WhitePaper Eng 2017

WHITE PAPER ON ICT IN EDUCATION KOREA
summary
WHITE PAPER ON ICT

IN EDUCATION KOREA 2017
WHITE PAPER ON ICT IN EDUCATION KOREA
summary
Table of Contents
Introduction Top 10 News Events of 2017 008

Key Statistics of ICT in Elementary and Secondary Education 018
Promotion Policies, Outcomes and History of ICT in Education 022
Overview Chapter 1 ICT in Education Policy Outcomes and Promotion System 024
Chapter 2 ICT in Education: Laws and Institutions 030
Chapter 3 ICT in Education: International Trends 033
Part 1 ICT in Elementary and Secondary Education

Chapter 1 Policies of ICT in Education
Section 1 E
stablishment of ICT in education implementation plans by 042
Metropolitan and Provincial Education Offices
Section 2 Operation of the National Curriculum Information Center (NCIC) 045
Section 3 Development and Application of Digital Textbooks 047
Section 4 Software (SW) Education 052
Section 5 Activation of Online Classes 056
Section 6 Construction and Operation of the Student Evaluation Portal 058
Section 7 Informatization Training for Teachers- 059
Support Project for Competence Development of Teachers
Section 7 Informatization Training for Teachers- 061
Operation of Distance Education Training Support Centers
Chapter 2 Support Services for Teaching and Learning
Section 1 Sharing and Distribution Service for Education Information ‘EDUNET’ 065
Section 2 Cyber Leaning 069
Section 3 Establishment and Operation of the Basic Academic Skill Improvement Site 071
Section 4 Integrated Reading Support System 073
Section 5 Operation of EBS Service 077
Section 6 Operation of Communications Middle and High Schools 080
Chapter 3 Standardization of ICT and Creation of an Environment
for Using Copyrighted Materials
Section 1 Standardization of Education Information 081
Section 2 Beginning and Operating Education Copyright Support Center 085
Chapter 4 ICT Literacy Level
Section 1 PISA ICT Familarity 092
004 WHITE PAPER ON ICT IN EDUCATION KOREA 2017

WHITE PAPER ON ICT IN EDUCATION KOREA 2017
Section 2 International Computer Information and Literacy Research: ICILS 2013 095
Section 3 Measurement Research on Elementary·Middle School ICT Literacy 098
Part 2 ICT in Education Administration and Finance

Chapter 1 National Education Information System ‘NEIS’ 101
Chapter 2 Local Education Administration and Finance System, ‘EDUFINE’ 106
Chapter 3 Local Education Finance Information Notice Portal, 110
‘Local Education Finance Notice’
Chapter 4 Operation of the Education Information Notification System
Section 1 The Kindergarten Information Notification System, ‘Kindergarten Notice’ 114
Section 2 Elementary and Middle School Information Notification System, 118
‘School Notice’
Section 3 University Information Notification System, ‘University Notice’ 121
Chapter 5 Education Information Statistics System, ‘EduData System’ 124
Chapter 6 Task Management System for City, Provincial Education Offices 127
Chapter 7 Preschool Tuition Support ‘e-Kindergarten’ 131
Chapter 8 Establishment of School Facility Integrated Information System 134
Part 3 ICT in Education of Higher Education

Chapter 1 Foundation and Operation of University Informatization 139
Chapter 2 Status of Distance Universities
Section 1 Operation of the Korea National Open University 141
Section 2 S
upport Project for e-Learning in ASEAN Universities 146
Chapter 3 Open Online University Courses
Korea Open CourseWare (KOCW) 150
Part 4 ICT in Academic Research

Chapter 1 Status of ICT in Academic Research
Section 1 ICT in University Academic Research 152
Section 2 Foundation of ICE in Domestic Academic Research 154
Section 1 Establishment and Operation of the Research Information Sharing Service 155
stablishment and Operation of the Distribution System for Digital 158
Section 2 E
Research Information
| Introduction | Top 10 News Events of 2017 005

Table of Contents
Part 5 ICT in Lifelong Education

Chapter 1 Information Notification of Academic Credit Bank System 161
Chapter 2 Korea Massive Open Online Course (K-MOOC) 165
Chapter 3 National Lifelong Learning Portal Construction 170
Chapter 4 Information Support Services for Customized Lifelong Education
Section 1 Establishment and Operation of Information Support Services for Parents 173
Section 2 Establishment and Operation of Information Service for the 177
Central Multicultural Education Center
Part 6 ICT in Career and Vocational Education

Chapter 1 Career and Vocational Education Service (CareerNet) 180
Chapter 2 Human Resources Information Service 184
Chapter 3 Career Qualification Information Service 188
Part 7 Solve Educational Gap

Chapter 1 Bridging the Educational Gap of for Information-Alienated Groups 193
Chapter 2 ICT in Special Education
Section 1 ICT in Education for Disabled Students 197
Section 2 ICT in Education for Healthy Disabled Students 202
Part 8 Creation of Healthy Information Culture and

Protection of Personal Information
Chapter 1 Activities for Creating a Healthy Cyber Culture
Section 1 Creation Activity of Healthy Cyber Ethical Culture 205
Section 2 Information Ethics Education for Elementary and Middle Schools 208
Chapter 2 Protection of Personal Information and Information Security
Section 1 Personal Information Projection Policy of Educational Institutes 211
Section 2 MOE, Establishment and Operation of the Cyber Security Center 214
Section 3 Establishment and Operation of the 217
Education Public Key Infrastructure Center

Part 9 International Exchange & Cooperation and Status of the
e-Learning
Chapter 1 International Exchange & Cooperation 221
Chapter 2 Status of the e-Learning Industry 227

WHITE PAPER ON ICT EDUCATION IN KOREA 2017
Top 10 News Events

of 2017
01 Operation of 1,200 SW Educational Researches and Leading School Required
for 2018 SW Education
02 KERIS, opened Big Data base Scholar Relation Analysis Map (SAM)
03 Opened Edunet·T-Clear, Educational Information Integration Service
for Teachers
04 Ministry of Education-KERIS-Sejong City Hall-Sejong City Office of Education,
Signed Business Agreement to build Disaster Recovery Center
05 Held ‘Local Education Finance Information Notice Excellent Thesis Contest’
and ‘Local Education Finance Information Notice Life Writing Contest’ to
Expand Participation in Local Education Finance
06 Held 2017 UNESCO Asia-Pacific Ministerial Forum on ICT in Education
with the Theme of ‘Shaping Up ICT-Supported Lifelong Learning for All’
07 KERIS, Reinforcement of Global Cooperation for Leading ICT in Education
08 KERIS, Establishment of General Education Training Institute for Reinforcement
of Teachers’ Capacity in Intelligence Information Society
09 Announcement of Test Operation Plan of ‘(tentative name) Korean Nano Degree’
for the 4th Industrial Revolution
10 Global Educational Cooperation between Korea and Thailand using Edutech

Top 10 News Events of 2017
Operation of 1,200 SW Educational Researches and Leading

School Required for 2018 SW Education
Ministry of Education and Ministry of Science and ICT have expanded and operated 1,200 2017 SW educational
researches and leading schools. And Ministry of Education and KERIS conducted ‘SW Education Leading Teacher
Training’ and ‘SW Education Secondary School Teachers Job Training’ selected by 17 metropolitan and provincial
education offices and about 700 teachers participated. Ministry of Education and Ministry of Science and Technology
published casebook by collecting curriculums of the schools which were selected as the cases for excellent SW
education and distributed them. Each metropolitan and provincial education office is spreading know-hows by
organizing SW education curriculum research communities with general teachers around research and leading
schools. In addition, leading schools guide and explain about SW education to school parents and play a role in
spreading SW education to nearby school teachers and students.
[Introduction Picture - 1] Site of SW education leading teachers training and secondary teachers job training

KERIS, opened Big Data base Scholar Relation Analysis Map

(SAM)
KERIS opened Scholar Relation Analysis Map (SAM) sam.riss.kr which can check the information about major
theses published in Korea and researchers. SAM shows the most influential theses on the relations between theses
and authors and the topic at a glance and provides research trend by analyzing data and actual use of domestic
degree and academic papers, which were provided by Research Information Service System (RISS) since 1998.
Meanwhile, SAM was selected for i-Award special prize at the 14th Web Award Korea in recognition of building new
academic service based on Big Data. In addition, Research Information Service System (RISS) gained honors to be
selected as grand prize in the field of quasi-government organization of Social Media at the 10th Korea Internet
Communication Award · Korea Social Media Award.
[Introduction Picture - 2] Homepage screenshot of Scholar Relation Analysis Map (SAM)

Opened Edunet · T-Clear, Educational Information Integration

Service for Teachers
Ministry of Education and KERIS constructed ‘Edunet T-Clear’ site to provide educational information integration
service for teachers and held a formal opening event at the Seoul Kensington Hotel on April 14 (Friday). Edunet,
which provided the largest educational information in Korea since its opening in September 1996, provided trial
services after reorganizing as Edunet · T-Clear from October 2016 to integrate and manage the site related to teaching
learning · materials and primary and secondary education policy and to provide various educational information
to teachers. Reorganized ‘Edunet T-Clear’ site is divided into ‘teaching · research materials’, ‘educational policy’
and ‘sharing space’ to provide teaching · studying materials and community space for teachers as well as various
policy information. Meanwhile, Edunet · T-Clear acquired 2017 ‘Good Contents’ service certificate, which is given
by National Information Society Agency, affiliated organization of Ministry of Science and ICT, after finding excellent
contents that people can trust and use.
* T-CLEAR: Teacher-Curriculum, Learning, Evaluation and Activity Resources
[Introduction Picture - 3] Homepage screenshot of Edunet · T-Clear

Ministry of Education-KERIS-Sejong City Hall-Sejong City

Office of Education, Signed Business Agreement to build
Disaster Recovery Center
Ministry of Education-KERIS-Sejong City Hall-Sejong City Office of Education held business agreement ceremony
for constructing a disaster recovery center at the Ministry of Education on April 24 (Mon.). Disaster recovery center
is a project that is progressed to protect educational information system safely, which manages all the administrative
tasks of primary and secondary education from a disaster such as fire or earthquake. Related organizations promised
to cooperate for construction of disaster recovery center, to supply northwest multiple business complex in
Sejong City separately and to support administrative works for several approvals and permissions.
[Introduction Picture - 4] Business agreement ceremony of Ministry of Education-KERIS-Sejong City Hall-

Sejong City Office of Education

Held ‘Local Education Finance Information Notice Excellent Thesis

Contest’ and ‘Local Education Finance Information Notice Life
Writing Contest’ to Expand Participation in Local Education Finance
Ministry of Education and KERIS held ‘2017 Local Education Finance Information Notice Excellent Thesis Contest’ to
expand citizen’s participation in local education finance. ‘Local Education Finance Information Notice (http://eduinfo.go.kr)’
was built in December 2015 to provide financial management information and data of 17 metropolitan and provincial
education offices by integrating and comparing them so that people can know about the use of local education finance.
‘Differences of metropolitan and provincial education offices driven by financial plan of mid-term local education finance
(Min Kyeong-jun and 2 others)’ received the grand award in the sector of research thesis and 5 theses were selected as
excellent award and participation award. In addition, ‘The 1st Local Education Finance Information Notice Life Writing
Contest’ was held on September to increase attention for local education finance and expand this by discovering diverse
methods of citizen’s application after reviewing application examples of diverse local education finance information, and
total 6 winners including 1 for the grand award, 2 for excellent award and 3 for participation award was selected.
[Introduction Picture - 5]] Poster of local education finance information notice excellent thesis contest and
life writing contest

Held 2017 UNESCO Asia-Pacific Ministerial Forum on ICT

in Education with the Theme of ‘Shaping Up ICT-Supported
Lifelong Learning for All’
Ministry of Education held ‘Asia Pacific Ministerial Forum on ICT in Education, AMFIE 2017’ from May 11 to 12 in
Seoul together with UNESCO and KERIS. The forum was organized with the theme of ‘Shaping Up ICT-Supported
Lifelong Learning for All’ and Total 120 people participated including the chief delegates and experts of ICT in
education as well as 15 ministers and vice-ministers of Ministry of Education from 29 member countries, a minister
of Samoa Ministry of Education and a vice-minister of Thailand Ministry of Education. Start with keynote speech
of Paul Kim, vice president of graduate school of education, Standford University, regular session, round table
discussion of participants of ministerial level and regional strategy development was conducted with the theme of
‘realization of lifelong learning society through ICT’ on the first day. On the second day, site visit of Korean educational
information (Seoul Changduk Women’s Middle School) and expert’s international seminar program was conducted.
[Introduction Picture - 6] UNESCo Asia-Pasific Ministerial Forum on ICT in Education

KERIS, Reinforcement of Global Cooperation for Leading

ICT in Education
KERIS has been reinforcing global cooperation for leading ICT in Education. They signed business cooperation
agreement (MOU) with World Bank, Digital Promise and IDB in Washington DC in last July. It is expected that
personal exchange such as innovative teachers and education experts between Korea and US will be activated and
that cooperation on future education policies of two countries will be further reinforced compared to the 4th Industrial
Revolution through this cooperation. International Expert Conference on ‘global trends and implications of software
education’ was held from August 30th (Wed.) to 31st (Thur.) at COEX. About 30 people including person in charge
of software education and international experts from international organizations and 11 countries around the world
participated in this conference. They shared each country’s cases regarding software education policies and status
and discussed about benchmarking for inter-country excellent cases. In addition, they officially joined m-Education
Alliance, which is a consultative group of International Education Development and Cooperation of ICT education
field, as a steering committee on October 26 (Thur.) for the first time in Asia-Pacific area, planning to contribute global
education and resolve digital difference through educational use of information and communication technology.
[Introduction Picture - 7] At the time of MOU conclusion of KERIS and World Bank, Digital Promise and IDB

KERIS, Establishment of General Education Training Institute

for Reinforcement of Teachers’ Capacity in Intelligence
Information Society
KERIS applied for approval of establishment of ‘KERIS General Education Training Institute’ in October 2016 in
Ministry of Education and held its opening ceremony on July 21, 2017 to promote the cultivation of future talents
through education and research information training based on excellent expertise and know-how of education and
research information business. General education training institute will systemize existing training courses based on
training experiences and know-hows accumulated by KERIS as a specialized institution for education and research
information, support various education policy issues by developing various new training courses and lay the
foundation for actively coping with social changes by accepting the demands of the education field.
[Introduction Picture - 8] Opening ceremony of KERIS General Education Training Institute

Announcement of Test Operation Plan of ‘(tentative name)

Korean Nano Degree’ for the 4th Industrial Revolution
Ministry of Education announced test operation plan of ‘Korean Nano Degree’ which allows adults to learn job
performance necessary at anytime and anywhere in a short period of time. Korean Nano Degree is an educational
program that can solve difficulties that adult learners experience in the education process and directly reflect industrial
changes and demand of corporates. Ministry of Education will make full efforts to discover and secure representative
corporate in the related fields since active participation of corporates is essential for the success of Korean Nano
Degree. They will also support that (tentative name) Korean Nano Degree can be utilized in educational organization
by developing Korean type online open lecture (K-MOOC) of the 4th Industrial field and securing various contents
such as Udacity and private (corporate) online education program.
[Introduction Picture - 9] Test Operation System Plan for Korean Nano Degree
Development of evaluation method for certification
(Permanent advisory (Representative (Permanent consultative (Representative

group) Promising field corporation) Evaluation (Learner) Use of
group) Select educational corporation) Conduct and
and select representative method of core task certification
corporation discovery institution for operation certification of evaluation
Person in charge of
Experts, SC, representative corporation Employment
Representative Representative
Corporation and education institution for linkage, history of
corporation application corporation
persons education training
Person concerned
<Operation System> <Operation System> <Operation System>

•Provide information real-time •Provide related information •History management
on promising industry field, on educational institutions of course certificate
representative corporation, that opens courses and and certificate
development status of tuition, certification rate, etc. issuance
core tasks and method of •Acceptance of course
certification evaluation application of learner
•Acceptance of application of •Acceptance of application
educational institution that for learner’s recognition
wants to operate course evaluation

Global Educational Cooperation between Korea and Thailand

using Edutech
Ministry of Education held ‘International Exchange Program of Excellent Teachers using Information and
Communication Technology (ICT)’ from November 26 (Sun.) to December 4 (Mon.) in Bangkok, Thailand in
cooperation with KERIS and Thailand Korean Education Center (Chief Yoon So-young). This program is the first
case to change the excellent winners training of ICT in education research contest, which was operated as overseas
training experience by visiting advanced countries, to international education exchange type. Thailand teachers (35)
and Korean teachers (20) presented application cases of lesson about ICT, shared ICT support projects of UNESCO
and EBS, and discussed about the improvement of learning effect and digital citizenship education. In addition,
experience lessons such as robot lesson, coding education, software (SW), app programs and realistic contents
using up-to-date technologies were conducted for students and teachers in local schools in Thailand.
[Introduction Picture - 10] Participation in Korea-Thailand International Exchange Program

초·중등
Key 교육정보화
Statistics of ICT 주요 통계 and Secondary Education
in Elementary
Infrastructure Status of ICT in Education
➊ Status of computers per school
Smart Pad Smart Pad

Smart Pad
Laptop 59,576 24,283
Laptop 91,669
102,333 Laptop
32,370
136,007
Desktop Desktop
Total 747,548 in 623,509 Total 434,742 in Total 569,458 in 409,168
elementary schools middle schools Desktop high schools
272,833
※ Source: Education Statistics Service (kess.kedi.re.kr), October 2017
➋ Number of students per computer (Unit: Persons)
1) Number of students per computer by school class (Based on entire PC)
Elementary school Middle school High school
3.6 3.2 2.9
※ Calculation: (Number of Students) divided by (Number of Computers for Students + Teachers + Administrators + etc.)
2) Number of students per computer by school class (Based on Student PC)
7.0 6.4 5.2
※ Calculation: (Number of Students) divided by (Number of Computers for Students)

3) Number of students per computer by school type (Based on entire PC)

National Public Private
3.6
3.3 3.2 3.2 2.8 3.2
2.5 1.9 1.8
※ Calculation: (Number of Students) divided by (Number of Computers for Students + Teachers + Administrators + etc.)

4) Number of students per computer by school class (Based on Student PC) National Public Private
7.1 6.5
5.8 6.4
5.0 5.7
4.0 3.3
2.8

※ Calculation: (Number of Students) divided by (Number of Computers for Students)
5) Number of students per computer by city and province 6) Number of students per computer by city and province
(Based on entire PC) (Based on Student PC)
Elementary school Middle school High school Elementary school Middle school High school
Seoul 4.6 3.9 3.1 Seoul 10.8 9.4 5.7
Busan 3.3 2.7 2.5 Busan 6.3 5.3 4.5
Daegu 3.5 3.0 2.7 Daegu 7.1 7.0 5.1
Incheon 4.0 3.6 2.5 Incheon 7.5 6.5 4.2
Gwangju 3.9 3.8 3.5 Gwangju 8.6 9.6 6.8
Daejeon 4.3 3.7 3.2 Daejeon 9.8 8.1 6.0
Ulsan 3.9 3.5 3.1 Ulsan 7.9 7.1 5.3
Sejong 2.0 1.0 1.3 Sejong 2.9 1.3 2.0
Gyeonggi 4.8 4.9 3.9 Gyeonggi 10.3 11.2 7.3
Gangwon 2.5 2.5 2.3 Gangwon 4.8 4.9 3.8
Chungbuk 2.8 2.6 2.5 Chungbuk 5.0 5.0 3.9
Chungnam 2.9 2.6 2.6 Chungnam 5.3 5.0 4.4
Jeonbuk 2.7 2.5 2.6 Jeonbuk 5.1 5.0 4.4
Jeonnam 1.9 1.5 2.1 Jeonnam 3.2 2.4 3.8
Gyeongbuk 2.6 2.2 2.2 Gyeongbuk 4.5 4.3 3.6
Geyongnam 3.1 2.7 3.1 Geyongnam 5.8 5.0 5.6
Jeju 2.7 2.0 2.8 Jeju 4.6 3.4 5.6
※ Calculation: (Number of Students) divided by (Number of Computers ※ Calculation: (Number of Computers for Teachers) divided by
for Students + Teachers + Administrators + etc.) (Number of Teachers)
※ Source: Education Statistics Service (kess.kedi.re.kr), October 2017 ※ Source: Education Statistics Service (kess.kedi.re.kr), October 2017
➌ Number of computers per teacher by school class
1) Number of computers per teacher
1.4 1.5 1.4
※ Calculation: (Number of Computers for Teachers) divided by (Number of Teachers)

2) Number of teachers per computer by school type National Public Private
2.2 2.0
1.9 1.5 1.6 1.5
1.4 1.4 1.4

| Introduction | Key Statistics of ICT in Elementary and Secondary 019

Key Statistics of ICT in Elementary and Secondary Education
3) Number of students per computer by city and province

Elementary school Middle school High school Elementary school Middle school High school
Seoul 1.3 1.6 1.5 Gangwon 1.6 1.7 1.4
Busan 1.6 1.8 1.7 Chungbuk 1.7 1.7 1.5
Daegu 1.4 1.8 1.7 Chungnam 1.7 1.7 1.5
Incheon 1.5 1.5 1.5 Jeonbuk 1.7 1.8 1.6
Gwangju 1.5 1.6 1.5 Jeonnam 1.6 1.9 1.6
Daejeon 1.4 1.4 1.5 Gyeongbuk 1.6 1.7 1.6
Ulsan 1.4 1.3 1.3 Geyongnam 1.6 1.6 1.4
Sejong 2.0 2.1 2.0 Jeju 1.3 2.1 2.0
Gyeonggi 1.2 1.2 1.1
➍ Status of computer labs by school class ➎ Average

number of teachers for information technology classes
No. of practice Information · Computer teacher
Div.
room (average)
Div. Total Teacher with License
Total 1.5 Information · Computer Average number of
Elementary school 1.5 teacher teachers per school
Middle school Total 1.1 0.7
1.1
Middle school 0.5 0.2
Total 1.9
Total 1.8 1.3
General 1.3
Level of School
Level of High General 0.9 0.7

Specialized 3.7 High
School school Specialized 5.2 3.5
Autonomous 3.6 school
Autonomous 1.2 1.0
Special Purpose 1.1 Special Purpose 0.6 0.4
Special School 1.4 Special School 2.3 0.6
Others 1.7 Others 2.7 0.9
※ Source: KERIS, ‘Status Investigation and Analysis of Elementary-Middle School Education Informatization’ (February 2017)
➏ Percentage of SW education tool (EPL) use

School for each SW language 78
LEGO BASIC
Div. Scratch C language Arduino Arduino Kodu Other
Mindstorm language
% % % % % % % %
Total 28.2 9.3 4.9 3.0 4.0 3.2 3.7 10.8
Elementary school 35.4 1.5 1.5 3.9 3.5 4.4 1.4 5.5
Middle school 16.5 6.2 6.1 1.8 2.8 1.1 1.7 8.1
Total 7.8 19.2 7.8 0.6 3.6 0.8 5.8 17.1
General 9.9 18.1 8.2 0.8 4.0 0.8 6.3 14.0
Level of High
Specialized 6.7 27.1 8.4 0.4 3.1 0.4 16.0 16.0
School school
Autonomous 8.8 42.1 7.0 0.0 1.8 0.0 12.3 26.3
Special Purpose 4.1 27.0 10.8 0.0 4.1 0.0 2.7 27.0
Special School 3.7 3.7 0.0 0.0 0.0 0.0 0.0 11.1
Others 0.0 0.0 0.0 0.0 0.0 0.0 12.5 16.7
※ Source: KERIS, ‘Status Investigation and Analysis of Elementary-Middle School Education Informatization’ (February 2017)

➐ Major Results of OECD PISA ICT Familarity (Frequency in use of digital devices)
※ Familarity of OECD PISA ICT : This was conducted in the OECD PISA 2015 test, which consisted of questionnaires on students' accessibility
and frequency in use of ICT, attitudes and perceptions of students about ICT, and school infrastructure.
1) Frequency in use of digital devices at school

Country Number of cases Average Standard error (average)
1 Denmark 54,552 0.737 0.013
2 Australia 214,022 0.561 0.011
3 Sweden 77,544 0.520 0.025
4 Netherlands 187,555 0.441 0.017
5 New Zealand 43,413 0.422 0.024
6 England 474,617 0.291 0.021
7 Czech Republic 77,942 0.275 0.022
8 Slovakia 45,218 0.221 0.02
9 Latvia 14,629 0.158 0.019
10 Iceland 3,670 0.148 0.015
11 Chile 183,755 0.137 0.021
12 Austria 66,526 0.112 0.019
13 Finland 52,936 0.112 0.014
14 Portugal 90,736 0.078 0.022
15 France 638,212 0.021 0.02
16 Greece 87,633 0.017 0.025
17 Slovenian 15,787 0.016 0.015
18 Italy 438,075 0.001 0.022
19 Hungary 77,303 -0.036 0.023
20 Spain 379,717 -0.038 0.025
21 Luxembourg 4,746 -0.041 0.014
22 Israel 92,293 -0.096 0.034
23 Estonia 10,199 -0.113 0.015
24 Swiss 75,333 -0.116 0.023
25 Mexico 1,310,801 -0.159 0.027
26 Belgium 99,018 -0.195 0.019
27 Poland 336,217 -0.21 0.026
28 Ireland 56,811 -0.383 0.027
29 Germany 608,658 -0.415 0.018
30 Korea 561,473 -0.953 0.028
31 Japan 1,107,792 -1.055 0.022
※ Source : KERIS, Korea’s Level and Implications on ICT in Education through OECD PISA 2015, July 7
2) Recognition as a social interaction tool for digital devices (Unit: %)
I like to talk to my I like to communicate

I meet with friends for I share information I learn by discussing
friends when I learn with others to solve
computer and video about digital devices about digital media
new information about problems with digital
games with my friends. with friends
digital device devices on the internet.
OECD OECD OECD OECD OECD
Korea Korea Korea Korea Korea
Average Average Average Average Average
Not agree at atll 20.83 10.95 26.59 15.68 23.44 20.28 22.49 13.74 26.15 13.63
Not agree 37.35 24.82 41.15 35.34 25.99 26.06 35.63 28.98 38.11 28.22
Agree 37.37 51.69 28.48 39.12 39.21 35.77 37.16 45.07 32.04 46.34
Very agree 4.45 12.54 3.78 9.87 11.36 17.89 4.71 12.21 3.70 11.81
※ Source: KERIS, Korea’s Level and Implications on ICT in Education through OECD PISA 2015, July 7
| Introduction | Key Statistics of ICT in Elementary and Secondary 021

Promotion Policies, Outcomes and History of ICT in Education
◎ Promotion Policies and Outcomes of 2017 ICT in Education

Department 2016 2017
• Reorganization of Edunet T-Clear service to support
curriculum integration
• Opened pilot service of reorganized Edunet centered • Establishment of environment for cloud based cyber
on teacher for 2015 revised curriculum and education learning metropolitan and provincial integrated service
policy support and development of evaluation system
• Launched cyber learning mobile service • Development of support contents for 2015 revised
• Announcement of development and application plan of curriculum, evaluation and basic education ability
Education
digital textbook base on the 2015 revised curriculum improvement
Information Center
(3rd grade of elementary to 3rd grade of middle school • Revision and distribution of digital textbook training
social studies, science English, English of 1st grade of program according to the development and distribution
high school) of digital textbook applied by 2015 revised curriculum
• Operation of program for Researching and Leading • Operation and distribution of elementary intensive
Software (SW) Education in schools course and secondary intensive course of software
according to the basic plan (2017. 2) of 2017 software
education for teachers
• Evaluation of university library operation and
Academic Research
promotion of librarian education in accordance with
Information Office
the University Library Promotion Act
• Establishment of education information open service
Education Financial
base • Reorganization of local education finance notice
Information Division
• Application of 2015 revised curriculum
• Designate a dedicated institutions for information
Information
protection and ‘Copyright management support center
Infrastructure Center
of education contents’ (MOE)
Global Policy Research Group
◎ History of ICT in Education at a Glance

• Revision of Enforcement Decree of the Special
Act on Information Disclosure of Educational
• MOE announced development and application (plan)
Institutions (2017. 1)
and classification notification of digital textbook based
Policy · legal system of ICT in • (Tentative name) ICT in education Promotion Act
on 2015 revised curriculum
education (plan) initiative
• MOE revised operation regulation of cyber safety center
• Promotion of revision of copyright law for
• MOE revised basic guidelines of information security
sharing and activation of works with educational
purpose
Central, city,
province
Promotion • Unification of department for prevention of
Institutions Executing • MOE designated KERIS as dedicated institution to dysfunction due to internet use (Ministry of
agency promote the project of cyber safety center Science, ICT and Future Planning Korea
Communications Commission)
ICT in • Mobile support of teaching and learning support
education for contents for disabled students
Activate elementary and • Add remote online class for students with
educational secondary healthy disabilities
and
academic ICT in • U
pgraded academic relationship analysis service (SAM)
• Opened support management integrated
information education for • E stablished standard agreement system for joint administrative and financial system for national
high school and purchase consortium of overseas electronic information
university
academy and developed e-journal university licensing model


• R edevelopment of academic information distribution • Operated lecture service with teachers TV
ICT in hosting system for multimedia academic resources support overseas lecture theme provided by UK MOE
education for • Conducted demonstration service of KOCW lecture • Reorganized KOCW lecture curation service and
high school and curation segment functions of lecture clip type
academy • Established and operated e-learning support system of • e-Learning level diagnosis research of ASEAN
ASEAN University higher education
• Reorganized homepage of national notice
service of credit bank system infromation
• Opened national notice service of credit bank system notification
ICT in lifelong
information notification • Completed 1st works for conversion to clod
and vocational
• Strengthened career and vocational information service system of career information network, careerNet
educationI
through new content and wiki platform • Promoted mid-long term of informatization
strategic plan (ISP) of career qualification
Information service
• Expansion and application of web accessibility of administrative
• Improvement of NEIS function according to the
tasks system
maintenance of academic terms
• Application of NEIS system, free semester system
• Improvement of NEIS function for confirming
• Establishment of foundation for educational information
inoculation
disclosure
• Improvement of school accounting staff,
Activate • Application of 2015 revised curriculum
personnel and salary system functions
educational CT in • Application of standard system for food material
• Upgraded education environment for users in
and educational • mprovement of elementary care class program
metropolitan and provincial education offices
academic administration • Re-development of NEIS remote training contents
• Improvement of functions for linkage of subsidy
information • Expansion of web standard environment of national service
integrated management system of Ministry of
• Certified the quality of web accessibility of NEIS student and
Strategy and Finance and EDUPINE system
parents
for preventing illegal and overlap receipt
• Establishment of master plan for next generation local education
of subsidiary and disclosure of national
administrative and financial integrated system (ISMP)
information
• Replacement of deterioration prevention system of NEIS
• Awarded the Prime Minister’s commendation for the 2016
World Standards Day
• MOE designated dedicate institution of cyber safety center • Launched Edutech standardization forum
• MOE established and operated steering committee of cyber • Promoted standardization of Human factor
safety center guideline
• Designate ‘copyright management support center of • Production of font use guideline and font
Information
educational contents’ (MOE) identification program
standards and
• Registered personal information security system and • MOE established sub-committee of cyber safety
information
technology patent center
protection
• Registered international standard of learning analysis • Promoted to build comprehensive system of
reference model (ISO/IEC TR 20748-1) educational institution security control
• Held LASI-Asia 2016 international conference • Upgraded digital signature certification
• Pilot project for joint development of metropolitan and international based service
provincial remote training contents (Busan, Ulsan,
Gyeonggi, Gangwon, Gyeongbuk)
• Promoted Korean type of ICT in education and developed

knowledge package ver3
• Held International Symposium on ICT Education in Central
Asia (Kazakhstan)
• Promoted development project of ICT capability
• Conducted 3rd year project of Solar school project (mobile
based teacher’s training module guideline in
Globalization of e-learning classroom based on photovoltaic power) in African regions
Uzbekistan
(Uganda, Rwanda and Mozambique)
• ICT in education forum of Korea-Cooperation
• Conducted e-learning international consulting (Peru)
Bureau
• Training of African education politician trusted by UNESCO
• Held teachers’ training policy and training workshop in
Uzbekistan and Qatar
| Introduction | Promotion Policies, Outcomes and History of ICT in Education 023

ICT in Education
Chapter Policy Outcomes and
1
Promotion System
1. ICT in Education Policy Status
The process of development of ICT in education policy in Korea is divided into

1st phase of base creation (1996-2000), 2nd phase of expanding and settlement (2001-
2005), 3rd phase of upgradability (2006-2010), 4th phase of integration of education
and technology (2010-2014) and 5th phase (2014-2018).
[Overview Table-1] Main contents of ICT in Education Master Plan: Phase I to V
Classifi- Main outcomes and

Areas Characteristics
cation strategic tasks
• Build Infrastructure
• Develop & Distribute Education
Information Resources • Developed a Stable Foundation for • First Long-term Com-
Implementing the ICT Education prehensive Plan of ICT in
Phase I • Develop & Distribute Education
Infrastructure (KERIS, EDUNET, & RISS) Education
(1996~2000) Information Resources
• Built World-class ICT Infrastructure & • Linked to the Informatization
• Digitalize Education Administration
Reinforced Information Accessibility Advancement Master Plan
Information
• Enrich R&D Information Foundation
• Successful Implementation of ICT
Education
• Adapt to the Information-based Society • Including Lifelong
• U niversalization of e-Learning (cyber
• Create an Innovate Workforce home schooling, etc.)
Education & Healthy
Phase II
• Promote Partnership Information Culture Information Culture
(2001~2005) • Advancements in NEIS e.g. Improved
• Develop Comprehensive Performance Education
• Developed Informatization
Management System Indicators
• A dministration Enhanced e-Scholastic
Information Distribution Service
• Develop Innovative e-Learning & e-Lifelong
Learning Systems
• Every School Supplied with Planned
• Establish e-Education Safety Net & ICT Infrastructure
• Globalization of
Knowledge Management System e-Learning & Performance
• ICT Education Reinvigorated
Phase III • Globalization of e-Learning & u-Learning Management of e-Learning
• NEIS Service Launched
(2006~2010) Infrastructure • Transition of Informatization
• G lobalized e-Learning and Expanded
• Establishment of e-Education Administrative International Exchanges and
Projects to Regional &
Support System Local Agencies (90%)
Cooperation
• Manage outcomes and quality of - ICT in
education

• Foster Innovative & Digitally Gifted
ICT in Education Policy Outcomes and Promotion System

• Reinforcement of Advanced R&D Capabilities • Smart Education Introduced & Applied
• Informatization of Communication & • Future Education Research & Trial • Readjusting & Reevaluating
Convergence Operation Master Plans’ Time &
• Establish Information Infrastructure of • EduFine & EDS Services Scope Integration with MOE
Education Science & Technologies (Smart • Informatization of Preschool Education • Instituted Comprehensive
| Overview_ Chapter 1 |
Education Advancement Strategy) Digital Textbook Infrastructure Master Plan in Education &
Phase IV
• Development & Application of Digital Management & Pilot Developed Science Sectors
(2010~2014)
Textbooks • Online Classes Activated • Domains Enlarged:
• Online Lessons Evaluation Activation • Resolved Copyright Issues of Education Systems
• Create Free Education Contents Using Educational Contents Transformed
Environment • E nhanced Teachers’ Competencies • L imited to Elementary &
• Reinforce Smart Education Practice Poten-tial • Established Cloud-based Education Secondary Education
of Teachers Services
• Establish Cloud-
• Established Support System for Creative
• Construct Customized Learning Support • Reinforcement of Software
Teaching-Learning Activity
System (Early Childhood, Primary, & Education
• Enhanced the Sharing Distribution
Secondary Education) • Overseas Advancement of
System of Academic Information
• Realize Ability-centered Society (Higher e-Learning
Phase V • Constructed System for Online Lifelong
Education) • Creating Infrastructure to
(2014~2018) Learning
• Lifelong Vocational Education Connecting Utilize Public Information
• Solved Social Consideration &
Learning & Work • Constructing Education
Information Gap
• Education Welfare that Covers & Considers Information Security
• Enhanced Operation of Educational
• Create Healthy Cyber Culture • ICT Convergence Policy
Administrative Financial infrastructure
A. The 1st ICT in Education (1996~2000)

The main performances of general development plan of the 1st ICT in Education,
which was promoted from 1996 to 2000, was to prepare ICT in education promotion
system, stable infrastructure and institutional basis.
First, full-scale promotion basis of ICT in education was prepared by establishing
Korea Education and Research Information Service after integrating Korea
Multimedia Education Center within Korean Educational Development Institute and
Cutting Edge Scholar Information Center within Promotion of Learning Foundation in
1999 to promote ICT in education systematically and efficiently.
Second, the main educational information service system and satellite educational
broadcasting was opened.
Third, information accessibility was reinforced by constructing world-class
ICT in education infrastructure. As such, the first phase was the period for preparing
foundation for ICT in education in Korea.
| Overview_ Chapter 1 | ICT in Education Policy Outcomes and Promotion System 025
B. The 2nd ICT in Education (2001~ 2005)
The main performances of ‘general development plan of ICT in education for
educational innovation and development of human resource’ are as followings.
First, teaching and learning activities were increased based on infrastructure built
through the first development plan.
Second, generalization was made by expanding social awareness about e-learning
with the upgradability of educational information service such as CAST programs of
EBS and cyber home learning.
Third, it promoted the efficiency of educational administration through the
establishment and advancement of NEIS.
Fourth, it provided high-quality academic information through the advancement
of information distribution system.
Fifth, it promoted various support projects to bridge the information gap.
Therefore, it supported approximately 139,000 students with PCs and approximately
610,000 people with internet communication expenses.
C. The 3rd ICT in Education (2006 ~ 2010)

The 3rd Master Plan of ICT in Education was promoted with the objective to
facilitate a u-Learning society and to build the powerhouse of human resources with 4
directions.
First, it tried to advance e-learning based teaching and learning system by creating
knowledge of citizens and strengthening learning ability and to settle the field based
ICT in education.
Second, it prepared learner base learning system through ubiquitization of learning
environment and progressed diverse pilot projects to maximize educational use of new
technologies.
Third, it continuously promoted international cooperation projects such as support
on ICT in education policies of developing countries and business consulting to make
a leap into a global leader of ICT in education.
Fourth, it reinforced informatization support system of educational welfare about

low-income brackets, handicapped person and Kosian for solving the gap between

knowledge information and securing stability.
In addition, it established and has been operating Certification Authority Central
of educational organization since 2007.
D. The 4th ICT in Education (2010 ~ 2014)

As Ministry of Education & Human Resources Development and Ministry
of Science and Technology reorganized as integrated Ministry of Education and
Science Technology (MEST), the ‘Master Plan of ICT in Education for Science and
Technology’ which included education field and science and technology field was
established and main directions are as follows.
First, it was to change informatization based on infrastructure to policies based on
soft power cultivation.
Second, it was to build environment of production, distribution and utilization
of information by introducing the concept of digital learning-research ecosystem and
to lead future education by connecting information and technology and learning and
research in a virtuous cycle.
Third, it was to create institutional and technological foundation which diverse
subjects can participate and cooperate organically beyond the informatization centered
on individual business.
Fourth, it was to build decentralized governance system that can supply the
software and contents that meet consumer’s demand in national leading policies
centering on existing hardware.
Fifth, it was to prepare institutional system to support data based informatization
policies.
E. The 5th ICT in Education (2014 ~ 2018)

Master plan of the 5th ICT in education was established to become global
leader of ICT in education, to provide world-class information infrastructure, and
to successfully promote the innovation of teaching and learning method through
establishing and promoting master plan of ICT in education which was progressed by
4 phases for 5 years.
Ministry of Education suggested 30 strategic tasks in five areas including early
childhood, elementary& secondary school education to construct support system
for customized learning, higher education, & academic research to establish society
centered abilities, lifelong, vocational education with learning and occupation
association, educational welfare, and special education coverage and consideration,
and a foundation for utilizing public information and creating a healthy cyber
culture. In addition, it contributed in cultivation of creative and integrated talents and
improvement of educational advancement by establishing a detailed implementation
plan of ICT in education every year to implement master plan of the 5th ICT in
education, and informatization tasks has been realized for government 3.0 national
tasks of information opening and sharing.
F. Performance Management of ICT in Education Master Plan

Works for the performance management of master plan of ICT in education that
is established every 5 years and implementation plan of ICT in education, which is
established and implemented every year, were conducted.
Performance management indicators regarding 5 fields, 30 strategic tasks, 97
execution tasks and 314 detailed execution tasks of master plan were developed
through development and research of performance management indicators of master
plan of the 5th ICT in education and the officials of the related agencies conducted a
validity review. Based on the result of this research, the performance management of
master plan of ICT in education in the future will be expanded.
[ Overview Table -2] Promotion System of ICT in Education
Classification Major Role

Ministry of Education • Establishment master plan of ICT in education and management and adjustment of it
Universities • Establishment and implementation of execution plan of ICT in education in universities
metropolitan and provincial • Establishment and implementation of execution plan of ICT in education in elementary and secondary
education offices education
• Support ICT in education of Ministry of Education, universities and metropolitan and provincial education
Related Organization offices
• Establishment and implementation of execution plan of ICT in education about specific tasks of organization

2. Promotion System of ICT in Education

Ministry of Education reorganized educational information statistics bureau to
| Overview _Chapter 1 |
education and safety information office in a way to reinforcing school safety.
ICT in education is promoted by organic cooperation of Ministry of Education,
affiliated institutions, universities, metropolitan and provincial education offices and
related organization. Ministry of Education is responsible for establishing, managing
and adjusting master plan of ICT in education, metropolitan and provincial education
offices is responsible for ICT in education of kindergarten, elementary and secondary
schools, and university is responsible for ICT in education of higher education.
Related organization supports informatization tasks for kindergarten, elementary and
secondary education, higher education, special education, lifelong education, job
education, international education and teachers’ training according to their specific
duty.
[Overview Picture-1] Organization system of ICT in Education
Education
Review Committee of
Informatization
Operation Committee of
Informatization Director Working Committee
Affiliated Metropolitan and Related

Universities provincial education
organization Organization
offices
The National Academy National University KERIS
of Sciences Metropolitan and provincial
education offices
National Institute of Public University Library
Korean History Education Support
Private University Agency Living Hall
Korea National Institute for
Special Education Kindergarten, elementary Health Center
and secondary school
National Institute for
International Education Special School
National Education
Training Institute
Chapter ICT in Education: Laws
2 and Institutions
1. Overview
Convergence of ICT, which is changing rapidly in intelligence information

society and education, has a great influence in education system, educational contents
and education environment. Present government is suggesting ‘creation of education
system for the 4th Industrial Revolution era’ as national tasks to prepare such changes.
As internet was supplied in all school in 2000, education and scholar
informatization in Korea, which has been promoted since 1970s, was emphasized as
cases of advanced countries in the field of infrastructure and teaching• learning, but
it is still insufficient in legal basis. As a result, the level of educational information
infrastructure such as degraded PC for education in each school and internet access
through school network is rapidly worsening because there is no investment and it was
not magnified as major education policy. And the level of ICT in education in Korea
is getting lowering below the average among OECD countries since 2009. Therefore,
it is essential to prepare legal and institutional foundation for promoting ICT in
education comprehensively, systematically and continuously, and education system
for future should be prepared.
2. Status and Prospects of ICT in Education Legislation
A legal basis related to ICT in education such as education relations law

and informatization relations law is fragmented and distributed, so there is no
ICT in Education: Laws and Institutions

comprehensive legal system. For example, ICT in education is based on Article 23 of
| Overview _Chapter 2 |
Fundamental Law of Education , scholar informatization is based on Article 14 of
Sciences Promotion Act and informatization of educational administration is based
on Article 30 of Elementary and Secondary Education Act . As such, policies or legal
basis for each business is distributed.
Meanwhile, protection of information that is essential for ICT in education or
resolving dysfunction of informatization is based on Framework Act on National
Informatization and Personal Information Protection Act, but it doesn’t reflect
the specificity of educational reality or educational environment. For around 30
universities that require having certification according to this law, there is a great
gap between law and reality in that enormous budget and manpower is required
for certification acquisition and it is extremely difficult to comply with certification
standards or procedures due to the characteristics of educational organization.
There is also a problem that flexible legal action on specificity of education and
demand and environmental changes of education field is difficult to introduce and
utilize rapid development of ICT such as Cloud, IoT and Big Data in intelligence
knowledge society to education. In addition, there are approximately 344 elementary
and secondary schools, where computer room is not equipped, without any exceptions.
Students at school, where no space to have informatization education, are less likely to
get opportunity for at least information education.
3. (Tentative name) Major contents of ICT in Education Improvement

Act
As described above, ICT in Education Improvement Act was proposed to

establish legal basis of ICT in education. Kim Min-gi office and KERIS jointly
held the public hearing on August 31 and it was proposed on September 8. This act
includes its purpose and basic direction in the outline section, and establishing master
| Overview_ Chapter 2 | ICT in Education: Laws and Institutions 031

plan and implementation plan, establishing promotion committee of ICT in education,
designating officer and operating it is provided in its promotion system section.
Necessary information for ICT in education in kindergarten, elementary and secondary
schools, universities and lifelong education institution is provided in activation of ICT
in education section, and special education, library,
The activation of ICT in education regulates the necessary information for ICT in
kindergarten, elementary and secondary schools, universities and lifelong education
institutions as well as necessary items for ICT in special education, libraries, ICT
in academic research and electronicization of educational administration tasks.
Establishment of foundation of ICT in education regulates operation of educational
information system, establishment of physical infrastructure, education information
training, personal information protection, information security, information security
management system certification, construction of disaster recovery system, prevention
of information dysfunction, education support for the underprivileged, international
cooperation, standardization and quality management, development of ICT in
education indicator and evaluation.
4. Expectations and Future Proposal
Enactment of an act which is the basis of ICT in education is too slow. ICT
in education improvement act is to increase information capability of people by
improving information education in the whole area of education, and is to build and
operate physical and human infrastructure to have ICT in education environment and
system. These legal systems should be equipped and prepared continually to improve
the level of ICT in education in Korea and to reform as an advanced country of ICT in
education in the 4th Industrial Revolution era.

ICT in Education: International Trends
ICT in Education:
Chapter
3 International Trends
1. North America
A. Outline of Digital Promise, American Educational Innovation Institution

Digital Promise is a non-profit educational institution established through
approval of US Congress. They are working on various projects to lead education
innovation related to educational use of ICT and to ensure opportunity for lifelong
learning of citizens, especially focusing on reducing digital learning gaps between
US regions.
B. Finding utilization of E-Rate Program for Successful Digital Lessons

US federal communication commission has expanded and implemented E-Rate
Program which provides subsidies for high speed broadband and networks to schools
in all regions of US. Required expense for distributing hardware and building
network are estimated to be $ 16.2 billion (KRW 18 trillion) in 2017. More efforts and
expenses will be invested in improving bandwidth and upgrading network and such
efforts has been led by principal of school including teachers and departments related
to technology.
C. Promotion of Computer Science Education Initiative (CS4RI) in Rhode

Island, USA
The state of Rhode Island in the northeastern US announced comprehensive
computer science education initiative ‘CS4RI’, which aims to teach computer science
| Overview_ Chapter 3 | ICT in Education: International Trends 033

in all public schools, in March 2016. Main objective is to have computer science
lessons in all public schools in Rhode Island by December 2017.
E. Announcement of Survey Results of US School on Digital Contents

Utilization
Association for Supervision and Curriculum Development (ASCD), a leading
educational institution and professional association, announced the result of survey
about utilization of digital contents (e-book, audiobook, other digital based textbook,
novel, non-fiction, etc.) for US schools and leaders in academics.
In regard of digital contents utilization, about 80% of school administrators
responded that they use some extent of digital contents in their curriculum or extramural
activities. 73% of school administrators responded that they have related strategy of
digital devices and 64% of them responded that they use digital contents plan according
to its strategy. Digital contents courses teachers like the most were English·language
(74%), science (62%), math (61%) and social studies (56%) and their main devices
used were laptop (75%), tablet (62%), PC (49%) and smartphone (17%).
2. Latin America
A. Outline and Main Performance of ‘Innova School’, Innovative School in

Peru
Innova Schools in Peru is an innovative private school founded by Carlos
Rodrigues Pastor, business man in Peru, to overcome existing problem of education
system with the objective of providing high quality education service at reasonable
cost. Half of their courses are progressed with online learning using ICT and rest
half of courses are progressed with traditional lessons. They increased the number of
schools based on the support of IDEO, global design corporate.

B. Activation of ‘Bootcmap’, specialized Coding Education in Latin America

The World Bank recently is paying attention to operation of Bootcamp, specialized
coding education in Latin America. Bootcamp is a kind of private education training
organization that provides education training and employment opportunity. Bootcamp
in Latin America is specialized in IT field, aiming to expand computer education
accessibility of alienated group cooperate with the government and public institutions.
C. ‘Codigo X’, ICT Education Initiative of Mexico Government was launched

Mexico government launched ‘Codigo X’, an ICT education initiative to support
women’s advancement in ICT field and cooperation of industry university institute
collaboration. 21 industry university institutes are cooperating with Mexico Ministry
of Science and Technology for this initiative and 22 projects including ‘@prende’
project for educational utilization of ICT was started at the same time of launching.
3. Europe
A. ‘European Schoolnet’, Europe Ministry of Education Network

European Schoolnet is a network of 31 Europe Ministry of Education
headquartered in Brussels, Belgium, aiming to introduce education and learning
innovation to major stakeholders such as Ministry of Education, school, teacher,
researcher or industry partners. They have been working with the Ministry of
Education in each European country to secure educational technology of the school
and to foster knowledge of teachers and students since its foundation in 1997.
B. Swedish Government, Coding Education from 1st Grade of Elementary

School will be Introduced
Swedish government plans to include coding education from 1st grade of
elementary school in major subject of 2018 education plan. This issue has been a
hot issue for several years and reflects continuous requests of private sector for its

instruction. Swedish government will first introduce coding education into part of
math and technology subject and aims to cultivate Swedish talents who knows well
about technology more than computer skills.
C. Ireland, Policy for Coding Education in Elementary School

Richard Bruton, minister of the Ministry of Education in Ireland, announced that
computer engineering will be introduced in college entrance exam in Ireland as en
elective course from 2018.
As part of the Digital Strategy for School 2015-2020 plan, Ireland government
will reinforce computer education aiming to create the best education service in
Europe within 10 years and implement coding education in math curriculum of
elementary school.
D. Open Digital Technology Academy in Google, London

Google announced that they will open Digital Skills Academy in central London.
Here, they will educate how to improve digital technology to everyone, from students
to CEO.
4. Asia
A. Myanmar, Evolves ICT Learning Environment with the Support of UNESCO

UNESCO supported technology training in Myanmar rural school for 18
months and Myanmar evolved into successful ICT learning environment. Staffs and
professionals of UNESCO program throughout Myanmar have continuously trained
22 government officials, 155 teachers, 17 township educators and 31 school leaders,
who had no knowledge about ICT. And they distributed 3,100 tablet PCs and 186
laptops to teachers in 31 schools with the support of Ericsson, DFID and Qualcomm.

B. Shanghai in China, Opens MOOC Website for Middle and High School

Students
Shanghai Educational authority in China opened new Massive Open Online
Course: MOOC website for local middle and high school students. Middle and high
school students can listen lessons of various fields according to their interests for free
through MOOC, new education platform.
C. Singapore, Introduces Computing Course to 19 Secondary Schools from

2017
As the demand of coding learning in Singapore is increasing, Singapore MOE
announced that they will introduce Computing as one of course for O-level exam in
19 secondary schools from 2017. This is one of follow-up to ‘Smart Nation’ initiative,
which is currently promoting by Singapore government. Prime Minister, Lee Hsien
Loong, made new start of ‘Smart Nation’ to improve the convenience of daily life by
using technology in 2015.
D. Japan, Opens Internet High School where Online Lessons is Possible

Increasing the number of students who refuse to attend school due to the bullying
has been emerged as a serious social problem in Japan. To solve this, KADOKAWA
group, a content production corporate, opened ‘N High School’ in April 2016, in
which all school life is available on the internet. They are expected to support students
who refused to attend school so that they can come back to society and to discover
hidden talents.
E. Japan, Promotes to open ‘VR Professional Academy’, VR Special School

VR Design Institute and Sakuragao Institute, educational foundation, will
establish ‘Virtual Reality (VR) Professional Academy’ to cultivate IT engineer in
2017. This is the first VR education institution in Japan and operated without entrance
fee and tuition fee. Both corporations provide VR experience labs and VR English
conversation course to academy students and they are developing “oral IT system”

through the partnership with Oral healthcare Japan and are supporting practical
technology development necessary for IT industry.
F. Asia Foundation, Implements the Piolet Digital Library Project in Cambodia

Asia Foundation, an international non-profit organization that supports the
development of Asian region, implemented pilot digital library project together with
NGO. This project aims to distribute cheap tablet devices so that students in vulnerable
areas can use e-books, etc. through digital library.
5. Middle East · Africa
A. Rwanda Government, Starts Digital Education with Full-Scale

Rwanda government has been established partnership with Microsoft for 3 years
as part of educational reforms and integrated ICT in diverse aspects of education
sector based on this. As a result, students could acquire basic software of Microsoft
through regular class in school and every school expects to have two smart rooms and
digitalize all the subjects by 2020.
B. Egypt, Reviews to Stop Use of Printed Textbook

Egyptian government is considering to stop production of free textbook and to
provide next generation type of electronic textbook. There was controversy within
Egypt Council after this proposal was submitted in April this year. For this, the
Egyptian government expects that they will mitigate the impact by providing financial
support to national publishers and converting production and printing business field of
other educational tools other than textbooks.
C. Senegal, Implements Smart Learning Project using Solar Heat

A project to improve learning method of students was implemented in Senegal.
Cybermart system is composed of solar panel, rechargeable battery, projector and

other components to project teaching materials in classroom. Jim Teicher, who

invented Cybermart, explained that it can contain all the contents school or Ministry of
Education wants or all other things they want in Android Public Platform to use it in
conjunction with teachers’ training.
D. Students in Durban, South Africa, Acquires Coding Education with Native

Language
CodeMarkers, noon-profit organization, conducted basic education of computer
for about 400 children in Durban, eastern part of South Africa, for the past year.
Justiine Yarrow, founder of the group, started this activity to expand computer
education opportunity to these children since many of children in South Africa just
leave the school without using computer at once.
E. Uganda, Promotes Project for Digitalization of Curriculum in Secondary

School
National Curriculum Development Centre promotes ‘Skilling for the Future’
project together with MTN Uganda Foundation, non-profit charity organization of
MTN Uganda, which is a mobile phone company. This project aims to introduce
ICT as teaching and learning support tools to schools in Uganda and to digitize new
secondary school curriculum and educational materials.
6. International Organizations and Education Related Organization
A. Brookings Institution, Announces Report of Educational Use of Mobile

Technology
Center for Technology Innovation of Brookings Institution, a world-renowned
American social science research center, announced the report about educational
benefits of mobile technology (Mobile Learning: Howe mobile technology can
improve education), which highlights various educational benefits provided by

wireless connectivity and mobile device.
B. OECD, Announces Analysis Results on Internet Use of Social · Economic

Status and Students
The Organization for Economic Cooperation and Development (OECD)
announced research results on internet use in homes of teenagers in 40 countries
including Europe, Asia, and South America. This research focused on internet usage
time and internet usage method (purpose) at home based on the survey of 2012 PISA.
As a result, students in most countries could use internet at home, but its usage method
was different depending on social · economic status.
The result of analysis shows that internet accessibility doesn’t effect on mitigating
social gap, but it may lead to inequality based on its usage method of technology.
Argument about OECD analysis results was suggested. Mark Chambers,
representative of NAACE, ICT utilization education corporate, criticized that internet
accessibility is not equal accessibility in terms of various conditions such as internet
speed and it is just simplified result.
C. NMC-CoSN, Announces ‘2016 Horizon Report: Elementary · Secondary

Education Edition’
The New Media Consortium (NMC), international education professional
organization, and Consortium for School Networking (CoSN) announced ‘2016
NMC/CoSN Horizon Report: 2016 K-12 Edition)’. This report selected core trends
that are expected to have a significant impact on elementary · secondary education for
next 5 years, aiming to support Ministry of Education, Education Office in-local and
schools to establish strategy related to educational utilization of ICT.
D. UNHCR, Held Coding Education Event for Middle East Refugees

United Nations Refugee Agency (UNHCR) operated ‘Refugee Code Week’ that
supports IT technology cultivation for refugees in Middle East together with SAP,
German software corporate, and Glaway Education Centre in Ireland. This event was

prepared based on performance of ‘Africa Code Week’ which was conducted for 17

countries in Africa and its main goal is to solve unemployment problems by improving
employment skills of refugees in the Middle East through IT technology training.

Chapter Policies of ICT in
1 Education
Section 1 Establishment of ICT in Education Implementation Plans

by Metropolitan and Provincial Education Offices
1. Project Overview and Progress
MOE has been establishing master plans for ICT in Education that meets in
national tasks every 5 years since 1996 by suggesting nation level mid-long term
vision in the field of ICT in Education after considering domestic and overseas status
and environmental changes. Master plan for ICT in Education plays a guideline role
when MOE, metropolitan and provincial education offices and related organization
establish related policies of ICT in Education every year. MOE and 17 metropolitan
and provincial education offices are establishing and promoting 2017 ICT in Education
implementation plan according to the master plan for ICT in Education (2014-2018).
2. Status of the 2017 ICE in Education Implementation Plans
Subjects for analysis of 2017 ICT in education implementation plan are total
28 organizations including MOE, metropolitan and provincial education offices and
affiliated organization the budget is approximately KRW 410.7 billion and the total
number of projects is 676 (20 new projects, 656 continued projects).

[Table 1-1] Overview of ICT in education implementation plans the 2016 ICT in Education Implementation
(Unit: Numbers, million won)
ICT in Elementary and

Secondary Education
Organization Concerned organization Number of project Budget
| Part 1 |
MOE 1 18 58,030
Affiliated 4 5 1,619
Related 6 31 27,066
Metropolitan and provincial 17 622 324,343
Total 28 676 410, 677
Administration and
Source: MOE, 2017 ICT in Education Implementation Plan, April 2017
ICT in Education
| Part 2 |
Finance
Budget for information-oriented business of MOE is KRW 58 billion, which
KRW 3 billion (about 5.46%) is increased compared to KRW 55 billion in 2016.
ICT in Education of
Higher Education
2017 budget status of 17 metropolitan and provincial education offices is KRW 324.3
| Part 3 |
billion, decreased by KRW 2.6 billion (7.5%) from 2016 budget (KRW 350.6 billion).
Analysis of current status according to the business fields of the 5th ICT in
ICT in Academic
Research
| Part 4 |
education basic plan is as shown in [Table 1-2].
[Table 1-2] Number of projects and budget by area of basic plans for ICT in education
ICT in Lifelong
Education
| Part 5 |
Strategy project Number of projects (ratio) 2017 budget (ratio)
Strategy1 Pre-elementary, elementary, and secondary education for establishment of
236(35.5%) 156,290(48.2%)
customized-learning
Strategy 2 Higher education and academic research for creation of ability-based society 6(0.9%) 10,123(3.1%)
and Vocational
ICT in Career
Strategy 3 Lifelong and vocational education that links study and work 7(1.1%) 1,262(0.4%)
Education
| Part 6 |
Strategy 4 Educational welfare and special education that embraces and cares 28(4.2%) 44,170(13.6%)
Strategy 5 Creating a base for utilization of public information and healthy cyber culture 388(58.3%) 112,498(34.7%)
Total 665(100%) 324,343(100%)
Solve Educational
Source: MOE, 2017 ICE in Education Implementation Plan, April 2017
| Part 7 |
Gap
[Table 1-3] Number of Projects and Budget by District of Education Offices
| Number of projects by strategic tasks | | Budget status by strategic tasks |

Creation of Healthy Information International Exchange &
Culture and Protection of Cooperation and Status
Personal Information
| Part 8 |
Strategy 5
34.7%
Strategy 5 Strategy 1
58.3% 35.5%
Strategy 4
of the e-Learning
Strategy 1
| Part 9 |
Strategy 2 13.6% 48.2%

0.9%
Strategy 3 Strategy 3 Strategy 2

Strategy 4 0.4%
4.2% 1.1% 3.1%
Source: MOE, 2017 ICE in Education Implementation Plan, April 2017
| Chapter 1 | Policies of ICT in Education 043

3. Implications
We can gain implications by analyzing annual ICT in education implementation

plans as follows.
First, most of the organizations implementing ICT in education are tightening
their budget. This implies that policy enforcement of ICT in Education, which
becomes the foundation for future education in the world of knowledge information, is
experiencing difficulties.
Second, even though most ICT in education projects are autonomously
implemented by metropolitan and provincial education offices, a great portion is put
on maintenance and policy supports based on the number of projects and the budget
status.
Third, building the foundation for pre-elementary, elementary and secondary
education as well as finding and promoting policies in overall areas including ICT in
universities, special education, vocational education, and lifelong education must be
implemented in national basic plans for ICT in education.
Fourth, it is necessary to continuously diagnose and analyze what effects ICT in
education implementation plans have on education and how they can lead the direction
of future education beyond the simple execution of the project.
4. Future Plans
Metropolitan and provincial education offices and the related organizations should
prepare a system that can supplement the insufficient areas and expand the areas with
positive results by establishing implementation plans every year and managing its
performance based on the 5th master plan for ICE in education. MOE will continue
to make metropolitan and provincial education offices and related organizations to
establish implementation plan, share this through workshop and to check the business
efficiency of ICT in education by identifying performance indicators.

Section 2 Operation of the National Curriculum Information Center
(NCIC)

Secondary Education
| Part 1 |
National Curriculum Information Center (NCIC) is operated by the needs of
promotion of new national curriculum, distribution of various materials that support
on-site curriculum implementation and acquirement of trends and information
Administration and
ICT in Education
of curriculum in major countries which is basis for revision of curriculum and
| Part 2 |
Finance
establishing policies. NCIC is functioning as a space to provide credible national
curriculum information and its utilization rate is continuously increasing with
ICT in Education of
Higher Education
increased visitors. Main contents of NCIC operation business are summarized as
| Part 3 |
follows.
First, it is to operate NCIC homepage normally. They aim to operate system of
ICT in Academic
Research
| Part 4 |
national curriculum information center (www.ncic.go.kr) efficiently so that national
wide service in homepage can proceed smoothly. Therefore, regular monitoring on
each menu of NCIC and updating curriculum material by MOE, education offices and
ICT in Lifelong
Education
| Part 5 |
Korea Institute of Curriculum and Evaluation is being promoted.
Second, it is to solve the problems immediately. Operation of NCIC is divided
into daily operation, material updating and tasks for problems occurred. In case there
and Vocational
ICT in Career
Education
| Part 6 |
is a need to add new policy information or additional materials of MOE or problems
are occurred such as system error, these requirements are analyzed and organized to
solve the problem and update the data to operate system normally.
Solve Educational
| Part 7 |
Major outcomes of NCIC in 2016 are as follows. Gap
First, they uploaded curriculum related materials related to new policies through
homepage maintenance and operation (2016. 3. 24~2016. 12. 31) research business.
| Part 8 |
And they conducted national wide service of curriculum by operating homepage

smoothly through immediate action when problems occurred.
Second, they strengthened policies with related department (MOE) regarding
of the e-Learning
| Part 9 |
improvement of KICE status as national curriculum research and development center

and national wide service since site visitors of NCIC is increasing every year (2016. 1.

1~2016. 12. 6 501,530 visitors, increased by 49.85% from last year).
Third, they made full effort to secure the right to know of people through
publication of the latest national curriculum related materials such as revised 2015
curriculum (No. 80) and results of the 13th national 100 curriculum excellent school
selection business.
Meanwhile, they established mid-long term plan for activation of NCIC operation
based on inspection of current system and survey as follows.
First, they promote long term project for NCIC operation and management
structure, which is formed as dualistic structure with 'system management and
operation team' and 'material management and operation team' to operate NCIC in
that it is necessary to build the operation and management organization in the form
of a combination of business and research idea. Second, they established NCIC
system improvement plan by dividing it short term (2017) and mid-long term based
on the results of NCIC system evaluation. In terms of mid-long term, it is necessary
to improve NCIC inventory service so that it becomes useful service to users. To do
this, it is necessary to segment the information in NCIC as little as possible within
meaningful range. And it is necessary to develop algorithm of keyword search method
that can create meta data, search only desired information efficiently according to
user's need, and compare and analyze various information.
Third, they improve its utilization by carefully selecting menu and information
contents to be provided to users and providing it selectively. In terms of more mid-
long perspective, they will promote improvement of material provision method
through simplification of inventory structure based on expanding human organization
and securing budget, enhancement of convenience through strengthening search
function, improvement the credibility and quality of information and materials through
continuous update and safe secure of materials through continuous connection with
policy research.

Section 3 Development and Application of Digital Textbooks

Secondary Education
| Part 1 |
1. Project Overview
The educational needs to consider social diversity and characteristics of learners
Administration and
ICT in Education
that change with the arrival of the knowledge information society due to the 4th
| Part 2 |
Finance
Industrial Revolution lead to changes in curriculum. Therefore digital textbooks are
being developed as textbooks for students with the status of book for curriculum as
ICT in Education of
Higher Education
an effective mean for accepting diverse changes and needs and promoting changes of
| Part 3 |
education method by adding features of digital media based on printed textbook.
ICT in Academic
Research
| Part 4 |
2. Promotion Status
ICT in Lifelong
Education
| Part 5 |
A. Business
1) Development of Digital Textbook
Standardized digital textbooks is developed by guiding <Production Guideline of
and Vocational
ICT in Career
Education
| Part 6 |
Digital Textbook>, which is made based on web application (HTML5, CSs, JavaScrip,
etc.) standard and e-book (EPUB) standard to textbook publishing organization and
publishing companies.
Solve Educational
| Part 7 |
Gap
2) Reinforcement of teacher competencies

Training for teaching and learning capability of teachers and professionalism was
| Part 8 |
conducted for application of digital textbook in the field and other diverse trainings
such as on-line and off-line training program, development and distribution of
textbook, cultivation of teachers, and training that visits school is also conducting in
of the e-Learning
| Part 9 |
cooperation with MOE, metropolitan and provincial education offices, schools and
KERIS.

B. Outcomes
1) Application of Digital Textbook
Digital textbook of 2009 curriculum is using printed textbook and digital textbook
together in research school (163 schools in 2014, 138 schools in 2015, 128 schools in
2016) and schools that want to use it.
[Table 1-4] Digital Textbook Utilization Status in School (2013~2016)
Classification 2013 2014 2015 2016 Increase trend of school

Number of research 5,013 schools
144 163 134 128
school 1,592 schools
Number of desired 163 schools
- - 1,458 4,885
school
Total 144 163 1,592 5,013

2014 2015 2016. 11
Digital textbook can be used in diverse school environment such as

environment with one device for teacher (one teacher logs in and uses digital textbook
with students by using video equipment) environment with one device for each
student group (representative student logs in and uses digital textbook with students in
the group) environment with one device for each student (individual student logs in
to use digital textbook).
2) Reinforcement of Teacher Competencies

Outcomes such as class video and teaching and learning curriculum, which
are created through research school and curriculum research center, can be shared
and used in Edunet as a part of supporting teachers for using digital textbook.
And cooperation and distribution among schools is encouraged by sharing various
information through teachers' community of digital textbook (research school,
curriculum research center, club of social studies and science teachers).

[Table 1-5] Support status for strengthening the capacity of teachers related to utilization of digital textbooks (2012~2016)
Div. 2012 2013 2014 2015 2016

Secondary Education
Future school environment, understanding of digital textbooks, digital textbooks and
Training Contents
| Part 1 |
utilization practice of Wedorang, teaching design practice, etc.
Training Off line 2 4 4 8 11

Program On line 8 4 - 4 4
Central No. of
Unit 122(5 times) 218(6 times) 391(5 times) 213(4 times) 216(3 times)
Teacher selection
Training Training (No. 257
381 (5,688*) 702 (1,850*) 524 299
per year) (As of 2016. 8)
Administration and
ICT in Education
Operation of class study
- 67 34 34 34
| Part 2 |
Finance
meeting
City and
General teacher training 5,188
province 132,770 104,153 68,655 38,676
(No. per year) (As of 2016. 8)
unit
ICT in Education of
Total 138,458 106,003 69,179 38,975 5,445
Higher Education
| Part 3 |
3) Provision of a Platform Service for Utilizing Digital Textbooks
ICT in Academic
Research
| Part 4 |
Digital textbook platform is developed and provided to use standardized digital
text book and the digital textbook viewer and learning community (Wedorang) have
been developed and are being operated as main service areas of the digital textbook
ICT in Lifelong
Education
| Part 5 |
platform. A customer satisfaction center (1544-0079) is operated to solve any
inconvenience of students, teachers and parents related to use of digital textbooks.
and Vocational
ICT in Career
Education
| Part 6 |
3. Main Outcomes
Solve Educational
| Part 7 |
A. Verification of Effectiveness of Digital Textbook Use Gap
As a result of verifying the effectiveness of digital textbooks, the positive effects

of students and teachers on cognitive and affective aspects are reported consistently
| Part 8 |
such as promoting student and teachers’ capacity, activation of interactions in classes

and changes in positive relationship in the classroom.
Pre-test and post-test conducted in 2016 shows that students’ creativity and
of the e-Learning
| Part 9 |
innovation ability, critical thinking ability, and information literacy ability were
improved after using digital textbook.

[Table 1-6] Result of pre and posttest of digital textbook conducted for research school 2016
< Changes of learner’s ability > pre post (n=18,174) < Changes of teacher’s ability > pre post (n=18,174)
3,94
3.99
3.94 3.95 4.3 4.25
3.92
3.84 3.55
3.73 3.8 3.8 3.77 3.8
3.75 3.76 3.9 3.89
3.69 3.67 3.66 3.64
3.62
3.56 3.54
3.51
Problem- Self-Initiated Creative and Critical Information Communi- Cooperation Learning Class Learning
Solving Learning Innovative Thinking Use Skills cation Skills Skills Motivation Attitude Confidence
Skills Skills Skills Skills Technology Class Capabilities pre post
※ 18,174 Students ※ 1,747 teachers

(13,371 elementary students, 4,803 middle school students) participated (1,134 elementary students, 613 middle school students) participated
‘A Longitudinal Study on the Use and Effectiveness of Digital Textbooks

(Gwangju National University of Education, Kim Jeong Rang et al.)’, which was
conducted since 2014 to objectively analyze the growth of students and the change of
class according to the introduction of digital textbooks, shows that the use of digital
textbooks has a positive effect on learner competence of student, preference, and
social domain.
[Picture 1-1] C
ontents and Results of a Longitudinal Study on the Use and Effectiveness of Digital Textbooks
(Kim Jeong Rang et al., 2014~2016)
•Cross-sectional comparison: Verification of the difference between background 2014 2015 2016
factors and performance indicators 4.20
•Multiple analysis: Analysis of student level and school level 4.00
3.85 3.85
•Comparison of major influential factors by performance index 3.80 3.73 3.78 3.76
3.63
3.60
•Analysis of the change in the trends 3.40
1st Year between students and schools 3.20
•Verification of the difference between
initial level and change rate Social Sciences Learning Capabilities Science Learning Capabilities
Pre and p
< Change of student’s learning ability >

ost c
ara
om
tive 2rd Year

p
analys
is 70.00
al trend an
gitudin
Lon aly
s 60.00
is
50.00
•Progressive trend analysis: focus on change and growth
•Longitudinal data analysis: multiple growth model, potential
3rd Year 40.00
30.00 61.23
growth model, panel regression model, etc. 47.66
•Analysis of changes in students and schools 20.00 39.72
A nalysis of difference in utilization method: Positive and 10.00
negative effect, policy effect, etc. 0
2014 2015 2016
< Reserch contents of longitudinal study > < Change of information attainments of student >

B. Prepared Development and Application Plan of Digital Textbook according
to 2015 Revised Curriculum

Secondary Education
‘Classification of State-designated/Authorized Elementary & Secondary School
| Part 1 |
Digital Textbooks’ according to the 2015 revised curriculum was confirmed and
announced on August 29, 2016. Therefore, subjects of social studies, science and
English from 3rd grade of elementary school to 3rd grade of middle school and
English of high school will be developed and distributed as digital textbook.
Administration and
ICT in Education
| Part 2 |
Finance
[Table 1-7] Classification of state-designated and authorized state of digital textbook of elementary and
secondary school in accordance with 2015 revised curriculum
ICT in Education of
Higher Education
School Course Digital Textbook No. of Book Classification
| Part 3 |
Social Studies Social Studies 3-1, 3-2, 4-1, 4-2, 5-1, 5-2, 6-1, 6-2 8
Elementary State-designated
Science Science 3-1, 3-2, 4-1, 4-2, 5-1, 5-2, 6-1, 6-2 8
School
English English 3, 4, 5, 6 4 Authorized
Social Studies Social Studies ①, ② 2
ICT in Academic
Research
| Part 4 |
Middle School Science Science 1, 2, 3 3 Authorized
English English 1, 2, 3 3
High School English English, conversation, English I, reading and writing, English II 5 Authorized
ICT in Lifelong
Education
| Part 5 |
4. Future Plans
and Vocational
ICT in Career
Education
| Part 6 |
First of all, digital textbooks are being developed to support active utilization of
the digital textbook of revised curriculum (3 ~ 5th grade in elementary school and
1st grade in middle school in 2017 and 5th grade in elementary in 2018) and to apply
Solve Educational
| Part 7 |
it to 2015 revised curriculum. In particular, realistic contents (AR (Augmentation Gap
Reality), VR (Virtual Reality) and manipulative interaction) will be added to increase

authenticity of learning and similar experience and emotions with reality will also be
| Part 8 |
added to increase immersion of learning.

of the e-Learning
[Development of digital textbooks in accordance with the 2015 revised curriculum]

| Part 9 |
•(2017) 3-4th grade of elementary school social studies, science, English, middle school social studies, science, English, high school English (5 books)
•(2018) 5-6th grade of elementary school social studies, science, English, middle school, middle school science and English, high school English II
•(2019) Middle school science and English

Section 4 Software (SW) Education
1. Overview
Software education is becoming more important competency for students in line

with the recent social changes called the 4th Industrial Revolution. The government
is aiming to cultivate creative and integrated talents in 2015 revised curriculum and
software education is very important since it is in the context of software education.
2. Project Status
The only subject that has been changed from elective to essential subject is
'information' that educates the software in the 2015 revised curriculum. Students in
5th and 6th grade in elementary school should complete software education more than
17 hours in ‘Practical course’ and students in middle school should complete it more
than 34 hours in ‘information’ course. MOE and Ministry of Science, ICT and Future
Planning announced ‘basic plan for activation of software education’ (December
2016) and they are preparing and promoting detailed tasks for each strategy after
setting establishment foundation of SW education essentialization, cultivation of
SW professional talents in university, creation of proper SW education culture and
strengthening PR as 4 strategies. MOE and Ministry of Science and ICT (former
Ministry of Science, ICT and Future Planning) is building cooperative system and
KERIS and Korea Foundation for the Advancement of Science and Creativity is
promoting detailed business to promote software education. In addition, metropolitan
and provincial education offices are establishing plans by themselves or together with
central government and main outcomes are as follows.

A. Reinforcement of Teachers’ Ability
Training is promoted to reinforce professionalism and competency of teachers

Secondary Education
according to software education reinforcement of 2015 revised curriculum. Diverse
| Part 1 |
training at various school level and courses were conducted with about 21,000 people
including teachers who are in charge of 5th and 6th grade in elementary school,
practical course teacher and teachers who are in charge of information course in
secondary school. Overall status is as follows.
Administration and
ICT in Education
| Part 2 |
Finance
[Table 1-8] 2016 Teacher training plan
No. of
School Course Time Type Institution
ICT in Education of
Higher Education
completion
| Part 3 |
Elementary and
Training of leading teachers 30 Collective MOE / KERIS 200
secondary
Metropolitan and provincial
Elementary basic (remote) training 15 Remote 15,000
education office
ICT in Academic
Elementary Metropolitan and provincial
Elementary general training Over 15 Collective 3,500
Research
education office
| Part 4 |
Elementary intensive training 15 Collective MSIP / KOFAC 1,750
Secondary general training Over 15 Collective MOE / KERIS 400
Secondary
Secondary intensive training Over 15 Collective MSIP / KOFAC 400
ICT in Lifelong
Elementary and
Education
| Part 5 |
Professional training 45 Collective MSIP / KOFAC 150
secondary
Elementary and Metropolitan and provincial
Other cities and province training Collective
secondary education office
Elementary and Development and distribution of
30 Remote MOE / KERIS
and Vocational
secondary remote contents
ICT in Career
Education
| Part 6 |
Source : ‘2016 Basic plan for strengthening teacher’s capacity of software’ 2016. 3
B. SW Education Research and Leading School
Solve Educational
| Part 7 |
MOE designates and operates 68 research school of SW education to prepare Gap
essentialization of SW education in elementary and secondary school. Through this,

they applied SW education in the school field in advance, accept requirement needed
| Part 8 |
for policy establishment and discover various operation cases in school. In addition,
MOE and Ministry of Science and ICT operates 832 leading schools of SW education
in 2016 to operate SW education in advance and they are playing a leading role in
of the e-Learning
| Part 9 |
enabling SW education to take root in various school environment.

C. Textbook for Software Education
MOE and KERIS developed operation guideline for SW education to promote
SW education before the development of textbook according to 2015 revised
curriculum (February 2015) and also developed ‘creativity trip with software’, which
is a textbook for students and teachers in elementary and secondary school (March
2016). Ministry of Science and ICT and Korea Foundation for the Advancement
of Science and Creativity developed 10 module type textbooks of SW education
about artificial intelligence and unmanned vehicles and translation book for English
elementary and secondary computing textbook.
D. Spread of Software Culture

Government developed promotional materials and promoted training activities for
metropolitan and provincial education offices and school parents to spread national
wide publicity according to the necessity of SW education. They also operated
various experience programs and events such as online coding party, global software
education forum and software education festival to raise public awareness about SW
education.
3. Outcomes and Future Plans
Creative and convergent talents that has been set as a goal in 2015 revised
curriculum is the essential capability of elementary and secondary school students,
who will live in the 4th Industrial Revolution ear, and its essentialization in elementary
and secondary school is timely measure. Government diversified teachers' training,
operation of research and leading school, development of textbook and promotion
activity of software culture to operate SW education stably, forming a consensus on
the necessity and direction of the people’s SW education and preparing the basis for
education step by step.
Therefore, it is necessary to secure budget and continuously promote policies so

that detailed tasks of ‘basic plan for SW education activation’, which was established
for stable settlement of SW education, can be promoted actively. Professionalism

Secondary Education
of teachers should be enhanced through cultivation of 10,000 core teachers pursued
| Part 1 |
by the government and training of leading teachers, and education pursued in the
new curriculum should be realized through operation of the curriculum composition,
teacher placement, and educational activities at schools of all levels.
Administration and
ICT in Education
| Part 2 |
Finance
ICT in Education of
Higher Education
| Part 3 |
ICT in Academic
Research
| Part 4 |
ICT in Lifelong
Education
| Part 5 |
and Vocational
ICT in Career
Education
| Part 6 |
Solve Educational
| Part 7 |
Gap
| Part 8 |
of the e-Learning
| Part 9 |

Section 5 Activation of Online Classes
1. Project Overview
The objective of the activation project for online classes is to enhance the right of
students to select and learn subjects by providing various demands for opening courses
through online courses that are difficult to operate in schools with the expansion of
selection-focused curriculum.
2. Promotion and Operation Status of Online Classes
The discussion on online classes began as part of the ‘Implementation Plans for
Smart Education Strategies’ (the Ministry of Education and Science Technology,
2011) in 2011, and they are still being operated as of 2016 after going through stages
of research on related policies, pilot operations, and the revision of legislations. As of
1st semester of 2017, 1,093 secondary schools and 5,694 students are using this.
3. Main Outcomes of the Activation Project of Online Classes
First, students are guaranteed the right to study and to choose courses by
increasing the utilization of online classes at the school site. The number of high
schools using online classes has increased from 148 schools in 2nd semester of
2012 to 502 schools in 2nd semester, and the number of students has increased from
337 students to 2,662 students. Second, institutional foundation of online class was
prepared through revision of enforcement ordinance of elementary and secondary
education act, revision of guidelines for student record, and preparation of guideline

for online class management (draft). Third, reinforcement of online class operation
was made. Policy reinforcement was made through satisfaction survey, personnel

Secondary Education
council of metropolitan and provincial education offices and interview, which were
| Part 1 |
conducted every year since its test operation in 2012.
4. Future Plans
Administration and
ICT in Education
| Part 2 |
Finance
First, it is necessary to develop curriculum contents that fit in revised curriculum
as 2015 curriculums are applied to 1st grade of middle and high school from 2018.
ICT in Education of
Higher Education
Second, it is necessary to improve the function of LMS system as a learning platform.
| Part 3 |
Third, it is necessary to build online evaluation system. Fourth, it requires an integrated
approach to incorporate demands for various online classes that meet the purpose of
ICT in Academic
Research
| Part 4 |
introducing a system such as guaranteeing student’s right to learn and expanding the
right to select subjects.
ICT in Lifelong
Education
| Part 5 |
and Vocational
ICT in Career
Education
| Part 6 |
Solve Educational
| Part 7 |
Gap
| Part 8 |
of the e-Learning
| Part 9 |

Section 6 Construction and Operation of the Student Evaluation
Portal
‘Achievement evaluation system support site for secondary school’, ‘descriptive

evaluation portal’ and ‘performance evaluation support portal’, which are sub site
included in existing student evaluation portal, operated until 2016, were reconstructed
and integrated to use all data related to student evaluation in one space and
reconstruction works with complete integrated type was conducted in 2017 with the
need for reinforcement of user and manager’s function.
As a result, service menus are composed of ‘curriculum and achievement
standard’, ‘development of evaluation tools’ and ‘utilization of evaluation result’ for
each classes in elementary, middle and high school. They provide data by considering
operation process of student evaluation at school. Data space for ‘operation of
achievement evaluation system’ was added for middle and high school since they are
conducting achievement system unlike elementary school, providing manuals needed
for operation achievement evaluation system and result analysis program. In addition,
'performance evaluation tool search service’ allows to search core competency and
evaluation type as well as performance evaluation tool search for each school level,
grade, course and area (unit). Performance evaluation tool search service was made to
increase its utilization by recommending same type of tools for core competency and
evaluation, and performance evaluation tool provides ‘course-centered performance
evaluation’, connecting with classes, support ‘evaluation plan connecting with
teaching and learning’ and ‘scoring standard’, and scoring standard can be freely
revised by teachers and stored in ‘My Page’.
Student evaluation support portal provides all materials needed for student
evaluation such as course-centered performance evaluation and achievement
evaluation system and support evaluation of student efficiently. Therefore it is
expected to contribute to the improvement of student evaluation in Korea.

Section 7 Informatization Training for Teachers- Support Project for
Competence Development of Teachers

Secondary Education
| Part 1 |
1. Project Overview
The MOE has been promoting various projects to reinforce the competence
Administration and
ICT in Education
of teachers, such as increasing teacher’s ability to utilize information, expanding
| Part 2 |
Finance
customized training system, and strengthening international cooperation for the
development of teacher’s competency.
ICT in Education of
Higher Education
| Part 3 |
2. Project Status and Main Outcomes
ICT in Academic
Research
| Part 4 |
Teachers’ training course was developed to reinforce utilization capability of
smart education and digital textbook from 2011~2016 and training (central unit 8,672,
ICT in Lifelong
Education
| Part 5 |
metropolitan and provincial unit 378,873) is promoting continuously. It developed
and distributed training program and contents (67) for smart education and digital
textbook and selected and cultivated teachers for digital textbook (around 800). It is
and Vocational
ICT in Career
Education
| Part 6 |
also operating ‘ICT in education research contest’ since 2007 to promote voluntary
research culture of teachers, and provide customized training information of private
or remote training institutions through ‘Teacher Training Information Service (TTIS)’
Solve Educational
| Part 7 |
since 2009. At the same time, it supports the activities of the curriculum research Gap
community of smart education (19, 2014) and class research community of digital
textbook (34 at year, 2014~2016).
| Part 8 |
As digital textbook applied with 2015 revised curriculum became available all the
school from 2018, the focus is on new digital textbooks that are stably deployed and
utilized in the field by preparing it in diverse aspects. In particular, understanding about
of the e-Learning
| Part 9 |
digital textbook of teachers and utilization capability of ICT is the core in activation
of digital textbook. Therefore, it is promoting various projects for strengthening the

informatization capacity of teachers such as revision and distribution of training
programs, cultivation of teachers, support activation of class research community,
provision of customized training for teachers and its information, support training for
research school and promotion of ICT in education research contest.
3. Future Plans
Trainings for each cities and provinces or school site will be provided through
distribution of training program and online contents at each level and theme,
cultivation of teachers and provision of guidebooks in accordance with the spread of
new digital textbook in 2018. It will be necessary to revise and supplement training
contents continuously based on excellent cases of school in the future. In addition
to these standardized training, it is necessary to prepare diverse support policies to
promote cultivation of teacher’s competency and create culture of continuous learning,
sharing and cooperation by encouraging informal learning and activities such as
learning community that is created autonomous in learning site.

Section 7 Informatization Training for Teachers - Operation of
Distance Education Training Support Centers

Secondary Education
| Part 1 |
1. Project Overview
A. Introduction Background and its Progress
Administration and
ICT in Education
Recently, the number of users of Distance Education Training Support Centers
| Part 2 |
Finance
has increased and the importance of nation level of support and management and
supervision is to the fore to improve quality of distance education training.
ICT in Education of
Higher Education
| Part 3 |
B. Operation Status of Distance Education Training
As of February 2017, 37 authorized distance education training support centers
ICT in Academic
Research
| Part 4 |
are on operating (7 public organizations, 12 universities, 18 private training centers).
ICT in Lifelong
Education
| Part 5 |
2. Main Project and Project Status
A. Approval Status and New Approval of Distance Education Training Support
and Vocational
ICT in Career
Education
| Part 6 |
Center
Newly approved distance education training support center has been steadily
increasing, but it has been decreasing since 2010 and there was no centers from 2013
Solve Educational
| Part 7 |
to 2016. Gap
[Table 1-9] Status of accreditation of distance education training center (Unit: number)
| Part 8 |
Div. ~2008 2009 2010 2011 2012 2013 2014 2015 2016
New 82 4 3 2 2 0 0 0 0
Closed 12 0 7 2 6 3 2 2 0
Number of distance
of the e-Learning
education training 70 74 70 70 66 63 61 60* 60*

| Part 9 |
center
* Includes 23 accredited institutions as distance education training center under
metropolitan and provincial education office

B. Evaluation of Training Course of Distance Education Training Support
Center
Since KERIS was designated as distance education training support center in
2009 and started to evaluate distance education training contents, the number of
application for evaluation of education contents for opening new training center has
steadily increased since 2012.
[Table 1-10] Evaluation status of education contents of distance education training center (Unit: case)
Year 2009 2010 2011 2012 2013 2014 2015 2016

Application 278 339 302 283 362 482 554 602
C. Evaluation on Operation of Distance Education Training Support Center

Distance education training support center has been conducting ‘evaluation on
operation’ once a year since 2011 to evaluate education contents and its operation
status, and it is conducted at 2 years base with different evaluation periods, depending
on the features of the institutions (public or university and private) since 2016.
[Table 1-11] Results of operation evaluation of distance education training center each year (Unit: number)
Div./ year 2011 2012 2013 2014 2015 2016

Institutions 43 42 40 38 37 19
Excellent 26 29 6 5 13 2
Normal - - 23 22 12 8
Insufficient 17 13 11 11 11 9
※ Subjects for 2016 evaluation (19 institutions) : public and university

Subject for 2017evaluation (18 institutions) : private

3. Support Project for the Activation of Distance Education Training
Centers

Secondary Education
| Part 1 |
A. Joint Development of Contents for Prevention of Duplicated Contents and
the Advancement of Contents of Metropolitan and Provincial Education
Training Institutes
Distance education training support center was designated as the exclusive agency
Administration and
ICT in Education
for the joint development of contents, conducting development project of contents of
| Part 2 |
Finance
metropolitan and provincial education training center. They are developing 10 kinds of
contents for joint use of metropolitan and provincial education training center.
ICT in Education of
Higher Education
| Part 3 |
B. Development of Distance Training Contents in the field of MOE National
Education Policy
ICT in Academic
Research
| Part 4 |
Distance education training support center is in charge of 10 kinds of distance
training contents in the field of MOE national education policy in 2017 to develop 7
kinds of contents in the first half and 3 kinds of contents in the second half.
ICT in Lifelong
Education
| Part 5 |
C. Operation of the Information Management System for Trainees of
Distance Education Training Centers
and Vocational
ICT in Career
Education
| Part 6 |
An information management system was established in 2015 and is being
operated from March 2016 to systematically and stably manage trainee information,
which is created at Distance Education Training Centers after test operation.
Solve Educational
| Part 7 |
Gap
4. Future Plans
| Part 8 |
The project will be promoted as follows to continuously activate distance

education training services.
of the e-Learning
| Part 9 |
First, it will reinforce the support of distance education training center by

introducing new approval, evaluation on operation and content evaluation indicators,

which was developed through ‘study on improvement of operation of distance
education training support center’.
Second, when contents development project of distance education training is
conducted, it will lead the way in improving the content and format of distance
education training by researching new training method continuously, away from
existing method, and developing applied contents.
Third, it will promote the continuous development of excellent contents to
improve the quality of distance education training courses.
It is expected that it will help to derive changes of education field and help to
improve effectiveness of education through support of operation and management of
quality of distance education training center.

Secondary Education
Chapter Support Services for
| Part 1 |
2 Teaching and Learning
Administration and
ICT in Education
| Part 2 |
Finance
Section 1 Sharing and Distribution Service for Education
Information ‘EDUNET’
ICT in Education of
Higher Education
| Part 3 |
1. Project Overview
ICT in Academic
Research
| Part 4 |
Edunet has been serving as a national educational information service that
supports normalization of public education and school educational activities since
ICT in Lifelong
Education
| Part 5 |
its opening in 1996. It has been expanding and reinforcing its service by developing
and securing contents continuously, providing optimized UI/UX and public search
program, providing user participation service and connecting with digital textbook or
and Vocational
ICT in Career
Education
| Part 6 |
portal service since its reorganization of Edunet service based on curriculum utilization
since 2014.
Solve Educational
| Part 7 |
Gap
2. Project Status
| Part 8 |
A. Status of Main Services

With 20th anniversary in 2016, Edunet was reorganized into a teacher centered
service by collecting user’s opinions to provide more advanced services. It is
of the e-Learning
| Part 9 |
promoting continuous reorganization by selecting integration of education policy,

reinforcement of teachers' competency, sharing educational materials and addition
| Chapter 2 | Support Services for Teaching and Learning 065

of community, which is communication space about classes as main tasks, aiming to
build general portal site for providing information on teaching and learning materials,
evaluation materials and activity materials.
Edunet classifies its service into curriculum learning, creative personality,
education policy and teacher specialization areas and operation of service is composed
of contents secure, quality management, sharing and distribution of contents and
provision of service.
B. Status of Content Development and Securement

Contents development and securement is conducted based on curriculum
materials and it provides 41,282 services including materials for each unit, key
summarization, assessment, learning materials for each curriculum theme and
reference materials. Quality management verifies whether the contents contain
personal information and harmful factors and technical compatibility and accumulates
optimized contents through restructure (segment, reorganization). In addition, it shares
and donates 121,702 educational materials by obtaining them from education related
organizations or private institutions so that anyone can use them without any copyright
issue or usage fee.
[Table 1-12] Status of EDUNET curriculum textbook contents service) (Unit: person)
Div. Details Quantity

Unit learning Video or e-learning within 5 minutes for concept learning contents 14,968
Unit summarize Core material that summarized main contents of unit 2,357
Evaluation Evaluation sheet or creative and thinking skills sheet for checking learning for each unit 1,464
Learning materials for
Multimedia reading materials with each theme for social studies and science 675
each curriculum
References Various multimedia materials related to the contents of the unit 22,365
Source: Edunet statistical management system

[Table 1-13] Status of sharing and donation of Edunet educational materials (2017. 2) (Unit: case)
Institution Quantity Institution Quantity

Secondary Education
Ministry of Health & Welfare (MW) 30 International Broadcasting Foundation (Arirang TV) 211
| Part 1 |
Educational Broadcasting System (EBS) 5,199 Digital Photographer's Association of Korea 85,115
Organizing Committee of 2018 PyeongChang Winter Olympic
National Museum of Korea 3,483 36
Games and Disabled Persons Olympic Winter Games
National Library of Korea 50 KBS Media 13
National Museum of Korean Contemporary
12 Northeast Asian History Foundation 25
History
Seoul National University Art Education School Sports Club League Operation Support Center of Ewha
75 77
Administration and
Support Center Womans University (KSSLC)
ICT in Education
Korea Creative Content Agency (KOCCA) 145 Korea Arts & Culture Education Service 14
| Part 2 |
Finance
Korea Culture Information Service Agency 1,088 Korea Invention Promotion Association 44
Korean Job Broadcast 3,647 National Folk Museum of Korea 59
The Ministry of Patriots & Veterans Affairs 116 Korea Institute of Curriculum & Evaluation 40
ICT in Education of
Higher Education
Korea Council of Sport for All 11 Korea Copyright Commission 19,962
| Part 3 |
Ecrorainbow 2,153 Chunjae Education 57
Dae Kyo Co., LTd. 40 Total 121,702
ICT in Academic
Research
| Part 4 |
C. Provision of Contents Services Considering User Environment and Open
Search Program
ICT in Lifelong
Education
| Part 5 |
Educational information contents which were accumulated in various ways are
provided through intuitive and flexible UI/UX by considering user's environment. And
it provides integrated search and public search program so that users can search for
and Vocational
ICT in Career
Education
| Part 6 |
desired information more conveniently.
Solve Educational
| Part 7 |
3. Main Outcomes Gap
With outcomes from 2016 service reorganization, it acquired Korean Excellent

| Part 8 |
Design (GD) by Ministry of Trade, Industry and Energy for the first time in KERIS
web service. In addition, it earned the honor of being awarded the Grand Prize in the
field of government 3.0 service notice education in recognition of its effort to promote
of the e-Learning
| Part 9 |
and increase its utilization of public service.

It is evaluated by considering frequency in use by the public, service satisfaction and publicity.
19 representative government services that public finds the most in their daily life among 194
government wide services were selected as frequently used services. Among them, Edunet is
recognized as the best service in the field of education.
「Government 3.0 service notice」 Held final evaluation committee of service institutions (2016. 12.
Ministry of Government Administration and Home Affairs)
In addition, they are making effort to activate the use of content by diversifying
the content access path through continuous linkage with external portal services
(NAVER: about 440,000 inquire per month by providing 150,000 Edunet contents).
Edunet classifies services into curriculum learning (249,696), creative personality
(149,522), and education policy and teacher specialization (190,686) and provides
total 589,904 education contents. Usage status of Edunet contents by users without log
in through service that doesn't require a log in is steadily increasing.
[Table 1-14] Status of use of Edunet education contents by year (2016. 12) (Unit: time)
Div. 2012 2013 2014 2015 2016

No. of contents view 18,372,064 20,689,628 27,508,331 38,136,210 54,298,831
4. Future Plans
Edunet will be reorganized as Edunet-T Clear service, which is information

integrated portal of various teaching and learning materials and national education
policy that are distributed. And it will continuously develop its service through
development and secure of contents that can be used in class by teachers, activation of
teacher's community service, integration and strengthening of education policy site.

Section 2 Cyber Leaning

Secondary Education
| Part 1 |
1. Project Overview
A. Background and Purpose
Administration and
ICT in Education
Cyber learning is free online learning service that reinforces public education
| Part 2 |
Finance
by providing e-learning contents and supporting improvement of classroom lesson
of elementary and middle school student's self-directed learning and teachers in
ICT in Education of
Higher Education
elementary and secondary school and that mitigate educational gap between each
| Part 3 |
region and classes. Begin with pilot service in 2004, it has been operated in 16
metropolitan and provincial education offices.
ICT in Academic
Research
| Part 4 |
2. Project Status
ICT in Lifelong
Education
| Part 5 |
Cyber learning is promoted with organic system by MOE, metropolitan and
provincial education office and KERIS. Metropolitan and provincial education
and Vocational
ICT in Career
Education
| Part 6 |
(research) center, which is in charge of actual service operation, establishes annual
service plan, recruits cyber teacher to support learner to use classroom allocation
service and in case learners want to freely use various contents provided by city or
Solve Educational
| Part 7 |
province instead of separate classroom allocation service, they allow to study through Gap
self-study type.
Contents of cyber learning have been expanding to each level, target grade and
| Part 8 |
subjects continuously by accepting various demands of users, and developing and

providing contents for each level that is connected to basic-understanding-in-depth
and contents for mobile that reflects mobile environment.
of the e-Learning
| Part 9 |
In addition to the curriculum learning that is provided by city and province,

assessment service and essay service is provided by planning and discovering them

for each city and province.
3. Main Outcomes and Future Plans
The number of student members for cyber learning was 1,485,627 and the average
number of daily log-in was 101,285 as of the 1st semester of 2017 and reduction in
membership between 2013 and 2014 is a result of measures for information protection.
For average number of daily log-in, it was steadily increased from 2005 to 2009
and then decreased steadily until 2016, passing its zenith in 2009. This is because
of complex factors such as delay in the provision of applied contents of 2009
revised curriculum, currently constructed and operated management system based
on PC environment and different statistical extracting methods due to the function
improvement for each city and province.
As such, various methods have been proposed to improve the utilization of cyber
learning, which is decreasing since 2009 and large-scale contents such as curriculum
learning contents applied by 2015 revised curriculum are being developed as part of
such efforts. And new platform development project, which takes into consideration
the mobile service environment that can replace old systems such as existing PC
environment based learning management system and assessment system, is ongoing
to reinforce field friendly service.

Section 3 Establishment and Operation of the Basic Academic Skill
Improvement Site

Secondary Education
| Part 1 |
1. Project Overview
Ku-Cu, a basic academic skill improvement site, is continuously developing and
Administration and
ICT in Education
supplying various features such as student selection to support basic academic ability,
| Part 2 |
Finance
diagnostic questions, teaching materials for underachieved students, test tool for types
of underachievement, guidance material, and non-subject learning programs.
ICT in Education of
Higher Education
| Part 3 |
2. Project Status
ICT in Academic
Research
| Part 4 |
A. Teaching and Learning for Underachieved Students of Elementary and
Middle schools
ICT in Lifelong
Education
| Part 5 |
It provides diagnosis and evaluation materials to selectively diagnose
underachieved students in elementary/ middle/ high schools, 3R's materials (reading,
writing, counting) to support basic learning and curriculum materials (Korean,
and Vocational
ICT in Career
Education
| Part 6 |
mathematics, social studies, science, English) for compensational education by
subjects.
Solve Educational
| Part 7 |
B. Subject and Non-subject Topic Materials for Underachieved Students Gap
Materials by subjects are classified into subject topic materials and non-subject
topic materials according to the correlation with the subject. Subject topic materials
| Part 8 |
provide study materials related to subjects for each school class. Non-subject topic
materials provide learning support materials related to the cause of underachievement
and guidance by types of underachievement, along with test tools to diagnose the
of the e-Learning
| Part 9 |
cause of underachievement.

C. Supporting Teacher’s Professionalism to Guide Underachieved Students
It provides various programs such as learning motivation and learning coaching,
which teachers can use to instruct underachieved students, and it is equipped with
online education program on the features of underachieved students and instruction
method.
3. Main Outcomes
Ku-Cu uses visitor statistics of the website as the performance index, and
continuously monitors the most-used menu to identify the demands of school field.
And it is continuously used for developing and supplying teaching-learning support
programs for underachieved students.
4. Future Plans
Expanded support for underachieved students is needed in reality where society

and the educational environment rapidly change. Improvement measures are as
follows.
First, development and supply of high quality contents to meet the characteristics
and demands of underachieved students are needed. Second, a teaching-learning
support system that can respond to the changing educational environment and
teaching and learning method must be prepared. Third, experts of special education
and a cooperative system between relevant organizations should be prepared for field
teachers to understand and guide clinical characteristics of underachieved students
such as anxiety, anger, and depression.

Section 4 Integrated Reading Support System

Secondary Education
| Part 1 |
1. Project Overview
A. Purpose
Administration and
ICT in Education
Our society is rapidly changing into creative knowledge based society. In a
| Part 2 |
Finance
creative knowledge based society, where generation and extinction of knowledge
is very rapid, the ability to integrate existing knowledge according to situation and
ICT in Education of
Higher Education
purpose and to recreate it with our own knowledge is required. As a result, MOE
| Part 3 |
supports various activities to cultivate creative talents with creative problem solving
ability.
ICT in Academic
Research
| Part 4 |
B. Overview
Reading education support system is a standardized system operated by
ICT in Lifelong
Education
| Part 5 |
metropolitan and provincial education offices and it integrates reading education
support function into school library service (Digital Library System: DLS) function.
Main services provided by integrated reading support system are automation of
and Vocational
ICT in Career
Education
| Part 6 |
school library service (book research, building bibliography list, rental and return) and
internet based reading education support (reading activity, comprehensive list search,
opening and operating reading discussion room and reading club, cyber book report
Solve Educational
| Part 7 |
content, provision of reading education contents, etc. ). Gap
| Part 8 |
2. Project Status
A. Building Automation System of Bibliography List of Integrated Reading

of the e-Learning
| Part 9 |
Support System
Standard guideline about entry procedure of bibliography list and automation

system of central unit bibliography list for integration of duplicate bibliography are
being developed to solve the problems such as searching integrated bibliography
list and inaccuracies of the statistic status of the school library bibliography for
improvement of integrated reading support system.
B. R eading Education Central Service (Edunet·T-Clear-Reading

Education·Liberal Knowledge Education) Page Improvement
Pages are under improving so that it can be used easily through qualitative
management, theme classification and diversification of search item about contents of
reading education central service.
3. Main Outcomes
A. Status of Registered Schools and Students of Integrated Reading Support

System (2003~2017. 3)
Status of registered schools and students of DLS is listed in Table 1-5. Total
numbers of registered school of DLS as of 2017 are 11,740 and the numbers of
registered school are 6,605,642.
[Table 1-15] Status of registered schools and students of integrated reading support system
(Unit : school, student)
Classifi- Registered School Registered Student

cation Elementary Middle High Total Elementary Middle High Total
2003 1,616 845 694 3,155 745,438 326,691 382,455 1,454,584
2004 2,821 1,450 1,141 5,412 1,798,252 760,384 645,588 3,204,224
2005 3,677 1,918 1,401 6,996 2,654,513 1,225,181 975,006 4,854,700
2006 4,357 2,282 1,603 8,242 3,008,139 1,517,039 1,182,789 5,707,967
2007 4,958 2,552 1,774 9,284 3,274,969 1,677,023 1,359,237 6,311,229
2008 5,301 2,744 1,907 9,952 3,869,608 2,144,207 1,736,144 7,749,959
2009 5,528 2,839 1,987 10,354 3,974,650 2,284,453 2,043,322 8,302,425
Whole Country (2010) 5,657 2,927 2,051 10,635 4,068,025 2,425,015 2,182,000 8,675,040
Whole Country (2011) 5,819 3,032 2,208 11,059 4,214,387 2,414,900 2,266,823 8,896,110
Whole Country (2012) 5,842 3,047 2,220 11,109 4,049,542 2,396,696 2,343,708 8,789,946

Whole Country (2013) 6,089 3,177 2,326 11,592 3,777,303 2,518,768 2,555,313 8,851,384
Whole Country (2014) 6,068 3,208 2,341 11,617 3,057,538 1,964,113 2,001,999 7,023,650

Secondary Education
Whole Country (2015) 6,160 3,213 2,341 11,714 2,943,344 1,724,469 1,800,385 6,468,198
| Part 1 |
Whole Country (2016) 6,218 3,223 2,364 11,805 3,059,993 1,715,767 1,894,444 6,670,204
Whole Country (2017) 6,182 3,206 2,352 11,740 2,856,044 1,513,862 1,695,736 6,065,642
[Table 1-16] Status of registered schools and students of DLS of integrated reading support system in city and
province (Unit : school, student)
Administration and
ICT in Education
Status of City and Province(2017. 3)
| Part 2 |
Finance
Classifi Registered School Registered Stuent
cation
City,
Province Elementary Middle High Total Elementary Middle High Total
Seoul 594 379 317 1,290 439,712 242,948 314,149 996,809
ICT in Education of
Higher Education
Busan 353 180 153 686 133,506 84,554 115,742 333,802
| Part 3 |
Daegu 240 120 94 454 133,334 72,208 103,442 308,984
Incheon 255 127 125 507 172,743 96,266 98,898 367,907
Gwangju 155 91 67 313 88,871 50,435 64,140 203,446
Daejone
ICT in Academic
148 89 63 300 95,148 49,504 58,480 203,132
Research
| Part 4 |
Ulsan 123 63 57 243 69,359 37,166 44,711 151,236
Sejong 44 23 17 84 14,957 7,517 6,559 29,033
Gyeonggi 1,257 617 466 2,340 817,917 408,521 315,200 1541,638
Gangwon 359 158 115 632 87,498 48,516 53,983 189,997
ICT in Lifelong
Education
| Part 5 |
Chungbuk 261 125 83 469 89,979 46,091 54,736 190,806
Chungnam 413 188 116 717 127,763 61,015 78,214 266,992
Jeonbuk 424 205 129 758 106,237 58,858 70,997 236,092
Jeonnam 436 256 141 833 100,249 56,260 70,841 227,350
and Vocational
ICT in Career
Education
| Part 6 |
Gyeongbuk 488 257 181 926 138,978 71,803 97,470 308,251
Gyeongnam 513 282 193 988 198,023 98,551 121,042 417,616
Jeju 119 46 35 200 41,770 23,649 27,132 92,551
Solve Educational
Source : Korea Education & Research Information Service, 2017. 3. 31
| Part 7 |
Gap
B. Status of Student Reading Activity Tool of Integrated Reading Support

Service (2016. 3. 1~2017. 2. 28)

| Part 8 |
Status of student reading activity tool of integrated reading support service is

shown in [Table 1-17]. The number of high school students was 1,596,648, which is
the most one, followed 1,408,554 of elementary school student and 1,118,794. The
of the e-Learning
| Part 9 |
number of registered member is 5,295,197 and the number of reading activity tool per
student is 0.8.

[Table 1-17] Status of Student Reading Activity Tool (Unit: case)
Status of Student Reading Activity Tool of Integrated Reading Support Service

Classification Elementary Middle High Total
Seoul 82,558 55,514 173,498 311,570
Busan 144,594 118,756 147,011 410,361
Daegu 97,570 12,583 36,914 147,067
Incheon 133,378 114,623 139,855 387,856
Gwangju 74,675 6,813 84,274 165,762
Daejone 439,262 211,475 122,230 772,967
Ulsan 4,220 25,652 57,195 87,067
Sejong 26,660 1,652 1,288 29,600
Gyeonggi 93,267 230,989 326,532 650,788
Gangwon 2,687 30,957 70,863 104,507
Chungbuk 18,732 15,674 31,225 65,631
Chungnam 28,793 28,772 109,987 167,552
Jeonbuk 4,626 21,679 51,634 77,939
Jeonnam 126,442 49,842 30,105 206,389
Gyeongbuk 1,315 19,955 67,353 88,623
Gyeongnam 45,506 75,380 127,374 248,260
Jeju 84,269 98,478 19,310 202,057
Total 1,408,554 1,118,794 1,596,648 4,123,996
Source : Korea Education & Research Information Service, 2017. 3. 31
4. Future Plans
Future plans for activation of integrated reading support system are as follows.
First is to improve function and reinforce mobile accessibility to enhance the
convenience of using integrated reading support system.
Second is to stabilize operation environment of Non-ActiveX based integrated
reading support system. Integrated reading support service will be changed to Non-
ActiveX base with regard to the recommendations of Ministry of Government
Administration and Home Affair to establish Non-ActiveX environment.

Section 5 Operation of EBS Service

Secondary Education
| Part 1 |
1. Project Overview
The EBS CSAT courses are representative educational services of Korea and
Administration and
ICT in Education
they are offered to fulfill the establishment purposes of the EBS, which are the
| Part 2 |
Finance
supplementation of school education and the democratic development of education.
EBS CSAT courses developed into internet based e-learning service to provide equal
ICT in Education of
Higher Education
education opportunities regardless of region or income through the ear of satellite
| Part 3 |
broadcasting (EBS PLUS1·PLUS2) which was opened in 1997.
Linkage of EBS CSAT courses and CSAT was reinforced as part of the ‘reduction
ICT in Academic
Research
| Part 4 |
measure of private education expense through normalization of public education’
announced by MOE in February 2004, and exchange and cooperation agreement
between ‘MOE-EBS’ was concluded with the contents of budge support to smoothly
ICT in Lifelong
Education
| Part 5 |
provide CSAT course, improvement of reception conditions in rural areas, and
learning support using educational broadcasting for low-income students in June 2007.
In addition, ‘MOE-EBS-KICE’ signed exchange and cooperation agreement in March
and Vocational
ICT in Career
Education
| Part 6 |
2010, increasing linkage rate of EBS CSAT courses and CSAT by 70%.
They announced ‘CSAT-EBS linked policy to complement public education’,
which suggested improvement plan based on status and performance check of EBS
Solve Educational
| Part 7 |
CSAT linkage in February 2011, tried to reduce the number of linked textbook, Gap
to expand level based course, to systematize curriculum courses and to reinforce

professional manpower in order to alleviate student’s learning burden. As a result,
| Part 8 |
positive effect on in solving educational gap was seen by reducing the expenses
of private education, improving quality of linked textbook and presenting realistic
learning scope.
of the e-Learning
| Part 9 |
From June 2014, they are expanding and strengthening personalized services by
developing EBS Diagnostic Evaluation & Treatment System (EDC), which grasps

the each student’s academic level and career aptitude to apply them to learning, and
operating it.
They have been built and provided teacher support center to assist teachers to use
EBS contents as teaching materials from December and tried to solve the information
gap by providing CSAT Curation that gives various CSAT information according to its
schedule.
2. Business Outcomes
EBS and Korea Research conducted survey on service satisfaction of EBS CSAT
courses for 1,050 students and 500 teachers from November, 21 2016 to December
9 by group interview survey and telephone and visiting survey. The result shows
that both students and teachers are more satisfied with video lectures than textbooks,
especially when students show higher satisfaction than teachers.
[Table 1-18] 2016 satisfaction survey of EBS CSAT courses and textbook
4 points average (Unit : point) 4 points average (Unit : point)

3.21 3.06 3.13 3.14 3.21 3.11 3.21 3.12 3.14 2.98 3.15 3.05 3.15 3.05 3.21 2.99 3.14 3.00 3.14 2.94 3.14 2.92 2.98 2.90 3.05 3.00 2.98 2.97
Satisfaction Rate (Unit : %) Student Teacher Satisfaction Rate (Unit : %) Student Teacher
.9
.6
.8
.4
.5
.7
.3
.2
98
.2
98
97
97
97
97
97
97
97
.4
.8
96
.5
.6
94
94
.8
93
.3
.4
.5
.3
92
.8
91
91
.3
.8
90
90
90
.7
89
.7
.7
.0
88
88
87
87
87
.2
87
85
.2
81
2012 2012 2013 2013 2014 2015 2016 2012 2012 2013 2013 2014 2015 2016
First hale Second half First hale Second half First hale Second half First hale Second half
(base : students who used video(n=728), teacher (n=492)/Unit : %) (base : Students who used video (n=728), teacher (n=492) Unit : %)
Overall satisfaction of the video Overall satisfaction of the textbook
The rate of utilization of EBS CSAT courses was 96.7% for students and 99.2%
for teachers. It showed that 64.9% of students use both video and textbook and 74.6%

of teachers use only textbooks.

Secondary Education
[Table 1-19] Rate of utilization of 2016 EBS CSAT course
| Part 1 |
2016 : 96.7% 3.8%p(▲) 2016 : 99.2% 0.2%p(▲)
than 2015 than 2015
99.6 99.6 99.4 98.8 99.0 99.2
96.7 97.2
91.7 93.4 92.9
87.3
77.4
72.5
Administration and
ICT in Education
| Part 2 |
Finance
2012 2012 2013 2013 2014 2015 2016 2012 2012 2013 2013 2014 2015 2016
상반기 하반기 상반기 하반기 상반기 하반기 상반기 하반기
Student Teacher
(base : students who used video(n=728), teacher (n=492)/Unit : %)
ICT in Education of
Higher Education
| Part 3 |
Survey of Jeonju National University of Education shows that estimates of annual
private education cost reduction through 2016 EBS CSAT courses is KRW 1,117.8
ICT in Academic
Research
| Part 4 |
billion. In addition, as a result of converting educational equity improvement effect to
economic value for students who want to receive private education but do not receive
it due to the cost burden was about KRW 583.2 billion.
ICT in Lifelong
Education
| Part 5 |
4. Future Plan
and Vocational
ICT in Career
Education
| Part 6 |
The utilization rate and satisfaction of students and teachers for EBS CSAT
courses and additional services are steadily increasing since the implementation
Solve Educational
| Part 7 |
of policy that links 2004 EBS CSAT courses and CSAT, and it has also achieved Gap
considerable results in reducing the burden on households by reducing private

education expenses. In the future, the EBS CSAT course will have to secure various
| Part 8 |
planning and professionalism in order for learners to be able to receive education

services in a changing educational policy through preparing CSAT and ICT based
future education service.
of the e-Learning
| Part 9 |

Section 6 Operation of Air and Correspondence Middle and High
Schools
Air and correspondence middle·high school (hereinafter referred to as ‘Air and

correspondence middle·high’) is a regular middle and high school which is established
for the purpose of continuing the study and providing the opportunity to acquire
education to the adult who is under the secondary education or students who quitted
studying. As of 2017, 20 air and correspondence middle schools in 13 metropolitan
and provincial education offices are under operation with 3,970 students, and 42 air
and correspondence high schools in 16 metropolitan and provincial education offices
are under operation with 10,387 students. 1 air and correspondence middle school in
Chungbuk, Chungnam and Gyeongbuk respectively will be built in 2018.
Air and correspondence middle and high school improves practical basic
academic ability of student by operating English and mathematics intensive program.
In case of air and correspondence high school, they are strengthening customized
learning support considering the characteristics of students by operating personality
and career education programs for teenagers who have been quit studying and
supporting the settling of personality and career education programs through
consulting and training for schools. It is necessary to develop new contents based on
2015 revised curriculum to operate remote learning based curriculum and research
is being carried out. In addition, intensive consulting and training are required for
stable operation and settlement of the new programs. Above all, they are reviewing
the relevant bases for budget support and teacher placement to reinforce the stable
operation base of air and correspondence middle and high school.

Standardization of ICT

Secondary Education
Chapter and Creation of an
| Part 1 |
3 Environment for Using
Copyrighted Materials
Administration and
ICT in Education
| Part 2 |
Finance
Section 1 Standardization of Education Information
ICT in Education of
Higher Education
| Part 3 |
1. Project Overview
ICT in Academic
Research
| Part 4 |
Standardization strategies and measures are being prepared for removal
of technical and economic inefficiencies, that is expected in advance, and for
introduction of safe and efficient technology as intelligent information technologies
ICT in Lifelong
Education
| Part 5 |
such as artificial intelligence, virtual reality, mixed reality, and the Internet of things
are developing rapidly and the possibility of introducing new technologies into the
education field is increasing. Therefore, efforts for balanced research and development
and Vocational
ICT in Career
Education
| Part 6 |
and standardization including establishment of ethical standards such as removal
of information gap, that is increasing with rapid development of technology, and
protection of user's right and personal information, should be made.
Solve Educational
| Part 7 |
Gap
2. Project Status
| Part 8 |
Standardization can be classified into de-jure standards and de-facto standards.

De-jure standards are officially announced by the government, while de-facto
of the e-Learning
| Part 9 |
standards are voluntarily developed by the private sector or market for common use.
There were major changes between standardization organizations and institutions in
| Chapter 3 | Standardization of ICT and Creation of an Environment for Using Copyrighted Materials 081
2017.
A. De-facto Standards
De-facto standards in the field of education are provided by three organizations.
Important standards include the standards of the IMS Global Learning Consortium
(IMS Global) specialized in education technology, the International Digital Publishing
Forum (IDPF) specialized in electronic publication, and the World Wide Web
Consortium (W3C) for web technologies. One of the big changes in 2017 is that IDPF
was integrated into the W3C publishing group (Publishing @ W3C) in last January.
1) Standardization Forum of Edutech

Edutech standardization forum, which was opened in 2017, integrated IMS Korea
standardization forum, which was operated individually until 2016, and electronic
publishing standardization forum. Its scope has also been expanded and reorganized
to intelligent information technologies such as artificial intelligence, virtual reality,
and augmented reality. Edutech standardization forum developed human factor
guideline for contents of virtual reality and augmented reality as group standard and
plans to strengthen infrastructure for applications of new technologies such as realistic
contents, artificial intelligence related standards and library development.
B. De-jure Standards
De-jure standards include domestic standards such as the ‘KS’ and international
standards such as the ‘ISO’. The ISO Commission directly related to the field of
education is ‘ISO/IEC JTC1 SC36 (Information Technology for Learning, Education
and Training)’. In addition, there is subcommittee called SC34 (Document Description
and Processing Language) which deals electronic document. They are a committee
of public standardization bodies that gains relatively new interests in the field of
education because they are dedicated to new electronic publishing technology from
2013.

1) Education Technology (ISO/IEC JTC1 SC36)
The ISO/IEC JTC1 SC36 develops international standards for terminologies,

Secondary Education
education information meta data, e-learning, quality certification, and accessibility.
| Part 1 |
It has lately been expanding the scope of standardization to include digital textbooks
and learning analysis. In SC36 general meeting held in June 2016, they are making its
own efforts such as abolishing some working groups and investigating new technical
subjects with the necessity of organizational restructuring based on technological and
Administration and
ICT in Education
industrial environment changes.
| Part 2 |
Finance
2) Document Language / Electronic Publication (SC34)
ICT in Education of
Higher Education
The ISO/IEC JTC1 SC34 used to be a commission with the primary purpose of
| Part 3 |
developing languages for electronic documents, but its primary topics were changed to
a topic map for semantic web processing in the mid-2000s and with Office documents
ICT in Academic
Research
| Part 4 |
in more recent times. SC34 is also making efforts to focus on practical standardization
activities through working group organization and restructuralization, but the size of
the committee and experts participated have been shrinking in many areas.
ICT in Lifelong
Education
| Part 5 |
3. Main Outcomes
and Vocational
ICT in Career
Education
| Part 6 |
Ever since the first national standard appeared in the field of education in
2004, various standards were developed to support different services and contents,
Solve Educational
| Part 7 |
including the education information sharing system, cyber learning, and digital Gap
textbooks. Electronic publications and education technologies are closely related

to informatization as mentioned above. Standards of these two fields under the
| Part 8 |
management of the Korea Education Research Information Service are presented in

[Table 1-20].
of the e-Learning
| Part 9 |
[Table 1-20] Current status of the standards in education and electronic publications ( As of 2017. 8)
Division Development Management Total

National standard (KS) 21 15 36
Korea Group standard (Edutech) 53 2 55
Subtotal 21 15 36
De-jure standards (ISO) 13 - 13
International De-facto standards (IMS Global etc.) 7 - 7
Subtotal 20 - 20
Source: KERIS Statistics, 2017
New standardization topics to be promoted in 2017 include human factors

guidelines for the safe use of virtual reality and augmented reality contents.
It is a guideline that presents standard and methods to use contents, which use a
display that is close to user's eye, separated by usage and production aspect, safely
without symptoms of motion sickness or dizziness. In addition, standardization of
related intelligent information technology is also expected to be accelerated such
as conceptual definition of artificial intelligence technology and labeling rules for
artificial intelligence to learn data.
4. Future Plans
As environment of using computer and consumer demand are changing rapidly,

the demand for new standardization is also rising to a corresponding level. In particular,
as expected from several technical reports, there is a demand for standardization of new
technologies such as experiences for intelligent information technology, object Internet
and natural user interface. Strategies for joint development with related developed
countries and global companies are needed by preceding open standardization topics
for these environmental changes and the educational use of new technologies. And
it is expected that both public and private sectors will have practical benefits from
standardization if environment, where technology can be transferred naturally to Korea
by using open source software, can be made in the process of standardization.

Section 2 Beginning and Operating Education Copyright Support
Center

Secondary Education
| Part 1 |
1. Status of Copyright Law and System
There is no doubt that the amendments of Copyright Act (1987), which allowed
Administration and
ICT in Education
the use of works in ‘textbook and school classes’, reflects some extent of emotions
| Part 2 |
Finance
of our society where emphasizes education. However, the copyright law, which is in
the changing environment due to the knowledge informatization using the Internet,
ICT in Education of
Higher Education
has been facing in request for revision since it allows the use of the works by only the
| Part 3 |
teaching method in the past. Ministry of Culture, Sports and Tourism (MCST) opens
the way for using works in internet environment by allowing the 'transmission' of the
ICT in Academic
Research
| Part 4 |
works for using them in classes.
In addition to the school where classes are directly conducted, MOE and
education support project led by the education offices also have copyright burden.
ICT in Lifelong
Education
| Part 5 |
Because education support organization needs consent for individual work such as
developing contents to support classes even though use of works for production of
textbook is allowed under the copyright law. It is quite difficult to receive the consent
and Vocational
ICT in Career
Education
| Part 6 |
of the copyright holder individually to develop subject learning contents that is
required to use more works than general textbook. Development Company doesn’t
like to produce subject learning contents of Korean language and social study where
Solve Educational
| Part 7 |
the works are used a lot due to the copyright issue and they were even required to Gap
pay additional expenses. Most of the educational informatization projects, such

as development and distribution of e-textbook and digital textbook, disclosure of
| Part 8 |
previous exams and support project for school yearbook production also suffered the
same copyright difficulties.
Therefore, we have devoted our efforts to improving the relevant copyright law
of the e-Learning
| Part 9 |
and system to normalize the educational support project. We revised the Copyright Act
(2009) so that education support organizations such as the MOE and the Education
Office can use copyrighted works when promoting class support projects and
e-textbooks and digital textbooks can be distributed online using copyrighted works as
same with existing printed textbook.
Revision Status of Copyright Law and System for School Education
- Allow internet use of copyrighted works for ICT use classes (Revision of same law, 2006)
- Allow ‘use of copyrighted works’ for support project of education support institution (Revision of same law, 2009)
- Allow the use of works for development and distribution of digital textbook (include e textbook) (Revision of textbook compensation
standard (2012))
- Expand the scope of use of works for school education (MCST, Guidelines for using works 2015)
• Accept to expand class scope : Curriculum-based class → comprehensive class in curriculum
•Partly accept to share outcomes of curriculum research (only allowed within MOE management and supervision)
• Educational support institutions : only MOE and affiliations → Include MOE
- MOE, agreed and signed agreement on ‘compensation for use of works for support teaching’
• Unit price of teaching support compensation by educational support institutions : KRW 250 per student
2. Issue and Challenge of Copyright
As described earlier, school classes and teaching support of educational support

institution can use works without the consent of the copyright owner. However,
teachers, who are the subject of school class, is not using ‘correct use of works’ due to
lack of precise understanding and attention for copyright law and system.
The use (transmission) of works on the Internet has been allowed for the
development of the e-learning industry and the activation of classes using ICT since
2006. But since most schools through the use of work on the Internet is illegal, they
didn't like to do classes using ICT and do not use the works well. It was same for the
person in charge of teaching support project of educational support institution. 17
MOEs signed 「compensation for use of works for support teaching」 to allow the use
of works within teaching support project, but many of those who in charge of teaching
support project in MOE and its affiliated institutions are not aware of the agreement.
Even if they know about this, there is a case that they misjudged permissible range of
the use of the works is excessively judged and thought that the works for project such
as simple publicity, administration, etc. is available.

Outcomes of MOE’s teaching support project are required to restrain overlapped
investment of budge and to try to share and open them as a part of public works.

Secondary Education
It is more important to share educational materials such as curriculum research
| Part 1 |
competitions, contest, learning contents, and exam questions by considering the
characteristics of the domestic educational environment using textbooks in the same
curriculum.
According to recent research, there are 442 (as shown in the picture below)
Administration and
ICT in Education
MOEs and affiliated institutions established to support school classes. If teaching
| Part 2 |
Finance
materials are developed individually without sharing with MOE and the affiliated
institutions, a lot of budget and manpower will be invested duplicately.
ICT in Education of
Higher Education
In the case of the ‘evaluation item’ project, which is promoted by support of
| Part 3 |
educational support institutions, approximately 1.02 million (nationwide survey on
the status of development of test items at each region, 2014. 12, KERIS) have been
ICT in Academic
Research
| Part 4 |
developed nationwide, but they are used individually only because they cannot be
shared between regions. The three regions are not able to promote the evaluation
items due to the lack of financial resources, resulting in imbalance of education
ICT in Lifelong
Education
| Part 5 |
among the regions. Given that the support project is not the only thing that produces
the evaluation items, the problem for not sharing is serious. If teaching materials
are shared between educational support organizations, it will be able to solve many
and Vocational
ICT in Career
Education
| Part 6 |
pending problems such as removal of educational imbalance among regions,
implementation of national policies to promote use of public works, and reduction of
budgets.
Solve Educational
| Part 7 |
Recently 17 MOEs signed 「compensation for use of works for support Gap
teaching」 for class support to allow the use of works. Since all the MOE has signed
compensation agreement by considering the number of teachers and students in the
| Part 8 |
area, it was judged that sharing among MOEs will be possible. However, related
ministries were informed that “sharing of data between the MOE is now allowed
because of the possibility of violation of the copyright treaty, but instead it is possible
of the e-Learning
| Part 9 |
to share it among local teachers in the MOE”.

Even though the “Compensation Agreement” has been concluded by considering
the number of teachers and students nationwide, there is a lot of experts who look
the fact that the sharing between the MOEs is not permitted as excessive judicial
interpretation for copyright protection.
3. Designate Education Copyright Support Center
So far, we have reviewed the ‘status of the copyright law and system’ and ‘pending
status and challenge of the copyright law’ for activating the use of the works by
educational institutions. In fact, efforts so far have been made by focusing copyright
law and system improvement.
It is because that the improvement of the law and system was a prerequisite of
solving the problem and that its ripple effect was also large. However, there is a limit
to activate the use of works for school education by these methods alone.
Changes in the perception of copyrights and correct understanding are required,
and an environment in which the works can be used fairly should be created together
in order for teachers and students can use the works without any concerns about
copyright under the improved laws and systems. MOE designated KERIS as a
dedicated institution for copyright of educational institutions, and supported ‘removal
of copyright issues of educational institutions’ and ‘counseling, training and education
of educational copyright’ to support copyright related tasks of teaching support project
of school education and MOE and education offices.
For this, MOE will support the establishment of a comprehensive plan for

[Picture 1-2] System Chart of Education Copyright Support Center Project

Secondary Education
MOE Ministry of Culture,
Sports and Tourism
Education Institution
| Part 1 |
(Request•Opinion)
Education Support
Copyright Law Society Copyright Law Society

Educational Copyright
Copyright Association Center (KERIS) Copyright Association
Copyright Organization Support Copyright Issue Copyright Organization
Administration and
ICT in Education
Educational Institution Educational Institution
| Part 2 |
Finance
Kindergarten Elementary and Secondary School Education Office Affiliation
ICT in Education of
Higher Education
education copyright and cooperation between the ministries and the education offices,
| Part 3 |
while education offices will support education copyright business sharing, education
training and joint consultation among educational institutions. The Education
ICT in Academic
Research
| Part 4 |
Copyright Support Center has decided to carry out research and improvement
of copyright law and system, to share and support pending issues, to establish a
consultative body between other ministries and agencies related to copyright disputes,
ICT in Lifelong
Education
| Part 5 |
to improve awareness about copyrights and to establish a sharing system through this.
To this end, Education Copyright Support Center will ① support pending issues
and Vocational
ICT in Career
Education
| Part 6 |
of educational institutions, ② reinforce copyright education for school education,
③ improve laws and systems for school education and ④ select support projects to
activate educational material sharing to promote projects step by step as follows.
Solve Educational
| Part 7 |
Gap
[Table 1-21] Promotion Plan of Education Copyright Support Center Project

| Part 8 |
Field Project 2017 2018 2019

•Copyright Q & A Services·Legal Advisory Services - (Pilot) ◆
•Copyright Legal Advisory Service - (Pilot) ◆
Support Copyright Issue
•Guideline and distribution of textbook ◆ ◆ ◆
of the e-Learning
| Part 9 |
•Workshop for training support institution ◆ ◆ ◆

•Copyright collective training - ◆ ◆
Copyright Education
•Cultivation of teacher for copyright training - - ◆
•Distribution of copyright issue report - ◆ ◆
Study on improvement of
•Study on improvement of legal system ◆ ◆ ◆
law and system
•Copyright forum of educational institution - ◆ ◆
•Operation of conference for educational material sharing - ◆ ◆
Activation of educational
•Discover and share public works - ◆ ◆
materials sharing
•Copyright operation support - - ◆
4. Improvement of Copyright Law System to Activate the Use of

Works of Educational Institutions
“Educational institutions, which were operated by educational institutions that

were established under the Special Act, Elementary and Secondary Education Act
or Higher Education Act, or by nation or local government, may perform, broadcast
or reproduce the published work in case it deemed necessary for educational
purpose”was revised to clarify that the scope of the educational purpose means school
classes before the Copyright Amendment Act of 2006.
Copyright Amendment Act of 2009 allowed “education support institutions that
are belong to nation or local government to support classes of educational institution”
to be applied by reason for copyright restriction. This was to recognize that the role
of education support center is the public nature to support classes of educational
institutions. However, the relevant ministries failed to fully utilize the purpose of
amendment act by interpreting the scope of education support center narrowly.
This means that public institutions established to support elementary and secondary
school educations are not included within the scope of education support institutions.
‘Guideline for use or work for educational purpose (MCST, 2016)’ clarified that the
education support institutions means “institutions to support class, belonging to the
nation or local government” and public institutions such as KERIS or KICE are not
included here.
In other words, it means that the status of the members of the education support
institutions should be the public official under the National Public Service Law or the

Local Officials Act.
In addition, education offices nationwide are jointly promoting various teaching

Secondary Education
support project such as cyber learning, correction of basic academic diagnosis,
| Part 1 |
free-semester system and sharing nationwide education information for regional
specialization and budge reduction, and are sharing its outcomes. Since works need
to be used for development of these contents, education offices are trying not to
infringe copyright and using the works within the scope of fair use. However, MCST
Administration and
ICT in Education
stated that “sharing of contents that include the works can’t be allowed” in the recent
| Part 2 |
Finance
discussion on the “guidelines for use of works for educational purpose”. So sharing
project between education offices for class support is not protected within the limit
ICT in Education of
Higher Education
of economic right. However, since the sharing of contents among education offices
| Part 3 |
for class support is a project that is absolutely necessary according to the national
education policy, it should be allowed to be shared between education offices with the
ICT in Academic
Research
| Part 4 |
reason of ① use of class support ② partial use of works ③ use according to payment
of compensation based on students standard nationwide ④ use within limited scope of
teachers and students for class support. In this regard, audit of the Board of Audit also
ICT in Lifelong
Education
| Part 5 |
pointed out inadequate contents sharing between education offices and requested the
establishment of measures to share.
and Vocational
ICT in Career
Education
| Part 6 |
Solve Educational
| Part 7 |
Gap
| Part 8 |
of the e-Learning
| Part 9 |
Chapter ICT Literacy Level
4
Section 1 PISA ICT Familarity
1. Survey on PISA ICT Familarity
PISA (Programme for International Student Assessment: PISA) of OECD is

an international comparative program that assesses the basic literacy of 15-year-
old students that future citizens should have. The latest results of survey on 2015
ICT familarity of PISA announced recently and international comparison results are
presented here.
2. ICT Accessibility
A. ICT Accessibility at Home

Korea’s average was 7.383, which was lower than 8.425, average in OECD, and it
ranked 29th among 31 OECD countries participated in the survey.
B. ICT Accessibility at School

Korea’s average was 5.622, which was lower than 6.085, average in OECD, and it
ranked 22nd among 31 OECD countries participated in the survey.

C. School ICT Infrastructure
The ratio of PC per student in Korea tended to fall with 0.437 in 2009, 0.4 in

Secondary Education
2012 and 0.371 in 2015, and the ratio of internet-connected PC showed similar level
| Part 1 |
with 0.981 in 2009, 0.973 in 2012, and 0.984 in 2015. Meanwhile, the ratio of PC per
student in OECD for the same period significantly improved from 0.557 in 2009 to
0.768 in 2015, and the ratio of internet-connected PC also improved from 0.939 in
2009 to 0.964 in 2015.
Administration and
ICT in Education
| Part 2 |
Finance
3. ICT Utilization
ICT in Education of
Higher Education
| Part 3 |
A. Internet Usage Time
It has been shown that Korean students use the internet less than other OECD
ICT in Academic
Research
| Part 4 |
countries regardless of whether they are inside or outside the school. The ratio of
students who answer not using internet at school was 56.68%, which was significantly
higher than the average of 24.59% of the OECD.
ICT in Lifelong
Education
| Part 5 |
B. Age of First Use
It has been shown that the age of first use of ICT devices such as digital devices,
and Vocational
ICT in Career
Education
| Part 6 |
computers, and internet of Korean students are late than other OECD students. The
ratio of students who answered that they were exposed to digital devices, computers,
and internet under the age of 6 was 17.62%, 17.09%, and 14.78%, respectively and the
Solve Educational
| Part 7 |
OECD average was 33.84%, 31.16%, and 17.42%. The majority of Korean students Gap
answered that they were exposed at 7 ~ 9 years old.

| Part 8 |
C. ICT Use for Learning

The level of ICT use by Korean students for learning purposes at the school was
-0.953 with standardization index, corresponding 30th out of 31 OECD countries
of the e-Learning
| Part 9 |
surveyed. In addition, the level of ICT use by Korean students for learning purposes
outside the school or in the community was -0.337 with standardization index,
| Chapter 4 | ICT Literacy Level 093

corresponding 27th out of 31 OECD countries surveyed.
D. Entertainment and Ordinary ICT Use

The level of ICT use for entertainment or daily life by Korean students was -0.418
with standardization index, corresponding 30th out of 31 OECD countries surveyed.
4. ICT Attitude
It has been shown that Korean students’ ICT attitude was very negative and
lacking in self-confidence compared to other OECD. Sub-indexes that belongs to ICT
attitude were all very low level with ICT interest (-0.367), ICT capacity recognition
(-0.571), ICT usage autonomy (-0.375), ICT interaction (-0.451) and its ranking was
30th or 31st out of 31 OECD countries surveyed.
5. Proposal and Future Challenge
The results of 2015 ICT familarity survey of PISA shows that Korean students are
at very low level in accessibility, utilization level and attitude toward ICT compared
to other OECD countries. That is, there are few opportunities to use various digital
devices at home and school and indeed, the use of ICT for entertainment and daily
life purpose is very low. This lowers self-confidence in terms of interest, competence,
autonomy, and social interaction toward ICT. Implementation of digital competency-
centered curriculum led by students, gradual expansion of school infrastructure and
training for improvement of students’ attitudes and awareness toward ICT utilization
were proposed as future challenge.

Section 2 International Computer Information and Literacy
Research: ICILS 2013

Secondary Education
| Part 1 |
1. Project Overview
A. Background and Purpose
Administration and
ICT in Education
As the first international comparative study in the field of computer and
| Part 2 |
Finance
information literacy, the International Computer Information and Literacy Study
(ICILS) aims to measure, compare, and analyze computer information and literacy
ICT in Education of
Higher Education
among students from all over the world at the international level for second year
| Part 3 |
middle school students. Computers·Information literacy, which is to be measured
and investigated through ICILS, means the ability to research, create, communicate,
ICT in Academic
Research
| Part 4 |
and solve problems using computers to actively participate home, school, workplace,
and social activities.
ICT in Lifelong
Education
| Part 5 |
B. Status
ICILS is a study that started in 2010 and conudcted every 5 years, and Korea has
started participating in the ICILS 2013 study since 2012. Korea conducted ICILS
and Vocational
ICT in Career
Education
| Part 6 |
2013 preliminary test in 2012 and ICILS 2013 main test in 2013, and ICILS 2013
results were analyzed and announced in 2014. ICILS 2018, second cycle study, began
in 2015 and developed new evaluation frameworks, evaluation frameworks and
Solve Educational
| Part 7 |
evaluation tools in 2015 and 2016. Korea conducted ICILS 2018 preliminary test in Gap
2017 and plans to conduct ICILS 2018 main test in 2018.

| Part 8 |
2. Project Status
of the e-Learning
| Part 9 |
A. ICILS 2013 Participation Status

About 60,000 students and about 35,000 teachers from 18 countries participated

in ICILS 2013. 2,888 students in the second grade of 150 middle schools and 2,198
teachers participated from Korea.
B. ICILS 2013 Evaluation Frame

The ICILS 2013 evaluation framework was developed by literacy experts of
international headquarter and ICILS participating countries to measure students'
computer and information literacy ICILS 2013. The evaluation framework consists of
main areas, which is a conceptual category consisting knowledge framework related to
computer information and literacy, and sub-elements, which is a category of contents
by each field. The main areas are divided into two categories of 'information gathering
and management', the first area, and 'information production and exchange', the second
area, and the sub-elements are classified accordingly.
C. ICILS 2013 Evaluation Tool

ICILS 2013 is mainly tested in two ways. First, the computer information and
literacy of the students is evaluated using assessment tools which are consisted of
computer based evaluation item. The evaluation items consist of four types of test
modules (after school exercise, breath, band contest, field learning) designed to solve
the problems by presenting the actual situation with simulation form. Students are
assigned two out of four test modules to be tested. Second, educational contextual
variables of participating countries related to computer information and literacy
education are tested through questionnaires. The questionnaire for educational
contextual variables is for students, teachers, ICT directors, and principals.
3. Main Outcomes
A. Main Outcomes of ICILS 2013 Computer Information and Literacy

Main outcomes of ICILS 2013 shows that Korea was ranked 5th with 536
average points for computer information and literacy and it was significantly higher

than average points of 500.
The level of achievement of ICILS 2013, which is divided from level 1 to level

Secondary Education
4 according to the points, shows that the ratio of 4th level students who showed the
| Part 1 |
highest level is 5% in Korea, which is the highest among participating countries.
According to the gender difference presented in ICILS 2013, the average point of
computer information and literacy of Korean female students was 556, ranking 2nd
place. Female students' points were higher than boys in most participating countries,
Administration and
ICT in Education
and the gender score difference of the Korean students was the largest.
| Part 2 |
Finance
B. Main Outcomes of ICILS 2013 Survey
ICT in Education of
Higher Education
According to ICILS 2013 survey, the interest and pleasure of computer use among
| Part 3 |
Korean students was the lowest among participating countries and male students
showed higher interest and pleasure points than female students in terms of gender
ICT in Academic
Research
| Part 4 |
difference. And survey shows that students' computer-based learning experience was
significantly lower in Korea than in other countries.
ICT in Lifelong
Education
| Part 5 |
4. Future Plans
and Vocational
ICT in Career
Education
| Part 6 |
Recently, various policies are being implemented to strengthen computer
information and literacy education in Korea in line with the global trend of
emphasizing computer information and literacy education. Comprehensive analysis of
Solve Educational
| Part 7 |
the effects of such changes in the education environment on the computer information Gap
and literacy of Korean students in the future ICILS 2018.

| Part 8 |
of the e-Learning
| Part 9 |

Section 3 Measurement Research on Elementary·Middle School
ICT Literacy
Existing measurement tools were reviewed and set them as 7 ability elements
added with Computational Thinking again to accurately diagnose the level of learners
about ICT competencies, which are newly required. After that, the evaluation items for
each achievement criterion were developed following feasibility study of the experts
on the achievement standards for each competency. The final item was selected by
analyzing the difficulty level through the preliminary test for the developed evaluation
items.
The selected final items were used to measure national level ICT literacy on
online with stratified random sampling of 0.5% of the 4th ~ 6th grades of elementary
school and the 1st ~ 3rd graders of middle school. As a result, the average point of
the elementary school level was 18.7 (55.63 points converted into 100 points), and
the average point of the middle school level was 17.8 (50.8 points converted into 100
points) respectively, based on perfect point of 35, and the distribution of point for each
level was found to be within the range in which regularity in both elementary and
middle schools can be assumed. For achievement level (insufficient, basic, normal,
excellent), 6.4% of 'insufficient', 41.8% of 'basic', 46.0% of 'normal' and 5.8% of
'excellent' were shown in elementary school level, and 7.5% of 'insufficient', 38.7% of
'basic', 39.8% of 'normal' and 14.0% of 'excellent' were shown in middle school level.
As a result of analyzing the student background factors that influence on ICT
literacy level of student, it has been shown that grade, degree of ICT education
experience, learning and information gathering, gender, use at home, recognition of
ICT utilization, social communication and leisure in order have influenced on ICT
literacy level statically for elementary school level. On the other hand, information
exchange and use outside of school in order showed a significant negative impact
on the level of ICT literacy. And as a result of testing student background variables
that influence on the seven competency factors, effect of student background in

all competency factors showed similar aspect. Among them, grade level which
is a control variable was the most influential variable in ICT literacy level and

Secondary Education
all competency factor, and degree of ICT education experience, learning and
| Part 1 |
information gathering among independent variables of students' factor showed the
greatest influence on ICT literacy level and all competency factor. On the other
hand, information exchange showed negative influences on ICT literacy level and
all competence factors, and presence of ICT education experience did not have
Administration and
ICT in Education
statistically significant effect on ICT literacy level and all competency factors.
| Part 2 |
Finance
Student variables that have a statistically significant and statically effect on ICT
literacy level are learning and information gathering, gender, degree of ICT education
ICT in Education of
Higher Education
experience, use at home, presence of ICT education experience, recognition of ICT
| Part 3 |
utilization and leisure in order for middle school level. And as a result of reviewing
student background variables that influence on the seven competency factors, effect
ICT in Academic
Research
| Part 4 |
of student background in all competency factors showed similar aspect. Among them,
degree of ICT education experience and learning and information gathering were the
most influential in all competency factors. On the other hand, information exchange
ICT in Lifelong
Education
| Part 5 |
and use outside school showed negative influences on all competence factors, and
grade and social communication did not have statistically significant effect on ICT
literacy level and most of competency factors.
and Vocational
ICT in Career
Education
| Part 6 |
In addition, as a result of analyzing the student background factors that influence
on ICT literacy level of student, it has been shown that teacher's ability to use computer
and presence of metropolis in order have influenced on ICT literacy level statically
Solve Educational
| Part 7 |
for elementary school level and that level ICT utilization on education and age in Gap
order showed negative effect. And as a result of testing teacher's background variables
that influence on the seven competency factors, effect of teacher's background in all
| Part 8 |
competency factors showed similar aspect, and teachers' computer literacy showed
the greatest influence on most competency factors and ICT utilization on education
activities had the most negative influence on all competency factors. Final education
of the e-Learning
| Part 9 |
degree and ICT education related major in order have influenced on ICT literacy level
statically. And as a result of reviewing teacher's background variables that influence on

the seven competency factors, effect of teacher's background in all competency factors
showed similar aspect. Among them, final degree of teacher and ICT education related
major were the most influential in most of competency factor.
Based on these results, this study suggests various plans such as plans to prepare
ICT literacy curriculum and textbook suitable for grade level in elementary school,
free semester system according to gender in middle school, plans to manage classes
separately after school, plans to secure class time and learning and information
collection activities.
In addition, this study suggests ways of securing education hours that can enhance
computer literacy in teacher training and pre-teacher education, and ways to support
or promote self-development of middle school information teachers based on the
results of analyzing the effect of teacher's background factors on ICT literacy level of
students.
As mentioned above, this study measures the ICT literacy level of elementary and
middle school students and analyzes the factors affecting ICT literacy level, suggesting
ways to improve ICT literacy education of students in elementary and middle school.
The results of this study are expected to help improvement of ICT literacy of student
in elementary and middle school in the future.

ICT in Elementary
and Secondary
Education
| Part 1 |
National Education
Chapter Information System
1
ICT in Education Administration

‘NEIS’
and Finance
| Part 2 |
1. Background
ICT in Education of
Higher Education
The National Education Information System (NEIS) is an educational
| Part 3|
administrative information system established in 2002 for efficient handling of
educational administration of the MOE with dissemination through 17 city and
ICT in Academic
Research
| Part 4 |
provincial education offices (including affiliated organizations) and about 10,000
elementary and middle schools. Various data collected and managed on the NEIS
provide valuable information to teachers, parents, and students.
ICT in Lifelong
Education
| Part 5 |
The various materials that are collected and managed by NEIS provide valuable
information that teachers, parents, and students can use for educational purposes,
contributing to enhance the efficiency of educational administrative work and to meet
and Vocational
ICT in Career
Education
| Part 6 |
the right of the people to know education information.
Solve Educational
| Part 7 |
2. Status Gap
NEIS conducted BPR (Business Process Reengineering) / ISP(Information

| Part 8 |
Strategy Planning) in September 2009 to build integrated information management

system for education administrative business and opened general administrative area
in November 2002, and school administration area in March 2003. And it opened
of the e-Learning
| Part 9 |
school affair system by separating the three business areas such as school affair and
academic affair from the existing NIES in March 2006. It opened next generation
| Chapter 1 | National Education Information System ‘NEIS’ 101

NEIS in March 2011 and further process is shown in [Table 2-1].
[Table 2-1] Progress of the NEIS project
Period Details
2000. 9~2001. 3 Established the informatization strategy for the education administrative information system
200. 10~2002. 11 Developed 27 areas including personnel and opened 22 general administrative areas in January and November, 2002
2003. 3 Five school administration areas including school and academic affairs
2004. 6 Created the college entrance data system
2004. 8~2006. 3 Created three split areas including school and academic affairs (recommended by Education Informatization Commission)
2006. 3~2008. 12 Opened civil services for citizens (2006) school information notification (2008)
2011. 3 Completed and applied the next-generation NEIS
2012 Expanded school affairs to schools for the gifted (August) and overseas schools (October)
2013 Online survey on school violence and test on emotional and behavioral characteristics of students
2014 Designation of important communication infrastructures for NEI
2015 Started the Certified Information Security Management System (ISMS) for NEIS operation centers
Expanded web accessibility of the NEIS school work system
2016 Improved functions of NEIS to the free semester system
Improved functions of NEIS to apply the new education curriculum of 2015
Improvement of NEIS function according to the maintenance of academic terms
Improvement of NEIS function for confirming inoculation
2017
Improvement of school accounting staff, personnel and salary system functions
Upgrade education environment for users in metropolitan and provincial education office
3. Main Projects in 2016
A. Introduction and Operation Support of Educational Policy

Currently, 21 out of 33 overseas Korean schools use NEIS school affair system
and 7 out of 8 schools for gifted children use it. In particular, it supported the
introduction of NEIS school affair system to Incheon Academy of Science and Arts,
established newly in 2016, and it applied new functions such as absent·reinforcement
management, research history of attended courses and retake course management by
considering characteristics of school for gifted children.
B. Improvement of Functions of NEIS for Application 2015 Revised Curriculum

NEIS improved the function to respond smoothly to the occasional revision of

ICT in Elementary
curriculum management system and to systematically manage the school curriculum
and Secondary
Education
| Part 1 |
application period for each school and grade It improved functions for applying high
school vocational curriculum based on National Competency Standards (NCS) of
high school and high school level of special school according to linkage of NCS of

curriculum of characterization high school of 2015 revised curriculum.
and Finance
| Part 2 |
C. Support for Educational Expenses and Operation of Education Expense
Programs
NEIS support for educational expenses for elementary, middle and high
school students have reduced the burden for tasks on the school site by expanding
ICT in Education of
Higher Education
opportunities for children from low-income families through linkage with a NEIS
| Part 3|
based educational expense program that has similar business characteristics and by
improving convenience function for regular applications of education expense support.
ICT in Academic
Research
| Part 4 |
The education expense service improved its function to prevent the duplication
benefits of school supplies expenses when the recipient of the education expense is
overlapped with the person who is supported by the single-parent household through
ICT in Lifelong
Education
| Part 5 |
the linkage with the social security information system, and promoted the convenience
of person in charge by upgrading budget and statistical functions such as settlement
data and payment result group provides budget and statistics functions such as
and Vocational
ICT in Career
Education
| Part 6 |
searching for billing information and payment result.
D. Online Surveys and Tests for Students and Parents

Solve Educational
| Part 7 |
4,320,000 primary students (4,560,000 students, 94.8%) and 3,740,000 secondary Gap
students (3,940,000 students, 94.7%) participated in 2016 survey on school violence,

and 1,191,000 students (1,930,000 students, 99.3%) participated in 2016 student
| Part 8 |
emotional and behavioral characteristics test, and 3,870,000 students (4.480,000,

86.2%), 2,560,000 parents (5,870,000, 43.6%) and 380,000 teachers participated in
2016 teacher ability development evaluation. It will continue to enhance convenience
of the e-Learning
| Part 9 |
of user-participation through continuous improvement NEIS based online survey and

test programs to systematically support the school site in the future by preparing an

active response system to school violence and by developing students’ growth and
teacher's ability.
E. Connect Information of NEIS and Domestic·External Organization

Connection of external organizations is increasing steadily every year in addition
to Government Employees Pension Service, The Korean Teachers’ Credit Union and
Ministry of Government Administration and Home Affairs, which were connected
since early stage of NEIS. Private school pension service and personnel and salary
information of the private school were connected in 2011, establishment, temporary
closure and permanent closure information of local government, Ministry of Public
Safety and Security, National Tax Service and all private institutions were connected
in 2012, and connection of information on graduation and success of qualification
exams of National Lifelong Education Promotion Agency (KLIS) and schools of all
levels was promoted in the same year.
The Ministry of Health and Welfare (happy e-system) and education support
related information were connected in 2013, education expense information in 2015,
and connection with Ministry of Unification (Hananet) was promoted in 2016 for the
management of North Korean defectors.
F. Establishment of Foundation for Educational Information System and

Disaster Recovery System
The threat of loss of information resources due to recent accidents and disasters
is increasing such as fire of information center of education office in November 2015
and the largest earthquake in Korea (5.8) occurred in September 2016. Therefore
BCP (Business Continuity Planning) was established in 2015 to prepare accidents
and disasters, basic plan for building disaster recovery system was made in December
2016, and construction of disaster recovery center in Jochiwon northwest district
complex is being promoted by composing TF for building disaster recovery system in
February 2017.

ICT in Elementary
4. Future Plans
and Secondary
Education
| Part 1 |
Recently, as security threats such as hacking and Ransomware have become
more upgraded, it has become a very important issue to maintain a security system

for NEI. Accordingly, National Intelligence Service (NIS) was designated as a major
and Finance
information and communication infrastructure (2014.2) and acquired Information
| Part 2 |
Security Management System (ISMS) certification (2015.12). And reliability of
NEIS security stability will be improved through posterior review in 2016 and 2017,
and renewal review in 2018. They will also accelerate the opening of education
information so that the information managed in NEIS can be utilized in the public and
ICT in Education of
Higher Education
private sectors to satisfy the citizen’s right to know.
| Part 3|
In addition, 2018 Information System Master Plan (ISMP) will be promoted to
solve various issues related to education such as the 4th Industrial Revolution and
ICT in Academic
Research
| Part 4 |
entry into the intelligence information society, making efforts to become convenient
and effective service for teachers and people.
ICT in Lifelong
Education
| Part 5 |
and Vocational
ICT in Career
Education
| Part 6 |
Solve Educational
| Part 7 |
Gap
| Part 8 |
of the e-Learning
| Part 9 |

Local Education
Chapter Administration and
2 Finance System,
‘EDUFINE’
1. Project Overview
The need for corporate type accounting method was proposed by civil
organizations and scholars after 1995 to enhance the transparency and understanding
of the financial operation of regional education. Also, a double-entry accounting
system was introduced to compute government statistics on the international level as
recommended by IMF after the foreign exchange crisis in the end of 1997.
Innovation of the national budget and accounting system along with the creation
of the integrated financial information system were selected as national tasks in 2004
to form an advanced financial structure that pursues autonomy, decentralization of
power, responsibility, and performance. In January 2005, the Presidential Committee
on Government Innovation & Decentralization decided that the Ministry of Education
should create a local education finance system. ‘Innovation of working methods’ was
selected as a task in November 2005 for the ‘local education finance project’, which is
one of 31 tasks for e-government.
The Ministry of Education formed the Digital Local Education Finance Team
and commenced the development of the Local Education Administration and Finance
System (‘EDUFINE’ hereafter) in February 2005.

ICT in Elementary
2. Status
and Secondary
Education
| Part 1 |
The following projects were conducted to build EDUPINE system in 2005:
implementation of BSP·BPR·ISP, development of EDUPINE for six sectors, 16

systems and 55 unit tasks in 2006~2008, opening of service in advance for 27 unit
and Finance
tasks in 2008, implementation of infrastructure construction for full implementation of
| Part 2 |
55 tasks, upgrading performance management system in 2009, test operation of school
accounting system, opening school accounting system in 2010, improving school
accounting system in 2011, opening theological school accounting system in 2012,
selected 'EDUPINE system improvement' as national challenge in 2013, unification of
ICT in Education of
Higher Education
expense report to business management system, establishment of clean fiscal system in
| Part 3|
2014, establishment of goods management system based on RFID (Radio Frequency
Identification), connection of EDUPINE with the education office’s homepage to
ICT in Academic
Research
| Part 4 |
disclose information on the contract process in 2015, NEIS connection for education
expense payment, establishment of ISP for the next-generation EDUPINE system,
introduction of education electronic financial system (e-education safe) through the
ICT in Lifelong
Education
| Part 5 |
agreement with the metropolitan and provincial education offices' bank to improve the
efficiency and transparency of fiscal enforcement in 2016, introduction of credit card
automatic payment system for education expenses to improve convenience of payment
and Vocational
ICT in Career
Education
| Part 6 |
of parental expenses and school tasks for income, ISMP project for establishing the
scope of development for next-generation EDUPINE program and its strategy.
Solve Educational
| Part 7 |
Gap
3. Main Outcomes
| Part 8 |
The EDUFINE School Accounting System Advisory Group (64 members) was
operated to create an environment with the reduced burden of administrative duties
so that teachers can focus on teaching, receiving user opinions, and reflecting 211
of the e-Learning
| Part 9 |
opinions collected by field surveys (60 schools) on functions. And it developed 18

types of overview writing system for financial management status and improved
| Chapter 2 | Local Education Administration and Finance System, ‘EDUFINE’ 107

systems related to budget performance plan and performance report according to the
improvement of legal system, and promoted 4 kinds of program related to change of
12 forms and contract work according to the change of writing standard of education
expenses special accounts settlement.
It also built and operated credit card automatic payment system to facilitate
the payment of parents’ expenses and efficiency of payment for 34 schools in
Gwangju and Gyeongbuk education offices, and education electronic financial
system (e-education safe) to improve efficiency and transparency of financial tasks
of education expenses special account in Gyeonggido education office. In addition, it
created a clean financial operating environment in the education field by promoting
EDUPINE general center resource expansion and connection structure improvement
to improve school EFT service and completed to improve functions of government
subsidy integrated management system of Ministry of Strategy and Finance and
EDUPINE system connection for prevention of illegal state subsidy and duplicated
supply and public disclose of information.
And international standard quality management system was introduced and
operated to provide high-quality EDUPINE service, improving stability and
operational efficiency (Failure handling rate 100%, SR right time rate 96.9%, program
defect rate 0.37%/ obtain CMMI Level3 re-certification).
Finally, it promoted establishment of master plan for building next-generation
local education administration and financial integration system to complete analysis
of status and cases, consultation of interest parties, drawing improvement direction,
establishment of business plan and proposal and now is promoting next-generation
local education administration and financial integration system.
4. Future Plans
An Advisory Group (64 members) will be operated to further reduce the burden of
administrative and evaluation duties of teachers and administrators so they can focus

ICT in Elementary
on the teaching and guidance of students. User-centered functions will be continuously
and Secondary
Education
| Part 1 |
improved by collecting different opinions through the operation of 16 work councils,
visiting of education sites in cities and provinces, and the user support system.
In addition, it will expand the introduction and test operation of credit card

automatic payment system of parents’ expenses to entire metropolitan and provincial
and Finance
education offices to minimize trial and error in the field and to enhance system
| Part 2 |
stability and will reinforce users’ convenience and transparency in accounting through
the application of electronic expenditure system by building and expanding education
electronic financial system (e-education safe) to 10 education offices.
And development of application software for the next-generation local education
ICT in Education of
Higher Education
administration and financial integration system is being developed from August
| Part 3|
2017 to August 2019 and construction of general center and infrastructure in 17
metropolitan and provincial education offices is being conducted from October 2017
ICT in Academic
Research
| Part 4 |
to June 2018.
ICT in Lifelong
Education
| Part 5 |
and Vocational
ICT in Career
Education
| Part 6 |
Solve Educational
| Part 7 |
Gap
| Part 8 |
of the e-Learning
| Part 9 |
| Chapter 2 | Local Education Administration and Finance System, ‘EDUFINE’ 109

Local Education Finance
Chapter Information Notice
3 Portal, ‘Local Education
Finance Notice’
1. Overview
The purpose of this system is to guarantee the right of citizens to know, facilitate
participation of citizen by disclosing the financial status of local education finance, and
increase financial soundness and effectiveness by reinforcing practical participation
and communication of people.
MOE has established a local education finance information notice through the 3
stages of integrated disclosure of local education finance information website (2014.10)
- temporary opening of local education finance information notice (2014. 12) and
- formal opening (2015.12). And they implemented a project to improve the local
education finance information notice function (2014.4 ~ 2017.3) by reflecting opinions
gathered through on-line and offline preference surveys to enhance accessibility,
expand participation and communication of people, and provide customized
materials. They also made efforts to improve the convenience of the people through
reinforcement of contents such as the reorganization of the user UI, enhancement of
the customized search function, visualization chart, and webtoon.
2. Project Status
A. Promotion System
MOE successfully established local education finance information notice

ICT in Elementary
and settled the local education finance disclosure system early by operating ‘local
and Secondary
Education
| Part 1 |
education finance disclosure system T/F’ which was composed of the financial experts
of the metropolitan and provincial education offices and the informatization specialists
of KERIS. Currently, MOE is responsible for general directing, planning and policy

establishment for the whole project and KERIS is responsible for overall development
and Finance
and operation after taking over the project from 17 metropolitan and provincial
| Part 2 |
education offices
B. Operation System of Local Education Finance Notification System

Local Education Finance Notification System is composed of EDUPINE
ICT in Education of
Higher Education
notification system of metropolitan and provincial education offices and local
| Part 3|
education finance information notice, a notification portal system of MOE. Main
functions of EDUPINE notification system, which is a notification tasks system for
ICT in Academic
Research
| Part 4 |
writing notification data of local education finance situation’ is to write and manage
basic data and notification materials, and to connect it with local education finance
information notice of MOE according to Articles 60 of the 「Local Finance Act」. And
ICT in Lifelong
Education
| Part 5 |
local education finance information notice is a local education finance notification
portal system to write and notice ‘integrated notification’ data according to Articles
60-2 of the 「Local Finance Act」.
and Vocational
ICT in Career
Education
| Part 6 |
C. Contents of Local Education Finance Information Notice
‘Local Education Finance Information Notice’ is consisted of integrated
Solve Educational
| Part 7 |
disclosure, financial statistics, easy-to-understand finance, school information, data Gap
room and participation and communication, and provides PC-based homepage service,
tablet PC and smart phone-based mobile web service.
| Part 8 |
of the e-Learning
| Part 9 |
| Chapter 3 | Local Education Finance Information Notice Portal, ‘Local Education Finance Notice’ 111
3. Main Outcomes
A. Enhancement of Public Satisfaction

MOE is making effort to prepare for expansion of information disclosure by
accepting various opinions of people after conducting a survey on the satisfaction
of local education finance information notice services. Result of satisfaction survey
conducted in first half of 2017 shows that 87.4% of respondents were satisfied,
which was increased by 1.1%p than 2016 (86.3%). It can be seen that the people
are somewhat satisfied regarding improvement of functions for creating smooth
data access environment and continuous expansion of disclosed information such
as improvement of user's interface, implementation of customized search function,
provision of visualization information and individual school status.
B. Standardization of Local Education Finance Statistics

In the past, standard for local education finance statistics was different for each
author and period, so the reliability of financial statistics was not that high. So, 「finance
notification handbook of metropolitan and provincial education offices」 was developed
to present the same notification items, format and standards are presented, to reflect
revisions according to each period, and to notice this each metropolitan and provincial
education office, securing objectivity of notification data. Through this standardization
process of the local education finance statistical data, reliability was increased. At the
same time, comparison of information of 17 metropolitan and provincial education
offices local education finance information became easy, making political use of
notified information and public participation in local education finance easier.
C. Increased the Number of Service Users

About 240,000 people used local education finance notice in 2016, exceeding
200,000 targeting users, and the number of users exceeded 130,000 in the first half of
2017, expecting to be more than 260,000 of users in whole year.

ICT in Elementary
4. Future Plans
and Secondary
Education
| Part 1 |
There are still many things to be done such as preparing method to improve
awareness of the public according to the low interests of people and improving

infrastructure performance for increased data operation.
and Finance
MOE and KERIS are trying to expand the scope of public information by
| Part 2 |
investigating people’s interests regularly to provide consumer-oriented data rather than
existing supplier-oriented data. They will continue to expand the scope of the public
information and compare and analyze it so that diverse information can be easily
understood.
ICT in Education of
Higher Education
In addition, they are conducting verification, analysis and evaluation of the report
| Part 3|
of ‘local education finance operation status notification’ of metropolitan and provincial
education offices and the reliability of the data will be further enhanced through the
ICT in Academic
Research
| Part 4 |
establishment of the transfer management procedures between metropolitan and
provincial education offices.
ICT in Lifelong
Education
| Part 5 |
and Vocational
ICT in Career
Education
| Part 6 |
Solve Educational
| Part 7 |
Gap
| Part 8 |
of the e-Learning
| Part 9 |
| Chapter 3 | Local Education Finance Information Notice Portal, ‘Local Education Finance Notice’ 113
Operation of the
Chapter Education Information
4
Notification System
Section 1 The Kindergarten Information Notification System,

‘Kindergarten Notice’
1. Project Overview
MOE is operating kindergarten information notification system (hereinafter refer

to as ‘kindergarten notice’) to enhance the transparency of kindergarten administration
and make it easier and more convenient for the public to know kindergarten operation
information. It aims to enhance the transparency and responsibility of early childhood
education by ensuring the right of the people to know and enhancing parents' choice
of kindergarten.
2. Project Status
A. Status
Basic plan of ‘kindergarten notice’ was prepared through ‘plan for the
advancement of early childhood education’ on November 13, 2009. After that,
all kindergarten required to public their information according to revision and
proclamation of Article 5-2 (information notification of kindergarten) of 「Educational
Information Posting Act」 on December 31, 2011, and specific range and number and
timing of notification of kindergarten information notification was determined by

ICT in Elementary
revision of 「Enactment Process of Educational Information Posting Act」 on April 20,
and Secondary
Education
| Part 1 |
2012. It began full scale development since May 2012 and completed the information
notification system in December. It was operated in advance for 6 kindergartens
operated within 2 education offices including Seoul Education Office and Gyoenggido

Education offices, data of kindergarten information notification was entered from
and Finance
September 1 and nationwide services were opened from September 29, adjusting it to
| Part 2 |
reduce the workload on the site.
B. Promotion System and Roles

The promotion system of the Kindergarten Notice comprises of the Ministry of
ICT in Education of
Higher Education
Education, Working Groups and Advisory Groups of City and Provincial Education
| Part 3|
Offices, the general supervisory institution (KERIS), City and Provincial Education
Offices, District Education Offices, and kindergartens. Kindergarten information
ICT in Academic
Research
| Part 4 |
notification policies are reviewed by a Working Group and an Advisory Group and
are confirmed by the Ministry of Education. Notifications submitted by kindergartens
are verified by City and Provincial (District) Education Offices and notified by the
ICT in Lifelong
Education
| Part 5 |
supervising institution.
C. Composition of the Kindergarten Notice
and Vocational
ICT in Career
Education
| Part 6 |
The Kindergarten Notice was separated into the ‘Information Registration System’
and the ‘Kindergarten Notice’ for the ease of system management and convenience
of kindergartens in inputting notifications. The Information Registration System is
Solve Educational
| Part 7 |
used by kindergartens in April and October, and the Kindergarten Notice offers two Gap
services, one used by KERIS, the institution commissioned to operate the system, and
the other used by citizens.
| Part 8 |
Currently it is operated as a system and notice site that has been revised since
notification period in October 2015 by the integration of kindergarten and nursery
information notification. When the Kindergarten enters the notification information
of the e-Learning
| Part 9 |
using the public information registration system, the education support center will
verify this information submitted by the kindergarten, and then the education office
| Chapter 4 | Operation of the Education Information Notification System 115

will submit the information after confirmation. After that, KERIS, the institution
commissioned to operate kindergarten information notifications, uses the Kindergarten
Notice to verify, confirm, and transfer notifications submitted by 17 City and
Provincial Education Offices to make them available to citizens.
D. Target and Scope of the Kindergarten Notice

As of October 2016, notification subject which participates in kindergarten
information notification is total 8,863 national, public and private kindergartens.
They can notify when metropolitan and provincial education offices designate
subject kindergarten and notification period and register it to notification information
registration system. Some of the kindergartens are excluded from the notification
information, which is a kindergarten that has been closed temporarily or permanently
based on the time of notification information input.
The scope of information in notices includes 7 notification items and 21 sub-
items. Two non-regular notification items include meal plans of kindergartens and 19
regular notification items include kindergarten fees, teaching staff, magazines, and
budget and settlement accounting. Regular notification periods are April (19) and
October (11), which are once or twice a year depending on notification information
range.
3. Main Outcomes
A. Operation of the Kindergarten Notice Domain (e-childschoolinfo.moe.go.kr)

The Kindergarten Notice domain was operated with the initial launching of
Kindergarten Notice. ‘e’ in domain means ‘early child’ and ‘electronic’. The main
menu of the domain includes an introduction of the system and a comparison of
kindergartens. A sub-menu of kindergarten information includes a by name search of
kindergartens and regions, information notification indicators, etc.

ICT in Elementary
B. Creation and Operation of Customer Support Centers
and Secondary
Education
| Part 1 |
The customer support center started operation on August 21 to strengthen user
support services in accordance with the first notification in September 2012. Customer
supper center was operated with the ‘0079 Educall’ customer service center of KERIS

to efficiently support the users of Kindergarten Notice.
and Finance
| Part 2 |
4. Future Plans
The visions and goals of Kindergarten Notice are to guarantee the rights of parents
ICT in Education of
Higher Education
to easily accessible information regarding Kindergartens, increase kindergarten
| Part 3|
choices, prepare the groundwork for the advancement of child education, promote
stable settlement of the system, enhance efficient operation of kindergartens, enhance
ICT in Academic
Research
| Part 4 |
transparency and responsibility of kindergartens through effective education policies,
and, ultimately, improve the level of child education. Future efforts will focus on
improving the reliability and accuracy of notifications, reinforcing efficiency and the
ICT in Lifelong
Education
| Part 5 |
operation system, increasing user support and advertisement, and promoting stable
system operation. They will continue to improve the notice site so that parents, who
are demanders, can easily compare nursery school and kindergartens by settling
and Vocational
ICT in Career
Education
| Part 6 |
kindergarten and nursery school integrated notification stably.
Solve Educational
| Part 7 |
Gap
| Part 8 |
of the e-Learning
| Part 9 |

Section 2 Elementary and Middle School Information Notification
System, ‘School Notice’
1. Background
The school information notification system is an essential system that satisfies

the right of citizens to be informed on school information and guarantees the right of
students and parents to choose schools. This system was implemented and promoted
for the purpose of attracting the participation of citizens in school education, increasing
efficiency and transparency of educational administration, establishing educational
policies based on data, and encouraging academic research.
2. Product Status
1) Promote System
The MOE establishes the framework plan for operation of the school information
notification system, manages the system, and prepares forms and guidelines necessary
for notification. In addition, it can instruct individual schools to submit notification
data or recommend and advise relevant educational institutions to make corrections.
KERIS was designated as the supervising institution in January 2008 to build
the operation of the School Notice and the DB. KERIS supports the information
notification of Education Offices and unit schools on the distribution of instructions
and manuals, training of staff in charge of information notification, and operation of
the call centers.
2) Institutions
In 2016, 12,093 schools were subject to school information notification. Among
them, schools that do not use the NEIS are notifying school information on their

ICT in Elementary
individual websites instead of the School Notice.
and Secondary
Education
| Part 1 |
3) Details and Scope of Notification
Notifications related to student status include the schooling status of students, the

number of students transferring, transfer and dropout students, the status of enrolling
and Finance
students, career choices of graduates, scholarship beneficiaries, and the physical fitness
| Part 2 |
of students. Notifications related to teaching staff status include the status of teaching
staff members by position and license, the teaching staff performance evaluation
system, and the teaching staff bonus system. Notifications related to educational
activities include school rules, education plans, school operation committees, club
ICT in Education of
Higher Education
activities and after school activities. Notifications related to educational conditions
| Part 3|
include school facilities, opening of schools, school meals, school violence, counseling
of students and parents, the school health and environment, and school libraries. Other
ICT in Academic
Research
| Part 4 |
notifications include budget and settlement statuses, academic achievement for each
subject, and results of national academic achievement assessments.
ICT in Lifelong
Education
| Part 5 |
3. Main Outcomes
and Vocational
ICT in Career
Education
| Part 6 |
Ever since its introduction in 2008, the school information notification system
was applied to schools, guaranteeing the right of citizens to know and enhancing their
participation in school education.
Solve Educational
| Part 7 |
In 2014, a mobile service project was promoted to allow users to view Gap
notifications on smart devices for the increased convenience of the School Notice
system. The mobile service of School Notice was launched in February 2015 to
| Part 8 |
provide school information at any time and in any place. In addition, advantages of
smart devices were used to provide information about schools nearby the current GPS
location of the user.
of the e-Learning
| Part 9 |
It provides about 20 school notice data, which receives high public interest, in
Excel and CSV format by developing school notice public data in order to satisfy

the right of people to know and to provide various customized services in 2016.
With continued efforts on the School Notice, the number of mobile service users has
continued to increase. The total number of users on the School Notice website and
mobile app reached 8.94 million in 2016.
4. Future Plans
To increase the accuracy of notified information, it is necessary to reinforce

the supporting and managing roles of the City and Provincial Education Offices.
Different departments of the Office of Education must cooperate with one another.
At the school, the on-site support team consisting of the public officers will enable
the collaboration and training support within the school. It is also necessary to verify
notifications of schools, inspect and monitor notification information, increase the
attention of school administrators, and improve competencies of supervisors.
The supervising institution must continuously improve the reliability of the
system while reducing the burden of school work by supplementing the notification
input system, expanding the verification system, and reinforcing the automatic NEIS
information gathering function. The school information notification system must be
continuously expanded and developed to open and share public data.

ICT in Elementary
and Secondary
Section 3 University Information Notification System, ‘University
Education
| Part 1 |
Notice’

1. Project Overview
and Finance
| Part 2 |
The university information notification is a system that provides information
about operation of 422 higher education institutions and its environment, and research
condition regularly (April, June, August, October) and frequently through university
notice pursuant to the 「Act on Special Cases Concerning the Disclosure of Information
ICT in Education of
Higher Education
by Education-related Institutions and Its Enforcement Decree」.
| Part 3|
ICT in Academic
Research
2. Project Status
| Part 4 |
A. Promotion System
ICT in Lifelong
Education
| Part 5 |
MOE, subject of university information notification system, establishes its
basic plan and university information notification center, a general management
organization, monitors the status of university information notification at each
and Vocational
ICT in Career
Education
| Part 6 |
university, collects notification information and builds, manages and services
databases. Each management institutions verifies the notification information
submitted by university, and links the verified information to university information
Solve Educational
| Part 7 |
notification center of Korean Council for University Education, a general management Gap
organization. These organizations are working to enhance the right of consumers to

know through organic cooperation system.
| Part 8 |
B. Target
The subject of university information notification is a higher education institution
of the e-Learning
| Part 9 |
in accordance with Article 2 of Higher Education Act’ and universities established

under other acts, and it is divided into national, public and private universities,

colleges and graduate schools. Schools designated by the Presidential decree that is
difficult to notify information due to the reasons such as national defense or public
order, and remote university and in-house universities under Lifelong Education Act
are excluded.
C. Contents and Scope

The scope of notification information, the number of notification, and the timing
of notification of higher education institutions are determined according to the attached
table of enforcement decree of special cases act such as status of departments, tuition,
employment rate, scholarship and specialization status, that can be referred to selection
of university.
3. Main Outcomes
A. Efficient Management and Operation of Information Notification

Opinions of MOE, higher education institutions and related organizations
were accepted to reflect changes in the environment and the needs of consumers,
notification and instructions were revised by reflecting revisions of relevant laws, and
trainings for guidelines and system were conducted by holding training sessions for
each region in March for highly reliable notifications. It strengthened cooperation with
universities, conducted research and found excellent cases to improve the notification
system and reduce notification errors by selecting 40 cooperative universities for
voluntary participation of universities in notification system. In addition, a quarterly
meeting was held in which the MOE, General Affairs, and the organizations for each
item participated, and consulted on ways to improve the notification system and to
accept opinions about linked items and management guidelines.

ICT in Elementary
B. Management of Notification Information and Improvement of Notification
and Secondary
Education
| Part 1 |
Quality
Internal verification (increase / decrease, format verification, content verification,
etc. compared with the previous year) was conducted during the notification to manage

the quality of notification information, which is a nationwide service. And reliability
and Finance
was enhanced through on-site inspection and consulting, external monitoring and
| Part 2 |
regular operation of reporting center after notification.
C. Enhanced the Use of Information and Increased Advertisements

Active promotion is being progressed to strengthen accessibility of general
ICT in Education of
Higher Education
consumers such as students, parents, researchers, university officials, and policy
| Part 3|
makers and to promote its utilization. In particular, they operated university notice
publicity center, distributed publicity materials, and guided how to search for
ICT in Academic
Research
| Part 4 |
university notice by participating occasional and regular university admissions
information fair, happy education fair and government 3.0 national experience
festivals to strengthen public relations activities for students and parents, who are end
ICT in Lifelong
Education
| Part 5 |
users. It was promoted by finding utilization cases through career and admission of
university experience contest for teachers and students in which ordinary people can
participate, and by distributing experience handbooks.
and Vocational
ICT in Career
Education
| Part 6 |
4. Future Plans
Solve Educational
| Part 7 |
Gap
It is necessary to improve the reliability of notification information by

strengthening the education of university information notification, enhance awareness
| Part 8 |
by preparing various publicity measures, and provide customized services for each
consumer (students, parents, researchers, university officials, policy makers) of
university notice in the future.
of the e-Learning
| Part 9 |

Education Information
Chapter Statistics System,
5
‘EduData System’
1. Project Overview
The EduData System contributes to the efficient management of data of education-

related institutions and the lessening of statistical work for teaching staff. Elementary
and secondary education data connected to the education information statistics system
include school information notifications, EDUFINE, statistics on elementary and
secondary education, statistics on special education, the college entrance examination,
and national academic achievement assessments. In addition, higher education data
includes statistics on higher education, statistics on employment, lifelong statistics,
higher education revisions, student loans, tuition fees, and university library statuses.
2. Project Status
February 2010, the ‘Conference for Review of the Face-based Education Policy
Support Service’ was held by the First Vice Minister of Education (formerly known as
the Ministry of Education, Science, and Technology) to support the establishment of
objective education policies and academic research using statistics. The 2nd Education
Reform Conference presided by the president was held on April 26 of the same year
on the topic of ‘Spreading of Faithful Teaching Culture’. The ‘Information-based
Human Resource Policy Support Service (Draft) – Zero Burden of Official Statistical
Documents for Unit Schools’ was established on June 21, 2010 and was promoted

ICT in Elementary
in 2011. On April 2, 2012, an education information statistics system that provides
and Secondary
Education
| Part 1 |
a one-stop education information statistics service was launched by the Ministry of
Education and 17 City and Provincial Education offices. In addition, the EduData
Service System (EDSS) was launched on April 30, 2012 for the purpose of allowing

general researchers to use education-related statistics for academic research
and Finance
| Part 2 |
3. Contents and Outcomes
The primary purpose of the EduData System is to lessen the statistical
administrative workload of unit schools. Looking at the previous performance, the
ICT in Education of
Higher Education
EDS can be considered as having reduced the burden of administrative work for
| Part 3|
school teachers and has become a system for supporting policies based on data by
reducing the load of official statistical documents. The provision of statistical data
ICT in Academic
Research
| Part 4 |
through the EDS is continuously increasing, and the education on EDS for supervisors
of City and Provincial Education Offices and the Ministry of Education is conducted
periodically to reduce the statistical administrative workload of unit schools using the
ICT in Lifelong
Education
| Part 5 |
EDS.
and Vocational
ICT in Career
Education
| Part 6 |
4. Main Outcomes
As a meta system that collects and links various source statistics, reliability of
Solve Educational
| Part 7 |
source data is very important to increase EDS utilization. Especially, there must be a Gap
way to increase the reliability of data for NEIS and the task management system.
In addition, the standardization of data is essential for production of new data
| Part 8 |
using different source statistics. Various types of statistical information collected

separately is constructed and managed individually according to system characteristics
requiring standardization of the information code.
of the e-Learning
| Part 9 |
In addition, it is necessary to support establishment of policy by providing

various customized education information through artificial intelligence and big data
| Chapter 5 | Education Information Statistics System, ‘EduData System’ 125

technology on education statistical data and to conduct researches on linkage and
cooperation of national education statistics data and various services and utilization
methods in accordance with the changes of time in the field of education, at the
4th Industrial Revolution era such as artificial intelligence and development of IT
technology.

ICT in Elementary
Task Management
and Secondary
Education
| Part 1 |
Chapter System for City,
6 Provincial Education

Offices
and Finance
| Part 2 |
1. Project Overview
ICT in Education of
Higher Education
In 2003, ‘electronicization of the entire process of document processing’ was
| Part 3|
selected as the 31th e-government tasks according to the direction of e-government
for the government’s ‘way of working innovation.’ This task is to electronize the
ICT in Academic
Research
| Part 4 |
whole process of document processing from document production to transfer
and preservation, and to establish a system for circulating documents between all
administrative organizations including public institutions and private institutions.
ICT in Lifelong
Education
| Part 5 |
Establishment of ‘school based electronic document system’ of MOE started in 2006
as one of measures to encourage teacher will.
This is to create the groundwork to handle document production, approval, and
and Vocational
ICT in Career
Education
| Part 6 |
distribution (transmission and reception) through an electronic process by combining
user approval functions through exchanges of documents among the Ministry of
Education, Education Offices, and schools. Through this, it aims to reduce the burden
Solve Educational
| Part 7 |
for teaching staff and improve the productivity and convenience of educational Gap
administration, and enhance the efficiency of document management.

| Part 8 |
2. Project Status
of the e-Learning
| Part 9 |
Establishment of ‘school unit electronic document system’ was promoted in

2006, however, it was put on hold according to the opening Onara System of Central
| Chapter 6 | Task Management System for City, Provincial Education Offices 127
government institutions in 2007, preparation of ‘integration plan of Onara system and
electronic document system’, and establishment and implementation of integrated
Onara system’s development and distribution.
It established standard for task management system function and local education
functions classification by composing electronic document construction TF and
October local education function classification system TF after introduction of
integrated Onara system by MOE in April 2008 and establishment of basic plan for
school unit electronic document system instruction in August.
It established basic plan for building a task management system for metropolitan
and provincial education offices in May 2009, completed BPR·ISP from July to
October and establishment of a task management system from and trial operation from
February to December 2010, and began to provide service nationwide on January 1,
2011.
It established ISP in 2015 to build next generation task management system with
the goal of opening in 2019 and promoted ISMP project in 2016 to establish program
development scope and establishment strategy.
3. Main Outcomes
The task management system for city and provincial education offices was
implemented in January 2011 to prepare the groundwork for systematic recording
and management of official documents by city and provincial education offices
and affiliated institutions (including schools). Especially, schools showed great
improvement in the work efficiency of teaching staff members by changing face-to-
face approval to electronic approval.
As a project performance in 2016, 7,504 out of 7,615 requests to improve
application software error correction and user function of task management system
were conducted, optimize system performance (10 times) for the pilot education
offices was conducted, and quality management by spreading it to other metropolitan

ICT in Elementary
and provincial education offices is being ongoing. In addition, it have improved 18
and Secondary
Education
| Part 1 |
tasks such as posting collective receipt notification, adding a new shared document,
and reducing the draft documents stages to improve user convenience and utilization.
And the training for operators such as documentary transfer was conducted for 69

participants total 4 times in the first and the second half of the year, 8 kinds of user
and Finance
manuals were made available, and supported task consultative group of metropolitan
| Part 2 |
and provincial education office 7 times.
Analysis of status and cases, consultation of stakeholders, making improvement
plans, establishment of business plan, and completion of proposal request will be
completed in April 2017 by promoting master plan for building next-generation
ICT in Education of
Higher Education
local education administration and finance integration system, and next-generation
| Part 3|
local education administration and finance integration system (EDUPINE and task
management system integration) is under promoting.
ICT in Academic
Research
| Part 4 |
4. Future Plans
ICT in Lifelong
Education
| Part 5 |
Task management system application software error correction and improvement
was conducted in a timely manner so that there is no difficulty for the users in the
and Vocational
ICT in Career
Education
| Part 6 |
field by promoting maintenance. And it plans to support the tasks of the metropolitan
and provincial education offices (include schools) to smoothly carry out tasks such
as list of production documents, disclosure of original information, and transfer of
Solve Educational
| Part 7 |
records management system of production. In addition, it will continuously promote Gap
performance review and optimization to secure reliability of task management system

and improve functions for user's convenience such as preliminary distribution function
| Part 8 |
and reception document reply function for effective management of document.

It will promote task consultative group and user support centered on metropolitan
and provincial education office and conduct education for capability of person
of the e-Learning
| Part 9 |
in charge. And it will develop application software to build next-generation local

education administration and finance integration system (EDUPINE and task
| Chapter 6 | Task Management System for City, Provincial Education Offices 129
management system integration) based on deterioration of task management system
from September 2017 to August 2019, and will plan to build general center and 17
metropolitan and provincial education office infrastructure from October 2017 to June
2018.

ICT in Elementary
and Secondary
Education
| Part 1 |
Preschool
Chapter Tuition Support
7

‘e-Kindergarten’
and Finance
| Part 2 |
1. Overview
ICT in Education of
Higher Education
This is a task management system for school expenses for children aged 3 ~ 5
| Part 3|
years old at national, public, and private kindergartens, and is operated to reduce the
work of the metropolitan and provincial education offices and kindergartens and to
ICT in Academic
Research
| Part 4 |
provide convenience for parents.
ICT in Lifelong
Education
| Part 5 |
2. Project Status
A. Promotion System and Role
and Vocational
ICT in Career
Education
| Part 6 |
MOE is responsible for establishment and promotion of policy and metropolitan
and provincial education offices are responsible for consultation on major issues,
and support and management of kindergartens under their jurisdiction. In addition,
Solve Educational
| Part 7 |
KERIS was designated as dedicated organization for ICT of early childhood education Gap
(2009.12), conducting various ICT related tasks including e-kindergarten system.

| Part 8 |
B. System Configuration and Support Procedure of Infant Tuition

e-kindergarten system can be classified into parent service for infant tuition
support, kindergarten business system, education office task system and customer
of the e-Learning
| Part 9 |
support system. Confirmation of quality for infant tuition support and management
of overlap support of child rearing expenses and childcare expenses are conducting
| Chapter 7 | Preschool Tuition Support ‘e-Kindergarten’ 131

systematically through linkage with e-happy and the system is linked with 7 credit
card companies for issuance of the child happiness card.
Application procedure is completed when parents receive the child's happiness
card from finance companies (7 credit card companies) and complete to apply
including card certification.
Then kindergarten will calculate the subsidy through the billing and settlement
of infant tuition quarterly and metropolitan and provincial education offices are
responsible for payment.
3. Main Outcomes
A. Subject for Infant Tuition Support and Supporting Price

It has provided support for infant tuition to all levels of 3-5 years old, regardless
of the income level. For national and public school, KRW 60,000 and KRW 50,000
for after school course are provided and for private school, KRW 220,000 and KRW
70,000 for after school course are provided since 2013.
B. ‘Child Happiness Card’ Integrated Supporting Card for Child Care Expense
and Infant Tuition
‘Child happiness card’ integrated operation system was constructed and operated
since 2015 by integrating Child joy card of nursery center and Child love card of
kindergarten.
4. Future Plans
It will reduce administrative work of kindergartens and increase the quality of

child education by securing the transparency and efficiency of welfare benefits and by
simplifying procedures for the imposition and settlement of tuition fees for children.

| Part 1 | | Part 6 | | Part 8 | | Part 9 |
| Part 2 | | Part 3| | Part 4 | | Part 5 | ICT in Career | Part 7 | Creation of Healthy Information International Exchange &
ICT in Elementary
and Secondary ICT in Education Administration ICT in Education of ICT in Academic ICT in Lifelong and Vocational Solve Educational Culture and Protection of Cooperation and Status
Education and Finance Higher Education Research Education Education Gap Personal Information of the e-Learning
133
kindergartens and nursery centers, and to provide smooth services even during the
its operation and security system. And it will make various efforts to solve any
In addition, the e-Kindergarten System will be stabilized by further reinforcing
inconveniences of parents and kindergartens due to facility movement between
| Chapter 7 | Preschool Tuition Support ‘e-Kindergarten’

payment of childcare allowance.
8 Teaching and Learning
1. Project Overview
Edubuil, a nationwide school facility integrated information system, is designed

to improve the efficiency of school facilities and policies of MOE through systematic
management of school facility status information. This is a project to improve the
inefficiency of establishing and operating a school facility history management system
individually at the metropolitan and provincial education offices. Plan to implement
system development project with 3 stages until March 2019 was established
through total development cost of about 7.5 billion after making basic construction
plan of school facility integrated information system on July 2015. The 1st stage
school facility integrated information system development and facility status DB
establishment project was carried out from April 2016 to March 2017 so that the
system could be opened and operated in April of the same year.
2. Project Status
The first stage system function development focuses on the status information,
blueprint management, plan management, operation management, safety management,
business support, statistical analysis, community, and system management.

ICT in Elementary
and Secondary
[Picture 2-1] Block diagram of target system function
Education
| Part 1 |
School Plan Management Statistical
Infrastructure Analysis
Register plan Advance inspection Establishment of Plan Distribute Budget Expand project
Status information Construction (new/ Calculate target Make priority

Determine the number of Project review Task support
expansion/reconstruction) data distribution (Education office)
School Schedule

SchoolEnvironment Calculate basic Calculate total Confirm budget Notice of project
information Improvement Project budget budget allocation confirmation management
Site Status Submit data Project result Report

Repair (Other project) Submit data (Education Notice budget plan management
(school) office / Support center) (settlement)
and Finance
Building Status Statistics
| Part 2 |
analysis
Facilities Construction Management Operation Management General facility
statistics
Start-up Performance Completion Facility Start-up
Facility GIS management management management operation management Facility operation
statistics
Project plan Intermediate Completion Space usage Inspection plan
Close school management inspection management work application management management Building status
(register person statistics
Contract detail Application in charge) Facility details
form Basic survey detail
management management Disaster safety
Approval Information management Completion statistics
Starting work of preliminary work approval Facility operation Report survey
School application inspection (review notified (energy) management result Repair plan
information details) statistics
Starting work Preliminary Facility inspection Safety (grade)
ICT in Education of
review Completion details management management
Higher Education
inspection GIS facility
Site Status inspection statistics
Starting work and record and record Maintenance and Disaster facility
management
| Part 3|
approval management repair management application
Building Status
Disaster facility Community
Defect Defect request Defect handling Expiration schedule review
Status management management details management Notice
information
School Information board
information System Management
ICT in Academic
Account Standard Menu Document GIS Sharing opinion
Site Status
Research
| Part 4 |
management management management management management
Service request
Building Status Facility code SchoolMenu Document group GIS code (HELP DESK)
User management management management management management
Facilities SchoolAuthority Facility classification Multi bulletin Document authority GIS building Counseling
management management board management management management support (Q&A)
Facility GIS Access Data matching infor- Menu access Document and GIS information Survey
management mation management statistics blueprint conversion analysis
ICT in Lifelong
Close school Approval Basic code Data revision Document change GIS statistics Harmony of
Education
management management management management management standard code
| Part 5 |
* Can be changed by revision of development direction or consultation during construction. Step 1
and Vocational
ICT in Career
Education
| Part 6 |
The functions of each field including the construction management was
implemented by accepting users’ opinion based on basic and essential functions
considering basic data management functions and level of other functions and data
Solve Educational
| Part 7 |
linkage, and user information linkage system between metropolitan and provincial Gap
education offices was established through NEIS to manage the information of the
school facility personnel.
| Part 8 |
A separate status survey system was constructed and related data was collected to
construct a database of school facilities along with the construction of school facilities
integrated information system. School facility status data includes basic profile of
of the e-Learning
| Part 9 |
school, basic profile of site, building basic profile, and history details of facility, and
status data generated in the stage of construction and operation of school facilities such
| Chapter 8 | Establishment of School Facility Integrated Information System 135

as facility business (construction and service) management, safety management and
maintenance will be input in real time.
Consultative team of information system establishment and operation organized
and operated by the working staffs of 17 metropolitan and provincial education offices
to build school facility integrated information system and professional consultative
team (T/F) was organized and operated when a separate intensive discussion is
required for each field such as safety management and educational environment
improvement project.
3. Main Outcomes
A. Development of School Facility Integrated Information System

The major functions developed are the school facilities status, facility business
management, educational environment improvement project management, safety
management, design book management, and reporting data management. Screen was
designed by dividing ‘basic status’, ‘facility status’ and ‘space status’ in the menu of
school facility status information so that basic status of school, site, building and space
can be searched. Menu of facility business management was designed to generate
register of construction and service through management of whole process from order,
contract, start, and change to completion. Menu of safety management was designed to
manage safety inspection information for whole building registered as school building,
and functions were developed to register and manage facilities such as buildings and
slopes, which was set as disaster vulnerable facilities, buttressed walls, cutting slopes,
and construction sites. Function to manage various construction related design books
managed by MOE using the design book management solution was provided in
the menu of design book management. Folders were created in connection with the
ordering information of facility business management and the screen was developed
to facilitate the registration and search of design books using the upload function of
large files. Screen was developed to generate the reporting data by inputting various

ICT in Elementary
conditions in the menu of reporting data. It also provided a system that can utilize
and Secondary
Education
| Part 1 |
the present status data of the system in real time and report them by supplementing,
submitting the data and collecting them when there is a need to investigate its own
reports of National Assembly and Audit Office, MOE and metropolitan and provincial

education offices.
and Finance
| Part 2 |
B. Build Database
School and site, internal space information between buildings and facility status
has ranks in the school facility status data and system is designed to input internal
space information and facility status information of the building, which is sub
ICT in Education of
Higher Education
information, only after input school, site and building, which has upper ranks.
| Part 3|
The scope of the database was designed to manage detailed information such
as usage classification and actual name of space of each building, actual area etc.
ICT in Academic
Research
| Part 4 |
based on the basic status related to the school's basic profile and site and building
information, and detailed facility history such as retaining walls, waterproofing,
cooling and heating, and finishing materials related to construction.
ICT in Lifelong
Education
| Part 5 |
C. Instruction of IT Infrastructure (HW·SW)
Infrastructure has built essential and basic hardware and software to implement
and Vocational
ICT in Career
Education
| Part 6 |
functions developed during 1st construction project, and hardware has built
communication equipment, various servers and storage and software has built security
related solution, blueprint management solution and linkage solution.
Solve Educational
| Part 7 |
Gap
4. Future Plans
| Part 8 |
As the first establishment of school facilities integrated information system was

completed in March 2017, 17 metropolitan and provincial education offices and
of the e-Learning
| Part 9 |
the MOE will utilize the system to manage school facility status information and
management of various facilities projects from April of the same year and operation
| Chapter 8 | Establishment of School Facility Integrated Information System 137

support for this will be implemented by using metropolitan and provincial contribution
resources. In addition, establishment plan of information system that is optimized
for users will be made by accepting opinions continuously (various consultative
group, demand survey, satisfaction survey) for 2nd establishment project and facility
management task and data management support system (DB quality control, standard
management) and IT infrastructure environment (server, S / W, security system, etc.)
will be built. Along with this, expansion and upgrade will be completed by introducing
the latest technologies such as GIS system and mobile solution as introduction of
new technologies will be promoted as national policy. In particular, it will maximize
the availability of systems and data through expanding data and ensuring consistency
through linkage of internal system (NEIS, EDUPINE, education statistics) and
demand and supply of external data (Ministry of Land, Infrastructure, and Transport,
Ministry of Public Safety and Security and Korea Electric Power Corporation) of
MOE.

ICT in Elementary
and Secondary
Education
| Part 1 |
Foundation and
Chapter Operation of University
Administration and
ICT in Education
1
| Part 2 |
Informatization
Finance
ICT in Education
| 제2부 || Part 3|
교육행·재정 정보화
1. Project Status
of Higher Education
MOE is supporting the expansion of IT infrastructure to improve the quality
of university based information infrastructure and university education services
for securing international competitiveness of higher education. ICT in university is
ICT in 학술연구
|| Part
Research
basically carried out by each university autonomously and nation will support the
제4부4 ||
Academic
정보화
project that can't be promoted by individual universities so that it can contribute to
improving competitiveness of universities and encourage voluntary ICT efforts.
ICT in평생교육Lifelong
Education
|| Part
제5부5 ||
정보화
A. Support on the Operation of the Education Network
The education network established in 1991 is the largest one in Korea and has
and Vocational
ICT
Education
| 제6부
| Part 6 |
led the development of the internet communication industry in Korea. The education
진로·직업교육 정보화
in Career
network is a computer network connecting universities across the country based on
|
Seoul National University and 9 other universities. As of August 2017, 391 institutions
Solve Educational
|| Part
are using it.
제7부7 ||
Gap
교육격차 해소
Creation|of제8부
[Table 3-1] Status of Education Network Members (356 universities, 35 affiliated organizations)
Culture and
Personal및 개인정보보호
| Part 8 |
건전한 정보문화
Affiliation
Healthy Information
National National University

Information
Private Private Remote Graduate

Protection
Div. and public and public of other Total

조성
university college university school

department MOE University
|
university coll
of Cooperation
Number 42 150 8 127 12 15 4 12 25 395

International
of the이러닝e-Learning
| 제9부
Source : Operation Center of Korea Education Network, 2017. 8. 30

| Part 9 |
국제교류 협력과
산업 현황
Exchange
and Status
| &
| Chapter 1 | Foundation and Operation of University Informatization 139

B. Main Contents of ICT in University Implementation Plan
As of 2017, ICT project scale of total number of 39 national universities is
about KRW 55.7 billion, and the number of projects is 236 (50 new projects and 186
existing projects). By type of project, there are 3 planning projects, 116 projects of
development and construction, 123 projects of maintenance and repair, and 3 projects
of policy support ICT with about KRW 50 billion for general university and about
KRW 5.5 billion for education university.
[Table 3-2] Project Overview of 2016 ICT in University (Unit: No. KRW 1 million)
Year on year budget Type (No.) Project budget for each type (No.)
No. of No. of
Amount Variation Variation Development, Maintenance, Policy
Institution project New Exist Planning
amount rate establishment repair support
General
186 50,158 9,466 23.3% 38 148 307 24,738 25,004 109
University(29)
University of
50 5,554 848 18.0% 12 38 134 2,777 2,644 0
Education (10)
Total 236 55,712 10,314 22.7% 50 186 441 27,515 27,648 109
Source: Implementation plan of MOE 2017 ICT in education - Status of ICT in university, 2017. 6
2. Implications
Education system suitable for the technical environment in the fourth industrial
revolution era is needed and it is necessary to expand the SW education based on
information and communication technology to enhance the ability to cope with and
utilize future technologies. Although it is required to increase the budget for this,
systematical respond plan is needed since existing system maintenance, repair, and
operation are of great importance.

ICT in Elementary
and Secondary
Education
| Part 1 |
Chapter Status of Distance
Administration and
Universities
ICT in Education
2
| Part 2 |
Finance
ICT in Education
| 제2부 || Part 3|
Section 1 Operation of the Korea National Open University
of Higher Education
1. Overview
ICT in 학술연구
|| Part
Research
제4부4 ||
Academic
정보화
Korea National Open University was established in 1972 and provides teaching
services through various information and communication media ranging from
Education
|| Part
e-learning to mobile learning using smart devices, starting with broadcasting lectures
제5부5 ||
정보화
on radio and TV. Currently 13 regional universities across the country, three learning
centers in Seoul, and 32 learning centers in major cities and counties are being
and Vocational
ICT
Education
| 제6부
| Part 6 |
operated.
in Career |
Solve Educational
|| Part
2. University Operation Status
제7부7 ||
Gap
교육격차 해소
Creation|of제8부
A. Education System
Culture and
| Part 8 |
Healthy Information
1) Undergraduate and Graduate Courses

Information
Protection
조성
|
The Korea National Open University is operating 22 departments in 4 colleges

of Cooperation
International
including the College of Humanities, the College of Social Sciences, the College of
| 제9부
| Part 9 |
Natural Science, and the College of Education. It plans to operate a social welfare
산업 현황
Exchange
and Status
|
department from 2018.

&
| Chapter 2 | Status of Distance Universities 141

Graduate programs operate a total of 18 master’s degree courses and graduate
school of business is being operated from 2012.
2) Prime college
Prime College is an educational environment for adult learners who can contribute
to strengthening the capability of self-reliance and expanding social contribution.
Prime College is being operated by dividing into the second life design course for
4050 generations, the basic university course for employees, and the learning after
employment course.
B. Student Status
1) Undergraduate
As of April 2016, the number of registered undergraduate students is 120,560.
Among undergraduate students, 35,838 (29.5%) are males and 85,522 (70.5%) are
females. Looking at age groups, 77% of students are in their 30s or above. Especially,
the age group with the highest ratio of 180% is 41~45 years old.
2) Graduate School and MBA Course

As of April 2016, 1,996 students are enrolled. 30s or older accounted for 93%,
and 40s showed the most with 41.2%. The number of student of graduate schools of
business is 192, and the ratio of those in their 30s or older is 93.3%, and of those, 35 to
39 years old account for the most with 20.8%.
3. Operation Status of Prime College
A. Learning after Employment Course

Learning after employment system, which enters university long after graduating
high school, is promoted by MOE through utilization of Korea National Open
University as a result of the increase in employment of high school graduates.

ICT in Elementary
and Secondary
[Table 3-3] Number of students attending prime college programs (Unit: person, %)
Education
| Part 1 |
Div. Total Under 20s 20~24 25~29 30~34
Finance & Service
900 26(2.9) 195(21.7) 174(19.3) 139(15.4)
Department
Administration and
Advanced Engineering
ICT in Education
737 29(3.9) 106(14.4) 148(20.1) 160(21.7)
Department
| Part 2 |
Finance
Div. 35~39 40~49 50~59 Over 60
Finance & Service
135(15.0) 184(20.4) 44(4.9) 3(0.3)
Department
Advanced Engineering
ICT in Education
116(15.7) 142(19.3) 28(3.8) 8(1.1)
Department
| 제2부 || Part 3|
Source: Korea National Open University, 2016 Statistical Annual Report
교육행·재정 정보화 of Higher Education

B. Hub University
1) Basic and Capacity Building Course for Workers
Prime College develops and operates online courses for basic and capacity-
building courses for workers and preliminary employees to expand job opportunities
ICT in 학술연구
|| Part
Research
and opportunities for career development and to support the creation of an employee-
제4부4 ||
Academic
정보화
friendly educational environment.
Education
|| Part
제5부5 ||
2) Support Course for Underprivileged
정보화
Prime College support course for underprivileged is designed to provide a variety
of customized courses so that multicultural background learners such as marriage
and Vocational
ICT
Education
| 제6부
| Part 6 |
immigrants, naturalized persons or defectors in North Korea can improve their self-
in Career
sufficiency in Korean society and actively participate in society as a multicultural
|
citizen.
Solve Educational
|| Part
제7부7 ||
Gap
교육격차 해소
3) Commissioned Education Course

Commissioned education course is a curriculum in which cooperating institutions
Creation|of제8부
Culture and
| Part 8 |
entrust specific online contents to prime college. Currently, Prime College has
Healthy Information
Information
Protection
조성
|
commissioned some courses of in-house college and basic courses for workers.
of Cooperation
International
| 제9부
| Part 9 |
산업 현황
Exchange
and Status
| &

C. 2nd Life Design Course
Prime College provides customized educational services for the 4050 generation
from 2012, a second life design course. The curriculum management can be divided
into a credit track, a non-credit track, and a certification track so that learners can
choose. The type of learning reflects the characteristics of the curriculum and provides
three forms of online, offline (attendance), and mixed (online + offline).
D. OER Service
The OER service has been providing free lectures by accumulating the
experiences and skills of 4050 generation professionals as educational materials.
The OER contents developed so far are 153 subjects, and opening and linking of
contents to Youtube, Naver cast, and national lifelong learning portal 'Neul Baeum' is
promoted.
4. Current Status of Education Contents
A. Lecture Contents
All courses of the Korea National Open University are provided using information
and communication media.
[Table 3-4] Status of Lecture Production by Media (Unit :piece)
Div. 2011 2012 2013 2014 2015

Faculty course 665 392 344 195 271
TV lifelong education course 301 276 273 118 363
TV
Prime college, etc. - 83 157 106 31
Sub-total 966 751 774 419 665
Faculty course 127 106 - 16 -
Audio
Sub-total 127 106 - 16 -
Faculty course 2,616 2,505 1,964 2,408 2,637
Multimedia
Sub-total 2,616 2,505 1,964 2,408 2,637
Faculty course 45 35 - - -
Web
Graduate school 31 97 1,388 1,005 1,002

ICT in Elementary
and Secondary
Prime college, etc. 10 90 659 856 931
Education
| Part 1 |
Web
Sub-total 86 222 2,047 1,861 1,933
Source: Korea National Open University, 2016 Statistical Annual Report
Administration and
ICT in Education
| Part 2 |
Finance
B. Lecture Materials
There were 580 textbooks and 477workbooks available as of April 2014. Digital
textbooks, which started in the second half of 2015, are currently serving a total of 246
ICT in Education
| 제2부 || Part 3|
as of July 2016.
교육행·재정 정보화 of Higher Education

5. Challenge and Prospect
Korea National Open University needs new strategies to provide high quality
ICT in 학술연구
|| Part
Research
education services as well as to fulfill the given basic national duties.
제4부4 ||
Academic
정보화
First, they need to provide learner-centered customized and participatory
education services. It is necessary to build a customized educational service system
Education
|| Part
through analyzing individual needs away from the mass supply system, and it is
제5부5 ||
정보화
necessary to reorganize into a service that can be actively participated by learners.
Second, they must strengthen global university competitiveness and contribute to
and Vocational
ICT
Education
| 제6부
| Part 6 |
the international community. It is necessary to develop and standardize international
in Career
cooperation contents such as education programs necessary for cooperation with
|
international organizations and developing countries to continue to strengthen
Solve Educational
|| Part
cooperation in the future.
제7부7 ||
Gap
교육격차 해소
Third, they need to diversify education contents and manage quality. There is a
need to continuously develop educational contents that can be provided to learners of
Creation|of제8부
Culture and
| Part 8 |
various ages. Along with this, it is necessary to strengthen the management system so
Healthy Information
Information
Protection
조성
|
that quality contents based on diversity can be serviced through quality management
of Cooperation
International
of contents.
| 제9부
| Part 9 |
산업 현황
Exchange
and Status
| &

Section 2 Support Project for e-Learning in ASEAN Universities
1. Overview
Support project for e-Learning in ASEAN Universities started since the ASEAN
Secretary General suggested the establishment of a Korea-ASEAN cyber university
to promote cooperation between Korea and ASEAN at the 2009 ASEAN-Republic of
Korea Commemorative Summit to share Korea’s experiences in ICT higher education
and the operation of cyber universities and Korean government accepted this.
[Picture 3-1] Mid-long term roadmap of revised ACU project
02 03
01 Expansion of educational
Review establishment
of Korea-ASEAN cyber
Support strengthening resources exchange university through
e-learning capacity through operation of consultation with
based on CLMV, Korea-ASEAN higher ASEAN
promote cooperation education network
with ASEAN
2020~
2016~2020
2013~2015
Source: MOE, Changed plan of ASEAN cyber university establishment project, 2013. 7
2. Project Status
A. Vision and Strategy

To accomplish the vision of win-win growth and the development of higher
education in Korea and ASEAN, the following objectives will be achieved: Spread
and development of e-Learning capabilities through 4C strategies of ‘customization’
by country, ‘connection’ of various contents, operation of an open ‘contents’ platform,

ICT in Elementary
and national level ‘collaboration’; use and expand joint contents of Korea and
and Secondary
Education
| Part 1 |
ASEAN; establish and operate a system jointly used by ASEAN; and expand the
network and strengthen collaborative exchanges between Korea and ASEAN.
Administration and
ICT in Education
| Part 2 |
Finance
B. Promotion System
The ACU project is composed of a steering committee with decision-makers
from member countries and member universities, working committees in which
ICT in Education
| 제2부 || Part 3|
practitioners participate, and the participating universities of ASEAN countries
other than CLMVT. And there are the ASEAN University Union (AUN), Korea
of Higher Education
Collaborative University, and KERIS, which organizes and operates the project to
support this.
C. Main Contents of each Project Area
ICT in 학술연구
|| Part
Research
제4부4 ||
1) Strengthening e-learning Capability in four ASEAN countries (CLMV)
Academic
정보화
Strengthening e-learning capability of the four ASEAN countries (CLMV) is
promoted through training programs for e-learning specialists, providing vouchers
Education
|| Part
related to strengthening e-learning, providing local workshops and dissemination
제5부5 ||
정보화
training, and supporting to find best practices using e-learning.
and Vocational
ICT
Education
| 제6부
| Part 6 |
in Career
2) Utilization and Expansion of Operation of Korea-ASEAN Joint Content
The ACU Project Secretariat helps CLMV member universities to develop
|
e-learning content to develop and utilize the joint ASEAN contents and conducts its
Solve Educational
|| Part
role such as supporting quality management system so that developed contents can be
제7부7 ||
Gap
교육격차 해소
utilized in the curriculum.

Creation|of제8부
Culture and
| Part 8 |
Healthy Information
3) Operation of ACU System

Information
Protection
조성
|
The ACU e-learning system provides cloud service to the ASEAN countries
of Cooperation
International
by making three parts of homepage, Learning Contents Management System

| 제9부
| Part 9 |
(LCMS) and earning Management System (LMS). And they launched the ACU
산업 현황
Exchange
and Status
|
Open Educational Resources (OER) platform in 2016 to expand the joint use of
&

higher education resources within the ASEAN region and to raise the level of higher
education in ASEAN.
4) Formation and Operation of ASEAN-Korea Network

Steering Committee and Working Committee, ASEAN-Korea joint research
and international conferences are promoted to promote exchanges and cooperation
between Korea and the ASEAN region. In addition, various cooperative activities of
Korea-ASEAN such as joint development of contents and cooperation research and
international conference is ongoing to activate e-learning in ASEAN regions and to
strengthen cooperation.
3. Main Outcomes
The ACU project established a system in which CLMV member universities can
develop and operate e-learning content on their own by supporting the strengthening
of e-learning capability of Cambodia, Laos, Myanmar and Vietnam in the last four
ASEAN member countries. The greatest achievement of this project is that it narrowed
the gaps in the level of e-learning capability which was somewhat lacking compared
to other ASEAN countries.
It gave feedback step-by-step results throughout the process of producing the
e-learning content by matching of cooperating universities in Korea with CLMV
member universities since 2016 and settled the foundation in which local universities
makes and uses high quality contents with their own technology through this. As a
result of these efforts, the number of learners participating in the e-learning curriculum
increased by 136% from the previous year. The growth of instructors and learners who
use e-learning is expected to continue in the future.

ICT in Elementary
4. Future Plans
and Secondary
Education
| Part 1 |
The ACU Project will make its efforts in activation of ACU OER services and
Administration and
strengthening Korea-ASEAN Higher Education Cooperation to meet the increase in
ICT in Education
| Part 2 |
Finance
demand for higher education in ASEAN and to contribute to solving the education
gap in each country. e-learning is increasingly activated in the ASEAN region, and
systems in which ACU OER can become a center in the process of sharing a variety
ICT in Education
| 제2부 || Part 3|
of teaching and learning materials produced by each university. And it is to contribute
to the establishment of cooperation between Korea and ASEAN to introduce the
of Higher Education
domestic e - learning best practices to ASEAN University and to succeed in the
localization education model of ASEAN.
It is on an important time to review the feasibility of establishing a joint cyber
university based on the analysis of project outcomes progressed so far. Since a joint
ICT in 학술연구
|| Part
Research
cyber university can be established only when various environmental requirements
제4부4 ||
Academic
정보화
such as socio-cultural, economic, and institutional aspects that enable learners of
ASEAN countries to learn effectively through e-learning are satisfied, a very cautious
Education
|| Part
approach is needed. To this end, the ACU Project Secretariat plans to provide data on
제5부5 ||
정보화
objective judgments for the feasibility study of the establishment of ASEAN Cyber
University by 2020 begin with ‘A Study on the E-Learning Level of Higher Education
and Vocational
ICT
Education
| 제6부
| Part 6 |
in ASEAN Countries’.
in Career |
Solve Educational
|| Part
제7부7 ||
Gap
교육격차 해소
Creation|of제8부
Culture and
| Part 8 |
Healthy Information
Information
Protection
조성
|
of Cooperation
International
| 제9부
| Part 9 |
산업 현황
Exchange
and Status
| &

Chapter Open Online University
3 Courses
Korea Open CourseWare (KOCW)
KOCW, Contributing to Sharing Culture and Expansion of Education

Opportunities Through the Opening of University Lectures
KOCW : Korea Open CourseWare, a common utilization system of higher

education teaching and learning data service provided by KERIS, is in its 11th year
since its pilot operation in 2007. It is leading the way to spread the knowledge sharing
culture of Korea by expanding opportunities for lifelong education by releasing the
excellent lectures of universities based on online for free. They provide about 16,000
excellent lectures and more than 360,000 lectures provided by 220 universities and
institutions in Korea and overseas. In addition to university lectures, it also offers
theme lectures in various fields such as English, cultural seminars, and certification.
They are implementing mobile-based applications since June 2016 and are
actively supporting information-gathering behavior of digital generations which is
rapidly changing by coping with various media such as tablet PCs in 2011. In addition,
about 500 English lectures in KOCW have been jointly utilized through the ACU-
OER platform in the first half of 2017 so that ASEAN universities can use them,
expanding the opportunity for users to access high-quality overseas lectures. KERIS
will provide opportunities for higher education and lifelong learning to learners who
have economic, temporal and regional difficulties, and support to activate Flipped

| Part 1 | | Part 2 | | Part 6 | | Part 8 | | Part 9 |
ICT in Elementary ICT in Education | 제2부 || Part 3| || Part
제4부4 || || Part
제5부5 || | 제6부
ICT in Career | || Part
제7부7 || Creation|of제8부 |
Healthy Information | 제9부
International |
Exchange &
and Secondary Administration and ICT in Education
교육행·재정 정보화 of Higher Education ICT in 학술연구
Academic
정보화 ICT in평생교육Lifelong
정보화 진로·직업교육 정보화
and Vocational Solve Educational
교육격차 해소 건전한 정보문화
Culture and 조성
Protection of Cooperation국제교류 협력과
and Status
Education Finance Research Education Education Gap Personal및 개인정보보호
Information of the이러닝e-Learning
산업 현황
151
| Chapter 3 | Open Online University Courses
Free Use
Learning for innovative teaching and learning methods for universities.
Customized theme lecture
Provide 14 types
service
Search for lecture

materials
foreign university lectures
16,160 lectures
Most of domestic and
[Picture 3-2] Available Services and Material Forms of KOCW
KOCW
Contents classification by
theme and provider
Number of Materials
363,239
universities
institutions
Domestic
External
Chapter Status of ICT in
1 Academic Research
Section 1 ICT in University Academic Research
1.Project Overview
With the development of IT technologies, online information services based on

the computerization of a list of books and a full text databases have appeared. Various
services such as computerization the list of processions and digitalizing data, collecting
original digital texts via online and customized services are provided, expanding its
base.
2. Project Status
A. Progress of ICT in academic research

Investments in ICT in university libraries began with the 9th IBRD educational
financial aid project carried out from 1993 to 1997. And it was promoted to establish
digitalizing of the list of processions and original database by ‘comprehensive plan of
library informatization promotion’ from 2001 to 2004. And the ‘Library Promotion
Act’ was implemented in September 2015 for institutional improvement to promote
university libraries.

ICT in Elementary
B. Status of University Library Data and Digitalization
and Secondary
Education
| Part 1 |
The percentage of the digitalization of traditional media such as books and
academic journals is greatly increasing and diversity in the number and type of
Administration and
multimedia data is appearing. There are various types of library data including books
ICT in Education
| Part 2 |
Finance
and web databases, and it is the role of the university library to collect and provide
data suitable for demand.
ICT in Education of
Higher Education
| Part 3|
3. Main Outcomes and Future Plans
ICT교육행·재정
| 제2부 | Part 4 |
KERIS is disclosing overseas academic databases to researchers of all universities
in 정보화Academic Research
after obtaining its university licenses with an objective to promote ICT in academic
research by grasping the status of academic resources scattered around each
organization.
In addition, cooperation system will be activated through strengthening the
specialized institutions in each subject area and projects for reducing relative
Education
|| Part
information gap of universities and strengthening national competitiveness will be
제5부5 ||
정보화
promoted gradually through management of university license quality control and
improvement of overseas database services.
and Vocational
ICT
Education
| 제6부
| Part 6 |
in Career |
Solve Educational
|| Part
제7부7 ||
Gap
교육격차 해소
Creation|of제8부
Culture and
| Part 8 |
Healthy Information
Information
Protection
조성
|
of Cooperation
International
| 제9부
| Part 9 |
산업 현황
Exchange
and Status
| &
| Chapter 1 | Status of ICT in Academic Research 153

Section 2 Foundation of ICE in Domestic Academic Research
1. Background and Progress of ICT in Domestic Academic Research
Domestic academic research information distribution system began in 1962 when

Korea Science and Technology Information Center (KORSTIC) was established. In
2012, the Korea Institute of Science and Technology Information (KISTI), which
integrates the Industrial Technology Information Center (KINITI) and the Research
and Development Information Center (KORDIC), was opened.
The investment for ICT in university library was promoted start with the fund
support project of the 9th IBRD Education Loan carried out from 1993 to 1997.
2. Key Organizations Related to ICT in Domestic Academic Research
A. National Library of Korea

National Library of Korea has established a mutual cooperative system with
domestic and overseas libraries, foreign governments, and international organizations.
In addition, it gives standardized identification numbers to various publications
produced in Korea and allows for the efficient distribution of publications and
literature through the ISBN/ISSN system.
B. The Korea Institute of Science and Technology Information (KISTI)

As a specialized research organization in the field of national science and
technology information, KISTI established a system for collection, management,
and joint utilization of domestic and foreign information. In particular, it focuses on
the operation of the NDSL (a service platform that offers high quality information to
academic, research, and industrial researchers) and the KISTI Society (management of
academic data created by academic groups).

ICT in Elementary
and Secondary
Education
| Part 1 |
Sharing and Circulation
Chapter of Research
Administration and
ICT in Education
2
| Part 2 |
Information
Finance
ICT in Education of
Higher Education
| Part 3|
Section 1 Establishment and Operation of the Research
Information Sharing Service
| 제2부 | Part 4 |
1. Project Overview
RISS, which began in May 1998, is a nationwide open service for the general
public including university students and professors. The objective of RISS is to
enhance the national research competitiveness by quickly and accurately providing
Education
|| Part
academic research information for higher education including domestic and
제5부5 ||
정보화
overseas journals, e-Learning courses, etc. As of February 2017, it has become the
representative service channel in the academic field with an accumulated number of
and Vocational
ICT
Education
| 제6부
| Part 6 |
3.44 million members and the average number of 11.17 million monthly searches
in Career
compared to the previous year.
|
Along with this, they serve various domestic and international academic resources
Solve Educational
|| Part
through RISS by operating digital circulation system (dCollection) and overseas
제7부7 ||
Gap
교육격차 해소
electronic information consortium to secure comprehensive list of jointly written and

shared information on the list of collections held by individual university libraries
Creation|of제8부
Culture and
| Part 8 |
nationwide and the latest original text produced by individual universities and
Healthy Information
Information
Protection
조성
|
institutions.
of Cooperation
International
| 제9부
| Part 9 |
산업 현황
Exchange
and Status
| &
| Chapter 2 | Sharing and Circulation of Research Information 155

2. Project Status
A. Research Information Sharing Service (RISS)

RISS provides search and original texts of various domestic and overseas
academic research information to 344,000 members. As the representative channel in
the academic field, with over 100 million searches per year and 30 million copies of
digital full text being used, it continuously operates its service.
B. Union Catalog Service

Union catalog is a representative bibliography lists in which 770 organizations
including university library in whole country are participating. The integrated
list service began to build 4.5 million cases of surge data and 18 million cases of
possessed data in 1998, and now it has 10.49 million cases of surge data and 53.10
cases of possess data.
C. Inter Library Loan (Book Sea) Service

The Inter Library Loan (Book Sea) Service is a traditional path for universities
to obtain academic resources that they don’t possess through other universities. Inter
Library Loan Service of KERIS, in which 599 organizations are participating, is
continuously expanding the linkage network with domestic institutions.
3. Main Outcomes
A. Research Information Sharing Service (RISS)

RISS has been increasing in use every year through continuous service
improvement and stable operation since its opening in 1998. RISS, which has more
than three million members, conducted a personal information impact assessment in
2016 to strengthen privacy protection.
B. Union Catalog Service

ICT in Elementary
Union catalog service, in which 770 institutions are participating as of February
and Secondary
Education
| Part 1 |
2017, has 10.92 million bibliographic data and 55.31 million collections data. It
regularly operates education and membership grading system so that high-quality
Administration and
data produced from the university library site can be established in the lists. And the
ICT in Education
| Part 2 |
Finance
national input standard guidebook for each type of library for university libraries was
developed in 2016 so that a better quality list could be created in the field.
ICT in Education of
Higher Education
| Part 3|
C. Inter Library Loan (Book Sea) Service
There are 599 organizations participating in the Inter Library Loan (Book Sea)
Service as of February 2017, including the majority of libraries of four-year and
| 제2부 | Part 4 |
two-year colleges, subject and specialized libraries, etc. and in particular, more than
300,000 overseas academic resources provided by the National Library of Korea were
loaned and copied from university libraries in 2016.
4. Future Plans
Education
|| Part
제5부5 ||
정보화
RISS needs to selectively embrace the ever-changing technologies of today
and put more focus on users to prepare the foundation for promotion of sharing and
and Vocational
ICT
Education
| 제6부
| Part 6 |
utilization of academic resources and creating new values of academic resources.
in Career
In this way, RISS should support for the development of RISS itself and allow
|
researchers to do high level of research in various fields. In addition, it should strive to
Solve Educational
|| Part
strengthen the national research competitiveness.
제7부7 ||
Gap
교육격차 해소
Creation|of제8부
Culture and
| Part 8 |
Healthy Information
Information
Protection
조성
|
of Cooperation
International
| 제9부
| Part 9 |
산업 현황
Exchange
and Status
| &
| Chapter 2 | Sharing and Circulation of Research Information 157

Section 2 Establishment and Operation of the Distribution System
for Digital Research Information
1. Project Overview
Distribution system for digital research information refers to series of all processes
to collect and distribute academic information produced by individual institutes based
on universities and provide integrated services. KERIS has established distribution
system of digital research information (hereinafter referred to as “dCollection”) for use
in universities nationwide from 2003 and 237 institutions is using dCollection as of
2017. University theses nationwide are being collected online through this distribution
system of digital research information and academic papers and research reports are
also collected based on open access.
2. Project Status
A. Status of System Supply and Operation

The dCollection system was first developed by KERIS in 2003 as part of
the ‘National Academic Research Database Construction Project’ of the MIC
informatization promotion fund. The expansion of operating universities and
strengthening of system features were carried out in 2004 and 2005.
With the supply to 4 pilot universities in 2003 as the start, the system was
supplied to 16 universities in 2004, 20 universities in 2005 and 22 universities in
2006. 20 universities from the first 2 years have participated from the design phase of
the system and have provided a great help in optimizing the system and maximizing
the convenience of users. As of June 2016, a total of 237 universities are using the
dCollection system, which is almost all universities that produce graduates with
master’s degree or higher in Korea.

ICT in Elementary
B. Status of Ssystem Construction
and Secondary
Education
| Part 1 |
The dCollection system was developed as a direct supply in 2003 and hosting
system in 2007. With the various issues related to system security and application
Administration and
changes in IT technologies and the environment that has occurred over the past
ICT in Education
| Part 2 |
Finance
10 years of use, a full upgrade was initiated in 2016. The national e-Government
recommended framework was adopted to increase stability and security of the system.
ICT in Education of
Higher Education
This supports the efficient collection and management of dissertations made through
| Part 3|
various multimedia resources including images and videos compared to conventional
text-based dissertations. With the upgrade of the hosting system in 2016 as the start,
the advancement of the direct supply system will be completed by 2018.
| 제2부 | Part 4 |
3. Main Outcomes
The digital original text online service, which is a achievement of scholar

research, became a very important service for researchers who want to acquire the
Education
|| Part
original text immediately. As of the end of June 2017, about 1.39 million theses and
제5부5 ||
정보화
about 4.48 million academic papers have been collected and constructed through
dCollection system and the original texts are being served through RISS. About
and Vocational
ICT
Education
| 제6부
| Part 6 |
60,000 pieces of thesis are collected every year through dCollection and the theses and
in Career
journals collected are linked to RISS so that anyone can use them freely.
|
‘Committee of sharing of original text of research information’ is being operated
Solve Educational
|| Part
for role sharing and cooperation with universities, which are major producers and
제7부7 ||
Gap
교육격차 해소
holders of academic information resources and continuous policy decision. The

committee is selected as a two-year base through evaluation of contribution to
Creation|of제8부
Culture and
| Part 8 |
sharing and distribution of original text of academic information and there are 20 new
Healthy Information
Information
Protection
조성
|
operating committee universities as of 2017.

of Cooperation
International
| 제9부
| Part 9 |
산업 현황
Exchange
and Status
| &
| Chapter 1 | Status of ICT in Academic Research 159

4. Future Plans
According to Article 7 and 13 of the University Library Promotion Act

(implemented on September 28, 2015), the university library has a legal basis for
collecting, digitizing and operating various knowledge resources produced by
universities and its joint use of digital data. If all types of academic research products
produced by universities based on the dCollection system can be digitized and freely
serviced through RISS to national academic researchers, it will contribute not only
to improving the national competitiveness of research but also to the position of the
university library that plays the role in it.

ICT in Elementary
and Secondary
Education
| Part 1 |
Information Notification
Chapter of Academic Credit
Administration and
ICT in Education
1
| Part 2 |
Bank System
Finance
ICT in Education of
Higher Education
| Part 3|
1. Overview
ICT in학술연구Academic
|| 제4부
Research
Part 4 ||
Information notification of credit bank system is a system that notify information
정보화
on education training institutions of credit bank system to promote the competition
between education training institutions and to enhance responsibilities according to the
ICT교육행·재정in정보화Lifelong Education
| 제2부 | Part 5 |
increasing the number of learner of credit notification system and consumer-oriented
information disclosure, and to improve the social reliability and utility of the system
through the improvement of transparency of the operation of education training
institution with credit bank system. Information notification of credit bank system was
implemented on September 28, 2016 as 2015 "Law on Credit Recognition, etc." and
the Enforcement Decree of the Act were amended.
and Vocational
ICT
Education
| 제6부
| Part 6 |
in Career |
2. Project Status
Solve Educational
|| Part
제7부7 ||
Gap
교육격차 해소
A. Promotion System and Its Role

The promotion system of the credit bank system information notification is
Creation|of제8부
Culture and
| Part 8 |
composed of MOE, the National Institute of Lifelong Education, and the education
Healthy Information
Information
Protection
조성
|
training institutions with credit bank system. Main policy of the credit bank system
of Cooperation
International
information notification is confirmed by MOE through review, consideration and

| 제9부
| Part 9 |
consultation of separate advisory committee and the information that the education
산업 현황
Exchange
and Status
|
training institution input and submitted is publicly notified after being verified by the
&
| Chapter 1 | Information Notification of Academic Credit Bank System 161

National Institute for Lifelong Education.
B. Promotion Procedure
National Institute for Lifelong Education, which is the general administrative
body and the integrated notification agency, is responsible for the overall management
of the information notification of credit bank system, and it will be promoted in
cooperation with over 500 education training institutions with credit bank system.
Notification information is opened to the public 5 times a year (February, March,
June, August, October) and notification procedures are divided into preparation, input
and integration, pre-verification, preliminary notification, main notification and post-
verification.
C. Configuration Status of Information System

Information notification system of credit bank system consists of notification
management support system for notification management such as notice service for
learners and citizens (www. cbinfo.or.kr), input convenience of education training
institutions and verification of National Institute for Lifelong Education.
D. Target and Scope

According to the Law on Credit Recognition, etc., ‘Director of the education
training institute that operates the evaluation and recognition learning course shall
notify the information of the following items held and managed by the institution at
least once a year’. Accordingly, 427 educational training institutions are subject to
notification as of July, 2017, and the number of institutions subject to notification
varies according to the period.
The scope of notification is 17 items in 8 categories. The scope, number of
notification and time of specific notification information are determined by the
Enforcement Decree of the Law on Credit Recognition, etc.

ICT in Elementary
3. Main Outcomes
and Secondary
Education
| Part 1 |
A. Strengthening Learning Rights by Guaranteeing the Rights to Know of
Administration and
ICT in Education
Consumers
| Part 2 |
Finance
Information notification system of credit bank system improves the convenience
of information use by integrally disclosing notification information of credit bank
ICT in Education of
Higher Education
system using a single window that can be easily accessed by the public. It also
| Part 3|
provides information on the education training institutions with credit bank system
from the consumer's point of view so that the learner can make a reasonable decision
when selecting the education training institution.
|| 제4부
Research
Part 4 ||
정보화
B. Increase Transparency of Education Training Institution
It contributes to the transparency of education training institutions by informing
| 제2부 | Part 5 |
notification information of education training institutions with credit bank system
actively.
C. Derive Voluntary Competition of Education Training Institutions

Notification information of education training institutions with credit bank system
disclosed not only to learners but also to education training institutions, creating
and Vocational
ICT
Education
| 제6부
| Part 6 |
information sharing and positive competition environment.
in Career |
Solve Educational
|| Part
4. Development Plan
제7부7 ||
Gap
교육격차 해소
The credit bank system notice (Information notification system homepage) is a

Creation|of제8부
Culture and
| Part 8 |
newly established service in 2016 and is currently under trial operation. Currently,
Healthy Information
Information
Protection
조성
|
it is possible to search for basic public information and statistical information by

of Cooperation
International
institutional and index, but the demand for complex search and statistical services is
| 제9부
| Part 9 |
increasing. In addition, there is an increasing demand for improved convenience and

산업 현황
Exchange
and Status
|
additional reporting functions. As a result, homepage will be revised based on the

&
| Chapter 1 | Information Notification of Academic Credit Bank System 163

adaptive web and various statistical functions will be reflected in 2017. They will also
make efforts to improve the reliability of notification information.

ICT in Elementary
and Secondary
Education
| Part 1 |
Korea Massive
Chapter Open Online Course
Administration and
ICT in Education
2
| Part 2 |
(K-MOOC)
Finance
ICT in Education of
Higher Education
| Part 3|
1. Project Overview
|| 제4부
Research
Part 4 ||
The MOE carried out a pilot operation of the Korean Massive Open Online
정보화
Course (K-MOOC) that ‘opens excellent courses of universities to the general public
via online’ from October 2015 to make a break-through in university education
| 제2부 | Part 5 |
through an open system for higher education by innovating teaching-learning methods
for cultivating creative talents, realizing practical opportunity of higher education,
actively responding to global spreading of MOOC (Massive Open Online Courses)
and changes of higher education paradigm and creating a base for lifelong learning in
the age of 100 years old.
From 2013 to 2015, cabinet meeting reports were made on the necessity of
and Vocational
ICT
Education
| 제6부
| Part 6 |
building Korean MOOCs to achieve innovation of higher education and to reduce
in Career
educational expenses. MOOC leading universities including Seoul National
|
University, Yeonsei University and Korea University were selected and 27 lectures
Solve Educational
|| Part
were opened in 2015, and trial service was opened on October 14, 2015. And total
제7부7 ||
Gap
교육격차 해소
of 116 lectures were added including lecture of MOOC leading universities selected
in 2015, lecture of MOOC leading universities newly selected, KOCW conversion
Creation|of제8부
Culture and
| Part 8 |
lecture, field designated lecture, lecture linked with university financial support project
Healthy Information
Information
Protection
조성
|
in 2016.
of Cooperation
International
| 제9부
| Part 9 |
산업 현황
Exchange
and Status
| &
| Chapter 2 | Korea Massive Open Online Course (K-MOOC) 165

2. Project Status
A. Support for K-MOOC Content Development

MOE is responsible for planning the business as a whole. Specifically, they
establish a basic operation plan for each year, make a business notification based
on this, and finally approve the selected participating universities. And they select
and award excellent lectures and support staffs. The National Institute for Lifelong
Education (hereinafter “National Lifelong Education”), which is responsible for the
project, operates a business substantially and establishes and implements detailed
action plans in accordance with the basic plan set by MOE. Participating universities,
another important business entity, plays a central role in the development, operation,
and utilization of content.
K-MOOC contents development support is conducted according to procedures
such as signing of agreement, lecture development, contents review, final approval
of lecture, preparation of operation and operation of lecture. The first procedure is
the signing of agreement between the university and the National Lifelong Education
that have passed the selection results. The second project operation procedure is
lecture development. The types of K-MOOC selected in 2016 can be divided into
three categories, which are lectures developed by Mook leading universities, lectures
developed through university financial support projects, and field-designated lectures.
The third project operation procedure consists of self-inspection of the university as
contents review, review of the quality control committee of the National Lifelong
Education and testing. The fourth project operation procedure is the final approval and
operation of the developed lectures..
B. Establishment and Operation of a Common Platform

K-MOOC platform is established based on Open edX, an open source platform,
considering the buildup period, the stability of early service, and the international
compatibility for content sharing with domestic and foreign organizations in future.
Open edX is a global platform that is used by 800 services around the world, including

ICT in Elementary
edX co-founded by Harvard and MIT, XuetangX of China, and Fun of France. The
and Secondary
Education
| Part 1 |
features are as follows.
First, it is a dedicated platform for MOOC, and since it is designed based on the
Administration and
assumption that many learners will use it from the beginning, it is easy to operate
ICT in Education
| Part 2 |
Finance
large scale lectures with a small amount of server. Second, it is continuously updated
twice a year as an open source and it can be constructed and operated by modifying
ICT in Education of
Higher Education
according to the purpose of each service based on this. Third, content exchange with
| Part 3|
other services is easy. Since it complies with the Learning Tools Interoperability (LTI)
standard and supports API, it is also easy to exchange contents with other types of
LMS as well as Open edX based services. In addition, K-MOOC platform provides
|| 제4부
Research
Part 4 ||
'administrators function', platform for service management and monitoring, 'instructor
정보화
function' for the development and operation of the lecture, and 'learner function' for
actually taking the lecture.
| 제2부 | Part 5 |
3. Main Outcomes
A great amount of interest and participation was put into K-MOOCs since its
opening in October 2015 with 240,000 visitors to the website and over 40,000 people
and Vocational
ICT
Education
| 제6부
| Part 6 |
who signed up for courses in about one month. As of March 2016, the number of
in Career
visitors to the website reached 272,000, the number of people who signed up for
|
courses have increased to 24,000, and the number of membership reached 140,000,
Solve Educational
|| Part
implying the steady growth of interests by individual learners. Results of a survey of
제7부7 ||
Gap
교육격차 해소
applicants who took courses developed and operated in 2016 shows that 80.96% of
the total respondents answered that it was helpful in attaining the course objectives
Creation|of제8부
Culture and
| Part 8 |
and the overall satisfaction level of the K-MOOC course is 82.89, which is slightly
Healthy Information
Information
Protection
조성
|
higher than the overall satisfaction level of 2015.

of Cooperation
International
Many universities including Korea University is using K-MOOC lectures to

| 제9부
| Part 9 |
provide learners with active and continuous learning motivation. And it concluded
산업 현황
Exchange
and Status
|
business agreements with various public and private institutions to expand the use
&

of K-MOOC contents in public and private institutions in 2016. National Human
Resources Development Institute, National HRD Institute (2016.1.29), Korea Human
Resource Development Institute for Health & Welfare (2016. 2. 29), Korean Civic
Education Institute for Democracy of National Election Commission (2016. 3. 31),
Korea Invention Promotion Association of International Intellectual Property Training
Institute (2016. 5. 24), Sejong City Education Research Institute (2016. 8. 31) and
Korea Credit Guarantee Fund (2016. 9. 6) are included.
4. Future Plans
The number of K-MOOC lecture development universities and lectures has been
gradually increasing, satisfying the various learning needs of learners since its opening
in 2015. However, since the quantitative level and diversity of lectures are insufficient
compared to overseas MOOCs, it is necessary to develop continuous lectures to
meet the needs of learners and to continuously manage the quality of lectures to the
level of learners’ eyes. In addition, it is necessary to establish diverse and practical
ways to utilize K-MOOC in higher education and lifelong education for education
innovation, adult re-education and strengthening task capability of worker to prepare
the 4th industrial revolution era. And it is necessary to establish a settlement plan
for K-MOOC services and a step-by-step method of self-reliance so that sustainable
service can be provided.
MOE and National Lifelong Education set up a two-stage of long-term promotion
direction to set future plans. Stage 1 is the stage of launching and stabilizing services
from 2015 to 2019. At this time, it will continue to expand the course opening and
operation, and jointly develop and utilize lectures among participating universities
and conduct credit tests based on government support. The second stage is the period
from 2020 to 2024, in which the basis for service upgrading and self-reliance is set. It
aims to gradually reduce government support for lecture development and operation,
and to activate autonomous lecture development and operation of the university.

ICT in Elementary
The government will concentrate on platform management and lecture quality
and Secondary
Education
| Part 1 |
management, and universities and institutions developing lectures will develop and
operate autonomous lectures through creating profit models.
Administration and
The MOE and KERIS will open a new prospect for lifelong education of adults
ICT in Education
| Part 2 |
Finance
who work and study at the same time while leading a transition in the paradigm of
higher education in Korea based on the exchange of open knowledge, cooperation,
ICT in Education of
Higher Education
and sharing of thoughts through K-MOOCs.
| Part 3|
|| 제4부
Research
Part 4 ||
정보화
| 제2부 | Part 5 |
and Vocational
ICT
Education
| 제6부
| Part 6 |
in Career |
Solve Educational
|| Part
제7부7 ||
Gap
교육격차 해소
Creation|of제8부
Culture and
| Part 8 |
Healthy Information
Information
Protection
조성
|
of Cooperation
International
| 제9부
| Part 9 |
산업 현황
Exchange
and Status
| &

National Lifelong
Chapter Learning Portal
3
Construction
1. Project Overview
A. Promotion Background and Purpose

The National Institute for Lifelong Education (NILE) is continuously promoting
the establishment of the national-level integrated lifelong education information
service network to create a learning environment where disadvantaged groups with a
lack of opportunities to participate in lifelong education or residents of areas with poor
lifelong education infrastructures can learn without time and space constraints.
‘National Lifelong Learning Portal’, which is a national lifelong learning
comprehensive information service network, aims to complete promotion system of
lifelong education that led to nation-city, province-city, Gun, Gu-Eup, Meyong and
Dong, and to provide personalized lifelong learning opportunities for each lifecycle
and classes by building comprehensive learning delivery system of lifelong learning
without time and space constraints.
B. Project Progress
National Institute for Lifelong Education, as a host organization for building
National Lifelong Learning Portal, has started online lifelong learning support portal
and infrastructure construction project to provide lifelong education information,
development of lifelong education contents and linkage service. Accordingly, the
national lifelong learning portal ‘Neul Baeum’ (www.lifelongedu.go.kr) was launched
in December 2014, and learning mobile app service of Neul Baeum was launched in

ICT in Elementary
January 2015. Since then, constant system improvement and public relations activities
and Secondary
Education
| Part 1 |
are conducting to enhance activation of the national lifelong learning portal ‘Neul
Baeum’ and user convenience.
Administration and
ICT in Education
| Part 2 |
Finance
2. Project Status
ICT in Education of
Higher Education
| Part 3|
A. Major Service Status
The National Lifelong Learning Portal, ‘Neul Baeum’, provides three services to
support the participation of people in lifelong learning. First, information on lifelong
|| 제4부
Research
Part 4 ||
education such as lifelong education lectures and information on institutions operated
정보화
by various lifelong education centers is provided in connection with 17 metropolitan
and provincial Damoa lifelong education information network. Second, public
| 제2부 | Part 5 |
contents of public, private, and university sectors in Korea and excellent lectures of
institutions are secured and provided to enhance accessibility of lifelong education.
Third, the learning history management service is provided so that the systematic
learning design can be done by recording and accumulating learning experience
learned in ‘Neul Baeum’
The National Lifelong Learning Portal, ‘Neul Baeum’ makes possible to search
and Vocational
ICT
Education
| 제6부
| Part 6 |
lifelong learning information in 17 regions nationwide with one-stop through the
in Career
linkage with metropolitan and provincial ‘Damoa Lifelong Education Information
|
Network’. And public contents of public, private, and university sectors in Korea and
Solve Educational
|| Part
excellent lectures of institutions are secured and provided to enhance accessibility of
제7부7 ||
Gap
교육격차 해소
lifelong education.
It is linked to the lifelong learning account system so that systematic learning
Creation|of제8부
Culture and
| Part 8 |
design can be provided by recording and accumulating learning experience learned

Healthy Information
Information
Protection
조성
|
in ‘Neul Baeum’ in learning account (online learning history system) through the
of Cooperation
International
National Lifelong Learning Portal, ‘Neul Baeum’and learning results are utilized.
| 제9부
| Part 9 |
산업 현황
Exchange
and Status
| &
| Chapter 3 | National Lifelong Learning Portal Construction 171

3. Main Outcomes
National Lifelong Learning Portal ‘Neul Baeum’ is linked with various lifelong
education systems operated by National Institute for Lifelong Education to activate
lifelong learning as well as private lectures to expand provision of lifelong education
contents. In addition, convenience was enhanced by improving LMS (Learning
Management System) to improve user convenience.
It has completed the linkage with 17 metropolitan and provinces Damoa lifelong
education information network as of 2017 by setting meta-standard and information
system for linking services to metropolitan and provinces ‘Damoa lifelong education
information network’.

ICT in Elementary
Information Support
and Secondary
Education
| Part 1 |
Chapter Services for
Customized Lifelong
Administration and
ICT in Education
4
| Part 2 |
Finance
Education
ICT in Education of
Higher Education
| Part 3|
Section 1 Establishment and Operation of Information Support
Services for Parents
|| 제4부
Research
Part 4 ||
정보화
1. Overview
| 제2부 | Part 5 |
Information support services for parents was established in October 2010 since
the National Institute for Lifelong Education was selected as operating institution of
supporting center for parents. It was opened in the form of ‘Parent On-Nuri (www.
parents.go.kr)’ which is the official website of the National parent support center in
March 2011 and currently is being operated in the form of a website and a mobile site.
and Vocational
ICT
Education
| 제6부
| Part 6 |
in Career
2. Status of Operation of Information Support Services for Parents
|
Solve Educational
|| Part
제7부7 ||
A. Operation of Curriculum of Parent On-Nuri Online Education Center Gap
교육격차 해소
National parent support center has opened and operated a total of 26 curriculums
including ‘Self-directed Learning Coaching Manual’ and ‘Happiness Education for
Creation|of제8부
Culture and
| Part 8 |
Parents' through the Parent On-Nuri Online Education Center.

Healthy Information
Information
Protection
조성
|
of Cooperation
International
[Table 5-1] Operation of Curriculum of Parent On-Nuri Online Education Center (Total 26)
| 제9부
| Part 9 |
Name of Curriculum Time Name of Curriculum Time

산업 현황
Exchange
and Status
Economic education for our child 8 Send our child kindergarten 6

|
Happy education for parents 5 Send our child elementary school 10

&
| Chapter 4 | Information Support Services for Customized Lifelong Education 173

Name of Curriculum Time Name of Curriculum Time
Happy education for child 6 Send our child middle school 6
Our family that respect, care and communicate 5 Send our child high school 6
Wise parents, good parents 5 Free semester, parent education manual 5
Family conflict, what can we do? 5 Parent school participation 1
I want to be a good father 5 Lecture method that attracts learners 6
My child who is in puberty sometimes looks mean (Secondary) 5 Creativity developed by parents 8
How to raise child for inexperienced parents (kindergarten) 5 Our child's personality education through reading 5
How to raise child for parents of elementary students (elementary) 5 Education of meal time with parents 6
Health and food in the beginning of the world of
Child parent education 6 5
professor Lee Gye Ho
Career and vocational guidance with parents 7 Natural healing and food therapy 10
Self-directed learning coaching manual 15 Anger clinic of professor Kim Jong Woo 5
Source: Site of ‘Parent On-Nuri online education center’ (http://www.parents.go.kr), 2017. 2
B. Operation of Parent Education Information Provision Service

National Parent Support Center continuously updates the latest educational
information useful for parents and provides various video materials and educational
materials through the Parent On-Nuri homepage.
[Table 5-2] Status of parents On-Nuri educational material
Div. Quantity Major materials

Have your dreams! Full of talent! Do it like this, Video of school violence survey, public
Public relations relations of parents online education center, creating correct education without any
prerequisite learning
Video
education 305 Documentary, Power of language, emotional documentary, knowledge channel e, EBS parents are different,
materials culture etc.
Self-directed learning relay forum lecture, mom cried, dangerous 10 minutes (Prevent child
Education
sexual abuse), sweet child care, parents coaching for child learning, etc.
Parent participation guide in school, parent child education 9 guidebooks, guidebook of
Guidebook
smartphone addiction prevention, creativity developed by parents, happy child education
(Manual)
guide
Off-line
Excellent case book of parent school education participation, materials of home-school-
education 343 Excellent case
society linkage Saturday program case and program operation institution, self-directed
materials book
learning success story using EBS English education broadcasting
Relay forum material book for self-directed learning culture, material book of language
Material book
training, understanding students' mental health, etc.
C. Operation of Parent Education Information Provision Service

The National Parent Assistance Center will guide the contact of metropolitan

ICT in Elementary
and provincial parent support center so that parents can find information on parent
and Secondary
Education
| Part 1 |
participation and counseling services (education, career, school life) at their local
parent support center and provides a link service that can move to the homepage if
Administration and
necessary. In addition, SNS such as Twitter, Facebook and blog is used to strengthen
ICT in Education
| Part 2 |
Finance
communication with parents to enhance the accessibility of educational information
and to activate its spread and expansion.
ICT in Education of
Higher Education
| Part 3|
3. Challenge and Prospects
|| 제4부
Research
Part 4 ||
정보화
A. Secure and Maintain Excellent Contents
The most important part of activation of parent support information service is
to integrate and organize various educational information that parent needs and to
| 제2부 | Part 5 |
provide it to parents in need. Continuous demand analysis and monitoring will be
conducted and opinions regarding contents that can effectively reflect the parent
education site will be reflected to meet the needs and demands of various parents and
schools.
B. Strengthen Cooperation among Parents related Education Institutions
and Vocational
ICT
Education
| 제6부
| Part 6 |
Diversification of content and substantial operation is required to increase the
in Career
number of student and enhance satisfaction. It plans to strengthen the human and
|
material network for efficient information linkage to develop a system that can provide
Solve Educational
|| Part
comprehensive parent support information in a comprehensive way. In addition, it
제7부7 ||
Gap
교육격차 해소
will strengthen cooperation through continuous linkage with related organizations of

parent education so that system that can utilize and manage by connecting information
Creation|of제8부
Culture and
| Part 8 |
from various institutions can be developed.

Healthy Information
Information
Protection
조성
|
of Cooperation
International
C. Promote Parent Support Information Services

| 제9부
| Part 9 |
Promoting and allowing using high quality contents with various topics to many
산업 현황
Exchange
and Status
|
parents is a prerequisite for development and dissemination. It will find systematic

&

public relations that can link various parent support tasks through MOU with related
organizations and encourage awareness and use of parent support information service
through other various channel.

ICT in Elementary
and Secondary
Section 2 Establishment and Operation of Information Service for
Education
| Part 1 |
the Central Multicultural Education Center
Administration and
ICT in Education
| Part 2 |
Finance
1. Overview
ICT in Education of
Higher Education
As we enter the global society, domestic multicultural changes are accelerating.
| Part 3|
The United Nations Future Report predicts that the proportion of multicultural families
will account for about 21% of the total population in Korea by 2050 if trend toward
low fertility and aging is maintained.
|| 제4부
Research
Part 4 ||
MOE emphasizes the importance of multicultural education to encourage
정보화
multicultural students with migration backgrounds fully utilize their abilities without
being alienated and grow into talents in our society. Central Multicultural Education
| 제2부 | Part 5 |
Center of the National Institute for Lifelong Education is an institution entrusted
with major policy projects in multicultural education. They operate an information
service business centered on the development of multicultural education materials
and contents, the promotion of multicultural education and construction of networks,
the operation of the website of multicultural education center, and the establishment
of digital archives for multicultural education to raise multicultural awareness of all
and Vocational
ICT
Education
| 제6부
| Part 6 |
members of our society.
in Career |
Solve Educational
|| Part
2. Project Status
제7부7 ||
Gap
교육격차 해소
Creation|of제8부
A. Provide Information Service through Operation of the Central Multicultural

Culture and
| Part 8 |
Healthy Information
Education Center Website

Information
Protection
조성
|
Central multicultural education center introduces and promotes multicultural

of Cooperation
International
education-related policy projects through its homepage (www.nime.or.kr), and major

| 제9부
| Part 9 |
contents related to multicultural education such as statistics on multicultural education

산업 현황
Exchange
and Status
|
materials are provided. It provided Korean education system and career information
&

videos translated into multiple languages to multicultural parents in 2017, and major
information services include major policy projects related to multicultural education,
network sharing by region, provision information on laws related to multicultural
education, and provision of multicultural education contents.
B. Establishment and Operation of the Digital Archive for Multicultural

Education
Central multicultural education center systematically records and keeps various
multicultural education materials developed by the metropolitan and provincial
education offices, multicultural education policy schools, and related organizations,
and has established and operated ‘Multicultural Education Digital Archive’ system so
that ordinary citizens can easily search and utilize multicultural education materials.
‘Multicultural Education Digital Archive’ is a specialized data retrieval system that
allows users to search for desired data more efficiently through the integrated data
search function and by entering keywords such as topic, subject, and region. In
addition, it provides users with the functions to search and find multicultural education
materials conveniently. It also equipped with Metaanalysis function about statistic
status of archive users' utilization pattern such as user's data retrieval and download
status.
3. Main Outcomes
Since the establishment and operation of the website in 2005, the central
multicultural center has been continuously providing various information services to
increase the convenience of users. In particular, as the archive system is built, statistics
such as the status of data possession and collection, and the status of multilingual
support data by subject can be collected.
Central multicultural education center collected total of 3,945 multicultural
education materials developed and utilized by related organizations and classified

ICT in Elementary
them by theme and content for the activation of ‘Multicultural Education Digital
and Secondary
Education
| Part 1 |
Archive’. And they provide data retrieval function so that users can utilize them in data
retrieval by extracting subject keywords and main contents. In addition, they input
Administration and
and provide multicultural education materials developed by each metropolitan and
ICT in Education
| Part 2 |
Finance
provincial education offices and multicultural education policy schools (multicultural
preliminary school, multicultural focus school, multicultural research school, etc.) in
ICT in Education of
Higher Education
the digital archive.
| Part 3|
4. Future Plans
|| 제4부
Research
Part 4 ||
정보화
The future plans for the establishment and operation of information services for
the central multicultural education center as follows.
| 제2부 | Part 5 |
First, it will continuously upgrade the functions of the central multicultural
education center website as a hub for sharing various information and data related
to multicultural education. To achieve this, a regular satisfaction survey for website
users will be carried out along with the analysis on the utilization status of the central
multicultural education center website for functional improvement as a user-friendly
website. In addition, it will continue to promote domestic multicultural education
and Vocational
ICT
Education
| 제6부
| Part 6 |
support projects and provide efficient information sharing services such as expansion
in Career
of function of integrated information network of multicultural education at national
|
level by strengthening the linkage and cooperation with information system of the
Solve Educational
|| Part
related organizations.
제7부7 ||
Gap
교육격차 해소
Second it plans to increase accessibility and utilization such as suggesting

popular search word by monitoring user’s search download frequency to increase the
Creation|of제8부
Culture and
| Part 8 |
utilization of the multicultural education digital archive.

Healthy Information
Information
Protection
조성
|
Finally it will establish a periodic linkage system with related organizations and
of Cooperation
International
plan to continue to collect and share materials produced by each subject by updating
| 제9부
| Part 9 |
multicultural education related material and sharing regional event and various press.
산업 현황
Exchange
and Status
| &

Career and Vocational
Chapter Education Service
1
(CareerNet)
1. Overview
CareerNet, career information network (career.go.kr) was developed and serviced

since 1999 to provide information on careers and jobs to the public and to support the
career choices of the people.
2. Project Status
A. Cloud Conversion Business

CareerNet, career information network, began working on converting existing
physical servers to virtual cloud servers from 2016. The conversion of the Web server
and WAS server to the cloud was completed in early 2017.
Career information network careerNet operates 7 kinds of apps for mobile users
including future job world, careerNet consultation, careerNet test, e-career channel,
career and job (smart book), suitable career and careerNet planner. CareerNet apps,
which have been in service since 2012, have totaled 856,010 downloads so far and it
is found that a relatively large number of people are using careerNet test, future job
world, and suitable career.

ICT in Elementary
B. Result of Use
and Secondary
Education
| Part 1 |
1) Membership
Members of CareerNet has reached 18,354,600 (as of June 2017) and 666,622
Administration and
new members were registered in 2016. 1,810 people per day and 55,000 people per
ICT in Education
| Part 2 |
Finance
month were added as new members in 2016.
ICT in Education of
Higher Education
2) Online Psychological Test
| Part 3|
Achievements using 8 career psychological tests provided careerNet reached a
total of 1,880,391 in 2016. The number of users of the job aptitude test was the highest
ICT in Academic
among various test tools and 615,565 cases were serviced in one year. Next were
Research
| Part 4 |
389,960 of occupational values tests, 365,494 occupational interest tests (K type), and
293,125 occupational interest tests (H type).
ICT in Lifelong
Education
| Part 5 |
3) Mobile App
Career information network careerNet operates 7 kinds of apps for mobile users
including future job world, careerNet consultation, careerNet test, e-career channel,
career and job (smart book), suitable career and careerNet planner. CareerNet apps,
Vocational Education
ICT in Career and
which have been in service since 2012, have totaled 856,010 downloads so far.
| Part 6 |
3. Main Outcomes
Solve Educational
|| Part
Users were relatively satisfied with the overall careerNet. Satisfaction with the
제7부7 ||
Gap
교육격차 해소
entire careerNet has increased slightly from 4.06 points in 2014, 4.19 points in 2016
and 2016 (5 point satisfaction criteria). The design and screen layouts have been
| Part 8 |
improved each year, resulting in a steady increase in satisfaction as 4.19 points in

2016.
of the e-Learning
| Part 9 |
| Chapter 1 | Career and Vocational Education Service (CareerNet) 181

[Table 6-1] CareerNet satisfaction trend by year
4.3
4.2
4.1
4.0
3.9
3.8
3.7
3.6
3.5
0
2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016
Design and screen layout How to use Contents
4. Future Plans
A. Linkage of Career Education Information Network

It is necessary to implement a platform for suppliers and consumers by integrating
and connecting various information networks related to career education to create an
information network that comprehensively supports people's career planning, career
experience, career decision, etc.
B. Career Design Support using Big Data

Implementation of a big data analysis system is required to provide personalized
career information. It is possible to provide customized services according to the
characteristics and demands of the users by collecting and analyzing data such as
member information, occupational information and department information search
history, psychological test result, career counseling history, career experience history,
and usage history of other career education related information networks to provide
personalized career information.

ICT in Elementary
C. Production and Distribution of Career Information related to the 4th
and Secondary
Education
| Part 1 |
Industrial Revolution
It is necessary to elevate the challenging career consciousness of adolescents
Administration and
by developing career information on the industry and occupations that lead the
ICT in Education
| Part 2 |
Finance
4th Industrial Revolution. There is a need to create career information and career
planning guides for fields such as things Internet, big data, 3D printers, robots and
ICT in Education of
Higher Education
artificial intelligence, cloud computing, unmanned vehicles, genetic engineering, and
| Part 3|
nanotechnology.
ICT in Academic
D. Development and Distribution of Personalized Career Information for
Research
| Part 4 |
Various Subjects
Customized career information for consumers such as college students, parents,
and social considerations system as well as middle and high school students need to
ICT in Lifelong
Education
| Part 5 |
be developed and distributed. In particular, appropriate career information is necessary
for vulnerable groups such as North Korean defectors, disabled students, children of
multicultural families, and out-of-school youth, which can be called social weak.
ICT in Career and
| Part 6 |
Solve Educational
|| Part
제7부7 ||
Gap
교육격차 해소
| Part 8 |
of the e-Learning
| Part 9 |
| Chapter 1 | Career and Vocational Education Service (CareerNet) 183

Chapter Human Resources
2 Information Service
1. Project Overview
It is absolutely important to raise and maintain the knowledge and skill level of
human resources to increase competitiveness of corporation. The core competencies of
corporations are changing rapidly from physical capital in the past to human capital or
knowledge capital. The Human Capital Corporate Panel (HCCP) of Korea Research
Institute for Vocational Education & Training is a useful material that dynamically
grasps the process of accumulating quantitative and qualitative levels of human
resources and human resources from 2005. They have been building and opening
data 2 years and have held six academic conferences until 2017 for six years. The
main characteristics of HCCP are as followings. First, the basic unit of investigation is
'corporation' rather than business unit. Second, qualitative change of human resource
level can be grasped with mid to long term by analyzing annual change in human
resource management and development of corporations since it is structured to enable
longitudinal analysis. Third, it is possible to link and analyze the corporation and
the worker so that the implementation of human resource development system of
corporation and its effect can be verified in the workers survey. Finally a systematic
and accurate analysis of the impact of human resource levels of workers and efforts on
the performance of corporations can be conducted easily through the merged analysis
with the secondary data (NICE credit evaluation information financial data, patent
office patent data) provided with the survey data.

ICT in Elementary
2. Project Status
and Secondary
Education
| Part 1 |
Start with 454 corporations in the first (2005) year, the results of the first- to sixth-
Administration and
year head office survey were completed for 467 in the second (2007) year, 473 in the
ICT in Education
| Part 2 |
Finance
third (2009) year, 500 in the fourth (2011) year, 482 in the fifth (2013) year, and 467 in
the sixth (2015) year. The results of the workers survey was completed for 13,101 in
ICT in Education of
Higher Education
the first year, 11,473 in the second year, 10,019 in the third year, 10,064 in the fourth
| Part 3|
year, 10,043 in the fifth year and 10.069 in the 6th year.
In regard maintenance rate of panel, among the 454 corporations with one panel in
ICT in Academic
the first year, 410 were surveyed in the second year, surveyed corporation in the third
Research
| Part 4 |
year was 310 among the corporations surveyed in the first and second year. Of the
310 corporations surveyed in the first to third years, 271 were surveyed continuously
in the fourth year, and 251 were surveyed in succession in the fifth and only 224 were
ICT in Lifelong
Education
| Part 5 |
surveyed as they keep it in the sixth year.
3. Main Outcomes
ICT in Career and
| Part 6 |
The HCCP data usage (downloading) began to increase significantly after data
was opened for free at the end of December 2010, and the purchasers of the charged
data in the 5th year were 82 (total of 2015 ~ 2016 paid buyers) as of the end of
October 2016. This is a much higher figure than the 55 buyers of charged data (total of
Solve Educational
|| Part
paid buyers in 2013 ~ 2014) .
제7부7 ||
Gap
교육격차 해소
The HCCP covers the entire part of development and management of human
resource of the corporations. Academic papers are written and published with various
| Part 8 |
subjects in diverse fields and are widely used for basic analysis of policies and
research reports. 16 academic papers published in the academic journal and 13 theses
were published in 2016 (as of November 17), and the number is expected to increase
of the e-Learning
| Part 9 |
in the future considering the timing of publication of academic journals and theses.
In addition, the basic analysis report is published so that the results can be understood
| Chapter 2 | Human Resources Information Service 185

easily through tables and graphs by grouping question items by topic using the first
(2005) to sixth dada (2015) to provide basic information to policy executant, workers
of corporation and researchers. In addition, the basic analysis report is published
so that the results can be understood easily through tables and graphs by grouping
question items by topic using the first (2005) to sixth dada (2015) to provide basic
information to policy executant, workers of corporation and researchers. And writings
were written with timeless materials in the brief format and they are used in the form
of issue papers, working papers, HRD review HRD newsletters.
HCP corporation report that can be helpful in practical aspects as well as research
aspects also is provided. Through this, it is used as a mean for maintenance of panel
and increase of data promotion by providing customized information and analysis to
individual panel companies participating in the survey. Start with the first issue of the
HCCP corporation report, which was related to the 'Organizational Culture Diagnosis'
in 2011, one report was published each year and sixth issues were published under the
theme 'Diagnosis of Organizational Capabilities and Corporate Culture' in 2016.
4. Future Plans
Despite the various advantages of HCCP explained above have led to an increase
in the interest of researchers and papers, which function as policy grounds, have been
varied, there is a need to provide new research theme continuously to researchers in
various fields in the practical aspects. In addition, it is necessary to use and promote
HCCP actively to increase reliability of corporations, which use the analyzed data in
the practical aspects.
Therefore, it is necessary to conduct additional survey by selecting issues at
the time of the survey and analyze the result to use it as HCP promotional materials
actively through press release and distribution. Issue paper, working paper and panel
brief should be published continuously so that HCCP can be used as research materials
or political data. The results of this survey should also be used in the press promotion

ICT in Elementary
by analyzing the issues and then writing and distributing the press release. It is also
and Secondary
Education
| Part 1 |
necessary to enhance the utilization of data such as issue papers, working papers, and
panel briefs by linking analysis results with policy issues. Therefore, it plans to publish
Administration and
the HCCP corporation report once or twice a year, and distribute it to not only the
ICT in Education
| Part 2 |
Finance
person in charge of the panel, but also related researchers to promote the data.
Finally, we hope that the HCCP will continue to be surveyed and accumulated to
ICT in Education of
Higher Education
meet the needs of various researchers in the world beyond Korea.
| Part 3|
ICT in Academic
Research
| Part 4 |
ICT in Lifelong
Education
| Part 5 |
ICT in Career and
| Part 6 |
Solve Educational
|| Part
제7부7 ||
Gap
교육격차 해소
| Part 8 |
of the e-Learning
| Part 9 |
| Chapter 2 | Human Resources Information Service 187

Chapter Career Qualification
3 Information Service
1. Project Overview
With the introduction of the career qualification registration system in 2008,

KRIVET has been operating the ‘career qualification information service (www.pqi.
or.kr)’ since 2009 to provide public information on career qualifications and manage
and operate the registration system.
The career qualification information service, which was not familiar at that
time, was developed to support the convenient registration application of career
qualifications while providing information regarding individual rights and preventing
consumer damage. Through this, information on career qualifications can be inquired
and asymmetrical information between consumers and suppliers can be resolved. It
is also helping to reduce cases of consumer damage caused by prohibited sectors,
unregistered private qualification operations, and various false and exaggerated
advertisements. The career qualification information service was originally developed
as a PC-based internet service, but mobile webpage (m.pqi.or.kr) was developed
in 2011. Through this, overview of career qualifications information such as career
qualifications system, related law and registered and certified career qualification
information are provided.

ICT in Elementary
2. Project Status
and Secondary
Education
| Part 1 |
A. Contents of Information Provided
Administration and
It is composed of ‘registered career qualification information’ that can inquire
ICT in Education
| Part 2 |
Finance
the registered career qualifications information and ‘registration management’ for
the manager of career qualifications to register their career qualifications. Contents to
ICT in Education of
Higher Education
check national qualification information in addition to career qualifications information
| Part 3|
have been added since 2014, and notices of prohibited areas for the respective
ministries as well as the menu on reissuance of the registration certificate and abolition
ICT in Academic
of registration were added. In addition, various information such as the number of tests
Research
| Part 4 |
per year, the number of applicants, the number of candidates, the number of acquirers,
and the passing rate can be identified and the annual test schedule also can be grasped.
And 'Frequently Asked Questions menu for inquiries and complaints related to private
ICT in Lifelong
Education
| Part 5 |
qualifications and bulletin board for inquiries and inquiries is being operated and we
can get answers to our inquiries through your business contacts.
B. Career Qualification Registration and Official Approval Status
ICT in Career and
A total of 23,956 career qualification items are registered through the career
| Part 6 |
qualification information service as of February 2017. As shown in [Table 6-1], it
started with 655 items when the career qualification registration system began in 2008,
but it has increased significantly since 2011 and not steadily increasing as of February
2017.
Solve Educational
|| Part
제7부7 ||
Gap
교육격차 해소
[Table 6-1] Career Qualification Registration Status
Div. Application Registration Abolished Cancelled

2008 304 organizations 829 items 259 organizations 655 items -

| Part 8 |
2009 189 organizations 561 items 141 organizations 380 items -

2010 249 organizations 736 items 227 organizations 539 items 19 items -
2011 484 organizations 1,141 items 398 organizations 1,053 items -
of the e-Learning
2012 680 organizations 1,909 items 494 organizations 1,453 items -

| Part 9 |
2013 1,015 organizations 3,590 items 754 organizations 2,748 items 36 items -
2014 2,104 organizations 9,506 items 1,632 organizations 6,253 items 223 items -
| Chapter 3 | Career Qualification Information Service 189

2015 2,191 organizations 8,323 items 1,971 organizations 6,521 items 1,400 items 11 items
2016 2,220 organizations 7,647 items 2,041 organizations 6,153 items 928 items 1 items
2017.2 536 organizations 1,421 items 460 organizations 823 items 96 items -
Total 35,663 items 5,429 organizations 23,956 items 2,702 items 12 items
Source: KERIS, ‘Career Qualification Information Service’, August 2017.2
Meanwhile, [Table 6-2] shows that private qualifications certified as registered

private qualifications are 99 items as of February 2017 and the number of certified
private qualifications is not significantly changed compared to the trend of registered
private qualifications.
[Table 6-2] Approval status of Career Qualification (Unit: year / case)
Div. ’00 ’01 ’02 ’03 ’04 ’05 ’06 ’07 ’08 ’09 ’10 ’11 ’12 ’13 ’14 ’15 ’16 ’17 Total
Application 217 114 102 106 66 96 87 67 72 56 58 65 62 61 68 51 34 42 1,424
Approval 28 7 5 6 6 12 6 3 7 11 10 4 6 5 3 5 4 - 128
Cancel and
- - - 1 - 1 - 1 - - 1 13 2 1 2 1 2 4 29
termination
Total 28 35 40 45 51 62 68 70 77 88 97 88 92 96 97 101 103 99 99
Source: KERIS, ‘Career Qualification Information Service’, August 2017.2
3. Main Outcomes
A. Number of Members
There are a total of 8,877 organizations signed up for the career qualification
information service. Organizations can carry out the process of career qualification
registration by signing up and filling out basic information on the relevant
qualification. On the other hand, the general public can receive information on private
qualifications without having separate membership process, and can receive inquiries
and related newsletters about general qualifications.
B. Possession Status of Contents

As of February 2017, contents provided by the career qualification information

ICT in Elementary
service include career qualification information, news and notices related to
and Secondary
Education
| Part 1 |
qualification, related laws, forms, materials and publications, prohibited areas, and
notification of abolished registration. This information can also be downloaded as a
Administration and
file.
ICT in Education
| Part 2 |
Finance
C. Status of Online Civil Complaints and Q&A
ICT in Education of
Higher Education
Detailed contents of online civil complaints and the Q&A service include
| Part 3|
complaints and reports on the false and exaggerated advertisement of career
qualifications, opinions and suggestions on the career qualification system, and
ICT in Academic
questions on the process of registration and application.
Research
| Part 4 |
D. Added Key Information Service
Some S/W of Career qualification information system was replaced and changed
ICT in Lifelong
Education
| Part 5 |
its functions in 2016.
First, SSL (SHA-2) was replaced and applied in accordance with government
recommendation guidelines such as Ministry of Government Administration and
Home Affairs because of the security problem of SSL algorithm (SHA-1), which
ICT in Career and
was being applied on web server for personal information protection and information
| Part 6 |
security. And the Web server was upgraded to WebtoB 4.x (SP1 ▶ SP8) version to
prevent information security problems in S/W to apply SSL(SHA-2). Second, some
of status functions of acquisition were modified and the function of inputting the
verification method was added by reflecting the opinion of the career qualification
Solve Educational
|| Part
manager who was using the career qualification information service. In addition, three
제7부7 ||
Gap
교육격차 해소
tabs were applied to divide status functions of acquisition, the inquiry function, and
the test schedule management function which were in one page and it is also possible
| Part 8 |
to input the homepage information of the career qualification administration institution

in the test schedule management.
of the e-Learning
| Part 9 |
| Chapter 3 | Career Qualification Information Service 191

4. Future Plans
Currently, about 24,000 career qualifications are registered, and it is expected

continuously to be increased compared to new registrations each year and number of
page. In addition, the monthly average of 40,000 people is accessing and using the
career qualification information service and it means that the whole people are using
it with a constant interest in the career qualification. However, the career qualification
information service system is staying in 2011 system framework and is inferior
compared to other public institution operating systems. Accordingly, long and mid-
term information strategy plan (ISP) of the PQI system is planned for the second half
of 2017 and opinions of all citizens and career qualification managers who are using
the career qualification information service and officials of the relevant departments
will be reflected.

ICT in Elementary
Bridging the
and Secondary
Education
| Part 1 |
Chapter Educational Gap for
Information-Alienated
Administration and
ICT in Education
1
| Part 2 |
Finance
Groups
ICT in Education of
Higher Education
| Part 3|
1. Project Overview
ICT in Academic
Research
| Part 4 |
MOE is trying to solve the gap between knowledge and information of the
underprivileged through the ‘ICT in education support program for elementary, middle
and high school students’ that supports PC and Internet communication expenses for
ICT in Lifelong
Education
| Part 5 |
students with low income.
and Vocational
ICT in Career
Education
| Part 6 |
2. Project Status
A. Project Contents
Solve Educational Gap

MOE provides high quality internet communication services through agreement
with internet service providers every three years to support important internet
| Part 7 |
communication expenses in ICT in education support program for elementary and
junior high school students, and establish cooperation system with metropolitan and
provincial education offices about changes in the details of ICT in education support
(PC and internet communication support) of metropolitan and provincial education
| Part 8 |
offices.
B. Promotion System
of the e-Learning
| Part 9 |
Budget of ICT in education support project for elementary and secondary school
students was transferred to the metropolitan and provincial education offices from
| Chapter 1 | Bridging the Educational Gap for Information-Alienated Groups 193

2007. Therefore, metropolitan and provincial education offices secure local expenses
to establish budget plans for each education offices and select and promote candidates
for support since 2008.
C. Working Process
ICT in education support for elementary and secondary students provides PC and
internet communication expenses through the examination of the Student Welfare
Review Committee once parents of students who are in information minority group
such as basic livelihood security recipient and lower income group submit application
letter to school.
D. Achievement
[Table 7-1] Annual achievements of ICT in education support project of elementary, middle and high school st
udents (Unit : thousands, KRW billion)
Div. ’00 ’01 ’02 ’03 ’04 ’05 ’06 ’07 ’08 ’09 ’10 ’11 ’12 ’13 ’14 ’15 ’16 Total
PC 50 0 0 0 20 26 27 16 11 13 12 21 19 18 11 8 10 262
Communi-
Person 50 47 46 49 69 87 123 145 148 152 168 204 230 222 197 180 165 2,281
cation
Total 100 47 46 49 89 113 150 161 159 165 180 225 249 240 208 188 175 2,543
PC 65 175 177 133 240 257 246 147 115 119 109 169 158 136 95 75 74 2,490
Communi-
Cost 25 93 88 128 174 183 252 282 328 343 366 446 474 473 428 398 361 4,842
cation
Total 90 268 265 261 414 440 498 429 443 462 475 615 632 609 523 473 435 7,332
※ Investment resources by year
•2000~2003 : Secure resources of information promotion fund (fund : local expenses = 5 : 5)
•2004 : Secure resources of information promotion fund (fund : local expenses = 5:5) and special school (special
school : local expenses = 7 : 3)
•2005 : Support special school by stopping information promotion fund (special school : local expenses = 3 : 7)
•2006 : Support special school (special school : local expenses = 3 : 7), ’07 : Internet communication expense
support (KRW 1.6 billion)
•2007~2016 : Local expenses
[Table 7-2] Support achievement of internet communication expenses of ICT in education for elementary,
middle, and high school of 2015 metropolitan and provincial education office
(January ~ December, 2015, Unit: person, KRW 1,000)
PC Internet communication
City,
province Number of support Number of support
Budget required Budget required
personnel personnel
Seoul - - 23,408 4,942,139
Busan 400 358,332 15,663 3,402,833

ICT in Elementary
and Secondary
Daegu - - 7,408 1,563,178
Education
| Part 1 |
Incheon - - 6,192 1,413,998
Gwangju 530 506,165 10,282 2,187,063
Daejeon 360 381,453 7,518 1,696,314
Administration and
ICT in Education
Ulsan 185 135,929 2,998 674,670
| Part 2 |
Finance
Sejong 130 126,500 523 110,456
Geyonggi 5,768 3,999,208 23,999 5,413,658
Gwanwon 500 443,778 8,042 1,804,899
ICT in Education of
Higher Education
Chungbuk 235 262,262 5,354 1,206,475
| Part 3|
Chungnam - - 6,096 1,277,869
Jeonbuk 1,035 885,686 15,706 3,494,808
Jeonnam - - 7,818 1,773,338
ICT in Academic
Gyeongbuk - - 8,757 1,861,902
Research
| Part 4 |
Gyeongman 161 128,237 12,278 2,669,460
Jeju 300 229,436 3,431 696,312
Total 9,604 7,456,986 165,473 36,189,372
ICT in Lifelong
Education
| Part 5 |
3. Main Outcomes
and Vocational
ICT in Career
Education
| Part 6 |
A. Expanded Support Through Agreements Between Internet Service Providers
MOE supports the use of quality services through agreements with internet
providers so that elementary and secondary students who receive support for

ICT in education will access to educational contents by getting more benefits of
informatization.
| Part 7 |
[Table 7-3] Trends in change of internet communication expense agreement
Year Amount (1 person) Variations Agreement companies Agreement signed

2000 KRW 33,000 per month - KT MOE
Ministry of Education & Human

2002 KRW 21,450 per month KRW 11,550 down KT
| Part 8 |
Resources Development
Ministry of Education & Human
2006 KRW 19,800 per month KRW 1,650 down KT
Resources Development
Ministry of Education and
2009 KRW 18,700 per month KRW 1,100 down KT, LG, SK
Science Technology
of the e-Learning
| Part 9 |
Ministry of Education and

2012 KRW 17,600 per month KRW 1,100 down KT, LGU+, SKT, SKB
Science Technology
2015 KRW 17,600 per month - KT, LGU+, SKT, SKB MOE
| Chapter 1 | Bridging the Educational Gap for Information-Alienated Groups 195

B. Project Outcomes
1) PC Support
MOE and the metropolitan and provincial education offices are supporting PCs
for students who are the subjects for elementary and secondary ICT in education.
2) Support Internet Telecommunication Expenses

MOE and the metropolitan and provincial education offices provide internet
communication expenses to students are the subjects for elementary and secondary
ICT in education, and recently, the budget for support has been slightly decreasing due
to changes in the criteria for support and reduction in the number of students.
4. Future Plans
The following directions must be carried out based on the inspection results of
performance and issues related to the ICT education support project for elementary,
middle, and high school students promoted so far.
First, it is necessary to discuss with business operators to provide various
educational programs and contents suitable for student education as well as
discounting internet communication expenses. Second, it is necessary to provide
physical communication infrastructure that supports PC and internet communication
expenses to students of information minority group as well as learning related contents
and education of utilization. Third, it is necessary to continuously provide guidance
on education and healthy internet use and a system for supporting the internet service
so that students can use internet in a sound way. Fourth, MOE, metropolitan and
provincial education offices, school, and internet service provider should maintain a
close cooperation system through continuous meetings and workshops for smooth
promotion of elementary and secondary ICT in education support project.

ICT in Elementary
and Secondary
Education
| Part 1 |
Chapter ICT in Special
Administration and
Education
ICT in Education
2
| Part 2 |
Finance
ICT in Education of
Higher Education
| Part 3|
Section 1 ICT in Education for Disabled Students
ICT in Academic
Research
| Part 4 |
1. Project Overview
ICT in Lifelong
Education
| Part 5 |
Main contents of ICT in education for disabled students includes development and
operation of teaching and learning support contents for disabled students to guarantee
and Vocational
learning right of disabled students and solve the information gap, operation of national
ICT in Career
Education
| Part 6 |
disabled student e-festival to strengthen the informatization capacity of disabled
students and assistive technology support to solve the information gap of disabled
students.

| Part 7 |
2. Project Status
A. Operate EDUABLE (www.eduable.net), Site for Supporting Teaching-

Learning for Students with Disabilities

| Part 8 |
EDUABLE site is a site to help students with disabilities enrolled in various

environments, such as general schools and special schools, to be able to learn
anywhere, anytime, in order to guarantee their learning right. It is a teaching and
of the e-Learning
| Part 9 |
learning portal site for students with disabilities which supports teachers can get
various teaching and learning tools and materials suitable for their disability type and
| Chapter 2 | ICT in Special Education 197

characteristics.
B. Development of Teaching-Learning Contents for Students with Disabilities

Korea National Institute for Special Education has developed and distributed
various digital books based on the textbooks of special education basic curriculum
to support the customized education of students with disabilities considering the
types and characteristics of disabilities. They will support mobile that can be used in
integrated and touring classes and plans to develop and distribute Korean language
contents of 1st and 2nd grade of elementary school which is a digital book form by
enhancing information accessibility of students with disabilities in 2017.
C. Hosting of the National e-Festival for Students with Disabilities

National e-festival for students with disabilities is an annual event held since 2003
to solve information gab through enhancement of ICT ability of disabled student and
to improve life quality of disabled student through creation of sound leisure culture.
This festival, having its 15th in 2017, was co-hosted by Korea National Institute of
Special Education, Korea Creative Content Agency, and Netmarble Games Co., Ltd.
and sponsored by MOE and Ministry of Culture, Sports and Tourism. It was held for
2 days from September 9 to 6 at the K-hotel. 1,500 people including disabled and
general students, teachers, parents, special education experts and related personnel
attended in 2017 and national special school (grade) student information contest,
national disability student e-sports contest, special education information conference,
and cultural events were conducted.
D. Support Assistive Technology for Students with Disabilities

Korea National Institute for Special Education promotes development project
of assistive technology devices that are necessary directly for supporting school
life and teaching and learning activities of students with disabilities to guarantee
education right of students with disabilities and to protect their rights according to
the enforcement of related laws and regulations. They developed one function and

ICT in Elementary
graph indicator for students with visual impairments for students with disabilities
and Secondary
Education
| Part 1 |
who have difficulty understanding functions and graphs in math subjects due to visual
impairment in 2017.
Administration and
In addition, 'Idea Contest of Disabled Student Assistive Technology' was held
ICT in Education
| Part 2 |
Finance
to improve awareness of the public by promoting assistive technology for disabled
students and creating public opinion. It was for teachers and students and its contents
ICT in Education of
Higher Education
were assistive technology related ideas that can be directly used in school life and
| Part 3|
teaching and learning supporting.
ICT in Academic
E. Development and Distribution of Alternative Materials for the Visually
Research
| Part 4 |
Impaired
The development and distribution of visual disability substitute materials is for
the visually impaired students and teachers and it is a project to produce and distribute
ICT in Lifelong
Education
| Part 5 |
books and reference books in the form of braille, digital, and enlarged data. 320 copies
of substitute materials were produced and distributed in 2017.
and Vocational
ICT in Career
Education
| Part 6 |
F. EBS Textbooks in Braille for Visually Impaired Students
Project of EBS textbooks in braille for visually impaired students is being
promoted in cooperation with the Korea Educational Broadcasting System (EBS)

and the Korea National Institute for Special Education since 2004. It provides the
contents of the textbooks related to EBS CSAT for students with visual impairment
| Part 7 |
and textbooks related to elementary, middle, and high school lectures as braille.
It contributes to the entrance of students with visual impairment to college by
increasing students' access to information and improving learning skills about CSAT
and EBS lectures and has played a big role in reducing the cost of private education
| Part 8 |
for parents of students with disabilities. 154 EBS textbook with braille was distributed
through ‘E-yab’ (blind.nise.go.kr), learning support site of Korea National Institute for
Special Education for visually impaired students, and EBS disabled service (free.ebs.
of the e-Learning
| Part 9 |
co.kr).

G. Distance Education on Sign Language and Stenography for Students with
Hearing Disability
Supporting project of sign language and stenography for students with hearing
disability is a national measure for students who are difficult to receive appropriate
educational support from general schools, home and hospital classes due to hearing
impairment and aims to provide educational opportunities and learning rights to
students with hearing disability. This project has been supporting remote sign language
and stenography for students with hearing impairment who are enrolled in general
middle and high schools from 2013 to now using laptop.
H. UCC and Photo Contest for Developing the Understanding of Disabilities

UCC and photo contest for understanding of disabilities is promoted since 2009 to
improve general awareness of disability and to remove prejudice against persons with
disabilities for students, teachers, and parents in general school. The 9th contest in
2017 was promoted with the slogan ‘We are good to be together’ and 22 photographs
and 13 UCC was selected. Winning works are available at the National Institute of
Special Education website (www.nise.go.kr) and Youtube (www.youtube.com), and
are used as educational materials for improving the recognition of disability.
I. Operation of the Distance Education Institute Affiliated with the Korea

National Institute for Special Education (iedu.nise.go.kr)
Distance education institute affiliated with the Korea National Institute for Special
Education aims to improve the professionalism of teaching and learning methods for
each disability area, to enhances the cooperation between special education teachers
and general education teachers by increasing understanding for integrated education,
and to develop understanding and support skills of special education related teachers
such as special education assistants and parents.
A total of 20,724 people participated in 2017 distance education training as of
June 30, which was held in 26 courses per month for special teacher (grade) teachers,
general school teachers, education professionals, special education aides, and parents,

ICT in Elementary
and 17,416 people completed the training as of March 30.
and Secondary
Education
| Part 1 |
Administration and
3. Main Outcomes
ICT in Education
| Part 2 |
Finance
Satisfaction level of teaching and learning site of students with disabilities and
ICT in Education of
Higher Education
number of accesses to the site are set as performance indicators of ICT in special
| Part 3|
education support project for solving information gap of disabled students, considering
characteristics and information accessibility by type of disability. User satisfaction for
teaching and learning support site for students with disabilities in 2016 was 79.7 points,
ICT in Academic
Research
| Part 4 |
up 0.1 points from the previous year and the number of users accessing the teaching
and learning support site increased by 2.2% from the previous year to 910,034.
ICT in Lifelong
Education
| Part 5 |
4. Future Directions
and Vocational
ICT in Career
Education
| Part 6 |
The special education informatization project for students with disabilities is being
promoted according to the specific plan presented in the 「Act on Special Education
for Disabled Persons」 enforced in 2008 and the ‘4th 5-year Plan for Development of

Special Education (2013~2017)’ by the Ministry of Education. Future improvement
plans are as follows.
| Part 7 |
First, the physical environment including facilities and devices related to ICT in
education must be supported to prepare for the rapidly changing ICT environment.
Second, it is necessary to develop and distribute high quality contents appropriate
for different characteristics of disabilities. To do this, related budgets must be
| Part 8 |
secured with the balanced participation of experts on special education and experts
on informatization technology. Third, various opportunities for participating
in informatization education programs for students with disabilities as well as
of the e-Learning
| Part 9 |
information-related institutions and private experts should be prepared and efforts to

improve ICT in education technology and mutual understanding is required.

Section 2 ICT in Education for Healthy Disabled Students
1. Project Overview
Students with health issues often find it difficult to adapt to schools due to the
interruption of study or long-term absence. This can have negative effects on building
positive, interpersonal relationships as well as lead to personal learning problems due
to limited contacts.
Since 2015, the MOE has been selecting and supporting students who may repeat
the year and are currently having difficulties in school life and school performance due
to the absence of over 3 months for treatment of chronic diseases. The purpose of this
is to aid the health impaired student to guarantee their rights of learning and to support
them as they adapt or re-acclimate to daily lives.
2. Project Status
A. Operation Status of Hospital Schools

Hospital schools are special schools installed at hospitals to maintain the
continuity of studies and to provide the rights of learning to students with health
impairments who are the target of special education due to the hospitalization or long-
term recuperation of over 3 months. A “hospital school” is a special class installed
at a hospital and is called as a hospital school because students from preschools,
elementary schools, middle schools, and high schools study together in one place.
There are 33 schools in 14 cities and provinces with 770 students who used it per
month as of September 2017.

ICT in Elementary
B. Operation Status of Distance Classes
and Secondary
Education
| Part 1 |
Distance classes (including video lectures) are real-time offerings of curriculum
via the internet for students with health impairment to study without time and space
Administration and
constraints and video classes and online classes are running since 2017.
ICT in Education
| Part 2 |
Finance
There are four institutions in the nation that have a remote classroom (video
lecture), and the total number of students is 1,633.
ICT in Education of
Higher Education
Korean Educational Development Institute (KEDI) is operating remote classes
| Part 3|
(online class) since 2017 to expand the right to learn of students with health disabilities
and there are 1,254 students in each subject (32 middle schools, 45 high schools) as of
September 2017.
ICT in Academic
Research
| Part 4 |
C. Operation of Curriculum for Students with Health Disabilities
School register of students with health disability is at school, and the head of the
ICT in Lifelong
Education
| Part 5 |
affiliated school receives the confirmation of attendance of the consigning institution
with document and recognizes and processes it as school attendance. Individualized
and Vocational
education plans for students with health disability are established in cooperation with
ICT in Career
Education
| Part 6 |
teachers, medical staff, and parents and students should attend at school on the day of
evaluation.

3. Main Outcomes
| Part 7 |
The results of student and parent satisfaction survey on the support of students
with health disability were very high, more than 85 points in the last five years
(2012~2016). This is because the system that supports the educational needs of the
| Part 8 |
students with health disabilities was established, the capacity of the support staff of the
students with health disabilities was strengthened, and the teacher training of general
school teachers was conducted.
of the e-Learning
| Part 9 |

4. Future Plans
For the effective educational support for students with health impairments, the
following plans must be implemented. First, curriculum and activities that consider
various diseases should be supported. Second, cooperative system with related
organizations should be established for smooth return to school after treatment. Third,
attitude to understand that students with health impairment have difficulties in school
life, and society atmosphere that actively supports their returning and maintaining
study is needed.

ICT in Elementary
and Secondary
Education
| Part 1 |
Administration and
Teaching and Learning
ICT in Education
1
| Part 2 |
Finance
ICT in Education of
Higher Education
| Part 3|
Section 1 Creation Activity of Healthy Cyber Ethical Culture
ICT in Academic
Research
| Part 4 |
1. Internet Ethics Education
ICT in Lifelong
Education
| Part 5 |
A. Project Overview
The government operates internet ethics education programs for all levels, from
and Vocational
infants to adults to prevent dysfunction caused by internet use.
ICT in Career
Education
| Part 6 |
B. Project Status
Solve Educational
1) Promoting Customized Education to Improve Internet Ethical Awareness
| Part 7 |
Gap
The Korea Communications Commission (KCC) and National Information
Society Agency (NIA) have operated new ‘internet ethics education on the table’,
Creation of
and Protection of Personal Information
which was promoted in 2016 to encourage the whole family to use smartphones
| 제2부 | Part 8 |
properly. And they have run on-line and off-line teacher training programs for general 교육행·재정Healthy
정보화
teachers, principals, and scholarships to strengthen the education program for teachers
Information Culture Cooperation
who are learning communicators, sharing examples of ICT dysfunctions occurring in

schools and trying to reflecting this to education program.
International
2) Creating Desirable Internet Use Culture with Contest and Campaign Everyone Can
| 제9부
| Part 9 |
Participate
산업 현황
Exchange
and Status
|
Korea Communications Commission (KCC) has conducted various activities

&

such as ‘Beautiful internet world (hereinafter referred to as ‘AinSe’, ‘Internet ethics
competition’, ‘Internet dream creative song festival’, ‘Internet ethics teaching and
learning competition’ and ‘Internet ethic experience hall’ to establish a beautiful
internal culture and create a healthy internet service environment.
C. Future Plans
The development of educational programs that allow the beneficiaries to directly
participate in education should be preceded to expand practical and experience type
education. Adult internet ethic education, which was lecture centered, will be operated
with cases and presentations. In addition, they will select special topics related to
internet ethics for 'Korean Internet Dream Unit' every month and operate specialized
activities and the effects of new technologies on young people in preparation for the
4th Industrial Revolution should be reflected in the curriculum.
2. Information Ethics Education
A. Project Overview
Negative problems such as cyber violence are becoming a social problem behind
the efficiency and convenience of smart media due to its rapid development. As a
result, various educational activities such as the operation of information ethics school
for youth and cyber personality academy for adults, development of educational
contents, and training for teachers are being carried out.
B. Project Status
1) Youth Education
Information ethics schools were selected and operated for 161 middle and high
schools nationwide so that young people can cope with the information dysfunctions
themselves and cultivate personality in cyberspace such as consideration and
sympathy for others.

ICT in Elementary
and Secondary
2) Adult Cyber Education
Education
| Part 1 |
Cyber personality education for middle and high school parents, local residents
and soldiers was promoted. Customized contents were developed to enhance the
Administration and
effectiveness, and as a result, 109,384 people were educated.
ICT in Education
| Part 2 |
Finance
3) Development of Information Communication Ethics Education Contents
ICT in Education of
Higher Education
Related contents have been developed and distributed for free use to carry out
| Part 3|
specialized information and communication ethics education depending on the subject
of education since 2002. Information ethic contents developed so fat is provided for
free through information culture portal (digitalculture.or.kr).
ICT in Academic
Research
| Part 4 |
4) Cultivate Experts in Information and Communication Ethics Education
Distance training course was operated for school teachers to operate the
ICT in Lifelong
Education
| Part 5 |
information and communication ethic education effectively and to teach the education
model about prevention of information dysfunction and counseling.
and Vocational
ICT in Career
Education
| Part 6 |
5) Increase Awareness
Various activities were conducted to raise awareness in cooperation with media
Solve Educational
companies and the 3rd Youth Information Ethics Creative Music Festival with the
| Part 7 |
Gap
theme of 'Healthy Internet World we make together' was held.
Creation of
C. Future Plans
| 제2부 | Part 8 |
ICT dysfunction education methodologies that combine intelligence and 교육행·재정Healthy
정보화
information should be presented in preparation of the 4th industrial revolution in

which advanced information and communication technologies such as artificial

intelligence (AI), Internet of things are emerged.
International
| 제9부
| Part 9 |
산업 현황
Exchange
and Status
| &

Section 2 Information Ethics Education for Elementary and Middle
Schools
1. Project Overview
Information communication ethic education aims to cultivate basic knowledge

such as correct information retrieval and utilization, good communication, and global
citizen consciousness necessary for the members living in the knowledge information
society. Information ethics education was born to resolve the adverse effects and side
effects, which newly occurred due to the rapid spread of technology, informatization,
and communication through the usage of information and communication media.
Especially cyber violence and unhealthy information can be a serious problem since it
has a negative impact on students who have not yet established their values.
MOE is working on various efforts in cooperation with related organizations
to settle healthy information culture by establishing correct use of information
and communication devices and the ethical awareness related to information and
communication, and by strengthening information and communication ethic education
so that students do not access unhealthy information.
[Table 8-1] Progress of MOE Information Ethics Education
Year Progress
2001 •Making and supplying of information ethics guidelines for elementary, middle, and high schools
2002 •Research on countermeasures for adverse effects of ICT through school education
2003 •Making and distribution of guidelines for teachers
•Developing and providing contents as part of the project for reinforcing information ethics guidelines for elementary, middle, and
2004
high schools
•‘Revision of the ‘Information ethics guideline for elementary and middle schools’
2005 - Carrying out over 7 hours of information ethics education during the curriculum
- Carrying out information ethics education using the discretionary time at the cross-curricular level
•Establishing operating directions of teacher training’ for the reinforcement of information ethics education
2006 - New teacher: 2 hours of j compulsory job training and over
- Class 1 licensed teacher: 15 hours of compulsory job training and over
•Reflect information ethics performances of the metropolitan and provincial education offices into the ‘overall evaluation of local
2007 education innovations’
- Arrangement and operation of the curriculum, training records of teachers, and self-diagnosis of internet addiction

ICT in Elementary
and Secondary
2008 •Autonomous operation of metropolitan and provincial education offices after implementing autonomous schools
Education
| Part 1 |
•Reflecting contents related to information ethics into the revised curriculum (implemented in 2009)
2009
- The 7th curriculum: 15 subjects - The revised curriculum: 24 subjects
•Organization and operation of the metropolitan and provincial council of information ethics
2010 - Participation of MOE, metropolitan and provincial education offices, KERIS
Administration and
ICT in Education
- Sharing activities of cities and provinces, discussion on joint response measures, etc.
| Part 2 |
Finance
•Promoting joint information ethics projects with metropolitan and provincial education offices
2011 - Online contents development: 65 types
- Job training for counseling teachers across the country: 722 teachers
•Reinforcement of information ethics education
ICT in Education of
2012 - Training for leading teachers of information ethics (recommended by cities and provinces)
Higher Education
- Operating a youth camp for peer mentoring (students recommended by cities and provinces)
| Part 3|
•Reinforcement of information ethics education based on the curriculum
- Finding and spreading best practices of information ethics education based on the curriculum
- Research on factual survey of information ethics education, prevention of adverse effects, and invigoration plans
2013
•Establishment of cooperation support system with related ministries
- Ministry of Science, ICT and Future Planning, Ministry of Culture, Sports and Tourism, Ministry of Gender Equality & Family,
ICT in Academic
Korea Communications Commission
Research
| Part 4 |
- Making and supply of practice guidelines for information ethics
- Development and supply of a tool for diagnosing adverse effects caused by the utilization of ICT
2014
•Reinforcement of information and communication ethics for the public and enhancement of teacher capacity
* MOE, Ministry of Science, ICT and Future Planning, Korea Communications Commission, Ministry of Health & Welfare, Seoul
ICT in Lifelong
City, NIAm KERIS, Maeil Business Newspaper
Education
| Part 5 |
- Promoting autonomous prevention activities of school to create healthy culture of information ethics
- Online and offline job training for reinforcing abilities of specialized teachers for education, teachers, and counseling personnel to
2015 strengthen information ethics education and prevent cyber violation in schools
- Development and supply of information ethics educational contents (24 educational contents and 2 promotional materials) (24
and Vocational
ICT in Career
educational contents considering information ethics contents by school class, 2 promotional materials for parents and students
Education
| Part 6 |
will be developed)
- Operating leading schools for information ethics education and prevention of cyber violation (150 schools)
2016 - Training leading teachers for the invigoration of information ethics education and operating the teacher’s club (course research
Solve Educational
group)
- Selection·operation of cyber violence countermeasures Wee center (34 centers)
| Part 7 |
Gap
Creation of
2. Project Achievement
| 제2부 | Part 8 |
교육행·재정Healthy
정보화
[Table 8-1] 2016 Information Communication Ethics Education Promotion Achievement

➊ ➋ ➌ ➍
Development and distribution Support cyber violence

Discover and distribute cyber
of information communication Support for strengthening prevention education and
violence preventive education
ethic education and cyber teacher capacity counseling and healing
activities and cases in the field
violence prevention contents activities
International
| 제9부
| Part 9 |
➎ ➏ ➐
산업 현황
Exchange
and Status
Promotion and campaign

Conduct policy study to
|
Establishment and operation for awareness improvement

prepare the foundation of
of related department and of cyber violence prevention
&
information communication
consultative agencies and information and
ethic education
communication

3. Main Outcomes
MOE has reinforced educational contents for various information communication

ethic education by expanding and reflecting the unit of information communication
ethic contents. It also developed and distributed teaching and learning materials by
supporting teachers’ research activities of cyber violence prevention and information
communication ethic education, and reinforced treatment support activity through
Wee center, responding base of cyber violence.
In addition, various projects such as the prevention and treatment of internet
addiction, blocking of harmful information, contents hosting of contest or campaign,
etc. are being carried out through the active cooperation between government
ministries. Consultative bodies between ministries are operated to prevent overlapping
projects and to share work responsibilities efficiently. The MOE plays a role in
arranging and guiding to minimize confusion in policies at the school level.
4. Future Plans
In addition to fostering cognitive and technical competencies, competency

education to understand and consider others as a manner of a new ear is also important
to understand and care for others, and to use a variety of information in a sound
manner to cultivate talented people suitable for the 4th industrial revolution era. And
information and communication ethics education is the center of it.
The information and communication ethics education should be concretely and
systematically carried out in youth age, and related programs should be established so
that education can be provided gradually and systematically by considering the growth
and development of youth and academic achievement. In addition, it is necessary to
organize and construct school and student support systems by connecting and utilizing
information and communication ethics related infrastructure such as government,
private and various media organizations.

ICT in Elementary
and Secondary
Education
| Part 1 |
Protection of Personal
Chapter Information and
Administration and
ICT in Education
2
| Part 2 |
Information Security
Finance
ICT in Education of
Higher Education
| Part 3|
Section 1 Personal Information Projection Policy of Educational
Institutes
ICT in Academic
Research
| Part 4 |
1. Overview
ICT in Lifelong
Education
| Part 5 |
The MOE is striving to create a ‘safe and reliable ICT usage environment that is
personally protected through strengthening the awareness and ability of educational
and Vocational
(administrative) organizations for protection of personal information’ according to the
ICT in Career
Education
| Part 6 |
Personal Information Projection Act (established on September 30, 2011).
In particular, the MOE prepared standard measures for managing personal
Solve Educational
information protection by producing and distributing the standard catalog of personal
| Part 7 |
Gap
information and the handbook for personal information handling to educational
organizations (focusing on elementary, middle and high schools) while supporting
Creation of
policies on safe management of 1.24 million personal information files that are
| 제2부 | Part 8 |
possessed and managed by 17 metropolitan and provincial education offices, affiliated 교육행·재정Healthy
정보화
organizations, universities, and public organizations.

Furthermore, it continuously promotes information protection education centers

and itinerant education across the country to raise awareness on personal information
protection.
International
| 제9부
| Part 9 |
산업 현황
Exchange
and Status
| &
| Chapter 2 | Protection of Personal Information and Information Security 211

2. Project Status and Main Outcomes
A. Personal Information Protection Education and Promotion

Due to the consistent occurrence of personal information exposure, the MOE
conducts prevention policies for spill and exposure accident and considers the raising
of awareness as the first challenge in strengthening personal information protection
and continuously strives to solve this issue through education.
B. Operation of Homepage Personal information Spill and Exposure

Prevention System
An annual inspection system for the websites (approximately 30,000) owned
by educational organizations will be expanded and operated. Additionally, for
organizations that are found to have a large amount (more than 1,000) of exposed
personal information as the result of preventive inspections, they strive to minimize
the threat of hindering sustainable management due to breaches of the Personal
Information Protection Act through information security consulting.
C. Situation Inspection on Personal Information Protection and Site

Consultations
The MOE organized a site inspection group to inspect the actual condition of
personal information protection at educational (administrative) organizations and
conducted complementary policies. In addition, it encouraged metropolitan and
provincial education offices to reflect the results of level test in the organization
evaluation and universities to reflect the results in university announcement in order to
arouse the attention of educational organizations on the topic of personal information
protection.

ICT in Elementary
3. Future Plans
and Secondary
Education
| Part 1 |
The MOE will continuously reinforce the supports so that personal information
Administration and
can be efficiently collected, managed, and operated by strictly restricting acts
ICT in Education
| Part 2 |
Finance
of educational (administrative) organizations collecting personal information
unnecessarily through the minimum criteria for collecting personal information
ICT in Education of
Higher Education
according to the Personal Information Protection Act.
| Part 3|
The website for the personal information exposure checking system will be
implemented in the MOE so that the metropolitan and provincial education offices
will be able to perform personal information exposure tests on the website of the
ICT in Academic
Research
| Part 4 |
relevant organization more than once a year. In addition, a portal system for supporting
personal information management business to prevent the exposure of personal
information and to reinforce the work support system related to personal information
ICT in Lifelong
Education
| Part 5 |
will be implemented.
and Vocational
ICT in Career
Education
| Part 6 |
Solve Educational
| Part 7 |
Gap
Creation of
| 제2부 | Part 8 |
교육행·재정Healthy
정보화 Information Culture Cooperation
International
| 제9부
| Part 9 |
산업 현황
Exchange
and Status
| &

Section 2 MOE, Establishment and Operation of the Cyber Security
Center
1. Overview
MOE established and operated Cyber Security Center in February 2008 to prevent
the spread of attacks by detecting and responding to cyber-attacks (hacking, DDoS
attacks, etc.) and to minimize the damages.
2. Project Status
The MOE generalizes policy establishment and system improvements related to

the information security of educational organizations in order to quickly cope with
cyber infringements. And KERIS was designated (Article 6 of MOE Cyber Safety
Center Operation Regulations) as the exclusive cyber security center for the MOE
through the revised ‘MOE operational rules on the cyber security center’, conducting
security control tasks such as collecting information on cyber threats of educational
institutions, detecting and analyzing attack signs, assisting in the recovery of
infringement accidents, and developing detection technologies.
The metropolitan and provincial education offices takes 1st security control and
initial measures for cyber-attack by operating security control center to protect the
information of the Education Support Agency and schools (elementary, middle, and
high schools). And they report infringement incidents quickly to the MOE’s Cyber
Safety Center to prevent spreading and most of the universities, affiliated institutions
and public institutions are also commissioned by the MOE Cyber Safety Center to
respond to security control and violation incidents.

ICT in Elementary
3. Major Projects
and Secondary
Education
| Part 1 |
A. Security Control Against Cyber Infringement
Administration and
It is carrying out various activities to prevent infringement accidents in advance,
ICT in Education
| Part 2 |
Finance
and to quickly respond to and prevent the spread of damages in case of infringement
accidents of educational organizations. Major security and control activities include
ICT in Education of
Higher Education
the monitoring of cyber threats of educational (administrative) organizations, first
| Part 3|
response against infringement accidents, and performing the role of a contact point
for the joint response system. To do this, they are establishing and operating situation
room for 365 days with 24 hours.
ICT in Academic
Research
| Part 4 |
B. Emergency Response and Recovery in Case of an Infringement Accident
The ‘information protection inspection and support group’ was formed and
ICT in Lifelong
Education
| Part 5 |
operated to provide quick analysis on the causes of accidents as well as the recovery
work, and to prevent the spread of damages when cyber-attack infringements on
and Vocational
educational organizations occur. There is a joint response system in cooperation with
ICT in Career
Education
| Part 6 |
the relevant organization (NCSC) for serious infringement accidents occurring in
major systems (NEIS, EDUFINE, and academic/personnel information system).
Solve Educational
| Part 7 |
Gap
C. Inspection of the Security Weaknesses of Information System
The ‘self-inspection system for detecting the security weakness of the website’ is
Creation of
operated and inspection activities on security weaknesses are carried out on a regular
| 제2부 | Part 8 |
basis to prevent cyber infringements through information systems such as the websites 교육행·재정Healthy
정보화
of educational organizations.
D. Mock Training for Coping with Cyber Crises

The cyber security center is carrying out mock training in the first half and
International
the second half of the year along with the military drill to enhance the ability of
| 제9부
| Part 9 |
educational organizations to cope with cyber crisis by actually performing a cyber-

산업 현황
Exchange
and Status
|
attack on the information system of the target organization and inspecting the response
&

and reporting system on such an attack.
E. Information Protection Level Test and Security Review

Self-inspection on the operation of the information security management
system and information system was carried out by each educational (administrative)
organization, and the ‘information security level test’ was conducted to improve issues
and to raise the safety of information security (metropolitan and provincial education
offices, universities, and affiliated organizations). And activities to improve diagnostic
indicators were strengthened to improve the efficiency of diagnosis.
F. Strengthen Protection of Major Information and Communication In-

frastructure
19 management institutions (20 information systems including NEIS) were
designated in MOE as major information and communication infrastructure and more
than 1,000 institutions among national university hospital (Busan National University
Hospital·Jeonnam National University Hospital·Jeonbuk National University
Hospital·Chungnam National University Hospital) was added.
G. Information Protection Education

A total of 8,033 educational information security officers were trained and
information security awareness was raised until December 2016 by operating (3)
regional cyber information security education centers and (1) cyber information
security education center to respond effectively against advanced and intelligent cyber-
attacks. In addition, the information security gifted education center is operated in four
regions to find talented individuals with talent and enthusiasm for information security
and 360 persons were selected to train core experts in 2017.

ICT in Elementary
and Secondary
Section 3 Establishment and Operation of the Education Public Key
Education
| Part 1 |
Infrastructure Center
Administration and
ICT in Education
| Part 2 |
Finance
1. Project Overview
ICT in Education of
Higher Education
Education Public Key Infrastructure Center conducts certification services for
| Part 3|
the stable distribution of administrative electronic documents such as identification
of transmission of electronic document of education (administration) institutions,
prevention of tampering with document, and encryption.
ICT in Academic
Research
| Part 4 |
2. Project Status
ICT in Lifelong
Education
| Part 5 |
A. Introduction Phase (2007~2009)
and Vocational
Established guidelines for certification service management for the operation of
ICT in Career
Education
| Part 6 |
the digital signature certification service and introduced a core system to establish
certificate issuance and management system.
Solve Educational
| Part 7 |
Gap
B. Spread Phase (2010~2012)
Ensure continuity and stability of MOE digital signature certification service
Creation of
in case of disaster or emergency by establishing disaster recovery center (DR) and
| 제2부 | Part 8 |
introducing real-time backup system. 교육행·재정Healthy
정보화 Information Culture Cooperation
C. Advancement Phase (2013~2017)

Promote the compatibility and reliability of digital signature certification service in
various educational (administrative) services and user environments by strengthening
International
the personal information protection management system and upgrading international

| 제9부
| Part 9 |
standard service standards.

산업 현황
Exchange
and Status
| &

3. Main Outcomes
A. Establishment and operation of the Education Public Key Infrastructure Center

The Education Public Key Infrastructure Center establishes and operates a system
for issuing and verifying digital signature certificates, managing certificate user
information, and connecting information with the national administrative information
system. In addition, it establishes its own situation room to analyze the operation status
of the digital signature certificates center and to control situation control.
B. RA/LRA Establishment and the Operation of Metropolitan & Provincial

Education Offices, Universities, and Public Organizations
Metropolitan and provincial education offices are designated as substitution
registration agencies and educational support offices, while universities and public
organizations are designated as distance substitution registration agencies to
operate the issuance and management systems of certificates by each educational
(administrative) organization.
C. Establishment and Operation of the Education Public Key Infrastructure

Backup Center
The Education Public Key Infrastructure Center operates the disaster recovery
center and the real-time backup system for accurate and quick data recovery, as well
as the securement of the continuity of certification services in case of any faults.
D. Generalization of the SSL Certificate

The Education Public Key Infrastructure Center distributes SSL certificate
free of charge to protect the privacy of educational (administrative) websites, and
improves security for the educational (administrative) websites by diagnosing the SSL
certificate.

ICT in Elementary
E. Generalization of the Certificate Processing Program (Standard Security
and Secondary
Education
| Part 1 |
API)
The certificate processing program must be applied to use the GPKI certificates
Administration and
issued by the Education Public Key Infrastructure Center in application systems of
ICT in Education
| Part 2 |
Finance
educational (administrative) organizations. For this, the certificate processing program
is provided at the time of building application systems for educational (administrative)
ICT in Education of
Higher Education
organizations. And certificate process program was improved based on NonActive-X
| Part 3|
to secure web compatibility in 2016.
ICT in Academic
F. Improving the Operation of the Authentication Service
Research
| Part 4 |
Measures for improving the operation of the authentication services are carried
out to secure operational safety of the authentication services and to minimize possible
occurrence of errors from deteriorated and outdated equipment.
ICT in Lifelong
Education
| Part 5 |
G. Legal System Maintenance
and Vocational
The Education Public Key Infrastructure Center establishes and revises the
ICT in Career
Education
| Part 6 |
guidelines for signature authentication services of MOE and systematically supports
the reliability and safety of the digital signatures of educational administration.
Solve Educational
| Part 7 |
Gap
H. Improvement of International Standard-based Authentication Service and
Renewal of International Certification
Creation of
The Education Public Key Infrastructure Center is promoting the operation
| 제2부 | Part 8 |
and management enhancement of digital signatures authentication system and the 교육행·재정Healthy
정보화
improvement of certificate web compatibility through upgrading of international

standard based authentication service and renewal of international certification

(WebTrust).
International
| 제9부
| Part 9 |
산업 현황
Exchange
and Status
| &

4. Future Plans
The Education Public Key Infrastructure Center will prepare a safe base for
user authentication in various educational (administrative) information services,
mobile-based environments, and strengthen security and convenience by securing
international standards and web compatibility to reinforce information system of each
education (administrative) organization.

ICT in Elementary
and Secondary
Education
| Part 1 |
Chapter International Exchange
Administration and ICT in Part of Higher

& Cooperation
ICT in Education
1
| Part 2 |
Finance
| Chapter 3|
Education
1. Project Background and Status
ICT in Academic
Research
| Part 4 |
A. e-Learning Globalization
1) Exchange and Cooperation Bureau ICT in Education Support Project
ICT in Lifelong
(1) Operating e-Learning International Consulting and Training for Consultants
Education
| Part 5 |
MOE is conducting leading teacher invitation training of exchange cooperation
bureau in collaboration with the metropolitan and provincial education offices. 5,181
and Vocational
teachers from 25 countries, including Uzbekistan and Cambodia, were invited to
ICT in Career
Education
| Part 6 |
participate in training seminars on ICT in education until February 2017, and pre-
demand surveys were conducted nationwide to provide customized training programs.
Solve Educational
In addition, teachers of schools built advanced classrooms are included in the training
| Part 7 |
Gap
target enhance business synergy by linking with related projects.
Creation of Healthy Information

Culture and Protection of
[Picture 9-1] Exchange and cooperation countries for each metropolitan and provincial education office
17 Partner Countries | Part 8 |

International
and Status of the e-Learning
| 제2부 | Part 9 |
교육행·재정 정보화Exchange & Cooperation
Europe Africa Southeast Asia South Asia Central Asia Latin America
Moldova- Kenya- Laos-Chungnam Bangladesh-Daegu Mongolia-Daejeon, Colombia-Incheon
Jeju Kangwon Vietnam-Gyeongnam Sri Lanka-Gwangju Seoul Paraguay-Chungbuk
Cambodia-Busan Nepal-Ulsan Uzbekistan-Seoul Guatemala-Geyongbuk
Philippines-Jeonbuk Kyrgyzstan-Jeonnam Nicaragua-Gyeonggi
Myanmar-Sejong
| Chapter 1 | International Exchange & Cooperation 221

(2) Supporting e-Learning Infrastructures for Exchange with Cooperative Countries
MOE is supporting various e-learning devices such as PC, laptop, and beam
project to exchange cooperation countries since 2005 in cooperation with the
metropolitan and provincial education offices. A total of 27,951 e-learning devices
were provided to 27 countries until February 2017 and preliminary demand and
environmental surveys were conducted to support devices that reflect e-learning
standards and requirements of the partner countries.
(3) Operating e-Learning International Consulting and Training for Consultants

The e-learning international consulting business, which has been promoted by
the MOE and the KERIs, is a technology cooperation project in the field of ICT in
education that spreads the results of ICT in education policy of our country to the
partner countries and began its project since 2006. The consulting area is 8 including
ICT in education policy, education information human resources, ICT in education
curriculum and method, and education information service. Consulting with the
theme of “Analysis and Strategic Proposal of Educational Information Policy in
Peru” was promoted in 2016. Through this, preliminary teacher capacity building
through the cooperation with the American Development Bank (IDB) and high-level
policy maker training project proposal that support ICT in education policy capability
through cooperation with the Korea International Cooperation Agency (KOICA)
were additionally added. The project will be carried out on Uzbekistan with the theme
of ‘Developing guidelines for Uzbekistan teachers’ ICT competency-based training
modules’ in 2017.
Along with this, the e-Learning international consultant training course (basic
course and deepening course) is operating to systematically transfer the experience of
education and computerization in Korea to developing countries and 614 people have
completed the course as of February 2017.

ICT in Elementary
and Secondary
2) International Organization and Multilateral e-Learning Cooperation Project
Education
| Part 1 |
(1) Hosting the 2016 e-Learning Korea (international exhibition & conference)
MOE has been organizing e-Learning Korea events with related organizations

such as the Ministry of Industry and Commerce since 2006 to promote domestic
ICT in Education
| Part 2 |
Finance
e-learning policies to other countries and to share domestic and foreign e-learning
trends. 2016 e-Learning Korea was held at COEX in Soul from September 21 to
23 co-hosted by MOE, the Ministry of Industry and Commerce and the Gangwon
| Chapter 3|
Education
Province Office of Education under the theme of “e-Learning for Smart, Connected
World”.
124 companies and organizations from 16 countries participated in the e-Learning
ICT in Academic
Research
| Part 4 |
International Expo, which can promote e-learning policy and domestic and foreign
e-learning products at a glance, and the number of visitors was 26,124. In addition, 40
people from 9 countries were participated in the presentation by focusing on MOOC,
ICT in Lifelong
Education
| Part 5 |
K-MOOC, vision and direction of future schools, innovative teaching and learning
methods, and learning analytics, preparing the place for discussion of domestic and
and Vocational
foreign latest e-learning issue.
ICT in Career
Education
| Part 6 |
(2) Hosting the joint ICT International Symposium Between Korea and International
Solve Educational
Organizations (Global Symposium on ICT in Education)
| Part 7 |
Gap
MOE has been holding ‘Global Symposium on ICT in Education’ (GSIE) with
international organizations such as the World Bank and UNESCO to reduce the global

knowledge information gap and strengthen the international leadership of Korea’s
| Part 8 |
education sector since 2017. The 2016 International Symposium on Cooperative ICT
in Education of Korea-Japan International Organizations was held at the Walkerhill
International
Hotel in Seoul from November 9th to 11th, with the theme of “the 4th Industrial
| 제2부 | Part 9 |
Revolution and its Impact on Education: Transition to Digital”. A total of 108 people,
including high-level decision-makers in ICT in education sector in 36 countries around

the world, including Asia, Africa, and South America, as well as educators from
various international organizations such as the World Bank, UNESCO Asia Pacific
Headquarters, the United States and Digital Promise and CEIBAL Foundation which

is Uruguay Education Organizations, were attended.
(3) APEC e-Learning Training

The APEC e-learning program is a multilateral educational cooperation project
approved by APEC after proposing from Korean MOE, and it was promoted under
the goal of eliminating the information gap within the APEC region and enhancing
Korea’s position as the leading e-Learning since 2006. This training is a process to
spread e-learning policies and best practice cases in Korea and to solve e-Learning
education policy issues in each country for education and, e-Learning policy makers
and project promotion practitioners who have been formally recommended by MOE
of member countries corresponding developing country among education filed. A total
of 750 trainees from 12 countries were released by 2016.
[Table 9-1] Status of participants in APEC e-learning training (Unit: person)
Year
2006~2010 2011 2012 2013 2014 2015 2016 Total
Country
Indonesia 92 4 3 5 5 6 6 121
China 87 4 2 5 3 3 3 107
Thailand 64 7 6 4 5 5 4 95
Philippines 64 2 - 5 2 5 5 83
Vietnam 43 3 7 3 7 5 5 73
Malaysia 37 5 5 4 6 5 4 66
Russia 45 5 2 3 2 3 1 61
Brunei 23 2 5 4 5 2 2 43
Peru 12 4 4 2 1 3 5 31
Chile 23 - 1 3 1 - 2 30
Mexico 20 1 1 4 1 - 2 29
Papua New Guinea 6 - - - 2 1 2 11
Toatl 516 37 36 42 40 38 41 750
Source : ‘2016 result report of e-ICON international competition’, 2016. 12
(4) Hosting the World e-ICON Contest

MOE has been holding e-Learning International Contest of Outstanding New
ages as part of the content development competition in which global talented people

ICT in Elementary
participating in the e-learning field since 2011. This is a contest in which domestic
and Secondary
Education
| Part 1 |
and foreign students can conduct activities on on-off line by making global team to
develop e-learning contents that can be utilized in the global education environment as

a team unit and 531 people from 18 countries participated by 2016.
ICT in Education
| Part 2 |
Finance
3) Support Project of Establishment and Operation of Demonstration Classroom for
Advanced ICT Utilization
| Chapter 3|
Education
MOE has been promoting the ‘Support Project of Establishment and Operation
of Demonstration Classroom for Advanced ICT Utilization’, which has accumulated
knowledge and know-how of ICT in education in Korea, by selecting cooperation
ICT in Academic
Research
| Part 4 |
partners in two countries every year since 2011. It is implemented aiming to spread
technologies and examples of ICT utilization in excellent educational fields to
developing countries, to promote educational development of the country and to
ICT in Lifelong
Education
| Part 5 |
enhance exchange and cooperation in education field.
Advanced classrooms are being built and operated in total 13 countries (2011:
and Vocational
Indonesia, Colombia, Brunei, 2012: Mongolia, Philippines, 2013: Cambodia,
ICT in Career
Education
| Part 6 |
Azerbaijan, 2014: Sri Lanka, Paraguay, 2015: Vietnam, Uzbekistan, 2016: Peru, Laos)
by 2016.
Solve Educational
| Part 7 |
Gap
[Picture 9-2] Major support by year

1st year 2nd year 3rd year 4th year

•Distribution of best contents •Analysis of project operation •Support additional HW/SW and
| Part 8 |
•Built advanced classroom
•Teacher training and textbook and solutions performance intensive training
development support for •Teacher training and textbook •Reflect result of performance
advanced classroom utilization development support analysis in basic plan for next
•Forum and opening ceremony year
International
| 제2부 | Part 9 |
4) Support for the utilization of Solar Schools

MOE supports the ICT-based teaching and learning activities in Africa, where the
power infrastructure is unstable, through the ‘Solar-Powered Internet School (SPIS)

Education Support Project’. This project was discussed as part of a plan to expand
international educational cooperation between Korea and Africa at the Association for
the Development of Education in Africa (ADEA) held in Burkina Faso in 2012 and
it is promoted in cooperation with Samsung Electronics since 2013. Support for the
utilization of Solar Schools started with three countries in Ghana, Kenya and Ethiopia
in 2013 and its scope of exchange will be expanded to 6 countries of Uganda, Rwanda
and Mozambique and it plans to cooperate with 9 countries, including Zambia,
Zimbabwe and Tanzania in 2017.

ICT in Elementary
and Secondary
Education
| Part 1 |
Chapter Status of the

e-Learning Industry
ICT in Education
2
| Part 2 |
Finance
| Chapter 3|
Education
1. Overview of e-learning Industry
ICT in Academic
Research
| Part 4 |
It is difficult to distinguish Edutech and e-learning from dictionary definitions,
but there is a difference in approaching the broader and more inclusive approach than
the e-learning of existing online lecture-based consultation, considering the contextual
ICT in Lifelong
Education
| Part 5 |
conditions such as changes in the talents that were triggered by the 4th industrial
revolution and the transition of education paradigm accordingly .
and Vocational
While consulting e-learning was innovative in terms of being able to efficiently
ICT in Career
Education
| Part 6 |
receive education anywhere, anytime, without space constraints, Edutech is focus
on providing a new learning experience beyond simply providing education online.
Solve Educational
Edutech, which was based on the latest ICT technology, expects to make personalized
| Part 7 |
Gap
and customized learning possible and to change the education scene to cultivate the
talents needed in the 4th industrial revolution era.

2. e-learning Market Trends | Part 8 |

International
| 제2부 | Part 9 |
A. e-learning Market Trends

1) Shrieked e-learning Market of Traditional self-directed Learning
The total global e-learning market is expected to grow by 5% annually to KRW
187.6215 trillion by 2015, exceeding KRW 272.88 trillion by 2023. However, the
market for traditional self-paced eLearning market is expected to decline sharply
| Chapter 2 | Status of the e-Learning Industry 227

from KRW 52.4 trillion in 2015 to KRW 37.3 trillion in 2021. This is because
free educational software released by global IT giants such as Google, Apple, and
Microsoft is replacing existing commercial software while open source software such
as Moodle and Canvas is becoming more technologically advanced.
2) ICT Technology that will have a Big Impact on Education

Elementary, Secondary, and Higher Education Report of the New Media
Consortium (NMC) The Horizen Report (2016) expected key trends and technologies
that would change education for five years and maker Space has been selected as
a common core trend to bring change in education. This suggests that creativity,
collaboration, communication, critical thinking, patience and recovery resilience
that can be cultivated through creative activities are important competencies for 21st
century learners.
NMC Horizon Report expects that personalization and personalization of
learners will be implemented within the next five years through an adaptive learning
platform, learning analysis and adaptive learning, emotional computing, and artificial
intelligence. Therefore, it is necessary to acquire abundant data of students and
contents, that is, big data to realize such a learning environment.
3) The Basis of Personalized Learning, Data

All things are integrated with ICT and artificial intelligence creates new value in
the 4th industrial revolution era. At this time, the data is regarded as new capital such
as “crude oil” in the past industrial revolution era. Korea has excellent infrastructure
for data accumulation such as high-speed internet and smartphone use rate as well as
computerization of public infrastructure such as e-government, but there is a lack of
awareness of data.
B. Domestic e-Learning Supply Market

According to a survey of the e-Learning industry conducted every year by the
Ministry of Trade, Industry and Energy, the market size of the e-learning provider in

ICT in Elementary
2016 was KRW 3,487.6 billion, which is 0.1% higher than KRW 3.4851 trillion in
and Secondary
Education
| Part 1 |
2015.

ICT in Education
[Table 9-2] Total e-Learning Sales by Representative Industry (Unit: Million won, %)
| Part 2 |
Finance
2012 2013 2014 2015 2016 Year-on-year
Div.
Sales Ratio Sales Ratio Sales Ratio Sales Ratio Sales Ratio increase
Sub total 2,747,766 100 2,947,083 100 3,214,167 100 3,485,119 100 3,487,574 100 0.1
Contents 515,504 18.8 586,433 19.9 645,691 20.1 689,372 19.8 678,941 20.2 -1.5
| Chapter 3|
Education
Solution 236,623 8.6 270,476 9.2 303,514 9.4 346,644 9.9 333,649 9.9 -3.7
Service 1,995,639 72.6 2,090,174 70.9 2,264,962 70.5 2,449,103 70.3 2,474,984 69.8 1.1
Source: MTIE/NPA, ‘Factual Survey on e-Learning Projects’ May, 2016
ICT in Academic
Research
| Part 4 |
C. Domestic e-Learning supply market
The domestic e-learning demand market in 2016 was KRW 3.428 trillion
ICT in Lifelong
Education
| Part 5 |
estimated based on the expenditure survey results of domestic e-learning demand in
2016. It is estimated that individuals spent KRW 1, 581.6 billion, or 46.1% of the total
and Vocational
demand and business spends KRW 1.45 trillion, which is 42.3%. The proportion of
ICT in Career
Education
| Part 6 |
expenditure in the two sectors accounts for 88.4% of the total market. The government
and public sector accounts for KRW 223.9 billion, or 6.5% and educational institutions
Solve Educational
accounts for KRW 171.8 billion, or 5.0%, which is the lowest rate.
| Part 7 |
Gap
[Table 9-3] Scale of the e-Learning Demand Market (Unit: Million won, %)

Official educational Government, public
Div. Total Individual Business
| Part 8 |
organization organization
Amount 3,428,665 1,581,560 1,451,360 171,798 223,947
Ratio 100.0 46.1 42.3 5.0 6.5
International

| 제2부 | Part 9 |
D. e-learning Project Status

The total number of e-learning business was 1,639, 126 decreased from the
previous year, showing 7.1% of reduction rate.
| Chapter 2 | Status of the e-Learning Industry 229

[Table 9-4] Status of trend of e-learning business (Unit : number, %)
Div. 2012 2013 2014 2015 2016

Total 1,614 1,649 1,691 1,765 1,639
Annual increase (%) -2.5 2.2 2.5 4.4 -7.1

ICT in Elementary
and Secondary
Education
| Part 1 |
summary
Other Material PM 2017- 6 <Not for Sale>
PUBLICATION DATE December 31, 2017

PUBLISHER Seoksoo Han
PUBLICATION office Korea Education and Research Information Service (www.keris.or.kr)
ADDRESS (701-310) 64 Dongnaero (Dongnae-dong), Dong-gu, Daegu, Korea
TEL 82-53-714-0114
FAX 82-53-714-0197
REGISTRATION NO. 22-1584 (July 3, 1999)
PRODUCTION SUNGWOOADCOM Co., Ltd. (Tel: 82-2-890-0900)
I S B N 978-89-5984-749-5(93370)
Illegal reproduction of contents is prohibited.

Use of the works is granted when the source
‘Korea Open Government License’ is credited and quoted..
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WHITE PAPER ON ICT IN EDUCATION KOREA

WHITE PAPER ON ICT

Introduction Top 10 News Events of 2017 008

Part 1 ICT in Elementary and Secondary Education

004 WHITE PAPER ON ICT IN EDUCATION KOREA 2017

Part 2 ICT in Education Administration and Finance

Part 3 ICT in Education of Higher Education

Part 4 ICT in Academic Research

| Introduction | Top 10 News Events of 2017 005

Part 5 ICT in Lifelong Education

Part 6 ICT in Career and Vocational Education

Part 7 Solve Educational Gap

Part 8 Creation of Healthy Information Culture and

006 WHITE PAPER ON ICT IN EDUCATION KOREA 2017

Top 10 News Events

| Introduction | Top 10 News Events of 2017 007

Operation of 1,200 SW Educational Researches and Leading

008 WHITE PAPER ON ICT IN EDUCATION KOREA 2017

KERIS, opened Big Data base Scholar Relation Analysis Map

[Introduction Picture - 2] Homepage screenshot of Scholar Relation Analysis Map (SAM)

| Introduction | Top 10 News Events of 2017 009

Opened Edunet · T-Clear, Educational Information Integration

[Introduction Picture - 3] Homepage screenshot of Edunet · T-Clear

010 WHITE PAPER ON ICT IN EDUCATION KOREA 2017

Ministry of Education-KERIS-Sejong City Hall-Sejong City

[Introduction Picture - 4] Business agreement ceremony of Ministry of Education-KERIS-Sejong City Hall-

| Introduction | Top 10 News Events of 2017 011

Held ‘Local Education Finance Information Notice Excellent Thesis

012 WHITE PAPER ON ICT IN EDUCATION KOREA 2017

Held 2017 UNESCO Asia-Pacific Ministerial Forum on ICT

[Introduction Picture - 6] UNESCo Asia-Pasific Ministerial Forum on ICT in Education

| Introduction | Top 10 News Events of 2017 013

KERIS, Reinforcement of Global Cooperation for Leading

014 WHITE PAPER ON ICT IN EDUCATION KOREA 2017

KERIS, Establishment of General Education Training Institute

[Introduction Picture - 8] Opening ceremony of KERIS General Education Training Institute

| Introduction | Top 10 News Events of 2017 015

Announcement of Test Operation Plan of ‘(tentative name)

Development of evaluation method for certification

(Permanent advisory (Representative (Permanent consultative (Representative

<Operation System> <Operation System> <Operation System>

016 WHITE PAPER ON ICT IN EDUCATION KOREA 2017

Global Educational Cooperation between Korea and Thailand

[Introduction Picture - 10] Participation in Korea-Thailand International Exchange Program

| Introduction | Top 10 News Events of 2017 017

Infrastructure Status of ICT in Education

➊ Status of computers per school

Smart Pad Smart Pad

※ Source: Education Statistics Service (kess.kedi.re.kr), October 2017

➋ Number of students per computer (Unit: Persons)

1) Number of students per computer by school class (Based on entire PC)

Elementary school Middle school High school

3.6 3.2 2.9

2) Number of students per computer by school class (Based on Student PC)

Elementary school Middle school High school

7.0 6.4 5.2

※ Calculation: (Number of Students) divided by (Number of Computers for Students)

3) Number of students per computer by school type (Based on entire PC)

Elementary school Middle school High school

018 WHITE PAPER ON ICT IN EDUCATION KOREA 2017

Elementary school Middle school High school

1.4 1.5 1.4

※ Calculation: (Number of Computers for Teachers) divided by (Number of Teachers)

[Introduction Picture - 4] Business agreement ceremony of Ministry of Education-KERIS-Sejong City Hall-

• Promoted Korean type of ICT in education and developed

3. (Tentative name) Major contents of ICT in Education Improvement

C. Promotion of Computer Science Education Initiative (CS4RI) in Rhode

E. Announcement of Survey Results of US School on Digital Contents

A. Outline and Main Performance of ‘Innova School’, Innovative School in

B. Swedish Government, Coding Education from 1st Grade of Elementary

C. Singapore, Introduces Computing Course to 19 Secondary Schools from