한국고등교육의 변천:1945-1995
저자
발행기관
학술지명
권호사항
발행연도
1996
작성언어
Korean
주제어
KDC
370
자료형태
학술저널
수록면
31-52(22쪽)
제공처
소장기관
The purpose of this study is to find out what changes were made in Korean higher education between 1945 and 1995. In order to achieve this goal, the statistical data provided by the Ministry of Education during that period were collected and analyzed according to the following three categories : 1) Higher educational institutions, 2) Students, and 3) Faculty. Then the summary of the findings in those three categories is given along with the discussions on the five major trends found in this study.
The changes in higher educational institutions during the last five decades were phenomenal. There were only 19 higher educational institutions with the total student number of 7,819 in 1945 when the Republic of Korea became independent from Japanese annexation. In 1995, the number of colleges and universities was increased to 327. Out of these 327,131 were four-year colleges and universities. 11 were teachers colleges and 145 were two-year vocational junior colleges that brought the most change in higher educational institutions. The remaining 40 were colleges that specialized in specific subjects.
In 1995, there was an average of 3,929 students and 58 faculty in vocational junior colleges whereas four-year colleges had an average of 8,508 students and 243 faculty. Sixty-eight percent of the faculty had a Ph.D and 30% had only a M.A. degree and 2% was B.A. holders. Seventy-six percent of the presidents of higher educational institutions had a Ph.D. and 22% had only a M.A. degree. The remaining 7% had a B.A. degree.
One of the five major trends was that Korean higher education has passed from the stage of mass education to universal education. Therefore, the traditional college entrance examination system is in the process of changing. In the past, students were admitted solely based on their performance on the college entrance examination. Each college should now develop its own system of admitting high school graduates, preferably giving greater weight on academic achievements and extracurricular activities rather than the current admission system that is based on the college entrance examination and the student's transcript.
Second, the growth of higher educational institutions during the last five decades was mostly made by private institutions that comprises 83% of the total Korean higher educational institutions. The problem here is that private institutions are totally dependent on the student's tuition as their financial means for operation and thus, the educational environment is less attractive than public institutions that receive a significant amount of government funding. Yet the government has made no effort to assist private colleges with their financial burden.
Third, the growth of two-year vocational junior colleges has lowered the quality of higher education. In 1995, the student-faculty ratio was 68 to 1 and only 28% of the faculty had a Ph.D. In comparison, the student-faculty ratio was 35 to 1 and 68% of the professors hold Ph.D. degrees. However, the number of two-year vocational junior colleges will increase because of the constant creation of technical jobs by new industries. In 1995, the government provided only 1.6% of the operational costs of these junior colleges, the remaining coming from the student's tuition. With the added responsibility of adult education, how is it possible for junior colleges to provide quality education under such financial conditions? If vocational education was considered absolutely necessary, the government would allocate more funding. But no such action has yet been taken. The structure of the Korean economy calls for more college-educated manpower. The government, however, has shed the responsibility of cultivating this high quality human resource placing additional burdens on private higher educational institutions.
Fourth, the number of co-educational institutions in Korea has increased from 65% in 1970 to 92% in 1995. The gender composition of the student body in public institutions is 41% female whereas in private institutions which includes all women's universities, the percentage of women drops to 34. The total average percentage of female college students in 1995 is 36, a significant amount compared to the past.
Finally, the globalization of Korean higher education has opened the door for more foreign students. In 1995, about 2,000 foreign students came from 50 countries all over the world. The greatest number of these students came from China, comprising 34% of the total, followed by Japanese and then American students. Thus the role of higher educational institutions should be increased from purely academia to enhance the cultural understanding between countries and thereby promote international cooperation.
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