The purpose of this study was to evaluate Nuri-policy 1) as a curriculum for education‧care and 2) as a policy and seek measures of improvement. 1) current status of Nuri-curriculum taught at kindergartens and daycare centers and 2) evaluation of Nuri-policy by groups of parents, principals, teachers, experts and civil servants were investigated, respectively. Major findings are as follows. First, classes at kindergartens and daycare centers implementing Nuri-curriculum were observed and investigated on site for 1). 'Comprehensive evaluation indicators' were partly utilized as evaluation tools. Results showed that instruction-learning was the weakest part. Many teachers both in kindergartens and daycare centers were unskilled at divergently challenging inquiries. Though classes taught by public kindergarten teachers were generally excellent, they sometimes received lowest grades.
Second, Nuri-policy was evaluated through surveys. Below are major findings. While principals answered current amount of subsidy for Nuri-policy(￦220,000 per month, per child) was insufficient, parents and civil servants answered it was adequate. While principals and teachers were in favor of the current universal support in which same amount of subsidies are offered for all children regardless of their household income, experts answered offering different amount of subsidies according to levels of household income is better. Effectiveness of Nuri-curriculum was thought to be higher by principals and teachers and lower by experts and civil servants. Also, though most answered that Nuri-curriculum did not undermine diverse curricula implemented previously at kindergartens and daycare centers, experts were relatively against standardized Nuri-curriculum. While teachers wanted the government to provide detailed source books for classes, experts thought less materials produced by government and more produced autonomously on site were needed for classes. Most were in favor of universal grants for afterschol programs except for experts. Experts answered supporting dual-earner families requiring child care in the afternoon should be a priority. Regarding government guidelines of "providing one afterschool activity for an hour everyday for all children," all groups of principals, teachers, experts and civil servants answered differentiation according to children's ages were better. After the implementation of Nuri-curriculum, quality of classes, education‧care environment and working conditions for teachers improved, though working environment for teachers received relatively lower grades. Principals, teachers and experts excluding civil servants were generally in favor of integrating teacher training systems for kindergartens and daycare centers as well as government ministries in charge to provide quality education‧care equally at kindergartens and daycare centers.
Based on these findings, gradual increase of subsidy for Nuri-curriculum(up to ￦300,000 per month, per child), enhancing instruction-learning during training for teachers, revising government guidelines for afterschool activities and partial modifications to comprehensive evaluation indicators were suggested as short-term tasks while unified operating hours for kindergartens and daycare centers, integration of teacher training systems and government ministries and public discussions on financial support system for Nuri-curriculum and afterschool programs (validity of universal vs. differential support) as mid to long-term tasks.
Table Of Contents
Ⅲ. 공통과정으로써의 누리과정 운영 평가
Ⅳ. 누리과정 정책 인식 평가