Hello, calicojack-ga!
Due to the extensive and very broad nature of Part 1 of your
question, I had to narrow my focus to one profession. I spent the
majority of time focusing on medical doctors as a profession to
research for Part 1. I hope you can understand not only the
elusiveness of English-language material relating to the nitty-gritty
of professions in Korea, but the amount of time required to research
just one profession for the first section of your question, let alone
several. I sincerely hope you will find that the following references
provide some helpful information to include in your research paper!
********************************
PROFESSIONS - DOCTORS IN KOREA
********************************
Other than a few snippets of information regarding the number of years
in school, I found very little about governmental regulation or
government treatment of the medical profession in Korea. Despite hours
of research on this one aspect of your topic, I did not find any
references outlining extensive governmental regulation of the medical
field once an individual is established in practice. I have provided a
variety of references so that you may formulate a small overview of
the medical field in Korea. Some of the references may be outside your
area of interest, but with so little material available, I felt it was
worth it to provide more, rather than less! As evidenced by my search
terms, I tried most every angle I could think of to find information
for your topic.
Education
-----------
You probably don't want to quote this first source, but it does
provide a good synopsis of medical education in Korea and it is the
best "basic" overview I found after several hours of searching.!
From "A Korean Skeptic's Report: New Ager-Occupied Territory," by
Gun-IL Kang. Skeptical Briefs newsletter : March 2000
http://www.csicop.org/sb/2000-03/korea.html
"In Korea, there are two accreditations for medical doctors: the WMD
for doctors of Western medicine, and the TMD for doctors of
traditional Korean medicine. All doctors are trained for six years. In
addition there are Western Medicine Pharmacists (WMP), who are trained
for four years.
"In 1996, a separate "Traditional Medicine Pharmacists" (TMP) was also
established. The creation of the TMP accreditation, circumventing
WMPs' discretion in dispensing traditional drugs, was the result of
furious conflicts between TMDs and WMPs beginning in 1993. Both sides
staged mass demonstrations and threatened the shutdown of their
clinics and pharmacies. Student boycotted classes, and at least two
Ministers of Public Health and Welfare were forced to resign after
arraignment for their misadministration."
"Looking at this conflict, it is clear that its cause was the
government's misleading policy. In the 1960s there was only one
traditional medical college. The government increasingly permitted new
colleges, beginning with two in 1970s. Korea now boasts eleven such
colleges, producing 750 TMDs each year. The new TMDs are now so
accepted and influential in the mainstream, that it was inevitable for
them to fight to limit the influence of WMPs in the prescription of
traditional drugs."
==
From "Oriental Medicine in Korea." Oriental Medicine Hospital
http://medinfo.khmc.or.kr/english/30.htm
"Oriental Medicine in Korea is based on Traditional Chinese
Medicine(TCM), it is also called Korean Traditional Medicine."
"The education system of oriental medicine in Korea is a 6 year course
in college which is equal to that of western medicine in Korea. The
curriculum includes Western medicine, Chinese medicine as well as
Korean medicine. When students graduate from medical college they take
a national examination in order to receive the oriental medical
doctor's license. Graduate schools Medicine established in 1994 is a
national institute for research from the basic principles to the
clinical applications of oriental medicine. In Korea, there are 11000
oriental medical doctors, 130 oriental medical hospitals, and 7000
oriental medical clinics to diagnose and treat patients. The Oriental
medical college of Kyung-Hee University war first established in 1965
and as of February 2000, has 4053 graduates."
==
From "Education in Oriental Medicine in Kyung Hee University."
Bum-Sang Shim, Byung-Hee Koh,* and Kyoo-Seok Ahn. Evid Based
Complement Alternat Med v.1(3); Dec 2004.
http://www.pubmedcentral.nih.gov/articlerender.fcgi?artid=538521
"Oriental medicine has been developed over a long period of time. When
the Medical Service Act was legislated in Korea in September 25, 1951
for the first time, Oriental medicine began to have the support of the
legal system. Presently, Oriental medicine has the same legal status
as Western medicine in Korea. Students of Oriental medicine are
qualified for the National License Examinations for Oriental Medicine
Practice after finishing 6-year courses in a College of Oriental
Medicine. Before the Medical Service Act came into force in 1951,
acupuncture was taught based on the acupuncturist system. However,
after this legislation, the acupuncturist system was invalidated and
legally assimilated into the Oriental medicine system since 1962.
Presently doctors of Oriental medicine are entitled to practice all
aspects of Oriental medicine, including acupuncture and prescription
of traditional medicine."
"When medical resources are compared between Western and Oriental
medicines, the numbers of licensed doctors are 62 609 and 10 707 for
Western and Oriental Medicine, respectively, and the number of such
medical schools are 41 (entrance quota of 3300) and 11 (entrance quota
of 750), respectively. The number of hospitals and local clinics is 16
643 (hospital 767, local clinic 15 876) for Western medicine and 6272
(hospital 115, local clinic 6520) for Oriental medicine." (Table 1).
In Korea, a medical insurance system for Western medicine was started
from July 1, 1977, but was not available for Oriental medicine until
February 1, 1987.....
"To promote Oriental medicine, the medical specialties system has been
required by Oriental medicine doctors and government recently. After
graduation from medical college, medical licenses should be required
by the ministry and graduates have to complete a 1 year internship and
3 year residency. Those seeking to become specialists should have to
take a training course at the designated hospitals and pass the
qualifying examination for specialists provided by the Association of
Korean Oriental Medicine..."
Read further...
==
"A General Overview of Korean Eastern Medicine." Kang Sung-keel,
O.M.D., Ph.D. All That Korean Medicine. 4th Newsletter. 2002
http://www.koreanmedicine.net/4news/4news_08_01.html
"In 1952, the national medical law was established and the Eastern
medical system became accepted into the overall health care system in
Korea. So, an inclusive medical system with dual medical systems
began. Under the Korean medical law, Eastern medical doctors must only
use Eastern medicine and Western medical doctors only Western
medicine. The college of Eastern medicine curriculum was a 4-year
course of study until the middle of the 1960s, but today there are 11
colleges of Eastern medicine offering regular 6-year course of study.
Upon graduation, students take the national examination for the
Eastern medical doctor's license. The graduate schools of Eastern
medicine run a 2-year program for a master's degree and a 3-year
program for a doctoral degree. Graduates of the college planning to
become specialists should apply to a four-year training course (one
year of internship and three years of residency) at hospitals with
such qualified training programs."
==
Abstracts:
"A history of medical license in Korea." Yeo IS, Park Y, Lee KL, Park
HW. Uisahak. 2002;11(2):137-53.
http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?cmd=Retrieve&db=pubmed&dopt=Abstract&list_uids=12828143&query_hl=2
==
"A study of the licensing system in Korean Oriental medicine." Lee HJ,
Jin J, Shen S. Zhonghua Yi Shi Za Zhi. 2002 Apr;32(2):78-81.
http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?cmd=Retrieve&db=pubmed&dopt=Abstract&list_uids=12639423&query_hl=2
==
"The Korean medical system: What does the future hold?" Han Kyu CHO
and Young Sik KIM. Asia Pacific Family Medicine. Volume 1 Issue 1 Page
10 - March 2002 (full article is available for purchase)
http://www.blackwell-synergy.com/links/doi/10.1046/j.1444-1683.2002.00013.x/abs/
"The Korean medical system faces some challenges. Recently, the
government enforced a medical reform drawing a clear line between
prescribing and dispensing of drugs. As a result, the National Health
Insurance System plunged into a financial crisis. The number of
medical practitioners is increasing rapidly. The integration of
western medicine and traditional medicine may be another issue for the
future. The future of the Korean medical system relies on how we
overcome the challenges and conflicts
==
From "Telemedicine and related technologies in South Korea." Report of
a DTI-supported overseas mission to South Korea in March 2001. Jim
Briggs. University of Portsmouth 2001
http://www.teis.nhs.uk/chapters/korea/Full_report.htm
Scroll down to - 2.7 - "The Korean healthcare system."
==
If you want to read legislation pertaining to the Healthcare system,
and medical professionals in particular, refer to the Medical Services
Act. Once an individual has graduated from college with a medical
specialty, they must pass a government examination to obtain their
license.
From "Republic of Korea. The Medical Service Act." (see amendment
dates for citation)
http://unpan1.un.org/intradoc/groups/public/documents/APCITY/UNPAN009439.pdf
CHAPTER I GENERAL PROVISIONS - Article 1 (Purpose) The purpose of this
Act is to prescribe the matters necessary for national medical
treatment, and thereby to ensure the proper management of medical
treatment and to protect and improve national health.
Article 2 (Medical Person) (1) The term "medical person" in this Act
means a doctor, dentist, herb doctor, midwife and nurse who has been
licensed by the Minister of Health and Welfare. <Amended by Act No.
3825, May 10, 1986; Act No. 3948, Nov. 28, 1987;
Act No. 5454, Dec. 13, 1997>
CHAPTER 2 - MEDICAL PERSONS
SECTION 1 - QUALIFICATIONS AND LICENSE - ...has acquired citizenship
while retaining Korean nationality and received the license of a
doctor or a dentist, the license may be granted when he has passed the
examination as prescribed by the Presidential Decree: <Amended by Act
No. 2862, Dec. 31, 1975; Act No. 3825, May 10, 1986; Act No. 4732,
Jan.
7, 1994; Act No. 5454, Dec. 13, 1997>
1.A person who has graduated from a college majoring in the medical science
or dental surgery, and who has received the degree of a bachelor of medical
science or a bachelor of dentistry;
2.A person who has graduated from a college majoring in the herb medical
science, and who has been awarded the degree of a bachelor of herb medical
science; and
3.A person who has graduated from a foreign school falling under subparagraph
1 or 2, recognized by the Minister of Health and Welfare, and obtained
a license for doctor, dentist or herb doctor in the foreign country.
4.Deleted. <by Act No. 4732, Jan. 7, 1994> Article 5 (License of
Doctor, Dentist and Herb Doctor) Any person who intends to become a
doctor, dentist or herb doctor shall have qualifications falling under
each of the following subparagraphs and get a license from the
Minister of Health and Welfare after passing the State-administered
examination: <Amended by Act No. 2862, Dec. 31, 1975; Act No. 3825,
May 10, 1986; Act No. 4732, Jan. 7, 1994; Act No. 5454, Dec. 13,
1997; Act No. 6157, Jan. 12, 2000> <<Enforcement Date: the date on which two
years pass after the promulgation of this Act>>
1.He is required to graduate from a university specializing in the medical
science or dentistry with the bachelor's degree in medical science or
the bachelor's degree in dentistry;
2.He is required to graduate from a university specializing in the herb
medical science with the bachelor's degree in the herb medical science;
and
3.He is required to graduate from a university of a foreign nation, which
falls under subparagraph 1 or 2 and is recognized by the Minister of
Health and Welfare and to obtain a license for a doctor, a dentist or
a herb doctor from such foreign nation.
** Read entire provision....
==
According to the following article, there is not much governmental
intervention in the regulation of plastic surgery!
From "The price of beauty in South Korea," by Charles Scanlon. BBC
News, South Korea. Feb 3. 2005.
http://news.bbc.co.uk/2/hi/programmes/from_our_own_correspondent/4229995.stm
"South Korea has just 1,200 certified plastic surgeons. Many thousands
of others are operating without proper qualifications. It is a highly
lucrative business and everyone wants a slice of the action. One
qualified surgeon told me he knew of psychiatrists doing liposuction
and radiologists performing double eyelid operations."
"Some of the practitioners have no grasp of basic surgery. Patients
asking for liposuction are literally risking their lives on the
operating table. Qualified operators say their old classmates from med
school constantly badger them for lessons on lucrative cosmetic
operations."
"Amazingly, malpractice suits are few and far between, and the damages
paid to victims are derisory by international standards. Most
complaints are settled quietly out of court in deals brokered by the
consumer association. The certified plastic surgeons are pushing for
tougher regulation and more accountability, but they are up against a
powerful lobby of doctors who fight any restrictions on the right to
practice."
"The government seems more interested in keeping the doctors happy
than in protecting the public as a whole."
==
From "9. The Regulation of Traditional Chinese Medicine - Australia
and Overseas." Towards a Safer Choice - The Practice of Chinese
Medicine In Australia. Nov. 1996.
http://www.dhs.vic.gov.au/pdpd/chinese/report/contents.html
See: http://www.dhs.vic.gov.au/pdpd/chinese/report/9.htm
For South Korea, See "Table 9.1: Status of occupational regulation of
TCM practitioners in selected countries."
==
See "South Korea and Norway: What Do Doctors Think of Requiring
Patients to Choose a Primary Care Physician?". Sandvik H, Cho H.J.
Attitudes to Family Practice Programmes. Survey of Korean and
Norwegian family doctors. Fam. Pract. 2002; 19:72-6
http://www.stfm.org/fmhub/fm2002/novdec02/international.pdf
==
A lengthy article which might have a few points of interest:
"The Promise of South Korea. This Asian market holds great potential
for the future, including possible collaborations with global pharma
partners." BY Faiz Kermani, Rory Gallagheov. Applied Clinical Trials.
Nov. 1, 2005
http://www.actmagazine.com/appliedclinicaltrials/article/articleDetail.jsp?id=192752
==
See "8.1. Ethics Education in Medical Schools in Korea." (see correct
book name in citation information below this article link)
http://www2.unescobkk.org/eubios/ABC4/abc4240.htm
(See citation of Book on this link:)
http://www2.unescobkk.org/eubios/INDEX.htm
Song Sang-yong, Koo Young-Mo, and Macer, Darryl R.J., eds., Bioethics
in Asia in the 21st Century , 430pp., ISBN 0-908897-19-7
(Christchurch: Eubios Ethics Institute, 1998
==
General overview:
Scroll down to "Health Care and Social Welfare." Source: Based on
information from Edward S. Mason et al., The Economic and Social
Modernization of the Republic of Korea, Cambridge, 1980, 402, 404; and
The Statesman's Yearbook, 1988-89, New York, 1988, 775.
http://countrystudies.us/south-korea/44.htm
==
From a message board on the Nobel Prize Internet Archive: "We are
physicians and medical students in South Korea.."
http://www.almaz.com/nobel/wwwboard/messages/2049.html
Posted August 16, 2000:
"We are physicians and medical students in South korea. Now, doctors
in South Korea are going on a strike. Since August, the government
began separating roles of doctors and pharmacists. But that is
troublesome. New medical law is for the pharmacists, of the
pharmacists, and by the pharmacists. As a result pharmacists can
diagnose the patient's disease and prescribe without doctors'
prescriptions. The current system allows pharmacists to in fact
practice medicine without license.They can take the role of doctors.
They also replace prescribed drugs with others without doctors'
permission.They can conduct unauthorized medical treatment that now
became legal according to the newly amended pharmaceutical law.If
pharmacists wants to practice medicine,they should have gone to
medical school...
read further....
==
Turn away from medical school?
From "Koreans Need More Babies Now: WHO Chief." The Chosun Ilbo.
updated March 14, 2005.
http://english.chosun.com/w21data/html/news/200503/200503140036.html
"Lee started working for the WHO 22 years ago when he was a doctor in
the South Pacific. "If you are determined to survive in the
international community through competition, you should become a
professional equipped with language skills," is his recommendation.
"However, Lee is wary of the zeal of young Koreans to get into medical
school. Instead, he advised them to venture into uncommon territory
like astronomy, geology and archeology. "Becoming a doctor to cure
diseases and contribute to medical study is good. But it's no good
becoming a doctor for a guaranteed brighter future compared to other
professions. Young people shouldn't pursue an easy, comfortable life.
Only those with a taste for challenge will succeed in life," he said."
==
Another interesting perspective:
From "The National Healthcare Inferiority Complex," By Mike Weisbart.
Korea Times. 7/3/2005
http://times.hankooki.com/lpage/opinion/200507/kt2005070317170654190.htm
"To get a local perspective on the report, I met with Dr. John Linton,
the director of Severance's International Health Care Center. Linton
was trained both here and in the States, speaks Korean fluently, knows
the system well, and was able to confirm many of the report's
findings. The main problem with the system, he explained, is the heavy
workload. Not only are there too few doctors in the country but,
because of low compensation by the NHI, doctors are forced to work
long hours and see long lines of patients to make any money."
"As he put it, "Koreans are spoiled by cheap health care," and are
thus unwilling to pay either higher taxes or health premiums to
improve quality. "Everyone has a limit," he said. "You can't see 100
people in a day and still do a good job."
"The OECD report also recommended that the system place more emphasis
on something called "evidence-based" medicine. Linton agreed, pointing
out that most sick Koreans "want medicine and the doctor is under
pressure to give it." He went on to explain that the Korean mindset
regarding medicine is totally different from Western conceptions. They
tend to think of drugs as always being something good that adds to the
body's restorative power, a clear contrast with western thinking that
medicine should be the last resort."
"This is obviously not a problem that affects foreigners. In fact,
most Korean doctors like to treat foreigners because the pressure to
simply prescribe drugs is off."
*******************
TEACHERS IN KOREA
********************
The Ministry of Education and Human Resources provides information on
teacher qualifications and relevant organizations.
See "Teacher Education and Teachers' & Welfare Organizations."
Ministry of Education and Human Resources Development.
http://english.moe.go.kr/html/education/?menuno=09
"The classification and qualifications of teachers are defined in
Section 2 of Article 21 of the Act on Primary and Secondary School
Education. Teachers are classified into teachers (Grade I and Grade
II), assistant teachers, professional counselors, librarians, training
teachers and nursing teachers (Grade I and Grade II). They are
required to meet the specific qualification criteria for each category
and be licensed by the Deputy Prime Minister and Minister of Education
and Human Resource Development as regulated by Presidential Decree."
Read further...
Also see "Organization of the Educational Administration." Ministry of
Education and Human Resources Development.
http://english.moe.go.kr/html/education/?menuno=08
===
From "Korea (Republic of) - Education system. INSTITUTION TYPES & CREDENTIALS.
IAU, World Higher Education Database (WHED
http://66.102.7.104/search?q=cache:kzpRA8BVGTIJ:www.unesco.org/iau/onlinedatabases/systems_data/kr.rtf+Korea+AND+ministry+of+education+AND+study+to+be+a+doctor&hl=en
Teacher education:
Training of pre-primary and primary/basic school teachers -
"Elementary school teachers are trained at eleven universities of
education and the departments of elementary education at Korea
National University of Education and Ewha Woman's University, Korea
National Open University, graduate schools, and graduate schools of
education. They offer four-year courses leading to a Bachelor's
degree."
Training of secondary school teachers - "Secondary school teachers are
trained at the universities' colleges of education, Korea National
University of Education, the departments of education and general
colleges and universities that confer teaching licenses, as well as at
graduate schools of education."
Training of higher education teachers - "Most higher education
teachers are trained at the graduate schools of local and foreign
universities. A Master's degree is the minimum qualification for a
higher education teacher, but a Doctor's degree has begun to be
recognized as a minimum qualification for a faculty member of a
university or 4-year college."
==
"Democracy and Human Rights Education in South Korea." Soon-Won Kang.
Comparative Education. Publisher: Routledge, part of the Taylor &
Francis Group. Issue: Volume 38, Number 3 / August 01, 2002. Pages:
315 - 325
http://journalsonline.tandf.co.uk/(akzdqv3cjq5idyfncdjjyh45)/app/home/contribution.asp?referrer=parent&backto=issue,7,10;journal,14,39;linkingpublicationresults,1:100374,1
Abstract:
"This paper traces the history of education in South Korea in terms of
various forms of control and their impact on democracy and
rights.....A history of abuses of student rights and the oppression of
teachers has begun to be challenged since 1993. Nonetheless, teachers
remain reluctant to use the terminology of democracy and human rights,
and some corporal punishment is still in evidence. Korean teachers
have little autonomy, as the system remains centralised, competitive
and bureaucratic. To establish a culture of peace and non-violence,
the paper argues for a change in school ethos, a change to school
regulations and education laws, a wider spread of democracy to media
and community and the publication of manuals on education for
democracy and human rights."
==
Teacher Induction Policy:
From "Teacher Induction Policy and Practice Among APEC Members:
Results of the Exploratory Survey," by Maria Stephens and Jay
Moskowitz. Chapter 2. From Students of Teaching to Teachers of
Students: Teacher Induction Around the Pacific Rim - January 1997.
http://www.ed.gov/pubs/APEC/ch2.html
Excerpts concerning Korea:
"Most APEC members have government policies regarding teacher
induction. These policies are important to understanding the aspects
of authority and financing in teacher induction programs.
"Because teacher induction is a complex endeavor involving several
levels of governance, the issue of who has authority often is a
nebulous one. At its most basic, authority may be viewed as
decision-making power. In that case, the teacher induction programs of
Japan, the Republic of Korea, and Chinese Taipei are primarily under
member-level authority."
Impetus - "For six members, the impetus for teacher induction is
member-level: Korea, Japan, New Zealand, Papua New Guinea, Singapore,
and Chinese Taipei. Specifically, the first three members have a
member-level mandate that requires establishing teacher induction
programs."
Organization - "Most APEC members' programs are organized at the
level of either the school or province...... Of the four members that
are organized, at least in part, at the provincial level, only Korea
is exclusively administered by provincial authorities."
Implementation - "All members implement their teacher induction
programs at the school or jurisdictional level, oftentimes in the
classroom. However, in several members, there are additional
activities implemented by other levels of governance. Japan is the
sole economy whose member government plays a role in implementing an
actual training session. Further, Australia, Canada, the Republic of
Korea, Papua New Guinea, and the United States have activity at the
provincial level. For example, Korea has in-services at the regional
level before the school year begins"
Financing - "Most APEC members' teacher induction programs are
funded by a combination of provinces and schools--although in Korea,
programs are fully funded by the provinces,
Mentoring - "Mentoring consists of pairing veteran teachers with
beginning teachers to offer guidance and support. Mentoring is one of
the most widely used strategies for helping new teachers become
competent professionals.......the idea of mentoring is just beginning
to emerge in ....Republic of Korea."
Workshops, In-Services, and Trainings - "Seven members use these
activities to instruct new teachers: Australia, Japan, the Republic of
Korea......In Korea and Chinese Taipei, local government and tertiary
faculty conduct workshops to inform teachers on local school policies
and practice. Korea uses "teacher meetings" as a forum for beginning
teachers to discuss the recent literature in their field."
Duration and Timing - "Teacher induction programs vary in their
length, although most last one to two years, with activity
concentrated in the earliest days and weeks on the job. Nearly all
members' programs and activities occur periodically, even weekly,
throughout the induction year. Only two members confine activities
mainly to the initial period: Republic of Korea, where the program is
highly centralized and specialized, and Singapore, where induction
focuses on integration and transition to the school environment."
From Chapter 2 (continued)
http://www.ed.gov/pubs/APEC/ch2a.html
Republic of Korea
"The Republic of Korea employs a teacher induction program focused on
a mandated, pre-appointment training session offered at the provincial
level. Following the pre-appointment program, beginning teachers
continue to participate in less formal provincial- and school-level
induction activities. The main purpose of teacher induction in the
Republic of Korea is inspiring and informing teachers on the
responsibilities of teaching and the culture of the school and the
profession."
Basic Features
"The pre-appointment program is the central feature in the Republic of
Korea's teacher induction program. The member-level government
requires that all beginning teachers who have received their teaching
certificate and passed the employment examination participate in these
activities. Provincial institutes for the in-service training of
teachers provide 60 hours of training and induction that are intended
to inspire the new teacher's sense of commitment, foster the basic
knowledge required for teaching, and establish an awareness of the
ethics of the teaching profession. Although the design of the
pre-appointment program is at the discretion of the provinces, there
are no significant differences among programs."
"Teacher induction often continues after completion of the
pre-appointment activities. Both provincial offices of education and
individual schools provide orientation to beginning teachers. The
orientation offered at the provincial level focuses on informing new
teachers about the status of schools within the jurisdiction and
further enhancing their sense of commitment and responsibility as
teachers. The orientation at the school level, on the other hand,
concerns itself with issues of the particular school, such as status,
goals, direction, and management. Other induction activities include
workshops, peer supervision, and clinical supervision. Workshops may
be seminars on curriculum content or teaching methods, or teacher
meetings for reading papers and articles. Although the idea of formal
mentoring is not yet established in the Republic of Korea, principals
often provide advice on teaching methods, and experienced teachers
invite their younger colleagues to observe exemplary classrooms."
"All the in-service induction activities occur periodically for the
first year of teaching, with no formal conclusion. Generally, teachers
spend a few hours per week--before, during, or after school--in
teacher induction. Currently, there are no supports such as
release-time in place for teachers who participate in induction.
Beginning teachers carry a lighter administrative load, but spend the
same amount of time on classroom activities as experienced teachers."
Financing
"Provinces in the Republic of Korea have the responsibility of
choosing and funding teacher induction programs. In 1994, the cost of
teacher induction per inductee in the Kyongbuk Province was 377,000
won. This is 0.37 percent of the total education budget and is
representative of the cost of teacher induction in most provinces."
Future Directions in Teacher Induction
"The Republic of Korea currently uses a review process and
questionnaire (directed toward the inductees) to evaluate teacher
induction programs. These elements are used to judge the program as
successful or not in helping beginning teachers adapt to the
classroom. The next step for teacher induction programs in the
Republic of Korea is to introduce a Master Teacher System, to develop
a sense of commitment to the teaching profession."
==
See "Korean Vision of Teacher Reform: An Attempt for Quality Control
and Empowerment," by Dr. Hye-Sook Kim. Korean Educational Development
Institute. (KEDI), Republic of Korea. 2004.
http://www.worldedreform.com/intercon/kedre12.htm
"The purpose of this paper is to examine the Korean teacher reform led
by the government in terms of continuous trials and failures. The
direction of teacher reform in Korea is considered as two fold: one is
quality control, the other is teacher empowerment. In this article,
numerous efforts to improve teacher professionalism for last five
years since 1996 are to be outlined as an introduction. Then, the
national evaluation system for teacher training institutes is to be
highlighted as a quality control mechanism. The on-going government
agenda that is aiming at teacher empowerment is to be reviewed.
Finally, discussion about the remaining issues and lessons are to be
followed."
* Perhaps you can get your hands on some of the references cited at
the end of the paper.
==
From "Development, Education and the Teachers Union Movement in South
Korea, 1989-1999 Author: Synott J.1. Australian Journal of Politics &
History, Volume 47, Number 1, March 2001, pp. 130-149(20)
http://www.ingentaconnect.com/content/bpl/ajph/2001/00000047/00000001/art00223
Abstract:
"The passing of legislation in July 1999 to legalise Chunkyojo, the
Korean Teachers and Educational Workers Union signalled the
culmination of ten-year struggle by teachers to form a representative
organisation that could represent them in industrial matters and push
forward their agenda for educational reforms in South Korean schools.
However the gains, as this article points out, were substantially less
than the original goals of the movement. These goals, as this article
discusses, were founded on grievances of the movement located in
complex facets of South Korean education at its intersection with
history, politics and development. The article examines some of the
core grievances of the movement emanating from issues of teachers'
identities, the role of education in national development, the
dominance of the examination system and the industrial relations
contexts of school teachers. The analysis confirms that the systemic
features which the teachers union movement challenged reside in the
social and historical foundations and political constructions of
school education in South Korea and indicates that the recent
developments are not likely to address these but, instead, signal the
emergence of a new phase of conflict between reform-minded teachers
and the South Korean government."
==
See "Attracting, Developing and Retaining Effective Teachers. Country
Note: Korea." John Coolahan, Paulo Santiago, Rowena Phair and Akira
Ninomiya. Organisation for Economic Co-operation and Development.
Directorate for Education, Education and Training Policy Division,
April 2004 http://www.oecd.org/dataoecd/26/49/31690991.pdf
==
From "Teacher Preparation and Professional Development in APEC
Members: A Comparative Study." APEC EDUCATION FORUM - Education Forum
Document No. 9. Preface and Highlights of the Study. last modified
October 29, 1999 http://www.apec.edu.tw/ef9.html
"Across APEC members, women make up the bulk of the teaching force at
the pre-primary and primary school levels. While this pattern also
applies at the secondary level in many members, in Japan and the
Republic of Korea, men make up the bulk of the teaching force in
secondary schools. In most APEC members, men continue to dominate
employment in senior administrative positions such as principal ships.
Increasingly in Japan, the United States, Canada, Australia, and the
Republic of Korea, some teacher preparation programs are affiliated
with primary and secondary schools that are organized and supported to
provide sites for practice teaching and for year-long internships. In
many cases, APEC members have different license categories depending
on position level, subject area, and school level and type. In the
Republic of Korea, teachers can obtain a higher rank license and an
increase in salary through in-service training. Teacher licensing
consists of four structures or levels: Grade 2 teacher, Grade 1
teacher, vice-principal, and principal. However, with the exception of
Korea and Japan, most APEC members' licensing structures tend to be
flat. APEC members report differing license or registration renewal
policies, ranging from two to three years in Australia to lifetime
registration/licensure in Hong Kong, the Republic of Korea, and
Malaysia."
==
From "Private Tutoring and Demand for Education in South Korea." (Revised) by
Sunwoong Kim, University of Wisconsin - Milwaukee and Ju-Ho Lee, KDI
School of Public Policy and Management, Seoul, Korea. March 2002
http://www.kdischool.ac.kr/download/Faculty_resume/Tutor4.pdf
Abstract:
"South Korea?s education sector has expanded dramatically as her economy grew
over the last several decades. In 2000, the government spent more than
3.5% of GDP on primary and secondary schooling, comparable to the
level in the other OECD countries. Despite the substantial government
expenditure, households additionally spent about the same amount on
private tutoring. We argue that the prevalent private tutoring is a
market response to the government?s rigid and uniform education
policy. In order to achieve rapid economic growth, the government
pushed hard for universal primary schooling and the equalization of
secondary schools. Unsatisfied demand for education by parents and
students in a highly regulated educational environment has resulted in
an enormous
increase in private tutoring despite government's strong policy
measures to reduce it."
==
Read "PROFESSIONALIZATION AND THE REFORM OF TEACHING, TEACHERS, AND
TEACHER EDUCATION IN THE UNITED STATES AND THE REPUBLIC OF KOREA: A
CRITICAL DISCOURSE ANALYSIS," by Min-Ho Yeom. Submitted to the
Graduate Faculty of the School of Education in partial fulfillment of
the requirements for the degree of Doctor of Philosophy, University of
Pittsburgh 2005. http://etd.library.pitt.edu/ETD/available/etd-05092005-110107/unrestricted/YeomMH2005.pdf
See Abstract - http://etd.library.pitt.edu/ETD/available/etd-05092005-110107/
==
The following paper concerning governmental roles might be of interest
in the sections pertaining to Korea (page 62):
"STRENGTHENING WORLD BANK SUPPORT FOR QUALITY ASSURANCE AND
ACCREDITATION IN HIGHER EDUCATION IN EAST ASIA AND THE PACIFIC," by
Marjorie Peace Lenn. Center for Quality Assurance in International
Education. Education Sector Unit, East Asia and the Pacific Region.
June 2003. http://www.apqn.org/files/virtual_library/other_reports/strengthening_world_bank_support.pdf
*******************************************
NATIVE ENGLISH SPEAKING TEACHERS IN KOREA
********************************************
The U.S. Embassy website provides and excellent overview of
Read "Teaching English." A Guide - Complied by American Citizen
Services, U.S. Embassy, Seoul.
http://usembassy.state.gov/seoul/wwwh3550.html
=
From "Teaching English in Asia. Where and How to Find ESL Jobs," By
Susan Griffith. Transitions Abroad.
http://www.transitionsabroad.com/listings/work/esl/articles/workinasia.shtml
"Korea: Competition for Jobs Less Acute Than in Japan:
The demand for native speaker English teachers in Korea far outstrips
the supply, so competition for jobs is much less acute in Korea than
in Japan. More than two-thirds of the work available is teaching young
children and adolescents so any native speaker with experience of or
just enthusiasm for working with children will have a large choice of
job offers.
==
"Korea employs many English language teachers, and generally does not
require that you have any special qualifications for teaching English
other than having a Bachelor's degree (in anything!) and being a
native speaker of English."
http://www.tesol.net/links/Employment%20(Korea).html
=
Most prestigious High School in Korea does not demand that AP teachers
"have a degree in education or a teaching license."
http://www.eslcafe.com/jobs/korea/index.cgi?read=15873
==
From "Proposals to Increase Teaching Effectiveness and Job
Satisfaction." PETER NELSON and JIM GONGWER. KOTESOL PROCEEDINGS PAC2
(THE SECOND PAN ASIAN CONFERENCE, 1999, SEOUL)
http://www.kotesol.org/publications/proceedings/1999/pacpro225.pdf
Abstract:
"Adaptation to a different culture is a complex and often lengthy
process, especially when foreigners do not speak the language of the
host country. In this workshop, participants discussed common
adaptation and communication problems encountered by teachers at
Korean schools. The seminar facilitators first reported highlights of
a survey of native speakers of English at Korean universities, which
showed them generally satisfied with their work but expressing
noticeable disappointment because they were not well accepted within
their departments or eligible for promotion and tenure. Workshop
participants then discussed their own situations, many of which
paralleled findings in the survey. They concluded that major cultural
differences inhibited both effective communication and useful
short-term solutions."
==
"Do South Korean Adult Learners like Native English Speaking Teachers
more than Korean Teachers of English?" by Song-Ae Han. Faculty of
Education, Monash University, Australia.
http://www.aare.edu.au/03pap/han03087.pdf
Abstract:
"Suppose you were an English as a foreign language (EFL) learner. Who
would you prefer to learn from, a native English speaking teacher
(NEST) or, a Korean teacher of English (KTE)? Some factors may
influence your decision on this matter such as learning experience,
level of English proficiency, motivation, interest, personality,
occupation, age, gender, and so on. NESTs may use English more
accurately and appropriately than KTEs. They may use the language more
fluently and confidently. However, does native proficiency in English
mean better English teaching? In EFL contexts, although non-native
teachers may not have native English proficiency, they have
intercultural knowledge bridging between their learners? culture and
English language culture which NESTs do not usually have. Using a
language fluently and confidently is different from teaching the
language effectively and in ways appropriate to the learners? culture.
This paper focuses on South Korean adult learners? viewpoints of NESTs
teaching English at language centres and universities in South Korea.
The learners indicate NESTs? lack of understanding of Korean culture.
They wish to learn English from NESTs who are well qualified and
culturally sensitive. However, on the basis of the learners?
experience, they expect that NESTs will be neither."
==
Interesting:
See "Native English Speakers and Koreans," By Joel Hopkinson. The
Korea Times. 04-26-2005
http://times.hankooki.com/lpage/opinion/200504/kt2005042615421054060.htm
=
An opinion:
See "Thought on Native English Speakers," By Mark A. Grubbs. The Korea
Times. 04-19-2005
http://times.hankooki.com/lpage/opinion/200504/kt2005041917111654070.htm
==
I truly hope you find the information I have provided helpful. If you
need further clarification, please don't hesitate to ask.
Sincerely,
umiat
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