2014 유아교육정책의 성과와 과제

Abstract

Purposes of this study are to collect cumulative data about overall status of early childhood education, to review priority issue of early childhood education policy in depth, and to identify direction and tasks for early childhood education policies in the future. As methodology, the study analyzed related references of education statistical year book, early childhood education annual report 2012-2013, internal data of the Ministry of Education, and data of early childhood education policy from Education Offices of each city and province. In addition, it conducted a survey to know opinions of administrators and users about Early Childhood Education Development Institute by phone and personally and professionals from the Ministry of Education and early childhood education academia were asked to response to improvements in functions and roles of the Institutes. Also, an advisory meeting was implemented to set the direction of study, review survey questionnaire and policy proposals and a discussion was held for collecting early childhood education policy related information and research collaboration. Key outcomes of the study are as follows. First, based on the analysis of overall status of early childhood education in 2013, the number of kindergarten and class and admission rates of 4 year olds (all ages in this study are counted in full) and 5 year olds had been continuously increasing during 2011-2013. The admission rate of 3 year olds was down with an average of 1.2% between 2011 and 2012 and up with an average of 4.6% between 2012 and 2013. Child-to-teacher ratio continued to decline close to the average of OECD, and the participation rate of national/public kindergarten declined in 2012 and then increased in 2013. According to the financial index of early childhood education, the rate of total early childhood education finance vs. GDP increased from 0.149% in 2011 to 0.289% in 2013, and the rate of early childhood education finance vs. total education finance increased from 4.1% in 2011 to 7.6% in 2013. The rate of getting financial support for early childhood education expenses for 5 year olds sharply increased from 53.0% in 2011 to 87.2% in 2012 and to 101.8% in 2013 due to implementation of ‘Nuri Curriculum for 5 year olds’. Meanwhile, the rate of getting financial support for early childhood education expenses for 3 and 4 year olds declined from 51.3% to 43.4% in 2011, but it increased to 102.4% as ‘Nuri Curriculum for 5 year olds’ expanded to 3-5 year olds. The rate of operating after-school courses was 98.0% in 2013 which is declined a little from 99.5% in 2011 so it is judged that almost all kindergartens run after-school courses. The participation rate of children in after-school course was 62.8% in 2013, which increased by far from 47.4% in 2011. The participation rate in kindergarten evaluation expanded up to 96.3% by 2013. The number of Early Childhood Education Development Institute reached 15, increasing by 2 from 13 in 2011 and 2012. Second, based on investigation on status of early childhood education services proceeded by city/provincial education office and status of early childhood education support by local governments, it is found that there is much investment done in quantity on education activity supporting services. Third, for in-depth analysis, this study looked at improvement measures of Early Childhood Education Development Institute by analyzing data of management and utilization of the Institute. Based on the outcomes, this study proposed direction and tasks for future early childhood education policies, such as strengthening public foundation of establishment and use of kindergarten, reasonable distribution of early childhood education expense support, enhancing teachers’ working condition and stability, and rationalizing after-school course management. Also, this study discussed and proposed expansion, revitalizing management, and improving measures for Early Childhood Education Development Institute.