Project Description

High School Scholar in Goyang

The high school credit system is an unavoidable future in Korea.

How should the educational community prepare for it?

From April to December 2020, we conducted a study with the Goyang Onmael Learning Support Center to discover a high school credit model which could tie in Goyang’s regional characteristics. The high school credit system is scheduled to be fully implemented in Gyeonggi-do in 2022 and nationwide in 2025. By working with a group of core teachers, developing the foundations for a learning community, and developing a regional curriculum, we aimed to create a high school credit system model which can link student initiative, teacher expertise, and community participation.

Project Processes

  • We tested a “Learner-Centered Curriculum” with secondary students
    • We held workshops where students were given the initiative to design classes unrelated to the current curriculum
    • Teachers were invited to connect students with outside resources. They often left these workshops with new ideas for their own lessons
  • We proposed the development and operation of a “Learner-Centered Curriculum” 
    • learner initiative, parental empathy and participation, career exploration, blended learning, resource connection, learning community building

Project Insights

  • Accepting the future of education, preparing in advance, and studying leading high school credit systems led to answers.
    • A common difficulty for teachers in the current system was providing guidance to students because the current system was unpredictable in student subject selections. At the same time, it was inflexible in experimentation and career exploration because of the entrance exams. 
    • The high school credit system tackles these issues through communication. By allowing students to design their own classes, students research and study subjects which excite them whilst working closely with their teacher. It also leads to a career search network on a large scale by connecting middle schools, high schools, universities on a regional level.
  • It is important for the community to share the responsibilities of the high school credit system by organically connecting schools with the various human and material resources in the region.
    • Transparent communication between the city and the Office of Education; revitalization of the local education community through research and dissemination of the curriculum. 
  • The key to navigating the unknown future was creating a safe experimentation environment and promoting a culture of taking on challenges.
    • Learning and growth through small and rapid experiments and small successes such as discovery and encouragement of core teacher groups, creation and support of diverse teacher learning communities, support for pilot operation of student-teacher classroom imagination workshops, and recruitment and operation of student and parent curriculum coordinators cultural composition. In particular, we are considering a support plan to know the field so that teachers can focus on their original roles as experts in curriculum research and class operation.


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