This research constitutes the final part of the Young-cha Project, a three-year long pilot research project which was launched to investigate the potential for cooperation between the early childhood education and childcare fields. It attempted to do this through implementing a number of cooperation models and by analyzing the processes involved, as well as the achievements attained. The first year was devoted to laying the groundwork for the pilot project, and the second year comprised a period of stabilization for the project. In the third and penultimate year of the project, the main focus was placed on the future expansion of the project through the development of kindergarten-childcare center cooperation projects and the promotion of their achievements and successful case studies. Further elaborating on the characteristics of the pilot project, in the first year, efforts were made in the following areas: 1) the development of kindergarten-childcare center cooperation models; 2) the designation of model institutions and launching the pilot project, and c) undertaking a basic evaluation of the model institutions. In the second year, priority tasks included the following: 1) the enhancement of cooperation in terms of programs and teachers; 2) pilot implementation of small-group type cooperation; 3) the development of a manual on kindergarten-childcare center cooperation; 4) training civil servants from relevant fields in designated model cities/provinces; 5) the modification/supplementation of the project evaluation indices and first-phase evaluation of the project; and 6) improvements to the methods of sharing, disseminating and promoting successful cooperation case studies. In the third year, the pilot project was further systemized in order to: 1) introduce a self-evaluation system by model institutions; 2) aim for the for application of integrated education courses to kindergartens and childcare centers; 3) establish and implement plans for cooperation in terms of both support mechanism and evaluating performance; 4) develop a consultation package for kindergarten-childcare center cooperation; and 5) strengthen efforts at promoting the achievements of the project and successful case studies.
In comparison to the first year, the second year saw the level of cooperation by both model institutions and their service quality improve by approximately 60% respectively, and in the third year (2011), the cooperation of kindergartens and childcare centers also improved 68% respectively, when compared to the second year (2010). Additionally, , in terms of service quality, the third year witnessed similar improvements in both model kindergartens (71%) and childcare centers (68%) in comparison with the second year. By type of institution, private kindergartens exhibited higher levels of cooperation than national/public institutions, while national/public childcare centers were more cooperative than private institutions. By type of cooperation, dyad cooperation was revealed to be more effective than small-group cooperation. By type of cooperation area, both kindergartens and childcare centers saw a notably higher level of cooperation in teachers when compared with other workers, with budget cuts ranked second best. However, as was the case in the second year, cooperation in terms of parent education and engagement was seen as being relatively weak.
In particular, in the third year, cooperation between support mechanisms and the support for model institutions was vigorous, whereas in the first and second years, cooperation was mainly confined to the model institution level. For example, Gangwon Provincial Office and Gangwondo Office of Education and Hongcheon-gun Office & Hongcheon Office of Education jointly organized workshops on parent education and teacher training at kindergartens and childcare centers under their jurisdiction, eliciting enthusiastic responses from both parents and teachers. In addition, the Busan Early Childhood Education & Development Institute became the only one among seven such institutes nationwide to allow all Busan-based childcare centers to fully access its experience-based education facilities on any day of the week starting from 2011, while Gangwondo Childcare Information Center collaborated with local organizations to provide safety education to kindergartens and childcare centers. Following on from the second year’s Young-cha Manual, which was developed for model institutions, the third year saw the development of the Young-cha Consultation Package. This was designed to impart knowledge and expertise in cooperation projects with experts in the local community. Developed on the basis of the Young-cha Manual for model institutions and the guidelines on cooperation for support mechanisms, the consultation package will enable researchers in target regions to offer more systematic counseling and monitoring on cooperation levels between model institutions within a more standardized framework. The package is also expected to be first supplied to candidate cities/provinces for future pilot projects.
Cooperation in terms of teachers and programs, a primary aim of the pilot project, and achieved as it was largely through the use of integrated education courses in kindergartens and childcare centers, became more significant over the course of the project. Model institutions are now in a leading position to share their expertise in cooperation in childcare and education with teachers of non-model institutions. Taking into consideration the high levels of pride and satisfaction in kindergarten-childcare center cooperation shared by the heads and teachers of model institutions and the enhanced awareness of and satisfaction in the Young-cha Project among parents in particular, one could regard the implementation of the pilot project in its third year as an overall success.
The success of the pilot project is largely attributable to the following factors: 1) the determination and efforts for cooperation by the heads and teachers of model institutions; 2) the support provided by city/provincial governments and county offices and education offices in cities/provinces, childhood education and development institutes and childcare information centers; 3) budgetary support from city/provincial government and county offices and education offices in cities/provinces and counties (done to ensure kindergarten-childcare center cooperation at model institutions) ; 4) the maximization of human and the utilization of physical resources by local communities; 5) leadership provided by KICCE and regional research entities in terms of overall planning and management of the pilot project; and 6) effective collection and sharing of evidence on the achievements of kindergarten-childcare center cooperation via a diverse channels. On the other hand, the pilot project has been hindered by the following issues: 1) difficulty in securing and arranging time for discussion on cooperation among teachers at model institutions; 2) frequent changes in public servants in relevant fields; 3) uncertainty relating to securing necessary funding for kindergarten-childcare center cooperation; and 4) the lukewarm levels of interest on the part of central government ministries and a lack of leadership concerning the pilot project.
Looking forward, to implement the pilot project on a larger scale, interested cities and provinces should help implement and promote the pilot project by designating model institutions through public subscription and undertaking the project with them. In particular, the entire region of Hongcheon and Gangwon Province should be designated as a “special zone for kindergarten-childcare center cooperation,” thereby effectively promoting cooperation in facilities (in particular, vehicle support etc.) in consideration of regional characteristics. Furthermore, city/provincial governments and education offices should take the initiative in establishing and operating multi-layer networks for kindergarten-childcare center cooperation and distribute and make use of the Young-cha Manual. In addition, efforts to publicize the achievements and successful case studies of the pilot project should be redoubled through the publication and distribution of email newsletters, casebooks and annual reports. Along with the above mentioned efforts to implement the pilot project on a larger scale, it is equally important to guarantee the continued quality and substance of the project. To this end, the following tasks require attention: 1) integrated education courses aimed at kindergartens and childcare centers in connection with the establishment of the Nuri Curriculum for children aged 5 need to be implemented; 2) a self-evaluation system needs to be firmly established; 3) cooperation projects suited to the diverse needs of different model institutions ought to be promoted; 4) personnel changes in public servants from relevant fields needs to be minimized to ensure smooth transitions; and 5) the basis of cooperation between city/provincial governments and county offices and education offices should be reinforced.
Table Of Contents
Ⅰ. 서론 Ⅱ. 유보협력 영차 시범연구의 개요와 성과 Ⅲ. 3차년도 영차 시범연구의 특징과 추진 과정 Ⅳ. 3차년도 시범기관의 협력 성과 Ⅴ. 시범지원체계의 협력 성과 Ⅵ. 향후 시범사업 확산을 위한 방안 참고문헌 부록