This 2015 follow-up study on operation and use of NURI curriculum is in line with previous studies conducted annually since 2012(Kim, Yu, & Um, 2012; Kwon et al., 2013; Lee, Lee, & Jo, 2014). The current study was conducted to compare and analyze the annual differences and changes in the use of NURI curriculum. Additionally, this study analyzes the impact of NURI curriculum policy by using previously proposed methodologies. The purpose of this study is to analyze the operation and use of NURI curriculum, the changes in the operation, and the effects of policy, and to provide necessary materials to set out the general directions for NURI curriculum.
To investigate the use of NURI curriculum, the survey was carried out with 1,000 parents each for kindergartens or childcare centers, 700 directors each for kindergartens or childcare centers, 1,000 teachers each for kindergartens or childcare centers, 100 local officials and 100 general officials from Office of Education. Additionally to explore perception of NURI curriculum's goal attainment in the early implementation stage, 12 goals were selected from the news releases distributed from the early implementation stage of NURI curriculum to June, 2015. Then we analyzed perception on goal attainment using NURI curriculum related articles from 5 different newspaper companies.
The result showed that kindergartens and childcare centers-using parents had good understanding of NURI curriculum from both curriculum aspects and administrative and financial aspects. Also they perceived that NURI curriculum generally attained all of 12 goals, and especially perceived that the qualitative differences of kindergartens and childcare centers have been alleviated and that economic burden has been reduced. However, for consistent policy performance, they believed that the operation of curriculum should involve all social classes while preferring sliding system of childcare benefits according to income level.
Directors and teachers of kindergartens and childcare centers mostly complied with guidelines for NURI curriculum, but for a better operation they wanted cases of applying NURI curriculum, examples of best practices and development of teaching materials. Also, directors and teachers perceived that NURI curriculum generally achieved 12 goals, but responded that there was a work burden from administrative and financial management tasks and a weak educational continuity between kindergarten and elementary school.
As a delivery system of NURI curriculum, Office of Education and local officials responded that new NURI curriculum system related tasks were operated differently, and the completion rates of separate training for NURI curriculum or educational training in general were higher for Office of Education officials than local officials. Even within delivery system response rates were high on perception of achieving 12 goals of NURI curriculum.
Meanwhile, the effects of NURI curriculum or its performance that newspapers mention are generally about administrative and financial investment. In the early operation of NURI curriculum, discussion of the ideological dimensions such as public education and childcare, total national liability on young children's education, equal opportunity, and equal start in early life can be found while these are the effects appeared after the operation of NURI curriculum. The consistent interests seemed to be sparked by the expanding use of young children's organizations, additional financial investment, and increase in interest of young children's education resulting from free education of young children aged 0-5, but the newspapers hardly find the educational continuity between kindergarten and elementary school as one of the effects of NURI curriculum.
Based on such results, to effectively operate NURI curriculum that has been operated for the past 3 years, we proposed improvement plans from administrative and financial policy and curriculum aspects. From the administrative and financial aspect, these are what we proposed: first, the organizational structure and workforce arrangement for specialization of NURI curriculum system; second, restructure financial support policy for young children to prepare financial resources; third, secure organization's publicity by balancing between self-inspection and administrative supervisory management; fourth, provide support for human resources by utilizing government policy such as providing part-time job. Next, from the curriculum aspect, we proposed the following: first, the necessity of verifying NURI curriculum's historical, social and philosophical background; second, continuity between standard childcare curriculum and elementary curriculum; third, pilot tests to develop various NURI curriculum applied models; fourth, development of systematic structure for NURI curriculum training.
Table Of Contents
Ⅲ. 「3-5세 연령별 누리과정」운영 현황
Ⅳ. 「3-5세 연령별 누리과정」이용 현황: 부모를 중심으로
Ⅴ. 「3-5세 연령별 누리과정」정책 효과
Ⅵ. 「3-5세 연령별 누리과정」개선방안