A Study On The After-school Programs In Korea

In the 21 st century, the biggest crisis is lack of crisis awareness, the biggest trap is satisfied with the status quo. How to make the public education system facing the changing society in the future is an impassable problem for us.Facing the ossified international public education system and its own growing private tutoring, educational gap, low fertility rate and aging population problems, Korean President Roh Moo-hyun had issued after-school programs on students and their families educational needs. During these 10 years,although after-school programs takes different policy priorities but the basic concept and the nature of after-school programs has not changed fundamentally. The essential purpose of after-school programs has always been perfected educational functions of school,reduced private tutoring expenditure,reduced educational gap generated by different classes and regions,achieved the community school. This study found that Korean after-school programs not only solved the problem of ossified public education system but also achieved some success in perfecting educational functions of school, reducing private tutoring expenditure and educational gap. As for our consistency of basic education reform in enhancing the school vitality, improving the quality and promoting education fairness, In periods, like the current one, when we facing the ossified international public education system, some experience and lessons of Korean after-school programs can doubtless be adopted and avoided.Except introduction and conclusion, the body part of this paper consists of five chapters.The first chapter, we analyze the generation and development of Korean after-school programs. In the first section of this chapter, we analyze the interior and exterior backgrounds of Korean after-school programs. In the second section, we detailed the history of the Korean after-school programs during three history periods, formation period, development period,improvement period respectively.The second chapter, we discuss the stable nature of Korean after-school programs for this decade. First, we analyze the evolution of the term “Korean after-school programs”, then we focus on the definition, the goal, the function and the implementation system of Korean after-school programs.The third chapter, we discuss and analyze the current situation of implementation of Korean after-school programs. In this part, we mainly focus on the participants, projects, teachers, supports of Korean after-school programs.The fourth chapter, on the basis of the third chapter, we summarize the basic experience of Korean after-school programs. The study found that Korean after-school programs made a great achievement in perfecting educational functions of school, reducing private tutoring expenditure and educational gap. In addition, there are still problems existed, such as, schools are not willing to open up to the outside world and some parents questioned about the quality of Korean after-school programs.The fifth chapter, on the basis of the above discussion for Korean after-school programs in the history, the stable nature, present situation and the basic experience, we look for some suggestions to public schools of China, such as, the education reform should take a bottom-up approach, the source of teachers should be variable, government should increase the education funds for offspring of vulnerable groups and more.