Table Of ContentDOCUMENT RESUME
IR 015 923
ED 353 962
Wong, Suk-Ying; And Others
AUTHOR
Asia and the Pacific: A Survey of Distance Education
TITLE
1992. Vol. II: Republic of Korea-Vietnam. New Papers
on Higher Education: Studies and Research, No. 7.
National Inst. of Multimedia Education, Chiba
INSTITUTION
(Japan).
United Nations Educational, Scientific and Cultural
SPONS AGENCY
Organization, Paris (France). Div. of Higher
Education and Research.
PU3 DATE
92
400p.; For Volume I, see IR 015 922.
NOTE
Directories/Catalogs (132)
Reference Materials
PUB TYPE
Descriptive (141)
Reports
MFO1 /PC16 Plus PostagL.
EDRS PRICE
Access to Education; Developed Nations; Developing
DESCRIPTORS
Nations; *Distance Education; Educational Trends;
Enrollment; *External Degree Programs; Financial
Support; Foreign Countries; Higher Education; Open
Universities; Postsecondary Education; Program
Descriptions; *School Surveys; Student
Characteristics
*Asia; *Pacific Region
IDENTIFIERS
ABSTRACT
This report Es intended to serve as a general
reference for people either new to the field or involved in planning
of distance education, specifically
and decision-making in the
in Asia and the Pacific region. Volume II contains data from 15
countries: the Republic of Korea, Laos, Malaysia, Maldives, Myanmar,
Nepal, New Zealand, Pakistan, Papua New Guinea, Singapore, South
Pacific, Sri Lanka, Thailand, Turkey, and Vietnam. Information is
presented for each country in a case study overview format followed
by a compilation of the findings of surveys sent to distance
education institutions throughout the region. The surveys contain
data on: year of establishment of distance education program; name,
address, telephone, telex, and fax of the head of the program; nature
of the institution; educational levels and titles of distance
education programs; objectives; sources of financial support;
development and enrollment trends and information; number of courses
and staff; media production; student profiles; future development;
and specifics on each distance program offered. A glossary of
abbreviations, list of National Coordinators and Contributors, and
list of Project Team Members are included. (ALF)
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Reproductions supplied by EDRS are the best that can be made
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U.S. DEPARTMENT OF EDUCATION
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EDUCATIONAL RESOURCES INFORMATION
CENTER (ERIC,
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OER( position or policy
New Papers
on Higher Education
Studies and Research
Vol II
(Republic of Korea
Vietnam)
ASIA and the PACIFIC:
Education
A Survey of Distance
1992
A Study conducted by:
Education, Japan
The National Institute of Multimedia
Director-General Hidetoshi Kato
Project Director: Suk-Ding Wong
THIS
"PERMISSION TO REPRODUCE
BY
MATERIAL HAS BEEN GRANTED
11 IESCO
RESOURCES
TO THE EDUCATIONAL
INFORMATION CENTER (ERIC)
NATIONAL INSTITUTE OF MULTIMEDIA EDUCATION
BEST COPY AVAILABLE
cgd
if
UNESCO Secretariat produced, during
The Division of Higher Education and Research of the
complete list of titles
1989, thirty-six titles in the series Papers on Higher Education (a
1983
will continue in a new form New Papers on
appears on the last page). From 1990, this series
and the other, Documentation of
Higher Education with two sub-titles: one Studies and Research
Meetings.
Studies and Research":
Studies published in the series New Papers on Higher Education:
of Higher Education Systems and
1. Evaluation Procedures used to Measure the Efficiency
Institutions.
Educational Assessment.
A study conducted by:The International Association for
Coordinator: W.B. Dockrell.
UNESCO 1990. ED-90/WS-I0 (English only)
2. Study Service in Adult Education: Analysis of an Experience.
Argentina.
A study conducted by the Faculty of Education, University of Lujan,
Coordinator: Sylvia Brusilovski.
UNESCO 1990. ED -89/WS -103 (English/French)
3. L'Enselgnement Superieur et le Monde du Travail.
Unions.
A study coordinated by Noel Terrot for the World Federation of Teachers'
UNESCO 1990. ED-90/VVS-40 (French only)
4. Africa: A Survey of Distance Education 1991.
Education and the International
A study conducted by the International Council for Distance
Centre for Distance Learning. Coordinator: Keith Harry.
UNESCO 1991. ED-91/WS-42 (English only)
Education 1991.
5. Latin America and the Caribbean: A Survey of Distance
Education and the International
A study conducted by the International Council for Distance
Centre for Distance Learning. Coordinator: Keith Harry.
UNESCO 1991. ED-91/WS-44 (English only)
Project: Management and
6. Conceptual Analysis and Methodological Results of the
level.
Assessment of Interdisciplinary Training at the post-university
A study conducted by P. Metreveli et al.
UNESCO 1992. ED- 92/WS -7 (English only)
ED-92/WS/7
UNESCO 1992
UNITED NATIONS EDUCATIONAL, SCIENTIFIC AND CULTURAL ORGANIZATION
A SURVEY OF DISTANCE EDUCATION IN
ASIA ANI) THE PACIFIC
VOLUME 11
Republic of Korea
Vietnam
Conducted by
National Institute of Multimedia Education, Japan
Hidetoshi Kato, Director-General
Prepared by
Suk-Ying Wong
Chaiyong Brahmawong
Takehiko Kariya
Aya Nishino
Geoff Arger
Joanne LaBonte
Project Director
Suk-Y ing Wong
CONTENTS
VOLUME I
Preface
Introduction
Page
Australia
1
Bangladesh
162
China, People's Republic
172
Hong Kong
185
India
224
Indonesia
306
Irar.
354
Japan
365
VOLUME II
Korea, Republic
429
Laos
462
Malaysia
471
Maldives
484
Myanmar
493
Nepal
504
New Zealand
521
Pakistan
582
Papua New Guinea
593
Singapore
638
South Pacific (University of the South Pacific): Fiji, Tonga, Western Samoa,
645
the Solomon Islands, Kinbati, Tuvalu, the Cook Islands, Vanuatu, Niue,
Tokelau, .Vaunt, and the Marshall Islands
667
Sri Lanka
688
Thailand
783
Turkey
804
Vietnam
814
Abbreviations
817
List of National Coordinators and Contributors
820
List of Project 'learn Nlembers
The Republic of Korea
SURVEY OF DISTANCE EDUCATION IN
THE REPUBLIC OF KOREA
Korea occupies a peninsula extending south from the northeastern
COUNTRY
corner of the Asian continent. The total land area of approximately
PROFILE
220,000 sq. km. is politically divided between north and south in the
ratio of about 6:5. The southern part constitutes The Republic of
Korea. The Republic of Korea is a constitutional republic, in which
voting rights are vested in all citizens over the age of 20. The execu-
tive, the legislative and the judiciary constitute the three branches of
government under the President. The legislature is unicameral and
the judiciary is made up of the Lower Court, the Court of Appeal
and the Supreme Court. The nation is divided into 15 administrative
units--one Special City, five Municipalities and nine Provinces.
One of the most developed market economy nations in Asia. A few
Economy,
decades ago, the Republic of Korea was an agrarian society, poor in
Population and
natural resources. After the successive implementation of Five Year
Demograpin:
nation's
Economic Development Plans
1960's,
the
the
since
remarkable growth;
very rapid
and
achieved
economy
has
transforming the country from a largely agricultural economy to a
In 1990, the per capita income was
newly industrialized one.
US$5,340 with the volume of trade amounting to US$1,125 billion,
ranking 10th in the world. Korea's main industrialized products are
cement, steel, ship building, automobiles, and machinery.
The population in the Republic of Korea is about 43.7 million;
nearly one fourth (10.3 million) live in and around the capital city
By virtue of lengthened life expectancy and the sustained
of Seou'
implementation of the family planning movement, the annual growth
rate declined to 1.0 percent in 1990. Population density is one of the
world highest. accommodating 430 per sq.km.
Korean. In some school texts, however, Chinese characters are also
Language of
used along with Korean in order to clarify the meaning of words.
Instruction:
Starting in middle school, English is introduced as a major second
language. In high school, students can choose one more foreign
language as the selective second language from German, French,
Spanish, Modern Chinese and Japanese.
429
The education system is 6-3-3-4: six-year elementary education; six-
Educational
for
year secondary education (3 years for middle school, and 3 years
System:
general academic high schools or vocational high schools); and four
Besides elementary and secondary
year or more higher education.
schools, other educational institutions are in the form of Colleges
and Universities; Teachers Colleges, and Colleges of Education;
Junior Vocational Colleges, Air & Correspondence University and
Open Polytechnic; Air and Correspondence High Schools; Trade
Schools and Trade High Schools; Civic Schools and Civic High
Schools; Special Schools for the Handicapped; Kindergartens; and
Pre-school education and adult education
Miscellaneous Schools.
which are much more diverse and flexible in nature are integral
the
according
to
system
educational
nation's
of
the
parts
Constitutional mandate on the promotion of life-long education. Out
of the total 1990 national budget of 22,689 million Won (US$31.5
billion), the education budget was 5,062 billion, (US$7.0 billion)
83% of which was allocated for compulsory education.
a complete communication and
The Republic of Korea has
Communication
telecommunication infrastructure.
Infra-structure:
Some form of distance education in Korea began three centuries ago
OVERVIEW OF
when a scholar, Sung-Ho Lee (1681-1763) initiated a system of
DISTANCE
correspondence courses by sending woodcut textbooks regularly to
EDUCATION:
1920's through the
young people in local communities. In the early
1940's, during the days of Japanese occupation of Korea, many
Koreans benefitted from subscribing to the corresponding lecture
published by
private
of secondary and college
levels
series
universities both in Japan and Korea.
a new
was conceived
as
first
Korea
education
Distance
Factors Leading
in
educational avenue for the growing population of secondary school
to Establishment
graduates and as part of the concept of lifelong education responding
of Distance
lifetime.
to the educational needs of all citizens at any point in their
Education
As the standard of living has improved, adults have increasingly
Pro, ratimies:
sought further education as one of the means of learning to cope
changing
rapidly
this
encounter
alterations
in
they
the
with
environment for enriching their life, improving their working sta'us,
schooling.
or fulfilling a strong desire to resume their interrupted
major element
Distance education has been conceived as
response to this demand. At the same time, distance
educat*
for the ascending
constitutes a new, cost-effective alternative
numbers of secondary school graduates who are denied access to
conventional universities because of their failure to pass the entrance
conventional
of
these
capacity
limited
the
examination
and
universities to accommodate the students.
830
Although distance education in Korea began centuries ago, the more
Year of
complete form of distance education was started in 1972 by the
Establishment:
establishment of Korea Air and Correspondence University (KACU)
first as a branch school of Soul University offering two-year junior
of an
courses in five departments, and since elevated to the status
independent national university with nine departments. Meanwhile,
in 1974, Air and Correspondence High Schools were established.
Media employed in Korea, particularly at the KACU are (1) printed
Media
reading
supplementary
textbooks,
for Distance
materials--correspondence
materials, and the University newspaper; (2) radio and television
Education:
broadcasts of lectures; (3) AV media recorded audio and video
schooling,
cassettes; and (4) regional and local study centers for
counselling and general guidance.
Sources of financial support are from the government (50%), and
Sources of
from the distance education institution's revenues from student fees.
Financial
The KACU, for example spent about 19.7 billion Won (approxi-
Supports:
mately US$27 million) in 1990 for its total operation.
In general distance education in Korea is expanding, as evidenced
Trends of
from the final recommendations of the Presidential Commission for
Development in
Reform which made a
the
to
specific
reference
Educational
Distance Education:
promotion of the distance education system as an integral part of the
nation's 10 priority educational policies in encouraging people's
lifelong learning practice, stressing and highlighting three points:
(1) to vitalize the lifelong leaning function of schools by opening
their doors as widely as possible not only to young students but also
with vocation as
to the adult populace at large; (2) to link education
flexibly as possible so as to ensure free tracking between the two,
whenever people want to learn in their own ways; and (3) to expand
meet the newly
as much as
to
possible
facilities
educational
emerging educational needs of people who have to adapt themselves
to the rapidly changing surroundings of the technological world.
Distance education institutions are fully supported by: 2 laws, 3
Legal Sicilia:
presidential decrees and 3 ministerial ordinances as well as several
Ministry of Education directions which cover distance education
For instance, the KACU was enacted by
schemes in this country.
the 14th Amended Education Law (Law No. 2,045) to establish an
air and correspondence college, as an affiliated school within Seoul
National University, by inserting a new Article 114-2 in the existing
Decree No.
i.e.
6,106,
Education Law and
Presidential
the
Decree on Establishment of the Korea Air and
"Presidential
on March
The
9,
1972.
enacted
College"
Correspondence
establishment of the Air and Correspondence High Schools was
enacted by Article 107-3 of the Education Law's 18th Amendment
(Lay. No. 2,586 of March 10, 1973) and the promulgation of its
9
431
enforcing Presidential Decree No.7,008, of January 20, 1974, In
addition, in the Social Education Law, there arc articles pertinent to
the nation's non-formal distance education offering all kinds of
social education, adult continuing and further education programmes.
Aims of distance education are stated in the related articles of
Aims:
Education Law: e.g., to provide secondary education to working
adults in order to raise the people's overall education level; and by
providing opportunities of higher education to those high schcol
graduates who, for various reasons, cannot receive or interrupted
their college education.
The supervising authority in the operation of distance education
Control and
programmes in Korea is exercised in two distinctive forms. The
Management:
administrative power of establishing and supervising formal distance
education institutions is exercised exclusively by the statutory bodies
i.e. the state or municipalities. Thc, organization and management of
non-formal programmes is open to everyong and encouraged by the
Social Education Law.
The KACU is under direct supervision of the Ministry of Education,
while all ACHS's are administratively supported by the Provincial
Board of Education. Both KACU and ACHS's, however, enjoy free
hand in managing and operating their own programmes, except in
such areas as the appropriaticn of the Government budget, or the
appointment of full time staff.
The methods of teaching and learning employed in ACHS's and
instructional
KACU reflect the so-called multi-media approach, implying that at
System:
present it is the common practice, in both KACU and ACHS, to
combine broadcast lectures based on correspondence materials with
face-to-face instruction in classrooms at schooling sessions as well
as written assignments for comment and marking. But in the case of
KACU, the use of audio- and video cassettes produced for an
means of
University
broadcast lectures,
and
the
alternative
newspaper, are also available.
Distance education is provided nation-wide in Korea through 15
Geographical
administrative units: one Special City (Seoul), five Municipalities
coveraite:
(Pusan, Inchon, Daegu, Kwangju and Daejon), and nine Provinces
Choongbuk,
Kyungbuk,
Choongnam,
(Kyunggi,
Kangwon,
Chunbuk, Chunnam, Kyungnam and Jeju, to name from north to
south).
Research activities conducted by the various distance education
Research
institutions are not clearly disclosed. For example, the ongoing
Activities:
research projects administered by the KACU Institute of Distance
432
