Ministry of Education & Human Resources Development Korea Education & Research Information Service

Ministry of Education & Human Resources Development Korea Education & Research Information Service

Foreword Foreword With full understanding that fostering a creative and proficient workforce is a core strategy in boosting national competitiveness in the knowledge-based society of the 21st century, we have continuously implemented projects aimed at adapting education to the demands of the information age during the past several years. As a part of such plans, we have completed the installation of an extensive infrastructure by providing computers and connecting elementary and secondary schools to the Internet. Upon this infrastructure, we will now concentrate on building an information sharing system that will enable us to utilize a wide range of contents for school education. In particular, the National Education Information System, one of eleven projects of e-government, has enhanced the transparency and efficiency of educational administrative services. The infrastructure and new plans for adapting education to the information age are changing the environment of the distribution and use of educational contents through comprehensive networks, which will function as the driving force to facilitate innovative teaching-learning activities in schools and improve the overall quality of education. The 2002 White Paper on Adapting Education to the Information Age is published to inform the nation of the current state of affairs and the next steps to be taken in uplifting education to the demands of the times. I hope that this White Paper will be useful to anyone who has an interest in adapting education to the information age. Finally, I would like to express my gratitude to everyone who participated in publishing this White Paper. November 2002 The Deputy Prime Minister serving as the Minister of Education & Human Resources Development

The use of Information Communication Technology (ICT) in many areas of society makes it possible to conduct business that could not otherwise be done. It has also increased the efficiency and the effectiveness of the work process. In particular, the use of ICT in education, elementary, secondary, higher, and continuing education, has made an important contribution toward national human resources development. Typical examples include the establishment of transparent and accurate educational administration through the Educational Administration Information System, and the availability of cyber teaching-learning methods to all learners at any time and any place. Over the past several years, the main project in support of our national human resource development program has been the development of ICT in education. In 2000, we completed the first stage of the plan for enhancing the use of ICT in education. At that time, every elementary and secondary school was equipped with computers and infrastructure including connection to the Internet, and further was provided with newly developed educational materials. Now, we are taking a further step forward to introduce a qualitative simplicity in teaching-learning methods and further improving the efficiency of educational administration. The rapid integration of ICT in education consumes enormous resources. For this reason we must keep interested people completely informed of the current situation and of impending implications of the plan. This information must also be supplied in a timely way to interested researchers and relevant officers in charge. With these goals in mind, this White Paper is published with the intent of describing the current status of the plan, and to provide a preview of the future development of ICT use in education. The 2002 White Paper on Adapting Education to the Information Age summarizes the current and domestic situation regarding ICT use in education. It includes major current statistics concerning ICT use in education, and describes the current situation, current tasks, future vision and further steps of ICT use in education; from elementary and secondary education through continuing education. I expect this White Paper to be useful to all interested parties and provide to effective information to those concerned with adapting education to the information age. Finally, I would like to express my gratitude to the writers and those who contributed to publishing this White paper. November 2002 Foreword Foreword Korea Education & Research Information Service President

Contents PART 1. ADAPTING EDUCATION AND THE DEVELOPMENT OF HUMAN RESOURCES TO THE INFORMATION AGE Chapter 1. Developing Human Resources in a Knowledge-based Society Section 1. Switching a Paradigm to the Knowledge-based Society 3 Section 2. The New Image of Man in the Knowledge-based Society 4 Section 3. Developing Human Resources to Lead a Knowledge-based Society 4 Section 4. Directions of School Education in a Knowledge-based Society 5 Chapter 2. Goals and Major Tasks in Adapting Education to the Information Age Section 1. Goals 7 Section 2. Step Necessary for Promoting ICT Use in Education 8 1. Elementary and secondary education 8 2. Adapting research and universities to the information age 12 3. ICT use in lifelong education 13 4. Adapting educational administration to the information age 14 Chapter 3. Development of ICT Utilization Skills at the National Level PART 2. ADAPTING EDUCATION TO THE INFORMATION AGE : PRESENT SITUATION Chapter 1. Statutes, Institutions, and the Enforcement System concerning ICT Use in Education Section 1. Statutes on ICT Use in Education 19 1. Major statutes 19 Section 2. Promotion Strategies and System to Adapt Education to the Information Age 21

2002 Adapting Education to the Information Age PART 2. ADAPTING EDUCATION TO THE INFORMATION AGE : PRESENT SITUATION Chapter 2. Adapting Education to the Information Age in Elementary and Secondary Schools Section 1. Improvement of infrastructure to facilitate ICT use in Education 23 1. Background 23 2. The second stage of the Comprehensive Plan for ICT Use in Education 24 3. Current status of improving information infrastructure in education 24 4. Construction of harmful information filtering systems 24 5. Information & Communication Security for Educational Information System 25 Section 2. Development and Dissemination of Educational Content 26 1. Overview 26 2. Current status of the development and distribution of educational content 26 3. Promotion of the use of educational materials 27 Section 3. Construction and Operation of EDUNET 27 1. History 27 2. Current operations 28 3. Membership 28 Section 4. Education for ICT Utilization and the Construction of Cyber Culture 29 1. Background of education for ICT utilization 29 2. Current situation of education for ICT utilization 30 3. Promotion of sound cyber culture 31 Section 5. ICT Use in School Libraries 31 1. History 31 2. Current operations 32 Section 6. Staff Training for ICT Use in Education 32 1. History 32 2. Contents of ICT use training 33 3. Plans and results of ICT use training 33 4. Cyber training system for teachers 34

Contents PART 2. ADAPTING EDUCATION TO THE INFORMATION AGE : PRESENT SITUATION Chapter 2. Adapting Education to the Information Age in Elementary and Secondary Schools Section 7. ICT Use in Pre-school Education, Special Education, and the Education for Gifted Children 34 1. ICT use in pre-school education 34 2. ICT use in special education 35 3. ICT use in Education for Gifted Children 37 Section 8. Dissemination of Benefits of ICT use 38 1. Goals 38 2. Current situation 39 3. Promotion of ICT use for children from financially disadvantaged families 39 4. Operation of internet classes for parents 40 Chapter 3. ICT Use in Universities, Academies and Research Institutes Section 1. ICT Use in Universities 41 1. General situation 41 2. ICT use in University of Education 41 3. ICT use in teachers colleges 42 4. ICT use in cyber universities 42 Section 2. ICT Use in Academy and Research 43 1. Overview 43 2. ICT use in university libraries 43 3. Current situation of the RISS service 45 Section 3. Operation of KREN 46 1. Current situation 46 2. Next steps 47

PART 2. ADAPTING EDUCATION TO THE INFORMATION AGE : PRESENT SITUATION Chapter 4. ICT Use in Lifelong Education and Vocational Education Section 1. ICT Use in Lifelong Education 49 1. Overview 49 2. Current Situation 49 Section 2. ICT Use in Vocational Education 51 1. Classification of ICT use in vocational education 51 2. Current situation of ICT use in vocational education 51 3. Next steps 53 Section 3. ICT Use among the Public 54 1. Overview 54 2. Current situation 54 Section 4. ICT Use in Education for Overseas Koreans 56 1. Historical overview 56 2. Current status of educational institutions for overseas Koreans 57 3. KOSNET (Korean language study on the internet) 57 Chapter 5. ICT Use in Educational Administration Section 1. Construction of a National Education Information System (NEIS) 59 1. Historical background 59 2. Overview 59 3. Implementation status 60 4. Current situation 62 Section 2. Comprehensive Information Management System in Elementary and Secondary Schools 63 1. Promotion overview 63 2. Promotion history 64

Contents PART 2. ADAPTING EDUCATION TO THE INFORMATION AGE : PRESENT SITUATION Chapter 5. ICT Use in Educational Administration Section 3. Construction and Operation of the Educational Statistics Information System 66 1. Promotion history 66 2. Current situation 67 Section 4. ICT Use in Educational Administration in the Ministry of Education and Human Resources Development 68 1. Construction of an electronic document management system 68 2. Operation of the homepage of the Ministry of Education and Human Resources Development 69 Chapter 6. Development of Indicators to Adapt Education to the Information Age Section 1. Overview 71 Section 2. Current situation 71 1. Development of indicators for the second stage of ICT Use in Education 71 2. Achievements 72 PART 3. FURTHER MEASURES IN ADAPTING EDUCATION TO THE INFORMATION AGE Chapter 1. ICT Use in Elementary and Secondary Schools 77 Chapter 2. ICT Use in Universities and Related Research 81 Chapter 3. ICT Use in Lifelong Education 83 Chapter 4. ICT Use in Educational Administration 85

INDEX TABLE PART 2. ADAPTING EDUCATION TO THE INFORMATION AGE : PRESENT SITUATION Table 2-1. Example of harmful information 25 Table 2-2. Statue of development of educational Content up to 2001 26 Table 2-3. Development of ICT use in special education by the Ministry of Education and Human Resources Development 36 Table 2-4. Annual Plan for ICT use in special education 36 Table 2-5. Budget for ICT use in special education 36 Table 2-6. General situation in university libraries 44 Table 2-7. Current situation of library collection in universities 44 Table 2-8. Current situation of the use of university libraries 44 Table 2-9. Database construction in the university libraries 45 Table 2-10. Current situation of RISS service 46 Table 2-11. Current status of RISS users 46 Table 2-12. Current status of users in Center for Career Development 53 Table 2-13. IT training for the unemployed and workers 55 Table 2-14. Current situation of overseas Korean educational Institutions 57 Table 2-15. Educational indicator of ICT use in elementary and secondary schools 72 PART 3. NEXT STEPS IN ADAPTING EDUCATION TO THE INFORMATION AGE Table 3-1. Example of harmful information 87 FIGURE PART 1. ADAPTING EDUCATION TO THE INFORMATION AGE AND THE DEVELOPMENT OF HUMAN RESOURCES Figure 1-1. Education for ICT literacy and utilization 9 PART 2. ADAPTING EDUCATION TO THE INFORMATION AGE: PRESENT SITUATION Figure 2-1. Goals and Major Tasks to Adapt Education to the Information Age 22 Figure 2-2. Goals and Major Tasks to Adapt Education to the Information Age 29 Figure 2-3. Structure of Central Operation Center 63

Part-1 Part-1 ADAPTING EDUCATION AND THE DEVELOPMENT OF HUMAN RESOURCES TO THE INFORMATION AGE CHAPTER 1. Developing Human Resources in a Knowledge-based Society CHAPTER 2. Goals and Major Tasks in Adapting Education to the Information Age CHAPTER 3. Development of ICT Utilization Skills at the National Level

CHAPTER 1. Developing Human Resources in a Knowledge-based Society SECTION 1. Switching a Paradigm to the Knowledgebased Society The advent of the information society, or the knowledge-based society, has meant various changes in the world. According to the basic plan of national Human Resources development Human, Resources, Knowledge and New Take-off, such changes are divided into three areas. The first is the change in the economic and social environment. This change has accelerated the expansion of the global economic era where the exchange of knowledge and information among countries has increased. Thus, developed countries have focused on the development of high technologies and the production of new machines while developing countries have tended to develop lower technologies and produce ordinary goods. Second, because the cultural and social paradigm has changed, the knowledge-based society demands a switch in paradigm. This will change our way of looking at every aspect of society including cultural and social behavior, life style and ways of thinking. And, third, as a result of these changes, the knowledgebased economy will hire more technology experts and workers possessing innovative knowledge in information communication technology(hereinafter, ICT). A service-focused economy will vary the types of employment and jobs. Moreover, the demand for workers to develop an ability to innovate is increasing and a lifelong education will be required as the average duration of an individual's working life increases. The demand for high quality education is on the increase. From this point of view, the characteristics of a knowledge-based society that we are now facing can be summarized as follows. First, in a knowledgebased society, the inherent right to use information must be recognized. In the past, people who possessed certain information took an active part in society by obtaining the exclusive right to use that information. But, now, we can obtain knowledge and information easily through various information resources, especially through the Internet. Second, a knowledgebased society is founded on ICT. In a society based on ICT, the ability to use ICT means competitiveness and 3

CHAPTER 1. Developing Human Resources in a Knowledge-based Society ensures survival. It also has the ability to open a new era of culture and life style. Third, a knowledge-based society is a society that continuously creates new cultural products. In a knowledge-based society, where one class does not have exclusive control over information, each class creates its own unique culture based on the knowledge and information it possesses. Fourth, the concept of knowledge in the knowledge-based society is different from the one in the past. The knowledgebased society demands active knowledge, alive and dynamic, rather than stagnant. That is, knowledge is not considered to be something made by and obtained from others but something created according to the individual's needs and through trial and error. Such a change in the concept of knowledge differentiates the image of a man in the knowledge-based society from the image of man in industrial society. SECTION 2. The New Image of Man in the Knowledgebased Society One of the important characteristics of the knowledgebased society is the rediscovery of knowledge as a resource and the value of the person who uses it. The following are the images of man suggested by this concept. First, a man must be a producer rather than a consumer of knowledge in the knowledge-based society. Second, a man must possess an open and flexible mind, not hampered by rigid and closed thinking. Third, a man must become an independent agent, not someone who depends on others. Fourth, a man must be a self directed lifelong student. SECTION 3. Developing Human Resources to Lead a Knowledge-based Society The expansion of the knowledge-based society is based on a rapid development of ICT. Because the circulating speed of information has become unthinkably fast, every aspect of society is rapidly evolving. Eventually, this will result in a situation where everybody is continuously studying new things. In other words, it will be difficult for a man in an everchanging society to be overly content with a life based only on his formal education. A man, throughout his lifetime, is able to learn new information, to create knowledge through such learning and to share it. The necessity of doing so will be accelerated by ICT use, and it will at the same time necessitate a more practical and effective lifelong education system. In order to effectively develop national Human Resources, the following plans should be considered regarding ICT use. First, a lifelong education system that effectively utilizes the ICT infrastructure must be developed. Lifelong education includes not only learning simple and rapidly circulating knowledge and information, but also encourages communication among various subjects as required by globalization. The use of networks can aid communication. By improving selfdirected learning potential with extensive communication networks and by creating a system that provides high quality educational content for all and on demand, the development of the necessary Human Resources 4

Part-1 will be achieved. Second, establishing an effective knowledge management system is required. The international competitiveness of a country in the knowledge-based society is referred to as the power of knowledge. However, because most professional knowledge in an industrial society is individual, rather than collective, and internal, rather than external, that knowledge is not shared but possessed by a few individuals. The development of ICT will build an environment in which most knowledge is shared and more knowledge and information is created as the distribution of such knowledge increases. Third, it is necessary to develop an education system that ensures workers possess the required knowledge. In the past, the development of Human Resources focused mainly on the training of a standardized human. But, in the knowledge-based society, unlike in the past society, it is inevitable, due to the new value of knowledge, to produce workers with the power of knowledge. Therefore, it is important for them to have the ability to share and provide creative and productive information. It is also necessary to develop a work force that possesses creativity, computer and information literacy, communication skills, and the ability to cooperate. SECTION 4. Directions of School Education in a Knowledgebased Society Along with resources, capital and labor, knowledge in a knowledge-based society is considered to be a key element of production. Unlike a pre-industrial society that completely separates education from work or the production process, a knowledge-based society accom-plishes total integration of work and education. Now, knowledge is not produced by a small elite class, but by the mass of active workers in the workplace. Under these conditions, the advent of the knowledge-based society requires several changes of approach in education. First, a change of direction based on learning, not on education, is required. Up to this point, the biggest function of school education has been to deliver knowledge accumulated throughout human history. But in the knowledge-based society it is people who deliver and develop the production of knowledge. As long as schools maintain the cramming system of education, it will be difficult to cultivate the new intelligence essential for a successful knowledgebased society. Second, it is necessary to change to an education system focusing on students. The existing industrial society has educated students with different aptitudes and learning styles using standardized textbooks and identical educational methods as though it were producing a large quantity of goods in a factory. However, in a lifelong learning society, the individual student's learning must be the main focus of education. Third, a creative and self-directed education method is required. The new knowledge for the knowledge-based society is living knowledge. Living knowledge must take into account many factors, such 5

CHAPTER 1. Developing Human Resources in a Knowledge-based Society as the subjects, situations and problems that use the knowledge. Living knowledge should be generated by creative and self-directed learning authorities. 6

CHAPTER 2. Goals and Major Tasks in Adapting Education to the Information Age SECTION 1. Goals The goal of adapting education to the information age is to foster a competent person who possesses the professionalism, creativity and problem solving abilities necessary for a knowledgebased society. Continuous learning and training through effective educational methods can achieve such a goal. Beyond the narrow concept of education using technology and activities which teach self directed learning, adapting education to the information age should also include general and systematic activities using ICT necessary for innovating and reforming the education system and establishing the broad basis for Human Resources development. The detailed tasks for fostering a talented person in the knowledge-based society are as follows: First, we must construct an environment where the entire nation can develop ICT utilization skills for a knowledge-based society. Such environment will make it possible for anyone to study any subject anywhere or anytime through cyberspace. Any person over the age of 15 in any region and any class should be capable of using the internet for daily activities or occupational activities, like home shopping, home banking, ecommerce, or employment. Second, to foster creative industrial manpower that can create continuous knowledge and increase its own value, colleges and workplaces should heighten workers' professionalism and develop a system to foster excellent industrial manpower. They must reform the human resources development systems by integrating education, training, qualifications and occupations. In order to support this, competitiveness equal to OECD levels should be guaranteed through the standardized production of academic information and the construction of an effective dissemination system. Third, the entire nation should participate in the promotion and creation of an information culture. To promote and benefit from an information-based culture, everyone should be a cyber citizen in the knowledge-based society. The government should provide support to neglected regions and low- 7

CHAPTER 2. Goals and Major Tasks in Adapting Education to the Information Age income groups, in order to allow equal access to information and thereby reduce the Digital Divide. Fourth, in order to construct a Total Performance Support system in which people can improve education involves a revamping of curricula, the development and dissemination of educational content, staff education, and the creating of infrastructure conducive to ICT. results through learning and working, the government will improve the effectiveness of ICT A. Support for curriculum use in education through accurate evaluation. The Government must pursue legal and organizational reform, raise the standard of educational infrastructure to OECD levels, and enhance the transparency and productivity of administration through a cyber education administration system. These tasks aim to build a strong knowledgebased country by fostering citizens who can effectively utilize knowledge and information and by constructing a social environment that can create and spread the new values. Since most of Korean education system is dependent on curriculum, ICT use in the curriculum is important to adapt the curriculum to the information age. Current ICT education is divided into two forms, literacy and utilization, but it must eventually be unified. By increasing the ICT utilization skills of students, ICT education in the curriculum can enhance the competitiveness of the country through the production of creative knowledge and the training of a competent people. [Figure 1-1] describes the SECTION 2. Steps Necessary for Promoting ICT Use in Education education for ICT literacy and utilization suggested by the Ministry of Education & Human Resources Development [KERIS, 2000] Education for ICT literacy has been undertaken to provide equal access to information and to Our tasks for adapting education to the information age are being carried out in four closely interrelated areas: elementary and secondary education, research and universities, lifelong education and educational administration. 1. Elementary and secondary education ICT education in elementary and secondary reduce the information gap within public education. Unlike in the past when ICT-related classes were elective subjects in secondary school and no other ICT education was available, since 2001 the government has required mandatory ICT education for elementary school students from first grade to sixth grade. Furthermore, in every subject, more than 10% of classroom activities are supposed to make use of ICT and education in ICT utilization should not be 8

Part-1 ICT Education Education for ICT Iiteracy Technical manual about ICT Instrumental utilization about ICT Education for ICT utilization Integration of curriculum(with ICT) Educational utilization of ICT Literacy Utilization Curriculum Maximization of teaching-learning plan Figure 1-1 Education for ICT literacy and utilization considered a special subject or a technical education. Education for ICT utilization is designed to establish a cooperative learning environment, rather than lecture oriented learning. That is, students as a group search for various types of information over the internet, and actively produce and share the outcomes of learning by utilizing the information they have found. Also, ICT utilization provides multimedia content and presentation materials as auxiliary educational instruments that help students learn various subjects in their classes. B. Development and dissemination of educational content Educational content plays an important role in reforming various educational activities and methods. KERIS has actively participated in developing and disseminating educational content. There are several ways KERIS disseminates education content, including the development of multimedia educational materials; ICT teaching software and ICT teaching learning plans; the dissemination of educational software developed by the private sector; the operation of model schools using ICT; and the support for ICT curriculum research institutes. Under the plan to construct an education information sharing system, the developed materials will be jointly utilized in 9

CHAPTER 2. Goals and Major Tasks in Adapting Education to the Information Age the whole country. The tasks for each plan are as follows: The development of new multimedia educational materials began with the adoption of new textbooks in accordance with the Seventh School Curriculum. It focused on developing a common basic textbook (10 textbooks for 10 grades). Multimedia educational materials have been under development since 2000 and were activated on EDUNET (http://www. edunet.net) in May 2001. As of June 2002, the material has been developed for all grades of elementary school, the first grade of middle school and Korean, Ethics, and History classes of the second grade of middle school and the first grade of high school. Through 2003, this plan will continue to develop 129 kinds and 207 volumes of books (government designated textbooks 97 kinds and 171 volumes; authorized books 32 kinds and 36 volumes). The teaching learning plan using ICT is a plan to develop and distribute current teaching plans and materials by using multimedia educational materials. A development guide and a service system for these materials have been constructed by KERIS and the model schools have been refining their content since 2001. The Ministry of Education and Human Resources Development has designed various types of materials so that teachers can choose, revise or supplement appropriate materials on their own for their particular classroom. The teaching software development plan is a plan to develop the software and other supporting teaching materials necessary to support class activities using ICT. Each of the sixteen Offices of Education in cities or provinces was in charge of developing a particular subject of this software. KERIS has constructed its development guide and service system and has been distributing them through EDUNET. This software, which is suitable for classroom use, is designed to meet the demands of specific school levels, grades or curriculum. As of May 2002, a total of 3,616 software applications have been developed. The educational software development plan is a plan to develop computer assisting program and self-study materials to facilitate a self-directed learning environment in which elementary and secondary school students can study independently. KERIS has distributed the curriculum through electronic textbooks since 1997 and is currently revising or supplementing material according to new curricula. This material makes it possible for students to pursue more in-depth study or to supplement class material through the Internet. The dissemination plan for educational software developed by the private sector seeks to improve both teaching methods and the growth of the software industry by disseminating such educational software. The Ministry of Education and Human Resources Development and the Offices of Education in cities and provinces have operated the Authentication of Educational Software program to help consumers identify reli-able educational software, and have subsidized schools in purchasing 10

Part-1 approved software. KERIS has been authenticating education software since 1998. Every year it has designated about 100 soft-ware programs as Acceptable by conferring the authentication mark which is printed on the final product for sale. The operation of model schools using ICT is a plan to apply a teaching learning model using ICT and to develop and disseminate a teachinglearning plan using ICT. There are 16 model schools selected by the Ministry of Education and Human Resources Development and 21 model schools selected by the Offices of Education in cities and provinces. The results of the operation of model schools will be stored in an educational information database for ICT use and will be available to teachers as useful educational content through EDUNET. The construction of an educational information network includes a plan to share, through meta data, educational content among Offices of Education in cities and provinces, training institutes and schools, and thus to promote education using ICT. In cooperation, KERIS and the Offices of Education constructed the educational information network that simplifies searching for and utilizing educational content. Using this network, users are able to get the information quickly and easily because the original materials remain in educational institutions such as schools or Offices of Educations while meta data exists on an information network such as EDUNET. Since June 2002, the EDUNET network has been available nationally. C. Staff education for ICT utilization The quality of school education is closely related to teachers' ability to utilize ICT because teachers affect education. The quality and content of education varies according to what perceptions teachers have and what strategies they employ. Therefore, staff education must be a priority if we wish to effectively educate using ICT. Every year, over 33% of all teachers take ICT training and all teachers take ICT training every three years. Staff education for ICT utilization includes ICT training, the support for developing curriculum using ICT, ICT utilization contests, an information ability evaluation program, and a cyber training system. D. Construction of information infrastructure in education The construction of information infrastructure is a plan to construct a new infrastructure for new policies and to revise existing plans by reforming the educational environment. The term of this plan has been extended to 2002 because of the economic crisis at the end of 1997. But the first stage of the construction of ICT infrastructure was completed in 2000, thanks to the support of the President who realized the importance of adapting education to the information age. Upon the plan's completion, 10,000 schools nationwide had at least one computer lab and 220,000 classrooms had installed PCs, a visual presenter, and/or an OHP and screen. 11

CHAPTER 2. Goals and Major Tasks in Adapting Education to the Information Age With this equipment, teachers have been able to utilize the internet and multimedia teaching and learning materials in class. PCs have also been distributed to 340,000 teaching staff member, to help with preparation and administrative duties. Through the internet, every school is interconnected and both domestic and foreign educational information is available to all schools. 2. Adapting research and universities to the information age A professional who can lead social innovation by producing and using high quality knowledge will become the main actor in the 21st century knowledge-based society and economy. A person with high cultural literacy will also lead culturebased industries, an important field in the age of globalization. From this point of view, adapting research and universities to the information age is the most important element in determining the future of the country. the construction of high-tech classrooms, the reform of the internet network, the construction of intranet within campuses, cyber libraries, and ICT training for students and staff. Beginning with a two-year temporary project that provided ICT facilities to education institutions producing secondary school teachers, the plan for ICT use in universities of education was mainly interested in national universities of education. Thus, the basic ICT facilities, such as multimedia labs or computer labs, are inferior in the 21 private universities of education, compared to 13 national universities of education by 55%. Support for ICT in private universities of education is therefore essential. The rules concerning the establishment of a cyber university are prescribed in Article 22, Section 3 of the Lifelong Education Act and Sections 29 and 31 of its Enforcement Decree. A total of 15 cyber universities six in 2000 and nine in 2001 were founded, and in 2002 eleven institutions have applied for authorization to be established. The cyber university as a means of lifelong education and self-learning will continue A. Adapting universities to the information age to develop and supplement the role of the traditional university. As cyber education is only beginning in Korea, Teachers' colleges train the prospective teachers to teach the elementary school students who will eventually lead our knowledge-based society. Since the 1990's, teachers' colleges have promoted ICT use in universities and have constructed an infrastructure conducive to ICT. They also pursued we must consider some issues in its development. Although it is a higher education institute that confers a degree on students like a university approved under the Higher Education Act, a cyber university is governed by the Lifelong Education Act and is different from traditional universities in 12

Part-1 terms of tax benefits and service to staff and students. Taking the quality of education into consideration, the Ministry of Education and Human Resources Development has limited the number of students in cyber universities. Some people have objected to such a limitation and claimed it was contrary to the cyber university's nature of openness. Although the Ministry has allowed nine universities to increase the number of students by more than 100%, the staff in charge of lectures or teaching is still limited in cyber universities, and thus we need to develop a more appropriate system for regulating cyber universities. operates the Research Information Service System (RISS). As of March 2002, 318 libraries have subscribed to RISS, which, at that time, possessed 5,800,000 bibliography datum and 24,000,000 collection datum. As of June 2002, 272 institutions had joined the loan service for information and were actively using the service. The online database of doctoral dissertations and master theses has been available to 37 universities and is opening to others. However, the construction of a systematic management system for copyrights is prerequisite for effective digitalization and smooth online content distribution. B. Adapting research to the information age The university library is the central organ of a university that supports academic and research activities. University libraries have become an essential resource in the production of new knowledge and high quality Human Resources. Accordingly, their importance and necessity is being increasingly recognized. This recognition is observed through the construction of digital libraries beginning in 2000, several policy debates that have dealt with the issue of libraries, and the 2002 project for ICT use in elementary and secondary school libraries and university libraries by the Ministry of Education and Human Resources Development. For the purpose of sharing academic information among university libraries, KERIS 3. ICT use in lifelong education A comprehensive information system for lifelong education has been constructed and operated by a lifelong education center established under the Lifelong Education Act. This system aims to collect and provide information on lifelong education to people and to construct the network, vertically and horizontally, between central or provincial lifelong education centers and other lifelong education facilities. Through this system, people can get necessary information with the least effort and the government can eliminate double investment. Developing a comprehensive information system under which anyone can receive lifelong education anytime and anywhere using ICT is necessary to standardize and integrate widely scattered educational resources and thus to construct a single utilization 13

CHAPTER 2. Goals and Major Tasks in Adapting Education to the Information Age system. Furthermore, in order to develop and provide high quality lifelong education content, we must construct vertical and horizontal networks among lifelong education institutions and facilities. For this integrated system, current lifelong education information includes information about programs, lifelong education institutions, staff or teachers and learning content. As the integrated system expands, synergy effects will improve information access. 4. Adapting educational administration to the information age information. The central role of the National Education Information System is to develop the system to handle administrative duties by connecting schools with educational administration institutions. However, the projects that support the operation of the system also play very important roles, such as the collection and input of existing information, the construction of hardware and/or operating environment, the reform of relevant statutes and forms, training of system users and operators, certification of users, the supply of workers and an organizational structure for operating the system. Adapting educational administration to the information age is essential to a knowledge-based society. Currently, those working in the field are using a National Education Information System to B. Computerization of educational administration in the Ministry of Education and Human Resources Development establish an advanced working environment for educational administration. The computerization of educational administration within the Ministry of Education and Human A. National Education Information System Resources Development aims to improve the efficiency of educational administration, share The goal of adapting educational administration to the information age is to construct an electronic system to connect, through the internet, all educational administration services of schools and other educational institutions and offices. This project aims to improve the quality of education by reducing the workload of staff, allowing students information through an electronic network and provide education information services. Its main tasks include an electronic document processing system to share documents with educational institutions and affiliated institutions, and the operation of a homepage to administrate civil affairs. and parents access to student information, and increasing the productivity of educational administration institu-tions through sharing 14

CHAPTER 3. Development of ICT Utilization Skills at the National Level since 1998, each branch of the government has promoted projects aimed at the general public for adapting the nation to the information age. According to each branch's special goals, such projects targeted housewives, the elderly, city or provincial residents, or farmers and fishermen. However, current progress is lagging due to a lack of curriculum and standardized criteria for developing ICT utilization skills at the national level. Moreover, teaching learning materials using ICT have not yet been developed, and without the means and a measurement system to evaluate the effect of ICT utilization education, we will not be able to evaluate our progress. Next, for staff, the Ministry has been providing ICT training for 33% of all staff from 2001 to 2003, and the Offices of Education in cities or provinces have started the Information Ability Evaluation Program. Again, due to the lack of governmental criteria for ICT utilization skills, curriculum, teachinglearning methods and evaluation of staff, staff ICT utilization skills are developed differently in different cities or provinces. Lastly, for students, the Ministry has introduced the Information Literacy Certification Program for high school students, but the program has been fruitless because it lacks both admini strative and institutional support. According to An operational guide for ICT education in elementary and secondary school students a guide designated to strengthen ICT education under the Seventh School Curriculum, the Ministry has been enforcing one hour per week of ICT education for elementary school students, from the first to the sixth grade. As one of 10 projects to pursue the Second Stage Comprehensive Plan for Developing ICT Use in Education, in 2001, the Ministry has started the implementation plan for developing public ICT use to set goals for promoting ICT use among the public, staff, and students. This goal aims to develop and provide ICT Skill Standards for All (ISSA), its curriculum, evaluation 15

CHAPTER 3. Developing of ICT Utilization Skills at the National Level methods and teaching learning methods so that people can be equipped with ICT literacy and utilization skills. Now, by developing ISSA and its curriculum, the Ministry is planning to set national standards, furnish evaluation methods and systems for ICT utilization skills of the people, and develop high quality teaching learning methods and materials for the promotion of ICT utilization skills on a national level. Through these plans, staff will provide highquality education and produce high-quality Human Resources by using ICT, and students will become creative and self-directed learners by using varied and abundant information. Moreover, people can learn without location or scheduling limitations through cyber space, and engage in daily activities over the internet. In 2001 the Ministry developed the national ISSA and its curriculum, and in 2002 is planning to standardize the ISSA and introduce its curriculum to the public. 16

Part-2 Part-2 ADAPTING EDUCATION TO THE INFORMATION AGE : PRESENT SITUATION CHAPTER 1. Statutes, Institutions, and the Enforcement System concerning ICT Use in Education CHAPTER 2. Adapting Education to the Information Age in Elementary and Secondary Schools CHAPTER 3. ICT Use in Universities, Academies and Research Institutes CHAPTER 4. ICT Use in Lifelong Education and Vocational Education CHAPTER 5. ICT Use in Educational Administration CHAPTER 6. Development of Indicators to Adapt Education to the Information Age

CHAPTER 1. Statutes, Institutions, and the Enforcement System concerning ICT Use in Education SECTION 1. 1. Major statutes Statutes on ICT Use in Education A. The lifelong education act This Lifelong Education Act prescribes the establishment of a national lifelong education center, local lifelong education information centers in cities or provinces, and lifelong learning centers that are acting as research, training and information centers for ICT use in lifelong education. Under the Act, the system linking lifelong education institutions and the information network for lifelong education have been lawfully constructed for the purpose of providing various opportunities and speedy information transfer concerning lifelong education. The Act stipulates not only relevant rules for cyber lifelong education using high-tech ICT and computer networks but also identifies the institutions that can be a founder of a cyber lifelong education university and confer bachelor's degrees. B. Framework act on informatization promotion The Framework Act promotes informatization through the increase of private investment and fair competition in information markets; the establishment of a system corresponding to a rapid-changing environment; free access to ICT structure; the supply of service on condition that no regional or economic discrimination be allowed; the protection of privacy, copyrights and other information materials; and the promotion of international cooperation. The Act also includes various projects a basic action plan for informatization promotion; the establishment and operation of the Informatization Promotion Committee; the promotion of public informatization; the dissemination of information culture, the establishment of sound ICT ethics; the promotion of a public information system; regular notification on the information protection system; the administration of the information system; the development of ICT 19

CHAPTER 1. Statutes, Institutions, and the Enforcement System concerning ICT Use in Education technologies; the promotion of ICT standardization; the training of ICT human resources; the construction of an ICT industry complex; the construction of a super-speed information and communication network; and the operation and utilization of information and communication networks. C. The act on the management of knowledge information resources This Act seeks to increase national competitiveness and contribute to the national economy by prescribing basic guiding principles on the management and use of knowledge and information resources and planning the continuing use of knowledge information resources. This Act provides legal mechanisms for managing information resources which include the selection, collection, utilization, standardization, and evaluation of information resources. The management areas under the Act are divided by category into religion, culture, history, politics and foreign affairs, industry and economy, law, geography, welfare, labor, science and technology, and education and research. Among these, information resources in four categories science and technology, education and research, culture, and history are to be kept in a digital database. D. The copyright act The Copyright Act describes the rights of authors, the rights neighboring on them, rights of publication, copyright management services, special provisions concerning cinematographic works, the deliberation process on copyrights, resolution of disputes, redress for infringement of rights, and penal provisions. While it is preferable that the original copies of a thesis or dissertation presented by universities and research institutes should be digitalized in order to be available directly to academic researchers, the problem with copyrights remains unsolved. Pursuant to Article 28, Section 1 of the Enforcement Decree on the Copyright Act which was amended in July 2001, it shall be permissible to reproduce a work included in materials held by libraries as prescribed by the Library and Book Reading Promotion Act and other facilities described in the Presidential Decree which provide books, documents, records and other materials to the public. Only the National Library, KERIS, Korea Advance Institute of Science and Technology (KAIST), Korea Institution of Science and Technology (KIST), and Korea Research and Development Information Center (KIDIC) are allowed to participate in a digitalization project. Digitalized materials are available as readonly, and information service institutions are obliged to install devices which prevent illegal reproduction and use. E. The Act on solutions for the digital divide This Act purports to increase quality of life and ensure a balanced development of the economy by guaranteeing free access and use of information networks to people who have difficulties in access due 20

Part-2 to their economic, regional, physical or social barriers. It also describes the national and local governments' responsibility for narrowing the information gap. Pursuant to Article 8 of the Framework Act on Information Promotion, a committee on decreasing the information gap was established under the Informatization Support Division of the Ministry of Information and Communication. SECTION 2. Promotion Strategies and System to Adapt Education to the Information Age The strategies for the promotion of ICT Use in Education are as follows: - The Ministry of Education and Human Resources Development launched the Ministerial Commission for Human Resources Development, and through this Commission manages and coordinates projects involving educational reform and Human Resources. - Relevant institutions and organizations establish and implement basic plans, mobilize and allocate resources, and provide administrative and financial support for the promotion of ICT use in education. - Local governments establish specific plans and undertake their implementation, mobilize and allocate resources, and manage education and training services. - Educational institutions at every level develop ICT-based teaching-learning methods, share and utilize science and knowledge information, and promote ICT use among the people. - Industries participate in and support ICT projects, R&D, development of technology and information. With the consultation of the International Information Subcommittee under the Ministry of Education and Human Resources Development, major information policies and policies on ICT use in education are determined by the Presidential Commission on Education and Human Resources Policy, which is responsible directly to the President, the Information Strategy Meeting, and the Korea Informatization Promotion Committee chaired by the Prime Minister. Further, as shown in Figure 2-1, the Second Stage Comprehensive Plan for Developing ICT Use in Education proposes ICT use in all areas of education, government, and industry. 21

CHAPTER 1. Statutes, Institutions, and the Enforcement System concerning ICT Use in Education Presidential Commission on Education and Human Resources Policy President Information Strategy Committee Prime Minister Information Promotion Committee Ministerial Commission for Human Resources Development Ministry of Education and Human Resources Development Informatization Enforcement Subcommittee Related Institutions City and Provincial Office of Education Local Government Vocational Training Institution Early Childhood, Special, and Gifted Child Education Elementary and Secondary Education Higher Education Institution Lifelong Education Institution IT Industry e-community KERIS Community Information Center Liftelong Education Higher Education KRIVET Museum KEDI Library KICE Figure 2-1 Promotion System of ICT Use in Education 22

CHAPTER 2. Adapting Education to the Information Age in Elementary and Secondary Schools SECTION 1. 1. Background Improvement of infrastructure to facilitate ICT use in Education The construction of an infrastructure to facilitate ICT use began in 1997 and has been essential in creating the foundations of the information society and the enhancement of the nation's ICT literacy. It began as the Three Year Plan for the Construction of ICT Infrastructure (1997-99), but was revised under the Comprehensive Plan for ICT Use in Elementary and Secondary Schools (1998-2002) in 1998. This comprehensive plan was again modified in 1999. The latest policy, currently in effect, is the Five-Year Plan for Education Development (1999-2003). Moreover, on January 3, 2000, President Kim Dae Jung, in his New Year's Message for 2000, proclaimed his goal to complete the Comprehensive Plan for ICT Use in Education by the end of 2000 and ordered the early construction of infrastructure to facilitate ICT use in education in preparation for the 21st century knowledge-based society and in accordance with the Seventh School Curriculum. Thereupon, on April 24, 2000, the Ministry of Education and Human Resources Development launched a New Budget for the Comprehensive Plan for ICT use in Education, related to the Presidential New Year's Message. With the cooperation of the Ministry of Planning and Budget and the Ministry of Information and Communication, the Ministry has completed the Comprehensive Plan in spite of a lack of time and money. Thanks to the early completion of the infrastructure for ICT use in education, every elementary and secondary school in the country has installed a LAN and is connected to the internet the first time this has been done on a national scale anywhere in the world. More than 13,000 computer labs are now in use by teachers and students in these schools. Each of the 222,000 classrooms has PCs and multimedia equipment installed. PCs have also been distributed to each of 340,000 teaching staff member. Thus, every elementary and secondary school teacher will be able to exploit the internet for teaching-learning resources 23

CHAPTER 2. Adapting Education to the Information Age in Elementary and Secondary Schools and this will help students develop their self-directed and explorative learning abilities. 2. The second stage of the comprehensive plan for ICT use in education Upon completion of the first stage of the Comprehensive Plan for ICT Use in Education, all elementary and secondary schools are now furnished with in-campus networks, an internet connection and computer labs, and are ready for ICT use in education. But, to improve the ICT infrastructure to the levels of the advanced OECD countries, we must increase the number of PCs, replace old PCs, raise Internet communication speeds and install other labs and equipment. We must reduce the student PC ratio to five students per PC and raise internet communication speeds to at least 2Mbps. The accomplishment of these tasks requires more resource input and institutional collaboration not only between govern-mental organizations but also between the public and the private sector. We must also make sure that resources remain available in order to improve the infrastructure and maintain existing ICT instruments. 3. Current status of improving information infrastructure in education The basic infrastructure for ICT use in education was constructed after the completion of the first stage of the Comprehensive Plan for ICT use in Education. The next step is to increase teachers' ICT literacy, develop new educational curriculum using ICT, and produce new educational content using ICT. We must also understand that continuous maintenance and repair of ICT equipments is necessary to become "the best country in computer utilization," along with a high level of infrastructure for ICT use in education. The Ministry of Education and Human Resources Development amended the enforcement rules to subsidize local educational finance by changing from a method of computing using cost coefficients to a method estimating actual expenses and secured a budget of 450 billion won in 2001 and 300 billion won in 2002, some of which are to be allocated for the construction of higher quality infrastructure. 4. Construction of harmful information filtering systems While popular use of the internet has resulted in a positive change in educational methods using ICT and the development of the ICT industry, it has also increased the circulation of harmful information. Since one characteristic of the internet is that it guarantees the anonymity of users, and unlimited access to all types of information, youth are being exposed to harmful information. Harmful information means information violating the law, ethics, or social norms. Examples are in <Table 2-1>. 24

Part-2 <Table 2-1> Examples of harmful information Examples Pornography Details To produce and circulate photographs, pictures, books, video and animation depicting sexual activities using multimedia technology Violent materials To smear a person's name or character through aggressive and destructive images, games, language, killing and abuse. Violation of IP rights Illegal dissemination of software and multimedia content. Defamation Cyber Sex To harm a person's reputation by spreading falsehoods or undisclosed truth To seek indecent conversation, prostitution or a sex partner Cyber Gambling Cyber gambling through the Internet, the outflow of foreign currency when using foreign gambling websites, and the increase of gambling spirits. Fraud Stalking Illegal Sale Untruthful advertising, campaigns, or tricks abusing the Internet Continuous unwanted touch or contact, threats, or use of abusive words Online sale of unlawful items or of items prohibited to be sold online * Source : National Computerization Agency (Feb. 2001). 2001 Korean Internet White Paper. 5. Information & communication security for educational information system The Information & Communication Security for Educational Information System indicates all the means and methods to eliminate the weaknesses of the Education Information System and protect the System from inside and outside attack. The Education Information System includes computers installed in elementary and secondary schools, and the data Since early 2000, the exchange and dissemination of information in classes using the internet, educational administration using ICT and the exchange of e-mails have been universalized through the construction of networks in elementary and secondary schools. However, schools have often simultaneously suffered damage directly from viruses or hacking, or have indirectly caused harm to other institutions. It is urgent that we realize the need for reinforcing the security of information systems. recorded in those computers, and LANs. 25

CHAPTER 2. Adapting Education to the Information Age in Elementary and Secondary Schools SECTION 2. 1. Overview Development and Dissemination of Educational Content As ICT use in education expands, various digital educational contents will be developed, disseminated and shared. The main forms of educational content include the following: multimedia educational materials with images and sounds; teaching-learning plans which use ICT by combining a teaching plan with learning activities; teaching software using ICT for a lecture; educational software contests; and software developed by the private sector. Within the system for disseminating and sharing various digital contents, the schools have arranged learner-centered classes and have sought better educational outcomes. 2. Current status of the development and distribution of educational content Until present, public institutions have developed 6,454 items of educational content and the private sector has developed 3,724 items. Among the materials produced by public institutions, there are 102 items defined as multimedia educational material, 95 as teaching-learning plans using ICT, 3,386 as < Table 2-2> Status of development of educational content (up to 2001) (Unit : item) Form 88-99 2000 2001 Total Multimedia educational materials teaching learning plans using ICT teaching software using ICT - joint development by Offices of Education - separate development by Offices of Education - KERIS - Educational software Contests Learning materials using ICT - Software for individual study - Software for learning by subject - Educational software Contests Software developed by private sector - Agreement on the authentic software use - Authentication of educational software - Educational Software Exhibitions Total 58 44 102 95 95 2,070 468 848 3,386 684 76 760 1,163 193 299 1,655 12 12 233 275 461 959 2,308 326 237 2,871 37 10 47 218 51 31 300 2,053 275 196 2,524 1,319 1,206 1,199 3,724 113 104 217 217 138 118 473 1,102 955 977 3,034 5,697 2,058 2,423 10,178 26

Part-2 teaching software, and 2,871 as learning materials. To promote the use of educational materials by the private sector, there are 217 items under the Agreement on Authentic Software Use, 473 items consumers get reliable information on educational software and to guide software developers by providing direction for software development and improvement. with Authentication Certificate and 3,034 items entered in software exhibitions(see <Table 2-2>). C. Committee for Authentic Software Use 3. Promotion of the use of educational materials A. Educational Software Contest The Committee for Authentic Software Use was formed in 1999 to drive out the use of illegal software and to promote the use of authenticated software in elementary and secondary schools. Using authentic software is essential for copyright protection and Educational software contests have been held since promotes an ethical information culture in our society. 1992 to encourage the development of educational software and to enhance teachers' interest in ICT use. KERIS manages this national contest under the D. Educational software exhibitions and seminar auspices of the Ministry of Education and Human Resources Development. The Offices of Education in cities and provinces hold preliminary contests in their districts and the contest is open to prospective teachers and students studying education in college or university. Since 1998, educational software exhibitions have been held to show new educational software to teachers and to allow software developers to advertise their products. The 5th Educational Software Fair in 2002 toured through 4 major cities Seoul, Gwangju, B. Authentication of Educational Software Daegu, and Busan from March 14, 2002 to April 6, 2002 and about 425,000 people visited the exhibitions. As hundreds of educational software programs are produced every year and the quality of these programs varies, it is not easy for teachers, students, or parents to evaluate their quality. They cannot try a large number of programs, nor can they choose appropriate ones by depending on advertising. To address this SECTION 3. 1. History Construction and Operation of EDUNET situation, KERIS has been authenticating educational software since August 1998 to help software EDUNET is an integrated service network for educational information developed by KERIS, in 27

CHAPTER 2. Adapting Education to the Information Age in Elementary and Secondary Schools order to meet the information demands of teachers, students, and parents through PC communication. It was established with several goals in mind: to actively prepare for the rapidly changing information society; to enhance global competitiveness in education; to construct a foundation for open and lifelong education; and to provide an effective communication service for educational information. The basic plan for EDUNET was prepared by the Promotion Subcommittee on ICT Use in Education in April 1996. EDUNET started its service in September 1996 and the Korean Educational Development Institute was initially charged with its operation. 2. Current operations A. Operational goals EDUNET provides the information channel through which every education consumer can retrieve the information he or she needs in the knowledge-based information society. EDUNET aims to promote the achievement of the following goals: - To provide an effective educational information network by integrating disparate educational information; - To construct the foundation for cyber education; - To construct an educational information database for ICT use; and - To promote the utilization of the internet for effective educational services. B. Technical specifications of EDUNET EDUNET operates with more than 50 servers, including three web servers, nine mail servers, eleven user-connection servers, nineteen database and contents servers, and seven community servers. Each server has a different function according to service type. C. Current status of EDUNET service Since the EDUNET began service in 1996, it has provided a comprehensive information service by distributing teaching-learning materials, teaching plans and learning activities. As of April 2002, the total number of EDUNET subscribers reached over 5.1 million. EDUNET has grown with the changing information demands of its members, the development of ICT and changes to the educational environment. 3. Membership The membership of EDUNET has shown an average annual growth rate of 160% since 1996. The number of individual subscribers in December of 1996 was 40,000. It grew to 190,000 in 1997, 570,000 in 1998, 1,530,000 in 1999, 2,630,000 in 2000, 4,820,000 in 2001 and over 5,000,000 in April of 2002. Almost every teacher in the country is a subscriber and there are 3,580,000 student subscribers, 46% of whom are elementary and secondary school students. 28

Part-2 SECTION 4. Education for ICT Utilization and the Construction of Cyber Culture methods to the methods of improving ICT utilization skills and problem-solving abilities. Following this trend, systematic education for ICT utilization is necessary so that students, by using ICT, 1. Background of education for ICT utilization A knowledge-based society demands that people cultivate their problem solving abilities and broaden their professional knowledge areas by using ICT. Such social change follows change in the education system. Schools are expected to change their educational methods, from memorization-focused can solve problems in schools and in their daily lives (See [Figure 2-2]). Therefore, national policies are to be set to meet this need, and based on of these policies the ICT curriculum has shifted from ICT literacy to ICT utilization. Education for ICT utilization has emphasized the educational effectiveness of ICT utilization as well as the promotion of the creativity and self-direction of students. Teachers need to use ICT in every subject and students need to learn ICT utilization skills. Introduction of a new teaching learning system Stressing the importance of development Human Resources who will lead new changs Raising the priority of using infrastructure to adapt education to the information age Demanding a change in paradigm in every aspect of society through ICT development Completing the Information infrrastructure in education according to President s New Year s Message in 2000 Figure 2-2 Background of education for ICT utilization * Source : Ministry of Education and Human Resources Development, May 2001. 29

CHAPTER 2. Adapting Education to the Information Age in Elementary and Secondary Schools 2. Current situation of education for ICT utilization A. Emphasis on education for ICT utilization in the curriculum material are to be developed annually. These are to be compatible with 58 textbooks among 38 kinds of the first-class textbooks used in the spring semester of 2001. According to the Seventh School Curriculum, the development of new multimedia educational materials will continue and approximately 70,000 As the construction of infrastructure for ICT use in materials will be produced by the end of 2003. education is completed, the educational trend will move toward utilization-based education accompanied by an educational curriculum from knowledge-based B. Emphasis on teachers' ICT utilization skills education stressing the understanding of ICT itself. In class, there are a variety of ways of communicating using ICT: web browsers, information retrieval engines (search engines), online chatting, teleconferencing, message transmission instruments, e-mail, and electronic bulletin boards. These various communication methods are used for dialogue and information exchange among teachers, among students, between teachers and students, or between teachers or educational administrators and parents. With regards to information analysis and information production, there are several types of software including word processors, presentation software, authoring tools, Effective ICT utilization depends heavily on teachers as they prepare their classes and lead students in ICT utilization. For this reason, the government has continued to adopt various measures for the promotion of ICT utilization skills, and the detailed status of teachers' training for ICT utilization will be discussed in the Section 6 of Chapter 2. One third of teachers (113,000 teachers) have received the training every year since 2001. The training is also extended to school principals so that they will understand the importance of education for ICT utilization. spreadsheets, and database software. For a presentation of what has been learned, students can C. Information Literacy Certification use multimedia production and editing software, such as graphics, audio, or live images. To improve effective education in ICT utilization, it must be easy for teachers to utilize a variety of multimedia educational materials in their classes. In accordance with the Seventh School Curriculum, a total of 18,500 items of multimedia educational The Information Literacy Certification Program was introduced in 1999 as a way of enhancing the general information literacy of the people and is applied to high school students. A student can get certification by attending two or more regular high school courses on information utilization. This 30

Part-2 certificate, which can be used as hiring criteria, can demonstrate students' ability to adjust to the knowledge-based society. 3. Promotion of sound cyber culture Today, cyber space is a very important part of the lives of students because it satisfies their desires. If a student cannot fulfill his/her desire in reality, she may fall into cyber space and attempt to satisfy the basic desires sex, reality experience, accomplishment and control, relationships, self realization and selftranscendence. Thus, before we set the policy guidelines for the promotion of sound cyber culture, it is important to understand why students bury themselves in cyber space. From 2001, the government, the Offices of Education in cities and provinces, and civil society organizations have been actively making efforts to promote sound cyber culture among the youth. In April 2001, the Youth Protection Committee started the Comprehensive Measures for Promoting Youth Cyber Culture. According to these Comprehensive Measures, the Committee suggests the following as the principles for policy making regarding the issue: the promotion of cyber culture ethics based on respect, responsibility, justice and the ban on negative actions to create safe and sound cyber culture. As for the implementation measures, it recommends the reinforcement of media education, active self-regulation, the rearrangement of rules and institutions, and the development of devices which can monitor online activity. The Korea Information Society Development Institute (KISDI) announced a basic plan for the construction of sound cyber space in April 2002, aiming to construct self regulating cyber ethics and protect users' rights. With this plan, government policy as a protective or regulating measure seems to have changed into a fostering measure in order to improve the quality of ICT use. SECTION 5. ICT Use in School Libraries 1. History In reforming the education system in response to the new knowledge-based society, nations usually include a plan for the development of school libraries. UNESCO recognized the school library as a core facility of teaching and learning, and in 1998, along with the International Federation of Library Associations and Institutions (IFLA), adopted the UNESCO/IFLA School Library Manifesto. The Manifesto recommends that each government furnish specific legislation and policies concerning general matters of school libraries, such as its principles, goals, staffs, budget, operation and management. In Korea, the library in elementary and secondary schools has not served its original function very well because of the heavy emphasis on college entrance examinations in schools, but it has begun to change its focus since the Seventh School Curriculum was inaugurated. The Korean government launched the Comprehensive Promotion Plan for ICT Use in Libraries 31

CHAPTER 2. Adapting Education to the Information Age in Elementary and Secondary Schools in March 2000. According to this plan, the government installed model digital data rooms in school libraries with full-time librarians from 2001 to 2002; and in 2003 will expand digital data rooms after reviewing results from model rooms. In 2001, 96 elementary and secondary schools were selected to install digital data rooms and one Office of Education was selected to manage the Digital Data Room Support Center. servers or other equipment. Based on applications by cities or provincial Offices of Education, KERIS decides which Office is appropriate for the establishment of the Digital Data Support Center. SECTION 6. 1. History Staff Training for ICT Use in Education 2. Current status of ICT use in school libraries A. Installation of Model Digital Data Rooms In 2002, digital data rooms were installed in 123 schools, 119 of which were city or provincial schools and 4 of which were national schools. Each school received the funds amounting to 42 million won. In city or provincial schools, half of the funds were generated from the Information Society Promotion Fund and the other half from the local government. For national schools, the Information Society Promotion Fund provided the full amount. B. Establishment of Digital Data Support Centers In 2002, the Digital Data Support Center was installed in a selected Office of Education. The total budget is 800 million won, half of which is generated from the National treasury for the development of software and the other half from the local government for the purchase of Teacher training for ICT use is divided into the training of prospective teachers and the training of inservice teachers. The ICT training of prospective teachers is carried out by the departments of computer science and other subjects in the universities of education and teachers' colleges. Computer education provided by the departments of computer science tends to focus on computer literacy. Students enrolled in a university of education get six credits from general courses related to computer literacy and 20 credits from advanced courses that they select. The computer courses provided by other departments stress the use of computers, especially the improvement of teachinglearning methods using computers. The training of in service teachers consists of training for additional qualifications and professional job training. Training for qualifications is provided to secondary school teachers teaching computer science as a part of their first-class or second-class teacher training qualifications and for teachers who apply for principal or vice-principal qualifications. From January 1, to December 31, 2001, 914 teachers, 213 middle 32

Part-2 school teachers and 701 high school teachers received computer qualifications. Professional job training for ICT use dates back to 1972 when teachers received mandatory training at Doksu Vocational High School. The training was carried out through a connection between the high school computer and the mainframe computer at the KIST. The professional job training program continued to expand as more computers were distributed to schools and teachers in 1984. It received increased emphasis especially after 1988 when personal computers (XT level) began to be distributed to every school. More than 730,000 teachers received professional job training in ICT use from 1998 to 2001. Every year between 1997 and 2000, a quarter of all teachers in the country have completed the professional job training program. This means that every teacher participated in the professional job training program at least once every four years. One third of all teachers have taken the professional job training every year beginning in 2001 according to the Promotion Plan for ICT Utilization in School Education, prepared by the Ministry of Education and Human Resources Development. That is, every teacher receives professional job training once every three years. 2. Contents of ICT use training to develop new educational content. Accordingly, the Plan for ICT Use Training Program Development by Subjects was undertaken in 2002. This Plan seeks to document the teachinglearning goals of the 10 common basic subjects from the Seventh School Curriculum. Under this Plan, for each subject, a teaching-learning model is to be developed for ICT use in a teaching-learning plan, in accordance with subjects of the curricula and the learning environment high-tech classrooms, group study rooms and individual multimedia study rooms. The Plan has been in progress for two years, from 2002 to 2003, and will be applied to ICT use training. 3. Plans and results of ICT use training Beginning in 2001, the training of teachers for ICT use has begun to change. Before 2001 the training plan was implemented only under government supervision. But according to the Promotion Plan for ICT Utilization in School Education, the training plan is beginning to have a broader application, i.e. the development of teachers' ICT literacy, and is advanced not only by the government but also by selfinstruction by the teachers' themselves. A. Result of ICT use training before 2001 As education for ICT utilization is applied to all teachers, we have become more interested in how to effectively achieve teaching-learning goals by utilizing existing educational content, rather than how From 1988 to 2001, a total of 725,080 teachers received the training for ICT use, meaning that the average teacher's training was every 2.1 years. Also, for 33

CHAPTER 2. Adapting Education to the Information Age in Elementary and Secondary Schools the 4 years from 1997 to 2000, training was provided to approximately 25% of all teachers annually, meaning that every teacher participated in at least one training session. B. Results of ICT use training after 2001 Training for ICT use is annually provided to 33% of all teachers and is divided into six areas: the training of in-service teachers; the CEO training program on ICT use; the training of professional instructors for ICT use; the training of personnel who encourage ICT use; the training of ICT specialists for schools; and field training for excellent teachers. 4. Cyber training system for teachers A. History of cyber training The construction of the Cyber Training System for Teachers has meaning in that it promotes teachers' specialties in the knowledge-based society, increases training opportunities and provide cost effective lifelong training. Currently, there are problems with current training programs. Because of ICT development and a change in the educational paradigm, it is essential to construct a cyber training system and reform the existing training methods so that open education is available in the training of teachers for ICT use. Teachers undergoing such training will develop an open mind and the abilities necessary for the knowledge-based society. B. KERIS Cyber Training Institute Cyber training of teachers has been discussed by KERIS since 1997. KERIS started to construct the Cyber Training System for Teachers in October 1997 and as a result opened the Cyber Training Institute in August 1998(http://training.keris.or.kr). In 2002 KERIS developed new educational content for ICT use and cyber training in response to new demands, stability, convenience and speed. They plan to provide cyber training to professional ICT instructors for city or provincial Offices of Education(http://cyberedu.edunet.net). SECTION 7. 1. ICT use in pre-school education A. Current situation ICT Use in Pre-school Education, Special Education, and the Education for Gifted Children Although there has been a great deal of interest focused on pre-school education, ICT use in preschool education has been rare. The government has supported elementary, middle, and high schools in terms of infrastructure construction, the promotion of ITC utilization, and the development and distribution of educational information. Nursery schools and kindergartens, however, have not received any support from the government. Therefore ICT use in preschools is significantly underdeveloped, compared with ICT 34

Part-2 use in schools at the other levels. In 2002 as in 2001, city or provincial Offices of Education selected 5 kindergartens as model preschools for ICT use; however, five Offices of Education did not participate in the operation of model preschools. In colleges and universities training prospective kindergarten teachers, courses such as a Kindergarten Computer Education or Multimedia Education for Kindergarten have been open to students in order to promote prospective teachers' ICT utilization skills. B. Proposals for action To actively promote ICT use in kindergarten, the efforts of the government, kindergartens and colleges training prospective kindergarten teachers are essential. a. Role of government The government should include ICT as one of the kindergarten subjects and provide corresponding financial support. Unlike elementary and secondary schools that receive uniform support and develop to the same level of ICT use across schools, the government has yet to establish a comprehensive plan for kindergartens. Thus, due to different PC-child ratios, the level of financial support and the number of trained teachers, ICT use in preschools by city and by province as well as between public and private schools varies widely. b. Role of kindergartens The homepages of kindergartens need to be modified regularly so that they can function as a communication channel between kindergarten and parents. c. Role of colleges and universities Colleges and universities are responsible for educating prospective teachers in the necessary knowledge and functions of ICT. For this to occur, it is necessary to provide courses such as Kindergarten Computer Education and Kindergarten ICT Education. These subjects will teach prospective teachers how to use computers as well as how to produce educational materials and load them on the internet. 2. ICT use in special education Support for ICT use in special education is provided through four activities. First, KERIS and the Korea Institute for Special Education have provided support for the development of infrastructure and multimedia educational materials for special education of disabled children. Second, private industry with the support of the Ministry of Health and Welfare and the Ministry of Labor have developed software and provides computers. Third, the Offices of Education in the cities and provinces are undertaking the development of educational content and the construction of networks and infrastructure for special schools. Finally, on the part of special schools, there has been the development of teaching-learning materials and educational content and the creation of active teachers' groups. While ICT use in education has been enshrined in law, ICT use in special education has not because the Special Education Promotion Act covering handicapped 35

CHAPTER 2. Adapting Education to the Information Age in Elementary and Secondary Schools students does not mandate ICT education. It is necessary to develop a plan enabling handicapped students to use ICT according to the severity and type of their disabilities. A. Current situation a. The Ministry of Education and Human Resources Development Through KERIS, the Ministry has pursued the following projects to promote ICT use in special education. 1) Current situation Development of ICT Use in Special Education by the Ministry of Education and Human Resources Development are as follows: (See <Table 2-3>). 2) Annual Plan Annual plans for the development of multimedia educational materials and teaching materials using ICT are as follows: (See <Table 2-4>). 3) Budget The budget for the development of multimedia educational materials and teaching materials using ICT is as follows: (See <Table 2-5>). <Table 2-3> Development of ICT use in special education by the Ministry of Education and Human Resources Development Area Content Number Development of ICT learning materials - Literacy & Language - Images using ICT - Recording Programs which personalizes curriculum - Reviewing materials and related data - Student management and recording programs 6 kinds <Table 2-4> Annual plan for ICT use in special education Plan Development of multimedia educational materials 2 types 2 volumes 1,200 items Year 2003 2004 2005 2 types 2 volumes 1,200 items 3 types 3 volumes 1,800 items (Unit : kind, item) Total 14 types 28 volumes 12,756 items Development of teaching materials using ICT 4 types 5 types 5 types 17 types <Table 2-5> Budget for ICT use in special education (Unit : million won) Plan Year 2003 2004 2005 Total Development of multimedia educational materials 200 200 200 1,300 Development of teaching materials using ICT 120 150 150 510 36

Part-2 b. Korea Institute for Special Education (KISE) 1) Current situation In 2001 KISE started to educate and train 2,134 teachers through tele-training, the development of materials for ICT use and the support of ICT use in special education. It distributed multimedia teachinglearning materials to special schools and installed a Tele-education System in two locations to reduce the digital divide. Using these Tele-education Systems, KISE continues to educate and train teachers, parents, and handicapped students every year. c. Teachers It is very difficult for teachers who major in special education to learn engineering or computer science at the same time. It is not surprising that teachers in charge of ICT use in special schools are not qualified for ICT use. Thus, the need to improve teachers' qualifications in ICT use is increasingly important. 3. ICT use in education for gifted children A. History B. Next steps While ICT use in regular schools is in the process a. Budget and structure The Special Education Promotion Act must include provisions concerning policies and a budget for ICT use in special education in order to provide continuous and stable support of special education. of developing high-quality teaching-learning plans, ICT use in education for gifted children is still at the preliminary stage of constructing an infrastructure which facilitates ICT use. The development of online curriculum, educational software and digital educational programs is still insufficient to improve b. Administration It is advisable to designate a single institution with the teaching-learning quality of education for gifted children. exclusive responsibility for ICT use in special education. The designated institution would be B. Current situation responsible for providing ICT literacy and skills training to handicapped students, parents and teachers and regulating ICT use in special schools and Offices of Education. It would also design and promote shortand long-term ICT utilization plans for special education institutions. Although there are some differences among institutions providing services, ICT education for gifted children remains at the stage of delivering and sharing information through online homepages. However, because the Promotion Act for the Education of the Gifted was passed in the Legislative and the government launched the 2002 Basic Plan for the 37

CHAPTER 2. Adapting Education to the Information Age in Elementary and Secondary Schools Education of the Gifted, ICT use in education for gifted children will be given new life. Currently, cyber education for gifted children is overseen by the Cyber Educational Institute for Gifted Children, Gifted Science Education Centers, the Offices of Education in cities and provinces, the Science High School, and the Busan Science Academy to be opened in 2003. C. Next steps Cyber education for gifted children will focus on providing more educational opportunities for potentially gifted children through the internet, better teaching-learning methods using ICT, and more effective cyber networks integrating various institutions. That is, it attempts to promote qualitative development of ICT use. Eventually, we need more elastic operation of the curriculum in order for it to be appropriate for the knowledge-based society, digitalized educational books and materials, and the development of content and systems specializing in education for gifted children. SECTION 8. Dissemination of Benefits of ICT Use As ICT use in a knowledge-based society progresses, the digital divide between countries as well as the difference between Information Haves and Information Have nots is widening. In the same way as various policies were implemented to abolish earning differentials in industrial society, it is important to reduce the digital divide. Otherwise, lack of information and economic poverty could occur in a knowledge-based society. Accordingly, the government enacted the Act on Solutions for the Digital Divide in January 2001. This Act seeks to promote a higher quality of life and the balanced development of the economy by guaranteeing free access and free use of informational networks to people who have difficulties with access due to their economic, regional, physical or social barriers people with low income, residents of farms or fishing villages, the handicapped, the elderly, and women. 1. Goals The benefits of ICT use must be equally disseminated to avoid social and economic inequality caused by an educational information gap. The following are goals of promoting ICT use for parents and children of financially disadvantaged families: - Giving more opportunities for ICT use to the class neglected in terms of ICT use; - Promoting ICT use for children of financially disadvantaged families; and - Supporting the internet classes for parents of financially disadvantaged families in cities and provinces under the slogan Keep Up with Children 38

Part-2 2. Current situation A. The digital divide leads to a gap between the wealthy and the poor 3. Promotion of ICT use for children from financially disadvantaged families A. Overview According to a survey of Korea Internet Information Center, about 51.6% of people are now using the internet. Income level and residential region are important factors in predicting ICT use. The rate of internet use and family PC ratios are higher in the middle class than in low income families. That means that a gap in income can lead to a digital divide. In the fourth meeting of the Council for Information Strategy in April 2000, the Council adopted the Promotion Plan for a Strong Knowledgebased Country, in which eight Ministries of the government acknowledged the need to reduce the digital divide between different social sectors. In January 2001, the Korean government established the legal framework by enacting a law regarding B. Lack of midterm or longterm support to reduce the digital divide Current facilities and education for ICT use in terms of quantities seem sufficient to reduce the digital divide, but substantial reformation or longterm support is still needed. the reduction of the digital divide. Specifically, President Kim Dae Jung announced in his New Year's Message for 2000 that the government would provide free computer lessons to students in poor families and brilliant students would receive free PCs and five years of subsidized communication fees. Following the President's C. Promotion system leadership, the Ministry of Education and Human Resources Development established the Plan for In order to encourage ICT use among financially disadvantaged families, we must promote a system on the national level and facilitate cooperation among relevant institutions. Promoting ICT Use and Distributing PCs to Children of Low Income Families in April 2001. As a result of the plan prepared by the Ministry of Education and Human Resources Development, 500,000 children were selected from low-income families and were given the opportunity to take lessons on computer use and practice online communication. Among those who take the courses, children with dependents and children 39

CHAPTER 2. Adapting Education to the Information Age in Elementary and Secondary Schools residing in welfare facilities have priority to B. The 2001 Internet class for parents receive free PCs, and 50,000 brilliant students will receive free PCs and money for communication fees for five years. A total of 138 billion won (98.3 billion won generated from the National Treasury and 39.7 billion won from local government) 30 billion won for computer lessons, 58.5 billion won for free PCs, and 49.5 billion won for communication fees will be invested in this program from 2002 to 2005. 4. Operation of internet classes for parents The internet class for parents aims to promote productive welfare in education. This goal will be achieved by increasing the ICT literacy of parents in low income families or in farm or fishing villages, and by heightening the utilization of an infrastructure facilitating ICT in school education and the effectiveness of governmental investment in ICT use. The internet class allows parents to utilize ICT facilities in schools and the Know-How accumulated by ICT model schools, and contributes to reform in the curriculum based on parents' daily activities and demand for ICT use. A. Overview To become the best country in computer utilization, the government launched and promoted the Internet class for parents under the slogan Keep up with children, as a part of the 2001 Promotion Plan for ICT Utilization in School Education. Internet education for parents contributes to reduce the digital divide and provides information about learning, higher education and other activities for their children. It also helps parents form a school parents cyber community by proposing new educational methods, promoting the participation of parents in school education and providing ICT use to local residents. Particularly, it is very useful for parents of lowincome families or those who live in farms or in fishing villages. 40

CHAPTER 3. ICT Use in Universities, Academies and Research Institutes SECTION 1. 1. General situation ICT Use in Universities The promotion of ICT use in universities and colleges is divided into several parts: the construction of ICT infrastructure, the promotion of ICT use in science and research and the promotion of ICT use in academic administration. ICT use in higher education institutions was initially promoted in the 1970's and 1980's as a way to enhance administrative efficiency by using computers for daily routines and academic affairs. But since the 1990's, the importance of information has been realized through the internet, and higher education institutions have constructed infrastructure and developed information service systems with their own money and personnel. While assisting ICT use in elementary and secondary schools, the government also promoted ICT use in universities through the construction of campus LANs and the development of information services. The promotion of ICT use in universities aims to establish universities and research that can produce human resources necessary for the knowledge based society. After the ICT infrastructure construction in elementary and secondary schools was completed in 2000, the government switched its focus to the ICT skills of prospective teachers and promoted the construction of ICT training rooms in universities and colleges which train teachers in 1999 through to 2001(11 teachers' colleges in 1999 and 13 universities of education in 2000-01). In order to more systematically improve the ICT infrastructure of universities and colleges, the Comprehensive Plan for ICT use in Universities and Colleges is expected to be completed late in 2002. 2. ICT use in university of education ICT use in universities of education was considered to be a part of ICT use in universities. But, when the Promotion plan for ICT use in elementary and secondary schools was announced, the need to improve prospective teachers' information literacy became apparent. The promotion of ICT use in universities of education started when the Ministry of 41

CHAPTER 3. ICT Use in Universities, Academies and Research Institutes Education and Human Resources Development temporarily supported ICT facilities for educating prospective teachers for elementary school teachers in 1999 and for secondary school teachers in 2000 and 2001. Computer education has been mandatory for all elementary and secondary school students since 2001 and Information Literacy Certification which initially targeted high school students has been extended to middle school students. Also, the Seventh School Curriculum requires schools to dedicate 10% of class time to use ICT. Hence, it is essential for prospective teachers to have ICT literacy and ICT utilization skills. For this reason, the Ministry supported 13 national universities of education in establishing educational materials workshops in which prospective teachers develop, edit and utilize multimedia teaching-learning materials themselves. Following that, in 2001, it expanded ICT labs in universities of education by equipping them with multimedia labs. However, there has been no support for private universities of education, which produce more than 30% of secondary school teachers. Thus a plan to support private universities should be implemented. 3. ICT use in teachers colleges According to the second stage of the implementation plan for the promotion of ICT use in education (2001-2005), it is important to review the current situation of facilities producing elementary school teachers who guide elementary school students, or leaders of the future information society. Since 1990, teachers colleges have constructed the infrastructure through ICT promotion organizations and have actively promoted ICT use among prospective elementary school teachers. Moreover, teachers colleges have created new courses on information and ICT use, updated teaching learning methods, and integrated ICT use in all classes. ICT facilities or equipments, multimedia lecture rooms, the internet networks, in-campus Infranetworks and cyber libraries are all under development, and ICT training for college students as well as for inservice teachers and members of society is being offered by teachers colleges. 4. ICT use in cyber universities With the development of ICT it is possible to study in cyber space. The Presidential Commission on Education Reform, an advisory board to the President, proposed the expansion of cyber education, through a National multimedia educational center, in the first stage of the Education Reform Plan. In the second stage of the Education Reform Plan, the operation of multimedia schools or cyber universities to expand ICT use in all areas of education and to facilitate equal access to ICT use. The Ministry of Education and Human Resources Development operated and tested a cyber university from March of 1999 to February of 2000 and began to authorize the establishment of cyber universities in accordance with the Amendments of the Lifelong Education Act and of its Enforcement Decree. Through a cyber university, adult students, 42

Part-1 especially workers, are able to receive higher education at a time and in a place convenient to them. A cyber university can heighten the effectiveness of learning through interaction between teachers and students beyond standard one-way lectures. Cyber universities established under Article 22, Section 3 of the Lifelong Education Act could only grant bachelor s degrees but not master s degrees. However, Article 21, Section 1 of the Enforcement Decree on the Higher Education Act permits the establishment of a special graduate school whose classes use broadcasting or telecommunication for the purpose of educating workers or adults. Therefore, the Ministry of Education and Human Resources Development has authorized this cyber university (special graduate school) under Article 21, Section 2 of the Enforcement Decree on the Higher Education Act. SECTION 2. 1. Overview ICT Use in Academy and Research To keep up with world economic changes and to attain a dominant position in information age, the Korean government designated national informatization as a main task of economic development. As a result, ICT indicators, (e.g. 40% of household have high-speed networks and 1,000,000 PCs are in households), have reached their highest levels. The Ministry of Education established the Korea Research Information Center (KRIC) in 1996 to construct academic information sharing and dissemination systems between universities and to combine the outcomes of computerization developed by individual universities for the management of standardized knowledge and information. KRIC started its information service in May 1998 by constructing a comprehensive database for the collections of 145 university libraries. This service enabled researchers to find information and copy original texts not only from their own library but also from other libraries. As of 2002, 260 universities are sharing information owned by 300 universities, and even information not found in Korea can be obtained through OCLC from any library in the world. The development of the web and the construction of digital libraries have brought about a significant change in the circulation and use of information, and full text service is available to researchers through the Internet. Also, the National Comprehensive Searching System, an integrated searching system that gathers widely scattered information, is open to the public and makes it possible for us to access valuable information at any time. 2. ICT use in university libraries A. General situation We currently have 420 university libraries. This figure takes into account the creation of four new libraries (an increase of 0.9%), from 416 university libraries that were in operation in 2000. The total number of library 43

CHAPTER 3. ICT Use in Universities, Academies and Research Institutes workers is 3,925 with an increase of 123 workers (+3.2%), compared to 3,802 in 2000, but the number of library workers has fluctuated during the last five years. The number of seats in university libraries has decreased by 332 (-0.1%) totaling 408,496 seats, which is less than the 408,828 library seats that existed in 2000. Compared to 2000, the number of items in library collections increased from 68,665,087 to 75,837,882 items, or by 7,172,795 items (+10.4%), but the annual number of acquisitions decreased from 5,130,573 to 5,824,738 items, or by 694,165 items (-11.9%)(As of December 31, 2001). As of December 31, 2001, the annual number of checked out items decreased from 110,528,109 in 2000 to 106,986,736 items in 2001, or by 3,541,373 items (-3.3%) and the annual number of visitors increased from 56,845,599 visitors in 2000 to 60,525,449 visitors, or by 3,679,850 visitors (+6.5%) (See <Table 2-6>, <Table 2-7>, <Table 2-8>). <Table 2-6> General situation in university libraries (Unit : person, item) Classification Year 1997 1998 1999 2000 2001 Libraries 388 399 408 416 420 Staff 3,883 3,967 3,919 3,802 3,925 Seats 349,578 366,052 398,846 408,828 408,496 * Source : Korea National Statistical Office (1997-2001), Korea Library Association (2001). <Table 2-7> Current situation of library collection in universities Classification Libraries collection Annual increase Year 1997 1998 1999 2000 2001 52,718,721 57,950,055 65,839,838 68,665,087 75,837,882 5,330,914 5,797,472 6,792,585 5,824,738 5,130,527 * Source : Korea National Statistical Office (1997-2001), Korea Library Association (2001). (Unit : books) <Table 2-8> Current situation of the use of university libraries Classification Annual number of checked-out books Year (unit : book, person) 1997 1998 1999 2000 2001 71,159,370 75,136,218 92,124,483 110,528,109 106,986,736 Annual number of visitors 68,386,596 74,160,418 78,608,922 56,845,599 60,525,449 * Source : Korea National Statistical Office (1997-2001), Korea Library Association (2001). 44

Part-2 B. Current situation of ICT use Of 420 university libraries examined, 337 handle their daily routines and library service using computers. Among the 337 libraries using computers, 307 have their own computer servers and workstations. Database construction for books is now complete in 317 libraries for domestic materials and in 293 libraries for foreign materials, totaling 37,422,671 items. In 2001 a total of 2,657,829 items from 211 libraries for domestic materials and 203 libraries for foreign materials were entered into a database. <Table 2-9> describes the current status of database construction for periodicals, non-print items, old books and other materials (as of December 31, 2000) and a plan for database construction (as of December 31, 2001). 3. Current situation of the RISS service RISS (Research Information Service System) is a comprehensive infrastructure for research information opened by KERIS in 1998. RISS operates a comprehensive catalog of university libraries to share information. It promotes the digitalization of information to enable researchers to retrieve information from the databases of university libraries, academic associations, or research < Table 2-9> Database construction in the university libraries (unit : item, institution) 2000(actual) 2001(projected) Classification Total Items Institutions Items Institutions Books 37,422,671 317(293) 2,657,829 211(203) 40,080,500 Periodical (list) Periodical (articles) Non-print items Old books Other materials Total 1,948,828 202(186) 237,380 130(115) 2,186,208 10,306,672 112(33) 3,207,819 88(60) 13,514,491 568,838 188(124) 195,019 139(96) 763,857 202,058 43(12) 71,919 22(5) 273,977 1,283,742 44(23) 113,445 20(5) 1,397,187 51,732,809 6,483,411 58,216,220 * Reference : 2000 statistics are completed database construction and 2001 statistics are planned database construction. * Institutions N(N) means domestic materials (foreign materials). * Source : Korea Library Association (2001). 45

CHAPTER 3. ICT Use in Universities, Academies and Research Institutes institutes. In addition, RISS makes it possible for researchers to use overseas science databases at reasonable prices. When RISS began to provide service in 1998, KERIS also allowed domestic universities to lease or purchase science databases through a comprehensive database of 145 universities catalogs. In 1998, there were 44,000 participants and as of April 2002, 325 universities and 307,000 researchers used RISS service(see <Table 2-10> <Table 2-11>). SECTION 3. Operation of KREN 1. Current situation Korean Education Network (KREN) is a nonprofit Internet service network that has been in operation since 1992. For the effective use of research and educational information from domestic and overseas sources, it provides, as a part of the Promotion plan for ICT use in universities and colleges, the optimum communication environment for universities and <Table 2-10> Current situation of RISS service (Unit : universities, item) Classification Comprehensive catalogs (universities) Science databases for lease (universities) Science databases purchased from overseas (universities) Full text of theses (items) Index of research articles (items) 1998 1999 2000 2001 2002 145 157 204 306 325 10 40 109 230 264-36 78 114 - - 7,000 22,000 57,000 - - - 1,700,000 13,800,000 - Additional service Seminar information (items) Call for Paper (items) - - 1,280 1,780 2,287 - - 100 523 977 <Table 2-11> Current status of RISS users (Unit : person) Year Users 1997 1998 1999 2000 2001 2002 470 44,000 102,000 200,000 280,000 307,000 46

Part-2 research institutes. Accordingly, the Ministry of Education and Human Resources Development commissioned the operation of a Backbone Network exclusively for educational institutions to the Network Management Center and subsidized circuit fees. As demand for the Internet rapidly increases, the existing government structure and budget face financial pressure. For this reason, the Ministry of Education and Human Resources Development reformed the KREN system by dismantling the Backbone Network and allowed universities to choose the communication speed they wanted. Since 2001, KREN has been under commission to develop a common network and both government and universities are sharing the expenses. Universities are able to receive the service they like at a price proportionate to their use. To reduce communication fees on the part of universities, the Ministry of Education and Human Resources Development subsidized universities with 10 billion won per year and recommended that they organize a joint committee thorough which they could share information, cooperate with each other and bargain for a better price with network operators. As of May 2002, 298 institutions have joined this committee. 2. Next steps Due to the reform of KREN, universities can to use Network elastically and 24 hours a day. This reform would secure continuous education and research in universities and promote the competitiveness of our country. The following are the further steps we should consider: - First, the technical and structural efforts of universities to eliminate unnecessary information demands are required along with increased governmental subsidies to reduce the digital divide between local universities and to decrease communication fees. - Second, based on the Report on Network Performance Test in 2002, the government should design a high quality certification system for KREN and award enterprises producing high quality products. - Third, we should provide comprehensive and systematic education of professional ICT workers. Although the Network Management Center has created some appropriate courses (e.g. information security), it is necessary for more comprehensive and systematic education which includes the retraining of in-service ICT staff. - Through university accreditation or subsidies, the government should encourage universities to cooperate with one another in their joint commun-ities and for them to provide additional service on their own. Such open and reciprocal cooperation would prevent repeated trial and error. Additional services should include the operation of an information security center, ecommerce and shared purchases between universities. As research, education and administration in universities has come to be operated through the 47

CHAPTER 3. ICT Use in Universities, Academies and Research Institutes internet, KREN has become an important factor in improving the competitiveness of universities. Therefore, it is very important to provide high quality communication networks for universities, and to promote services in the joint community of universities that cannot be provided by individual universities. 48

CHAPTER 4. ICT Use in Lifelong Education and Vocational Education SECTION 1. 1. Overview ICT Use in Lifelong Education When the concept and principles of lifelong education were introduced in 1973, the Presidential Commission on Education Reform announced the Education Reform Plan, which was to foster Open Education, Lifelong Education, meaning that education should be provided to anyone regardless of time or place. The philosophy of lifelong education here is to construct an Edutopia which maximizes selfrealization of the individual and to improve quality of life. On the basis of this philosophy, in 1996 the Ministry of Education and Human Resources Development, established the Lifelong Education Bureau (renamed Lifelong and Vocational Education Bureau in 2001). This Bureau facilitates a national lifelong education center, local lifelong education information centers in cities and provinces, and lifelong education facilities in cities, counties and districts. The plan for promotion of ICT use in lifelong education is divided into three areas: a comprehensive lifelong education information system, a credit bank system, and a cyber learning system of broadcast and correspondence high schools. The comprehensive lifelong education information system including local lifelong education information centers and regional lifelong education facilities is to produce Human Resources in charge of lifelong education and supporting lifelong learners through ICT. 2. Current situation A. The comprehensive lifelong education information system The Ministry of Education and Human Resources Development commissioned KEDI to manage lifelong education centers. They also directed KEDI to do research and collect information concerning lifelong education, and to train teachers in lifelong education. The comprehensive lifelong 49

CHAPTER 4. ICT Use in Lifelong Education and Vocational Education education information system established by lifelong education centers in 2000, aims to build a strong knowledge-based country by disseminating lifelong education information. It provides systematic and collective lifelong education information to people instantly and coordinates the vertical and horizontal networks between central and local lifelong education centers and between Thus, an individual can obtain information with minimal effort and cost, and the government can achieve cost effectiveness by avoiding double investment. This comprehensive information system will construct a joint utilization system by gathering diversified information, develop high quality content through vertical and horizontal networks between lifelong education organizations and facilities, and promote lifelong education information through cooperation and integration. Current achievements include the construction of a homepage; the collection of lifelong education information; the construction of lifelong education statistics; and the construction of educational content and systems. B. Credit Bank System was tried from March 1998 to February 2000. Now, it has become one of lifelong education methods for adult learners. 210 training institutions adopted the Credit Bank System in 1998, and currently 370 institutions use the System and provide 8,683 courses. The Comprehensive Credit Bank System is designed to manage the homepage (http:// edubank.kedi.re.kr) and to develop a study planning program and a Client/Server program supervising learners grades and profiles. The database of the Credit Bank System stores the profiles of 50,398 learners and the data of 3,035,736 credits from 997,118 courses. Among these, 1,695,586 credits from 547,999 courses are approved. In the operating center of the Credit Bank System, there is database about 497 authorized institutions as well as learning materials and class hours for 9365 courses offered by these institutions. There are also profiles of 7,689 teachers. Further, the operating center has digitalized 6,187 lecture syllabuses, 405 bachelor s degree majors, 382 licenses and 1,279 test subjects in accordance with the credit standard of the Credit Bank System. Online counseling through the homepage is used to reduce inconvenience to learners. The Credit Bank System is a system that makes it possible for anyone to receive a degree once s/he satisfies the requirements for the degree by accumulating credits in or outside of school. It was proposed in 1995 under the first stage of Education Reform and C. Cyber learning system of broadcast and correspondence high schools A broadcast and correspondence high school is a cyber school that provides an opportunity to 50

Part-2 graduate from high school to those unable to attend high school. Although there are in-class lectures held in 39 public schools every other Sunday, classes during weekdays use radio lectures and the postal service. Because most students of a broadcast and correspondence high school are adults, it is not surprising that the cyber learning system was introduced to this high school. It was in 1996 that the broadcast and correspondence high school adopted the cyber learning system. With annual updates, all lectures and other information are provided through the homepage (http//:achs.kedi.re.kr). in house training institutes and universities of technology. Finally the content can be divided into direct and indirect information about vocational education. Direct information is information concerning institutions, ways of learning and policies, while indirect information refers to guidance counseling, qualifications for jobs or education, recruitment information, the labor market information, and job information. 2. Current situation of ICT use in vocational education SECTION 2. ICT Use in Vocational Education There is little ICT use in vocational education in Korea. At present, adapting education to the 1. Classification of ICT use in vocational education ICT use in vocational education can be classified according to subject, level and content. For each subject, there is information concerning the providers of vocational training, information for advising consumers to choose training providers, teaching learning information to support consumers vocational training, and information for policy makers. information age has focused on the construction of EDUNET, ICT use in educational administration, ICT use in libraries and construction of educational networks. Thus, ICT use in vocational education has been neglected. Although the 2002 Promotion Plan for ICT use in Education includes the construction of databases for the staff of technical colleges and the construction of Career Net, there is still no master plan for ICT use in vocational education. The current status of ICT use in vocational education is described below divided by type of institution. There is training at every level, including secondary education technical academy and vocational high schools as well as higher education-technical colleges, technology institutes, 51

CHAPTER 4. ICT Use in Lifelong Education and Vocational Education A. Current situation a. Vocational high schools Some of vocational high schools have constructed homepages in order to provide information about the school. The Offices of Education in Incheon, Gyunggi and Choongnam also provide information about vocational high schools and their entrance information. EDUNET provides information for vocational high school students, divided into agriculture and life science industries, information industries (commerce), technical industries and fisheries. It also provides information about technical college entrance requirements and employment. On April 24, 2002, as the greatest achievement of ICT use in vocational high schools, the Ministry of Education and Human Resources Development launched the Viva Vocational High School (www.viva.re.kr) developed by the Center for Career Development of Korea Research Institute for Vocational Education and Training. This website seeks to help vocational high school students find jobs or enter colleges, and, linked with the Career Net, provides specialized services for students, their parents, and teachers in the vocational high schools. The Viva Vocational High School provides information and guidance concerning employment and college entrance and conducts open or closed consultation between teachers and parents. It supports students in planning for active and confident futures, helps teachers guide students according to their interests and aptitudes, and assists parents in finding appropriate education methods for their children. The Viva Vocational High School is divided into three parts: guidance counseling, guidance helpers and various career and aptitude tests and advisers. b. Technical academies Technical academies do even not have a homepage because of their small size. They are also not the subject of a governmental plan for ICT use. The only available service is a database for academies or training schools provided by some Offices of Education. c. Technical colleges All technical colleges have homepages. That is not to say that a homepage is enough to support students needs. In any case, a homepage provides rough information concerning majors, professors, curriculum and facilities. The Korean Council for College Education also supplies a great deal of information about technical colleges. For example, it provides school searching services, lists of entrance requirements for each college, and other policies or news articles. It also functions partly as a community for professors and deans, and helps them exchange information. d. Technology institutes and in-house training institutes There is only one technology institute and one in-house training institute. Because there is no need to provide information to the public, they have no homepage. 52

Part-2 e. Universities of technology The universities of technology provide proper information to students and the general public through its homepage. For universities of technology, the Korean Council for University Education (www.kcue.or.kr) provides a service similar to that provided by the Korean Council for College Education for technical colleges. f. Career Net Career Net is managed by Center for Career Development of Korea Research Institute for Vocational Education and Training. Targeting all students from elementary schools to colleges, adult learners, as well as parents and teachers, it provides the following services: job information, license information, guidance counseling materials, tests for interest, aptitude, maturity or the sense of vocational value, and counseling services. From August of 1998 until May of 2002, the Career Net has had a tremendous number of users(see <Table 2-12>). 3. Next steps The following tasks are proposed to improve the quality of vocational education and increase informatization. - First, we must draw a comprehensive picture of ICT use in vocational education. An annual plan should distinguish tasks for government, tasks for educational institutions and tasks for the public. Also, in that comprehensive picture, ICT use in the labor market and on the job should be included in the vocational education program. - Second, it is urgent to promote ICT use in higher vocational education and in educational institutions that are relatively neglected by the government. <Table 2-12> Current status of users in Center for Career Development Year 1999 2000 2001 Service (Aug.-Dec.) (Unit : person) 2002 (Jan.- May) Guidance information Guidance counseling Psychological tests Consultation for institutions Guidance education Total 6,156 126,035 374,351 534,605 1,473 5,302 7,590 4,144 591 88,404 219,102 118,675 38 359 128 83 7,370 13,972 10,842 5,610 15,628 234,072 612,013 663,117 * Source : Career Development of Korea Research Institute for Vocational Education and Training (May 2002). 53

CHAPTER 4. ICT Use in Lifelong Education and Vocational Education - Third, governmental intervention may be necessary to prevent market failure. That is, the government should provide information on vocational education and requirements for certification: otherwise, some people may be prevented from receiving such information. - Fourth, an administrative database must be constructed to make policies for ICT use in vocational education. SECTION 3. ICT Use among the Public 1. Overview Since 1998, the government has devoted itself to making Korea the best country in computer utilization. In March 1999, it established the Comprehensive Plan for Developing ICT Use in Education. In 2000 this became the Promotion Plan of ICT Use for 10 million people. According to this Plan, the government was expected to provide education in ICT use to the classes excluded from ICT use, including soldiers, housewives, the handicapped, the elderly, inmates, the middle aged, farmers and fishermen, while promoting ICT use in education from 2000 to 2002. Under this Plan, as of March 2002, 10,860,000 people have received education in ICT use. The government completed the Promotion Plan of ICT Use for 10 million People earlier than expected and continues to promote ICT use among the general public. To complete the Promotion Plan of ICT use for 10 million people, not only public education institutions but also private institutions such as universities, enterprises and computer institutions have actively participated in ICT use. In addition, the demand for ICT education has increased dramatically as the general public considers ICT utilization skills as a skill prerequisite to social activities. ICT education in the private sector consists of vocational training institutes, lifelong education centers in universities, culture centers in department stores and the press, as well as private computer academies. While the private sector has produced a large quantity of human resources, there are no accurate statistics regarding its production. The content and the levels of ICT education offered by the private sector varies from basic ICT utilization skills to professional ICT training. 2. Current situation A. ICT use in vocational training institutions Vocational training for IT was conducted more widely in 2001 than in previous years. This was because the government implemented various plans to support the unemployed and their job training. In 2001 the Ministry of Labor established an IT training plan for the unemployed and provided high and middle quality IT training to approximately 30,000 people. In September 2001, the government spent 15 billion won to provide additional IT training to 8,000 unemployed 54

Part-2 people with superior academic backgrounds. Professional programming courses like JAVA programming or web specialist courses like web designers were opened and run as part of this training. In 2002, the government continues to provide IT training to about 35,000 people in order to resolve the labor shortages in the IT industries and to reduce unemployment among college graduates. During the first quarter of 2002, 17,000 people were educated in 259 training institutions and during the second quarter of 2002, 13,000 people were educated in 230 training institutions. Beginning in 2002, the number of basic courses offered will be reduced and the number of professional course will increase. In addition to IT training provided to the unemployed over the last two years, ICT education has also been provided to workers actively engaged in industry. The education of the unemployed and workers are conducted in public vocational training institutions, polytechnical colleges, private technical institutes and universities. Total number of vocational training institutions is 2,600 and the number of polytechnical colleges is 22. It seems that universities are also increasingly to open ICT education courses in schools of lifelong education and computer centers. Currently most universities have established schools of lifelong education, 156 of which subscribe to the Korea Association for University Lifelong Education. The schools of lifelong education offer liberal arts courses, vocational training courses, computer courses and Internet courses every semester. The status of IT training for the unemployed and workers in 2000 and 2001 is shown in <Table 2-13>. The government is planning to continue ICT training for a total of 800,000 people before 2004. Among them, 550,000 people will receive intermediate & upper level IT training and other 250,000 people will receive basic IT training to reduce the digital divide. Detailed information concerning vocational training institutions and IT training is available on the homepages of the Ministry of Labor (www. molab.go.kr) and the Human Resources Development Network (www.hrd.go.kr). B. ICT use in industry ICT education is also conducted in private ICT enterprises. The main PC manufacturers, including Samsung, LG, Sambo and Hyundai, are running <Table 2-13> IT training for the unemployed and workers Year Classification Basic level Intermediate & Upper level Total 2000 2001 Total Planned Actual Planned Actual Planned Actual 20 12 400 78 420 90 180 188 200 258 380 446 200 200 600 336 800 536 * Source : Ministry of Labor, Follow-up Plan for Workers ICT training, April, 2002. (Unit : 1,000 persons) 55

CHAPTER 4. ICT Use in Lifelong Education and Vocational Education computer lecture rooms nationwide. Samsung is running 21 lecture rooms and is providing four programs with 30 courses. Sambo is managing 29 20- seat lecture rooms and is providing 20 permanent courses and 10 special courses. LGIBM has five lecture rooms, located in Seoul, Daejeon, Gwangju, Daegu and Busan, which provide four programs with ten courses. C. ICT use in the press or other organizations Recently, newspaper and broadcasting companies and department stores have opened computer or internet courses in their culture centers. While the culture center of a newspaper company teaches mainly basic or intermediate levels of computer or internet education, other culture centers are designated as special institutes for vocational training and provide professional programs. In October 2001, Chosun Ilbo opened a Chosun.com education center to train ICT professionals, and provides courses such as CNET programming, Linux programming, FlashMX motion graphic and a webmaster program. The Hankyure newspaper company also provides Excel for business, Web page making and FlashMX courses. D. ICT use in private academies The main institution in charge of ICT education in the private sector is the private computer academy. As of June 2001, the total number of computer academies is about 4,100 of these, 3,800 are ordinary computer academies and 400 are data processing academies. Most computer academies are able to provide basic and intermediate level computer or internet courses and also offer other programs for technical qualifications, multimedia use or programming. The programs of ordinary computer academies consist of preparation courses for national technical qualification tests, office-application software courses, basic courses in computer literacy and courses for internet use. Recently a new technical academy relating to design and graphics has been founded and preparation courses for national technical qualification tests are on the rise. SECTION 4. 1. Historical overview ICT Use in Education for Overseas Koreans In the 1990s, globalization and the growth of national power led to such an increase in the number of Koreans overseas, and someone proposed establishing the Office of Education Overseas. ICT use in the education for overseas Koreans is divided into two areas: the education of temporary residents - children of resident reporters and diplomats focusing on educational service as an extension of regular education in Korea and education in adapting to overseas life; and the education of permanent residents emigrants focusing on the education of adaptation to overseas life along with promoting understanding of the homeland. In the late 1990s, the Ministry of Education and 56

Part-2 Human Resources Development was interested in developing a teleeducation system using the B. Current situation of overseas Korean educational institutions internet. This effort resulted in the Korean Study Net (KOSNET) in October of 1998. KOSNET is seen as the beginning of ICT use in the education of overseas Koreans. 2. Current status of educational institutions for overseas Koreans A. The construction of a homepage exclusively for educational institutions <Table 2-14> shows the number of students and staff, and budgets of overseas Korean educational institutions. Such institutions consist of Korean schools, Korean education centers and Korean language schools. 3. KOSNET A. Purpose targeted at overseas Koreans The purposes of KOSNET(Korean language study The National Institute for International Educational Development opened the homepage of the Overseas Korean Educational Institutions in February of 2002. It aims to publicize current situations and activities of overseas Korean educational institutions and to share the educational and other information of the institutions. on the internet) are as follows. First, it provides a Korean language education service to six million overseas Koreans by using the internet. Second, as a part of Project III of the OECD Information Society Model Project, it promotes intercultural education and training by providing educational services and information on the Korean language to non-koreans. <Table 2-14> Current situation of overseas Korean educational Institutions (Unit : person, million won) Institution Function Number of schools Number of students Number of staff 2002 budget 2002 ICT budget Korean schools For children of temporary residents to provide educational service as an extension of regular education in Korea 24 (15countries) 5,918 746 (55 public officers) 14,028 1,351 Korean education centers For children of permanent residents to provide social education on culture and history 35 (16countries) 5,650,000 45 public officers 8,788 - Korean language schools For children of overseas Korean to provide ethnic education during the weekend 1,687 (96countries) 105,653 * Source : Ministry of Education and Human Resources Development, Feb. 2002. 11,436 (volunteers, etc) Subsidized by overseas Korean foundations - 57

CHAPTER 4. ICT Use in Lifelong Education and Vocational Education Third, it maintains an internet server for the educational software and information on the Korean language in order to meet the demands of overseas Koreans and non-koreans. B. Overview In 1997, the Education of Overseas Koreans Department asked for and received 810 million won for developing KOSNET as a part of Project III of the OECD Information Society Model Project. The construction of KOSNET is the outcome of cooperation between three government organizations: the Ministry of Information and Communication, the National Computerization Agency and the Ministry of Education and Human Resources Development. Its development began in July of 1997 and was completed in June of 1998. KOSNET is installed in the National Institute for International Education Development. After a three-month testing period, it first offered service to the public in October of 1998. But KOSNET developed multimedia teaching methods such as flash animation and content which can correct the learner's pronunciation to improve learning effects. Also, the service speed has increased and service in Chinese is available. KOSNET also provides VOD (Video on Demand) service showing 'Korean folk dance' and instruction on 'how to make Kimchi' for the propagation of Korean culture. It also provides information concerning study in Korea to foreign students and information for overseas study to domestic students. C. Educational content of KOSNET To improve the outmoded hardware and the low quality software of KOSNET and to provide the service in more foreign languages, the National Institute for International Education Development supplied medium-sized hardware and up-dated DBMS software, developed more educational content, and initiated services in Chinese. In the past, the educational content simply used images and sounds. 58

CHAPTER 5. ICT Use in Educational Administration SECTION 1. The nationwide plan for ICT use in educational administration is a plan to construct a system that electronically handles and integrates all administrative duties of schools and other administrative institutions through the internet. 1. Historical background Construction of a National Education Information System (NEIS) To provide the best possible service and to improve the productivity and transparency of educational administration, the Ministry of Education and Human Resources Development prepared a basic plan for the Construction of a National Education Information System. In a report submitted by the Special Committee for the Promotion of E-Government to the President in May of 2001, the construction of a National Education Information System was acknowledged as one of the eleven key national projects necessary for the promotion of e-government. 2. Overview A. Content With the development of IT and the expansion of the infrastructure of education, the Ministry of Education and Human Resources Development and the sixteen Offices of Education in cities and provinces constructed the National Education Information System and conducted the relevant administrative duties. The System allows an integrated handling of these administrative domains and functions by interconnecting the Ministry of Education and Human Resources Development, the sixteen Offices of Education in cities and provinces, and the schools at every level. Different educational institutions can share and exchange information with each other and thus enhance the synergy effects within the educational administration service. B. Purpose The objectives of the National Education Information System are as follows: 59

CHAPTER 5. ICT Use in Educational Administration - To enhance the efficiency and productivity of educational administration and to satisfy the people's right to know how their system works, by providing educational administrative information through the internet; - To minimize the inconvenience of the people at a distance, by making it possible for them to easily obtain transcripts and the certificates of registration or graduation from any school in the country; - To reduce administrative burdens of teachers and thus allow them to concentrate on teaching, by standardizing forms, reforming the procedures and formalities of duties, and amending related regulations. 3. Implementation status The Ministry of Education and Human Resources Development established BRP and ISP to prepare the National Education Information System between September of 2000 and March of 2001, and reported to the President in May 2001 that the construction of such a system was one of the eleven key national projects necessary for the promotion of e-government. The Ministry finally approved the Plan for a National Education Information System for the Promotion of E-Government in July of 2001. The steps taken after 2001 are as follows. A. Development of the National Education Information System Since October of 2001, the development of a system designing application software and analyzing administrative duties has been in progress in order to help connect all administrative duties in schools and educational administration institutions through the Internet. 9.5 billion won has been invested for the development of this system. B. Collection of materials During early 2002, the Ministry of Education and Human Resources Development started to collect electronic materials owned by schools and educational administration institutions in order to convert them into the new system. Samsung SDS was selected to operate this collection in November of 2001 and started the collection after a one-day briefing in 2002. In January of 2002, five Offices of Education (in Seoul, Gyunggi, Daejeon, Gwangju and Gyungbuk) were selected as model offices and begun to provide the server and the training on server operation. These Offices has completed the process of converting the material into their servers after the collection. C. Construction of the infrastructure and the operating environment On February 6-7, 2002, the government held a conference for officers in charge of constructing the infrastructure and operating environment. After seeking opinions from Offices of Education on the criteria for system components and supply & purchase methods, the government confirmed the plan for the construction of infrastructure for the system and the operating 60

Part-2 environment. On March 13, 2002, the Ministry of Education and Human Resources Development submitted the policy proposal for ICT use to the Ministry of Information and Communication and the National Computerization Agency, and on April 2002 confirmed the proposal as the 2002 project to promote ICT use. Afterwards, it asked for assistance of the Public Procurement Service and then selected Samsung SDS as the business operator to install the equipment. The government entered into a contract with Samsung SDS in June of 2002 and in August of 2002 the construction of the infrastructure and the operating environment had completed. D. Reform of forms and regulations During the first half of 2002, the government promoted the plan to reform forms and regulations. The plan aimed to achieve nationwide handling of civil applications, public inspection of educational administration information, the management of electronic documents and online administration, sharing of administrative information, administration without paper documents, and the operation of systems and standardized duties. After the deliberation of relevant institutions and an administrative notification, the Fundamental Act on the Education and the Act on Educational Public Officers was presented to the National Assembly in May 2002. The sub-regulations such as the Regulations on the Promotion of Public Officers are expected to be complete in October of 2002. From March through May of 2002, the Ministry of Education and Human Resources Development standardized a form to unify different forms used in city or provincial Offices of Education. Different forms are seen as an obstacle to ICT use in educational administration. The city or provincial Offices of Education received the standardized form in June of 2002. E. Organization and Human Resources The Ministry of Education and Human Resources Development planned the construction of a central center within KERIS to reinforce the human resources of the Ministry of Education and Human Resources Development and to manage the system installed in Offices of Education. For Offices of Education in the cities and provinces, tentative centers using existing organization and limited resources are now operating and are under consideration to become permanent in 2003. In February of 2002, model schools began to operate to permit the preliminary inspection of the system and to identify problems. An advisory group of teachers was organized to give advice to teachers in the model schools. In accordance with the plan for the construction of e-government, the Ministry of Education and Human Resources Development was closely cooperating with the special committee on e- government and other relevant departments. And it is operating its own homepage to receive public opinions(http://edusys.moe.go.kr). 61

CHAPTER 5. ICT Use in Educational Administration 4. Current situation D. Operation center and staffs A. System development All administrative duties of schools, Offices of education and the Ministry of Education and Human Resources Development are examined for development. To begin, duties were divided into 10 large domains, 19 medium domains and 85 unit domains, but in March of 2002, for the convenient development of the system, all duties were merged into 29 domains. B. Collection of materials The first materials to be collected were programs designed and owned by schools and Offices of Education. As of April 2002, a total of 31,251 materials had been collected. C. Construction of the infrastructure and the operating environment Since February of 2002, the plan for the Construction of the Infrastructure and Operating Environment has been underway. The plan aims to construct hardware and software, certified software, linking systems and comprehensive management systems that will install and operate the system in the Ministry of Education and Human Resources Development and in sixteen Offices of Education. An operation center managing the central system or the system in cities and provinces is necessary to support the administrative functions of schools and educational administration institutions 24 hours a day and 365 days a year. The management of the system involves the operation of more than 6,000 programs, the support of administrative duties to 430,000 teachers and administrative staff, the operation of databases which includes transcripts and school activities records for 8,500,000 students, administration services for the general public such as issuing transcripts or certificates of graduation, and continuing reform of administrative procedures. Such management is completely different in character from the duties of existing information-related governmental offices and thus cannot be handled by existing offices. While the Ministry of Education and Human Resources Development is in charge of the planning, development and distribution of operating programs and cooperation between systems in different cities and provinces, the KERIS will be commissioned to develop, manage and operate the system. The Ministry of Education and Human Resources Development will create four staff positions to make up the operating staff of the National Education Information System in January of 2003 and KERIS will allocate 12 staff to the 20-member team. The other nine staff positions will be filled by eight members of the current administration team and one officer who will be dispatched by the Ministry of Education and Human 62

Part-2 Resources Development. The Central operation center will be arranged as displayed in [Figure 2-3]. The government has established an organization to operate the National Education Information System and plans to reorganize offices so that the organization can operate the System independently, apart from the old office working for ICT use in education. Until this reorganization takes place, the Task Force Team will operate the System by relocating personnel or using temporary staff. As of April 2002, the Task Force Team has been established in all cities and provinces. However, due to a complete lack of qualified human resources, there is not a sufficient number of staff in the Task Force Team. public, find operational problems and revise the program before applying it to actual schools. The trial period is for two years, from March 1, 2002 to February 28, 2004. trial operation during the first year and the reform of problems in the System during the second year. Model schools total fifteen, comprising one elementary, one middle and one high school in each of five Offices of Education. SECTION 2. 1. Promotion overview Comprehensive Information Management System in Elementary and Secondary Schools E. Operation of model schools and advisory group of teachers The National Education Information System is operating model schools to gather the opinion of the Since being introduced in 1996, the Comprehensive School Information Management System has sought to establish a future oriented education system by constructing a comprehensive system of school information management and by integrating schools, Educational Administration Information Operation Team Operation Support System Management System Analysis & Development, Division 1 System Analysis & Development, Division 2 Figure 2-3 Structure of Central Operation Center 63

CHAPTER 5. ICT Use in Educational Administration homes and Offices of Education. In July of 2001, the Ministry of Education and Human Resources Development expanded and reformed the Comprehensive School Information Management System by providing a server in each school and promoting ICT use within schools. Then, the Ministry established the National Education Information System, which operates over the internet. This system integrates educational institutions and their duties, and promotes the joint use of information. 2. Promotion history A. Computerization of school activities records a. Background and purpose The Computerization of School activities records started in 1996. This was done to create a school activities records system that is considered one of main projects of education reform. The school activities records system was introduced to replace grade-centered education and to heighten the character and morality of students. The purposes of the Computerization of School activities records is to promote ICT use in schools, reduce teachers' administrative duties, promptly deliver a variety of information, promote the use of school activities records when applying for higher education, and generate reasonable information for the establishment of educational policies. b. Current situation Since being introduced in 1996, the Computerization of School activities records has been used to actively provide computerized school activities records directly to colleges when students apply. It also seeks to support the schools by promptly providing new programs according to changes in school activities records management indicators. The introduction of the Comprehensive School Information Management System in 1999 provided an environment which allowed use of ICT in school affairs, academic affairs, and student school activities. Thus, the method of storing student school activities records changed from the former S/A (Stand-alone) method to the C/S (Client/Server) method. The school activities records of third grade high school students were first computerized by the S/A method in 1997. Next, the records of first, second and third grade elementary school students were computerized, followed by the records of second grade middle school students, and, finally all the records of the remaining grades of high school students were computerized by 1998. Although the methods were different, computerization was applied to the records of the students in all grades of secondary school and to first to fourth grades of elementary school students in 1999, to the records of first grade to fifth grade elementary school students and of all grades of secondary school students in 2000, and to the records of all grades of elementary and secondary school students in 2001. 64

Part-2 B. Comprehensive School Information Management System b. Current situation The academic affairs support system was developed in 1996 as a computer program designed to improve the use of school activities records by managing student school activities records, school activities records, school register, and grade reports. It has also improved the quality of teaching learning by using electronic information. This system went beyond the S/A method, in which the records were entered and stored on CD manually. The educational information circulation system was developed in 1997 for educational administration institutions. Under this system, a system for sending and receiving electronic documents and a system for signing electronic documents are jointly managed by the Ministry of Education and Human Resources Development and the Comprehensive School Information Management System in order to integrate educational institutions and schools. a. Background and purpose Three methods for the Comprehensive School Information Management System were considered: a C/S method (connecting PC with LAN), a method centralizing Offices of Education (installing the server in Offices of Education) and an S/A method (storing information in the server by using diskettes). After consideration, the S/A method was selected for a short period because its start-up cost was low and training for this method was relatively easy. But for the longterm promotion of educational networks, the C/S method is recommended. C. Screening program for university admission a. Background and purpose To use school activities records as criteria for selecting new students, electronic school activities records from high schools are sent to the Ministry of Education and Human Resources Development and then the Ministry sends the computerized records to admission offices of universities. The screening process for university admission aims to ensure the authenticity of school activities records and raise the efficiency of the admission process. b. Current situation The current screening program for university admission was first distributed to high schools in 1997. This program is designed to automatically compile and send information from the student school activities records of third grade high school students. From October to December every year, high schools select the information for university admission from school activities records and send it to the Office of Education in their respective locations. Each Office of Education then forwards it to the Ministry of Education and Human Resources Development, which collects all of the CDs and finally sends them to the admission office of each university and college. The admission office uses the information contained on the CDs for selecting new students. 65

CHAPTER 5. ICT Use in Educational Administration SECTION 3. Construction and Operation of the Educational Statistics Information System The educational statistics plan is a national statistics project to provide and collect statistical data on the actual conditions of educational institutions and the current status of human resources development in those institutions. The educational statistics plan is divided into various projects. The survey project collects data by surveying all educational institutions in the country including institutions at all levels from kindergarten to graduate schools as well as institutions of educational administration. The database construction project creates a database from the data collected in the survey. The educational statistics analysis project applies analysis to the collected data and produces educational statistics to meet a variety of needs. In addition, there is a project developing a program for an educational statistic survey. Lastly, the project for international educational statistics puts the domestic educational data into an international context and develops educational indicators that can be circulated internationally. The Ministry of Education and Human Resources Development established the Education Statistics Center within the KEDI in 1998. This Center handles data inputs, analysis, and outputs by using computers and eliminating the old manual data processing methods. This new data processing method provides fast and accurate information service and makes it possible to share educational data among a variety of researchers and institutions. 1. Promotion history The project for adapting educational statistics to the information age has focused on educational statistics surveys, the construction and upgrading of educational statistics databases, and educational statistics analysis. A. The educational statistics survey and database construction Since 1998, the Educational Statistics Survey has been conducted with 20,000 educational institutions by setting the base date as the first day of April. The survey data forms the baseline for the educational database. Currently, the database contains the educational statistics collected over the last five years. It also analyzes the constructed database and provides web service. B. Separate database construction by each Office of Education Through the computerization of its educational statistics information and integration with the central database, each Office of Education developed a separate database system to improve its educational statistics service. This separate database allows each Office of Education to improve the credibility and rationality of the educational statistics survey and to analyze the survey more accurately and quickly. 66

Part-2 C. Upgrading databases It is necessary to upgrade the educational databases in terms of their content and structure to keep pace with changes in system demand, the increase in ICT use in education, and new policy initiatives. Since 2000, the Ministry of Education and Human Resources Development and KEDI have cooperated with each other in revising the types of educational statistics and improving the database structure. D. Web-based Educational Statistics Survey System The development of IT makes it possible to conduct the educational statistics survey on the web. This webbased survey system greatly enhances the efficiency of data collection and the credibility of surveys. By using the online survey system constructed in 2001, the data on higher education institutions was collected in 2002 and it is expected that this system will gradually expand its scope. E. Development of a program for educational statistics database utilization Educational statistics data is available in Educational Statistics Annual or the homepage of the Korean Educational Development Institute. Anyone who needs additional data can get it by submitting a request to KEDI. The user also has to invest time and effort in processing the given data in order to make it serve his or her specific needs. The construction of a web-based educational statistics analysis program will help users to retrieve the data they need. This new program began development in 2000, was completed in 2001, and started providing service in 2002. F. Publication of educational statistics The statistics and data produced pertaining to ICT use in education are distributed to the general public by several publications. For example, the following were published in 2002: Educational Statistics Annual, Analysis of Educational Statistics Data, Summary of Educational Statistics (Korean & English), and OECD Education Indicators. 2. Current situation A clear picture of educational human resources is provided by a 2002 plan for ICT use in educational statistics. This plan aims to develop an employment statistics survey system and construct a college student Human Resources statistics database. A. Construction of the employment statistics survey system for graduates Although employment statistics concerning human resources in industry and workplaces are important in order to manage the supply and 67

CHAPTER 5. ICT Use in Educational Administration demand of national human resources, the current employment statistics fall short of meeting standards of of human resources, and begin to construct a database of college students in 2002. credibility and are outdated in terms of survey systems and methods. It is urgent to reform the operation system and survey and analysis methods of employment statistics according to the need to manage the supply and demand of human resources. To this end, in 2002, the government developed an employment statistics SECTION 4. ICT Use in Educational Administration in the Ministry of Education and Human Resources Development survey program for graduates from higher education institutions, and based on that program will construct the employment statistics information database. And this database will make it possible to properly analyze and integrate education and employment information at different levels. ICT use in Educational Administration in the Ministry of Education and Human Resources Development aims to develop e-government by promoting the efficiency of educational administration, by using, sharing and disseminating information through a network, and by providing educational administration services aimed at serving the people. B. Construction of the human resources statistics database Human resources are human capital having the ability to produce, disseminate and commercialize 1. Construction of an electronic document management system A. Current achievements knowledge and information. As the knowledge-based society develops, the quality of human resources becomes an important factor in determining the welfare of an individual or a country. Therefore, the demand for statistical information on human resources is increasing. For a government, statistical information regarding human resources is becoming a key and sometimes the determining factor in making sound policy. Currently, however, human resources information is lacking in Korea. To remedy this situation, the government plans to construct a statistics database relating to the annual development To improve the efficiency of educational administration and the working environment and to convert paper documents into electronic documents, the electronic documents management system was developed in 1997. At the end of 2000, under the plan for "Reform of Working Manner," the electronic documents management system was reformed. As of March 2002, the Ministry of Education and Human Resources Development and all subordinate institutions have computerized documents to distribute electronic documents among 434 institutions. 68

Part-2 2. Operation of the homepage of the Ministry of Education and Human Resources Development A. Achievements another 5,000 links to relevant web sites and homepages. In June of 2001, the Ministry of Information and Communication evaluated the homepage of each department of the central government and identified their defects. By correcting these defects, the new The homepage plays an important role in advertising institutions and providing information from the central government. The homepage of the Ministry of Education and Human Resources Development was opened in 1998 and was first modified in May of 2000. In December of that year, it was again modified to prepare for the reorganization of the Ministry of Education to the homepage's third modification was introduced in July of 2002. The homepage was improved by incorporating an open civil application process on the internet, creating a new audio inserted homepage for visually handicapped persons, making improvements to the English version of the homepage, creating an easier-to-use search system, and hiring additional homepage monitoring staff. Ministry of Education and Human Resources Development. Finally, the basic plan for the development of the homepage was designed and implemented. B. Main structure The main structure of the homepage of the Ministry of Education and Human Resources Development includes 9,000 site links and an English version. The homepage makes it easy to get answers to questions and includes the names of those who answer questions and the hours when they are available. It also provides cyber voice boxes, a variety of information on educational policies, a newsletter service for 17,698 subscribers, general information on all elementary and secondary schools and universities with direct links to those schools' homepages, and 69

CHAPTER 6. Development of Indicators to Adapt Education to the Information Age SECTION 1. Overview SECTION 2. Current situation In spite of great successes in adapting education to the information age, the assessment of the changes caused by ICT use in education has been unclear. Although a great deal of money has been invested into ICT use in education, we are not certain of the level of ICT use in education in Korea, compared to other countries. Thus the Ministry of Education and Human Resources Development promotes the second stage of ICT Use in Education whose purpose is to promote the information literacy of the people by using ICT constructed in its first stage. The main task of the second stage of ICT Use in Education is the development of educational indicators because evaluating the level of ICT use in education will result in self regulated development and continuing quality management. 1. Development of indicators for the second stage of ICT Use in Education Under the second stage of ICT Use in Education, to develop standardized educational indicators, the government is promoting cooperation among ICT research institutes and strengthening collaboration with international organizations, such as the INES project of the OECD, the Knowledge and Human Resources Development Bureaus of APEC and UNESCO. The development of educational indicators has been divided into 4 stages: elementary and secondary school education in 2001, higher education in 2002, special education in 2003 and lifelong education and vocational education in 2004. 71

CHAPTER 6. Development of Indicators to Adapt Education to the Information Age 2. Achievements For the purpose of evaluating the level and quality of ICT use in education and of determining the future direction of ICT use in education, the educational indicators for ICT use in elementary and secondary schools were developed in 2001. As we can see in <Table 2-15>, such indicators were developed through evaluation procedures research on relevant domestic and foreign literature, three professional conferences, visits to 16 elementary and secondary schools, survey responses from 24 professionals, the formative evaluation of 400 schools, and other collected materials. There are 3 domains, seven items and 43 in-dicators making up education indicators in elementary and secondary schools. Along with the indicators, the calculation of outcomes for each educational indicator and the report on the present status to collect actual information are being developed. <Table 2-15> Educational indicator of ICT use in elementary and secondary schools Large domain Items Indicators Hours of school principal's participation in ICT training Hours of school's self-training in ICT use Hours of participation in ICT training per teacher Support Ratio of ICT budget to total school budget Ratio of ICT teachers to total teachers Whether a school has a plan for ICT use in education Whether a school gives incentives to ICT staff Inputs Student-PC ratio Teacher-PC ratio Number of PCs bought less than 3 years ago Hardware, Software Number of PCs connected to the Internet Internet circuit speed Pieces of equipment for developing teaching materials Number of CD-ROM titles for teaching-learning Number of PCs with five basic software applications 72

Part-2 <Table 2-15> Educational indicator of ICT use in elementary and secondary schools Large domain Items Indicators Staff Number of teaching-learning plans using ICT/multimedia learning materials presented on the homepage Web boards per class Web boards per subject Rate of teachers' participation in ICT communities Utilization rate of computer labs for general classes Utilization rate for the comprehensive information management system in elementary and secondary schools Whether a school operates an electronic document signing system Number of communications with parents through the homepage Utilization Students Hours of PC utilization per student Rate of participation in special ability programs concerning ICT (elementary school) Whether a school offers a computer course (middle school) Rate of homework submission through the web Rate of utilization of the school library database Number of student clubs using ICT for autonomous student activities Whether a school has an ICT ethics course Number of cyber communities within the homepage compared to number of classes Internet Rate of Internet circuit use in a school Number of visits to the homepage per week Frequency of modification of the school homepage Outcomes Staff Students Number of staff with an e-mail account Number of staff with their own homepage Number of staff with ICT certificates Rate of participation in education software contests Number of students with an e-mail account Number of students with homepages Number of students who participated in outside ICT events Number of students who took ICT classes Number of students with ICT certificates 73

Part-3 Part-3 FURTHER MEASURES IN ADAPTING EDUCATION TO THE INFORMATION AGE CHAPTER 1. ICT Use in Elementary and Secondary Schools CHAPTER 2. ICT Use in Universities and Related Research CHAPTER 3. ICT Use in Lifelong Education CHAPTER 4. ICT Use in Educational Administration

CHAPTER 1. ICT Use in Elementary and Secondary Schools Knowledge informatization is a significant wave in the 21st century that has changed our customs and life style. Through egovernment, e- mail, ecommerce, or internet banking, our life style is being reorganized around the internet. Adapting education to the information age will produce civilized citizens with increased international competitiveness. Beginning in 1980 with the advent in com-puter education, ICT use in elementary and secondary schools has continued to display its effectiveness through the reform of educa-tional methods. When the first stage of the Comprehensive plan for ICT use in education was completed in December 2000, it brought a great deal of change to our educational environment: 10,000 elementary and secondary schools connected to the internet; eight students per PC; one teacher per PC; the development of educational content; and the construction of educational information sharing systems. With these changes, the realm of education has expanded from the classroom to cyber space, and the conditions for fostering creative and competent individuals have been established. These changes create an environment under which our students can pursue their dreams without barriers and connect to the rapidly changing currents of the world. To foster creative and competent people, we must continue to pursue the reform of the curriculum, the development of educational information and the improvement of educational infrastructure, and maintain a high level of involvement among the public. Reform of curriculum plays an important role in innovating educational methodology in all subjects. The active development of ICT has rapidly changed the educational environment. To foster a worldclass student-learner in this new environment, it is essential to consistently modify the curriculum, textbooks and the textbook system. To reform educational methods, the government developed the Guidebook for ICT utilization education in August 2001 and then applied it to the content and level of ICT education. Also, to promote ICT utilization education, the government has mandated that more than 10 % of class time involve ICT from 77

CHAPTER 1. ICT Use in Elementary and Secondary Schools the first to the tenth grade, and will mandate more than 20% of class time for ICT by 2005. However, a more substantial innovation would be the reform of curriculum and textbooks. This is because the old textbooks have limitations in assisting learning and utilization of knowledge. Thus, it is advisable to promote policies for the development of new curriculum and textbooks suitable to a knowledgebased society. Educational information means teachinglearning materials that promote various educational methods and have positive effects. So far, the development of educational information was done according to various methods and platforms due to a lack of standardization of educational information, a lack of operation platforms and confusion regarding the application of technology. It has been difficult to develop and utilize educational information, because technology changes rapidly. But it is necessary to develop a system based on standardization in order to use and synthesize a large amount of educational information. For this reason, KERIS developed the 'meta data standard of educational information,' a standard used for the creation and utilization of educational information and it has provided a system for sharing nationwide educational information using this meta data since May 2002. Therefore, users can access a system maintaining meta data databases, such as EDUNET, and search educational information easily and rapidly. Moreover, to support ICT use in schools, KERIS has developed 50,000 multimedia materials, 8,000 tentative teaching-learning plans using ICT and 3,600 sets of teaching materials using ICT through contests. Access to these materials is provided through EDUNET. But, these materials are not enough to use in actual classes if we consider the number of different schools, grades, curriculum and units. Henceforth, various standards such as operation platforms (Mac, PC, Linux), input methods (keyboard, joystick, mouse, audio input) and expression skills must be utilized to share these materials. More interest, effort and investment are required in developing and promoting the educational content. The more varied and plentiful educational content is, the more broadly students and parents can use and apply it. The government must develop basic policies under which the private sector can foster an educational content industry through various earning models. Upon completion of the first stage of the Comprehensive Plan of ICT use in education, our infrastructure was evaluated as the best educational infrastructure in the world. But it is difficult to maintain and manage such infrastructure because its technical lifetime is very short. Currently, the communication speed in schools is 256 Kbps or 512 Kbps in accordance with the 'agreement on the free Internet service' between the Ministry of Education and Human Resources Development, the Ministry of Information Communication, and Korea Telecom. Because hackers often invade the network via a school's network, private internet service providers can block the school system so 78

Part-3 that schools cannot always secure undisturbed internet traffic. Also, to disseminate information, faster speeds and high-functioned systems are necessary because educational information is made up of multimedia and VOD. The government should consider increasing the speed of the cable networks and using optical cable, and must establish security measures and high-degree infrastructure through wireless LAN. Current elementary and secondary schools are equipped with one or two computer labs per 36 classes. A computer lab is used for computer literacy education, computer utilization education, special activities education, aptitude education specializing in computer and staff training. However, in the case of elementary schools, it is impossible to use the lab for anything other than computer literacy education because the maximum hours to use a computer lab are 32 to 34 hours per week on the basis of 6 lessons. These standards should be reconsidered to promote ICT use in education, and modifications to the teachinglearning model should be made in accordance with the characteristics of each school, for example, reducing classes from 36 to 24. An elementary or secondary school develops a Comprehensive Information Management System and provides a homepage server. The school does not have to manage the system because after October of 2002 the data has been transferred to Offices of Education, but each school should still continue to manage the homepage server system. However, most schools do not have staff to manage the system, so teachers manage the homepage. Concerns have been raised with regards to teachers having insufficient skill to construct homepages, insufficient skills to manage a web server and provide content. Thus the government should abandon the current method of having school staff construct and develop homepages. It also should abandon the strategy of placing the servers in schools and should instead construct a physical system based on cities and provinces or nationwide for the operation of homepages. The outcomes of ICT use in education shows a great disparity, depending on whether or not a person understands the necessity and effectiveness of ICT use in education. The main facilitator of educational activities in school is the teacher. When the teacher is aware of the necessity of ICT use in education, s/he will want to use ICT, so the effects of education for ICT use will be greater. According to the second stage of the Comprehensive plan of ICT use in education in 2001, 33% of all teachers have received ICT training. And starting in 2002, ICT training will be extended to CEOs and scholarship advisors. The purpose of this training is based on the fact that ICT use in education is delivered by teachers and that competitive and talented people are created through the power of education. The government should help teachers understand rapidly changing ICT trends, motivate them to teach students correctly, and provide 79

CHAPTER 1. ICT Use in Elementary and Secondary Schools various incentive plans. One of the areas to promote is ICT ethics education. The internet has brought with it many benefits, but it also can do significant harm, such as the dissemination of pornography, the abuse of personal information and hacking. To prevent these harmful effects, KERIS has developed and distributed ICT ethics policies and materials. Among them is a report on the prevention of adverse effects of ICT use on education, a guidebook on ICT ethics, the Charter of ICT ethics education, ICT ethics textbooks for students and parents. But above all, it is important for teachers and parents to realize that our students must be brought up as just and democratic citizens in the cyber world. Therefore, while being aware of the negative functions of ICT use, schools and families must continue to promote ICT ethics to help our students lead a sound cyber culture. 80

CHAPTER 2. ICT Use in Universities and Related Research To attain effective ICT use, there are five basic factors that are necessary: information infrastructure; information resources disseminated through that infrastructure; laws and regulations to promote ICT use; culture to promote ICT use; and the development of Human Resources to manage information infrastructure and resources. These five factors do not function independently but cooperatively. The government has promoted ICT use in research institutes for the purpose of constructing university library infrastructure, cyber universities (applying ICT to university education), and ICT use in teachers' colleges that educates the main actors in the future knowledge-based society. It has also constructed ICT infrastructure through a backbone network. This ICT infrastructure becomes rapidly outdated and thus continuing investment is required over the long term. We must expand information resources on a continuous basis. Competition in the knowledgebased society is international, and the international collection and supply of information, especially research information heavily dependent on foreign resources, is necessary to maintain competitiveness. Although it is not possible to access all information, the ability to secure and provide up-dated information or most useful information is directly related to the competitiveness of a country. It is also necessary to manage domestic information properly and provide it to present and future users. In a knowledge-based society, the Copyright Act has become extremely important. As information is not printed but digitalized, the Copyright Act faces a big challenge. It is impossible to disseminate research information or multimedia educational materials without a comprehensive Copyright Act. Because the internet allows academic theses or other educational information without the consent of authors, it is necessary to construct a system to regulate copyrights as a whole. Enforcing the laws also is as important as the amendment of laws. Performance systems or reward systems may help to enforce the laws. The major driving forces promoting ICT use is the necessity of ICT use and demand from users. 81

CHAPTER 2. ICT Use in Universities and Related Research Regardless of how well infrastructure or organizational basis is established, we cannot accomplish effective ICT use if we do not use current information. If there is no curriculum for schools, no reasonable decision-making based on available information, or no social culture that does encourage sharing high quality information, then ICT infrastructure will be useless. The success of knowledge management relies on the construction of a culture willing to share information, not on the construction of an effective system. A culture of information sharing should be constructed and managed in order to successfully achieve ICT use in society. Another key to success in ICT use is the development of human resources. Fostering professional manpower and developing users' ICT literacy are prerequisites to successful ICT use in society. ICT trained manpower will effectively manage and utilize information infrastructure and knowledge information. ICT training in teachers' colleges must continue to develop professional manpower. One professional or user alone cannot handle rapidly-changing ICT, as information increases by geometric progression and becomes more complex. A way to meet rapid change is to develop human resources capable of handling this change. The development of human resources is consistent with the government's plan to educate those who have been excluded from ICT use. The systematic development of human resources is an essential basis for ICT use along with the development of ICT infrastructure. The basic factors for ICT use in all areas are ICT infrastructure, high quality information resources, the reform of laws and organizations concerning ICT, a culture based on ICT use and the expansion of the ICT base. All five factors are equally important, so equal importance should be placed on their development. 82

CHAPTER 3. ICT Use in Lifelong Education The government must establish and develop a nationwide lifelong education system for selfimprovement by constructing comprehensive ICT systems in lifelong education and vocational education and by enlarging guidance counseling services and cyber training. To achieve this, the government must construct a One Stop Information System which integrates all lifelong education institutions and vocational education institutions vertically and horizontally. It must also develop content for lifelong education and vocational training, provide guidance counseling for youth and adults, and promote opportunities for lifelong education through a cyber training system. Until present, there have been a variety of services: a comprehensive lifelong education information system, a lifelong learning network, a guidance counseling network, a comprehensive information system of national human resources development, a comprehensive credit bank information system, and the cyber learning systems of broadcast and correspondence high schools. Each system has been developed to meet specific needs and will be increasingly effective. However, these systems are not yet designed to integrate with one another, so such integration is necessary for the government to provide better service to the people. A database of online education as well as an offline education program must be constructed to promote opportunities for selfdirected lifelong education. Because online education makes it possible for anyone to study regardless of time or place, it can be easily developed. But it is more important to collect and provide online information about the cyber education program than to collect offline information. While continuing to provide program information, the government must provide the custom tailored information systems considering the individual learner's study goals, tastes and age, then apply appropriate learning methods. The government should also develop an educational accountability system by keeping records on each individual's educational training history. Through continuous development of educational materials for lifelong education staff, the government must promote self training and make lifelong education an important part of everyday life. The training of higher-level staff cannot be overlooked either. Higher level staff can lead by example, 83

CHAPTER 3. ICT Use in Lifelong Education promoting effective lifelong education. Therefore, the government must promote the development of additional useful content along with the evaluation and reform of existing content. And, the system to support lifelong education research should be strengthened. Currently, research materials and learning materials on the homepages of lifelong education centers function as cyber libraries that provide materials for lifelong education to researchers and students. But most materials are limited to the information provided by OECD, UNESCO, the Ministry of Education and Human Resources Development and lifelong education centers. The government must allow the people to use lifelong education information created by KERIS and KRIVET without being subject to copyright limitations. In addition, we must construct a system to support online lifelong education communities and promote the development of their content, such as democratic citizenship education, environmental education and literacy education even though such content lacks marketability. Because ICT use in education works in cooperation with a knowledge-based society = lifelong education society = development of human resources, the tasks proposed in the Comprehensive Promotion Plan for Lifelong Education must be comprehensively implemented. As the credit bank system is stabilized, the government must conduct the overall reform and improvement of the Comprehensive credit bank information system. Because three previous revisions have occurred, different system developers have been in charge and only certain parts of the system have been modified, it is questionable whether the system is stable. Considering that the credit bank system provides the opportunity to obtain school or careertraining degrees, the government must ensure the stability of the system. The cyber learning system of broadcast and correspondence high schools has pioneered the cyber education system and has functioned as a test center for cyber education in secondary schools. Through both inside and outside evaluation of test operations of the system, the government must consider expanding the system to general high school students, to students of lifelong education institutes that confer high school diplomas and to students working towards qualification examinations. ICT use in the education of overseas Koreans will play a crucial role in globalization and in the trade market. Thus, it is necessary to cooperate with overseas Koreans and support ICT use by them. The particular tasks are the support of a budget for the construction of ICT infrastructure, the development of multi-language versions of educational content, ICT use in educational administration for overseas Koreans and high quality databases for study abroad. 84

CHAPTER 4. ICT Use in Educational Administration ICT use in educational administration aims to promote transparency of educational administration and to reduce the burden of teachers' administrative duties. Through a comprehensive system of ICT use in elementary and secondary schools, the government has supported only certain parts of administrative duties like academic affairs or the dissemination of educational information. But since October 2002, to provide comprehensive support by a city or province, the government has launched a plan for National Education Information System. The plan for National Education Information System targets all educational administration duties including academic affairs, staff personnel, wages, facilities and budgets. The National Education Information System had constructed in October of 2002 and should be smoothly implemented. The plan for National Education Information System goes beyond the construction of such a system. It must be also capable of finding problems, predicting and preventing serious obstacles and potential disasters in order to stabilize the system. Simultaneously, the System must be extended to higher education as well as elementary and secondary schools and educational administration institutions. By integrating the administration information network proposed by the Department of Government Administration and Home Affairs, a more comprehensive and complete system must be constructed and reformed in accordance with rapidly changing ICT. 1. Stabilization of the system By continuing to monitor the working status of the system after implementation, the government needs to correct operational problems, and it must also promote the stabilization of the system by promptly addressing difficulties on site. To ensure a stable system, it is essential to minimize the creation of obstacles, so a main center must be equipped with an obstaclepreventing system. This would entail the construction of an exigency plan, supervision of the total situation, fault tolerance and the establishment of indicators and procedures. Along with minimizing problems, it is important to restore the system in the shortest time through a rapid- 85

CHAPTER 4. ICT Use in Educational Administration response exigency plan such as a backup center. The plan to construct the infrastructure includes such an exigency plan. The next step is to increase bandwidth, and Offices of Education in cities and provinces must secure the budget for this bandwidth from local governments. document signing system. Once conflicts among departments and technical problems are solved, the comprehensive system will eventually be constructed. 4. Integration with other systems 2. Construction of a comprehensive system for ICT use in universities The plan for National Education Information System excluded universities and colleges. That was because the plan did not have the time necessary for completion before October 2002 and because the administrative duties of universities are characteristically different from those of elementary and secondary schools. Moreover, because each university has a system that was developed independently, it will take a great deal of time to integrate those independent systems. However, universities cannot be excluded from the plan to attain educational information integration. In the long run, universities must be integrated into this system. The construction of the National Education Information System aims to connect elementary and secondary schools with educational administration institutions and to share information through the internet and by integrating with other e-government businesses. For example, when making a civil application, an applicant no longer needs to submit a certified copy or abstract of resident registration because the information about resident registration is obtained through G4C. To integrate with other systems, the System would be tested during October or November. Such integration with other systems is expected to increase efficiency of administration and citizens' convenience. The received and sent materials through integration with other systems are displayed in <Table 3-1>. 3. Integration with administrative dissemination / electronic document signing system To construct a single complete system that generates, signs and sends documents, we need to construct a comprehensive system that is integrated with the administrative dissemination system and the electronic 5. Establishment of the security plan Because the information dealt with in National Education Information System is the one required for intensive protection, such as private information or national secrecy, it is important to maintain the security of information and to install equipment which prevents an unauthorized person from accessing the 86

Part-3 information. Although users are currently secured through electronic authentication, the government must be prepared for new types of invasion which are expected to occur in the future. <Table 3-1> Integration of National Education Information System with Other Systems Plans Received materials Sent materials Innovation of civil affairs administration through a single window Receipt information on civil applications Certified copy of a building and land ledger Registration information on businessman Certified copy of a building or land register Certified copy of one's family register Individual public notification on a land value Certified copy or Abstract of resident registration Construction of standardized personnel management system Personnel information * Source : Ministry of Education and Human Resources Development, June 2002. 87

PM 2002-3 2002 Adapting Education to the Information Age A White Paper Publication November 30. 2002 Publisher Young-Chan Kim Publishing Office Korea Education & Research Information Service Address Arirang Tower, 1467-80, Seochodong, Seocho-gu, Seoul, 137-070, KOREA TEL : 82-2-3488-6200 FAX : 82-2-3472-8909 Registration 22-1584(July 3. 1999) Printing Office KyungHee Information Printing TEL : 82-2-2263-7534 All rights reserved KERIS.