콘텐츠 바로가기
로그인
컨텐츠
  • HOME
  • SEARCH
PLUS Text Size MINUS RESET
INSTAGRAM FACEBOOK YOUTUBE

Category Open

Resources

tutorial

Collection of research papers and materials on development issues

home

Resources
Social Development Education

Print

A multifocal analysis of Korean accountability policy implementation

Related Document
Frame of Image n, and educational institution information disclosure. The policies are related to the influences of formal institutions and social contexts on the interactions of policy players. The accountability policies have been heated issues, educational equality versus excellence and professionalism versus managerialism. As a result, the roles, powers, functions, structures, and relations between administrators and professionals have gradually changed to a system of supervising leadership and a complying (or resisting) group of professional teachers. In this respect, we argue that accountability policy needs to be analyzed from a multifocal approach coupled with a historical institutional, political, and structural analysis. Keywords: educational accountability, policy analysis, historical institutionalism, micro-politics, structuralism
© Korean Educational Development Institute 2011, Electronic version: http://eng.kedi.re.kr
KEDI Journal of Educational Policy— ISSN 1739— 4341—
Kyu Tae Kim & Pedro Reyes
Introduction
Since 1995, the Korean Ministry of Education (MOE)1) has implemented conservative education reform, such as school evaluation (SE), teacher evaluation (TE), national assessment of educational achievement (NAEA), school choice, site-based management, transparency, information disclosure, and a teacher merit pay system (D. H. Kim, 2001; Lee, 2002; Seo & Hong, 2008). The debate surrounding Korean accountability policies may be summarized as follows: One side maintains that th


Full Text
Title A multifocal analysis of Korean accountability policy implementation
Similar Titles
Material Type Article
Author(English)

Kim, Kyu Tae; Reyes, Pedro

Publisher

[Jincheon, South Korea] : Korean Educational Development Institute

Date 2011
Journal Title; Vol./Issue KEDI Journal of Educational Policy:vol. 8(no. 1)
Pages 32
Subject Country South Korea(Asia and Pacific)
Language English
File Type Documents
Original Format pdf
Subject Social Development < Education
Holding Korean Educational Development Institute
License

Abstract

Korean accountability policies in education were derived from the 5.31 Reform oriented to the increase of autonomy and responsibility for school effectiveness and the quality instruction. The policies encompass school evaluation, national assessment of educational achievement, teacher evaluation, and educational institution information disclosure. The policies are related to the influences of formal institutions and social contexts on the interactions of policy players. The accountability policies have been heated issues, educational equality versus excellence and professionalism versus managerialism. As a result, the roles, powers, functions, structures, and relations between administrators and professionals have gradually changed to a system of supervising leadership and a complying (or resisting) group of professional teachers. In this respect, we argue that accountability policy needs to be analyzed from a multifocal approach coupled with a historical institutional, political, and structural analysis.