Resources
Explore a wide range of valuable resources on GCED to deepen your understanding and enhance your research, advocacy, teaching, and learning.
12 Results found
A Study on Education Indicator Development and Statistical Capacity Building focused on New Southern and Northern Policy (V) Year of publication: 2020 Author: Changhwan Kim | Kijun Lee | Geunyoung Park | Sungho Park | Hoonam Lim | Hyojung Han | Nayoung Kim | Yewon Seo | Joo Heo | Hanseung Lee | Yoseop Oh | Jihye Son | Sangtae Noh | Hyojung Kim Corporate author: Korean Educational Development Institute (KEDI) This study has a purpose to be carried out to develop education statistics capacity of developing countries through establishment a comprehensive consulting plan according to determine current status of education statistics of three Asian countries and conduct a demand survey and statistics survey. 
Implementation of the Sustainable Development Goal 4 in Korea Year of publication: 2019 Corporate author: Korean Educational Development Institute (KEDI) | Korean National Commission for UNESCO This report takes stock of progress made in Korea towards achieving SDGs and sheds light on major policy implications for its further implementation. The first chapter will touch on the background and objectives, the second on the monitoring of SDG4-Education 2030 at the global level, the third on the implementation structure of SDG4-Education 2030 in Korea, the fourth on the progress made toward meeting SDG4, and the fifth on the conclusion. 
A Theoretical Discussion on Universal Core Elements and Korean Distinctiveness in Global Citizenship Education (The Journal of Korean Education; Vol. 37, No. 2) Year of publication: 2010 Author: Youlkwan Sung Corporate author: Korean Educational Development Institute (KEDI) Global citizenship education has been the subject of growing attention on global issues, development of ICT (Information and Communication Technology), and increasing interdependence at global level. However, the concept of global citizenship has been facing definitional ambiguity because the concept of citizenship has been tied to territorial boundaries. So there is still no overarching consensus as to what should be taught for students to become good global citizens. In facing this challenge, this paper seeks to explore (a) the definition of global citizenship education and how it has historically evolved, (b) the dilemma between national and supra-national citizenships along with another dilemma between globalization and its negative consequences, (c) universal minimum elements of global citizenship education, and (d) Korean distinctiveness in setting educational objectives. Global citizenship education is not thought of as teaching students in the same way regardless of geographical/cultural differences, but as one that may vary according to nations' culture, history, and developmental level of politics/welfare. In this regard, this paper also examines Korean political and cultural particularities as some constraints against participatory and active concept of global citizenship. The paper criticizes instrumental and ethnocentric interpretation of globalization in Korea and, instead, suggests more participatory and democratic perspectives on such global issues as poverty, hunger, inequality, injustice, sustainable development, etc. 
The Tasks for Future Education through the Analysis of Educational Innovation Cases Year of publication: 2019 Author: Eunhee Hwang | Sujin Choi | Jongheon Lim | Heejin Park | Jaeduck Lee | Sungki Kim | Giljae Lee | Hunho Kim | Ammi Jang Corporate author: Korean Educational Development Institute (KEDI) It is predicted that the future society will be low populated of the school-age but high populated of the elderly, intelligent information centered, and multicultural society. According to these changes of the society, it is time for education to shift to preparing for a future education system rather than growth from competition. Based on this perspectives, this study aims to explore the tasks of the future education by analyzing domestic and international cases of educational innovations. Specifically, this study suggests several practical tasks that general high schools can implement for the future education, analyzing the selected cases contributed to the educational innovation. This is because the cases of educational innovation are the stepping stones for general high school to move forward to the future education, although the cases are not perfect examples. 
A Study on Global Citizenship Education Based on Scaffolded Reading Activities Utilizing a ‘fair travel’ Book in a High School (Journal of Korean Education; Vol. 41, No. 3) Year of publication: 2014 Author: Jinhee Kim | Mieun Lim Corporate author: Korean Educational Development Institute (KEDI) This study investigated the guiding principles associated with global citizenship education and their educational implications as they are engaged through scaffolded reading activities using a ‘fair travel’ book in a high school at Gyeonggi-do. The reading activities were designed to cultivate global citizenship for high school students. This study defined five major themes/subjects within global citizenship education such as ‘human rights,’ ‘economy,’ ‘culture,’ ‘politics,’ and ‘environment.’ The study sought to explore the learning domains of global citizenship education by considering the ‘knowledge,’ ‘value,’ and ‘function’ of each domain. To conduct this study, researchers selected a book with a specialized focus on ‘fair travel’ and analyzed how its contents if utilized in a 12 week program relate to the learning domains in global citizenship education. The activity stage of the program contained a ‘before reading,’ ‘on reading,’ and ‘after reading’ sections based on the Scaffolded Reading Experience Program. Embracing open-coding methodology, researchers produced 70 concepts within 10 subcategories of 5 categories in the 3 dimensions, ‘knowledge,’ ‘value,’ and ‘function.’ Major findings showed that the constructive model of scaffolded reading activities could be used as a meaningful program for global citizenship education at the high school level. This activity encouraged learners to engage in reflective thinking in a critical manner. Second, this study indicated that collective classroom activities using ‘fair travel’ contents enabled learners to acquire reshaped learning domains in the areas of global awareness, international knowledge, sense of global connectedness and local involvement. This study’s findings underscore the idea that practicing reflective critical thinking is required to enhance global citizenship education in practice. Lastly the findings support that the notion that effective educational provisioning and long-term implementation are both required to foster global citizenship education. 
Understanding Multicultural Education and Global Citizenship Education: Characteristics, Conceptual Relations and Educational Implications (Journal of Korean Education; Vol. 40, No. 3) Year of publication: 2013 Author: Jinhee Kim | Jinhee Kim Corporate author: Korean Educational Development Institute (KEDI) Thanks to the impact of globalized educational discourses and the resulting changes, much attention has been paid to multicultural education and global citizenship education in Korea. This study attempted to demonstrate the characteristics and conceptual relations of similarity and differences between multicultural education and global citizenship education. Finally, the study sought to produce educational implications and policy recommendations in response to a change in global education discourse and the accompanying practices. The major findings of the study showed that multicultural education and global citizenship education could be conceptualized as mechanisms for “learning to live together,” emphasizing diversity, equality and involvement in a global community. This type of education should be promoted while espousing an epistemology of lifelong learning, not only within the formal education system, but also in society as a whole. Despite the differences between multicultural education and global citizenship education, both fields are capable of continuously complementing each other. The study shows that multicultural education and global citizenship education emphasize critical reflection and engagement (praxis) by the learner rather than the formulation of knowledge and skills. It was argued that teacher education and teacher training is a very important part of nurturing multicultural education and global citizenship education in practice, which can bring about changes for the better in the current field of education. As democratic citizenship education, both educations could play an important role in reshaping Korean education. 
A Study on Contextualization of Global Education Agenda: Focusing on Education Policies of Global Citizenship Education in South Korea (The Journal of Korean Education; Vol.46, No.3) Year of publication: 2019 Author: Insun Jeon Corporate author: Korean Educational Development Institute (KEDI) This study aims to provide a concrete discussion on contextualization of global education agenda with the case of Global Citizenship Education(GCED) policies in South Korea.Design/Methodology: With a theoretical approach based on neoinstitutionalism, this study investigates influential factors in determining the direction and key words of GCED policies in policy-making process. Policy documents of Ministry of Education, the local education authority of Seoul city, Kyeonggi-province, Incheon city and the Asia-Pacific Centre of Education for International Understanding of UNESCO, and the speeches of key stakeholders such as presidents, ministers and superintendents from 2014 to April 2019 are analyzed by using KHcoder for text mining and mapping. Semi-structured interviews are conducted with experts to supplement the text analysis.Findings/Result: The result shows that the influence of key stakeholders on directing GCED policies is significant. By and large, GCED is re-defined by purpose in the socio-political context of South Korea, which contributes to the expansion of GCED but also results in inconsistency and fragmentation.Value: This study shows a limit of the top-down approach to GCED policy decisions, and the necessity to allow more bottom-up proposals, transparency of the policy-making process, the participation of diverse groups and ongoing discussions focusing on the process of contextualization for future GCED. 
Effects and Limits of Core Schools for Multicultural Education (The Journal of Curriculum and Evaluation; Vol. 19, No. 1) Year of publication: 2016 Author: Hyosun Kim | Wonpyo Hong Corporate author: Korea Institute for Curriculum and Evaluation (KICE) This study investigates curriculum programs of core schools for multicultural education and teachers’ responses to their effects and limits. To address these topics, this study analyzes curricular documents collected from 18 elementary and secondary schools selected as exemplary cases in 2014. It also conducted in-depth interviews with 14 teachers who are in charge of planing and implementing multicultural programs in core schools. Major results support that multicultural core schools expand the targets of multicultural education to mainstream students, their parents and local residents beyond minority students and their parents. It turned out, however, that multicultural core schools still tend to untouch structural biases and discriminations, while focusing on extending students’ awareness of cultural and racial diversities. This study also reveals that participating teachers face such difficulties as heavy workloads, lack of collaboration from local schools, and lack of relevant experiences and instructional materials. Based on these results, this study suggests the sharing of successful programs, enhancing teachers awareness of the significance of multicultural education, and further supports for teachers in charge of multicultural education to achieve the targeted goals of multicultural core schools. 
Multicultural Education through ELT Textbooks: Developing a Checklist for English Materials Evaluation Based on Multiculturalism (The Journal of Curriculum and Evaluation; Vol. 20, No. 4) Year of publication: 2017 Author: Minah Kim | Doseon Eur Corporate author: Korea Institute for Curriculum and Evaluation (KICE) Multicultural education is recommended as an effort to resolve significant social challenges in Korea. This is reflected in the 2015 reform of national curriculum and instruction as it promotes cultural diversity and competence. As English textbooks are widely used in EFL classrooms in Korea by both students and teachers, it is useful to examine how much English textbooks are multiculturalism-friendly and -responsive. This study has 3 parts: 1) It makes a critical review of previous research on English textbooks evaluation checklists, 2) it then synthesizes them and proposes a new tentative multiculturalism-based criteria for English textbooks evaluation, and finally, 3) it applies the new subset of the criteria to an English textbook used in EFL classrooms in Korea to test its validity and practicality. Developing a multiculturalism-responsive criteria for English textbooks evaluation will provide multiculturalism-friendly classroom environments in which EFL learners can grow not only linguistically but also 'multiculturally'. 
Analysis of the 2015 Revised Korean Languages Curriculum in Terms of the OECD Education 2030 Competencies (Journal of Curriculum and Evaluation; Vol. 23. No. 3) Year of publication: 2020 Author: Jongyun Kim | Hyounjin Ok | Jaeyoon Cho Corporate author: Korea Institute for Curriculum and Evaluation (KICE) The purpose of this study is to analyze the characteristics of the Korean language curriculum through curriculum content mapping (CCM) in the OECD Education 2030 project, which is later compared with the international curricular of the national languages. The CCM framework consists of a “competency code” that presents OECD competencies and a “content code” that contains the content of the curriculum. In this study, the degree of the competencies in the Korean language curriculum is analyzed and compared with the international curricular in terms of the OECD perspective. The result is analyzed as follows. First, foundational literacies of Korean were similar to the international national language curricular. Second, in the competencies of skills, attitudes and values, “problem-solving” and “learning about learning” were higher in the Korean language curriculum than the OECD average, “critic thinking” was similar to, and “persistence” was lower than the OECD average. Third, in terms of key concepts, both “student agency” and “co-agency” were higher in the Korean language curriculum. Fourth, “creating values” and “solving dilemmas” in terms of the degree of reflection of CCM framework competency related to transformational competencies, the Korean Language was higher than the average of OECD member countries in terms of “creating new values” and “resolving tensions and dilemmas” were higher but “taking responsibilities” were lower than the OECD countries. Fifth, the competencies in the compound literacies were also compared. These comparison results provide as reference materials that describes the suitability of the Korean language curriculum and contributes to future revisions of the Korean language curriculum for the students in 2030s.