildings and facilities based on the department system. This study, through analyzing on 3 cases of middle school in korea and japan. This article discuses about the basic characteristics of the plan composition and the education programs of 3 middle schools. The results of this study are summarized as follows; Home room and home base should be more faithfully. Various common space is needed to comfortable school life of students. In case of side corridor type plane, moving path is much needed. Most of them take horizontal zoning system in the department system of middle schools. Media space is very important to enhance the characteristics of each subject zone.

• Journal of the Korean Institute of Rural Architecture
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• v.15 no.2
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• pp.33-40
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• 2013

The purpose of this study is to clarify the actual condition of the plan of high schools in the rural area. Recently, many high schools are remodeling the buildings and facilities based on the departmentalized classroom system. This study, through analyzing on 2 remodeling cases of small high schools in the rural area of gyeongnam. This article discuses about the basic characteristics of the plan composition and the education programs of 2 small high schools. This study is showing the variation before and after remodeling and space organization types. The results of this study are summarized as follows; 1) Most of them take horizontal zoning system in the department classrooms. 2) Number and area of teachers' laboratory ware increased in most of floors. 3) Sample schools took much more spaces of homebase than before. 4) Consideration is given to the main subject spaces before the other subject spaces.

• Journal of the Korean Institute of Rural Architecture
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• v.25 no.3
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• pp.37-45
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• 2023

This study is conducted to provide an empirical review on how schools play a pivotal role in the regional communities. For this, the use of closed schools, activities to revive small-scale schools, and activities related to nearby schools outside the village were analyzed for villages that have participated and have been awarded in the Contest for Making Happy Rural Communities by the Ministry of Agriculture, Food and Rural Affairs. The results of this are as follows. Out of 204 villages that won the contest, there were 19 cases of school closures. Of these 19 cases, there are 17 cases in which the closed school facilities still exist. For the two remaining cases, there are no buildings and only the site remains. To summarize the use of these schools, the functions are being combined and are determined within the range that local residents can operate. The impact or success factors on the region can be summarized into five main categories through the revival of schools in the crisis of closure. First, it was an opportunity to lay an organizational foundation for village projects in the future by reorganizing the village's organization, such as the formation of a village promotion committee to revive the schools. Second, it did not just introduce outsiders to increase the population, but supported housing and jobs for them to successfully settle down. Third, a cultural community was created with senior and junior residents, and finally, the residents became teachers or formed a village education communities such as lifelong education. In the relationship with schools existing outside the village, activities with members of the surrounding schools and linked activities are being carried out in the sense of "school".