世界发展银行-Response-to-COVID-19-_-Preparing-for-School-Re-Opening-_ndash_-The-Case-of-South-Korea_9页_438kb

Summary of "Response to COVID-19: Preparing for School Re-Opening" – The Case of South Korea

Core Content

This briefing note outlines South Korea's response to the challenges of school re-opening during the COVID-19 pandemic. It highlights the country's efforts to implement online learning, address digital gaps, and prepare for potential future disruptions. The note also emphasizes the importance of building a resilient and sustainable education system that can adapt to crises.

Main Points

Initial Response and School Closure

• South Korea was heavily impacted by the early stages of the pandemic, with over 10,000 infections and 238 deaths reported by April 2020.
• The Ministry of Education (MOE) postponed the start of the new school year three times, eventually deciding to begin with online classes on April 9, 2020.
• The decision was based on the trend of daily cases, epidemic control in schools, public opinion, and school readiness.

Online School Implementation

• The online school opening was gradual, with different grade levels starting on April 9, 16, and 20, while kindergartens remained closed and most universities already adopted online learning.
• The MOE formed a "New Semester Preparation Committee" to coordinate with local education offices and schools, and introduced a Distance Education Support Division to monitor and improve the online learning system.
• A cross-ministerial EdTech Task Force was established to develop long-term strategies for digital education.

Digital Gap Mitigation

• Approximately 4% of students lacked smart devices for online learning.
• The MOE lent 321,000 devices, with 230,000 from local offices, 55,000 from the MOE, and 36,000 donated by Samsung and LG.
• Priority was given to low-income families and students in need, as determined by school principals.
• A customized curriculum was introduced for first and second-grade students, accessible via EBS Plus 2 and EBS 2TV.
• Home study packages were sent to students, and teachers used text messages to monitor attendance and progress.

Class Management and Teaching Methods

• Online classes were structured into four types: real-time interactive, content-oriented, lecture+activity, and task-oriented.
• Teachers were required to adjust class hours based on content, school conditions, and student burden.
• Teacher training was provided via MOE TV and YouTube, covering tools like Google Classroom, LMS, and EdTech.
• Schools formed Remote Class Management Committees to reorganize curricula and establish emergency communication systems.

Attendance and Evaluation

• Attendance could be checked in real-time or after class using LMS, text messages, or phone calls.
• Evaluation of online learning was to be conducted after the return to offline classes, unless the class was interactive.
• The College Scholastic Ability Test (CSAT) was postponed from November 19 to December 3, 2020 to accommodate the changes in the academic calendar.

Challenges and Lessons Learned

• Technical issues: Unstable network connections and difficulty accessing online platforms, especially in remote islands.
• Alternative plans: Schools used SNS platforms like KakaoTalk and Band, and mailed study materials to students.
• Content development: Teachers faced challenges in creating digital content, while the private sector and cultural institutions provided supplementary materials.
• Teacher perception: Teachers had to adapt to new teaching methods, often preparing detailed class scenarios and using various media to engage students.
• Equity issues: Digital literacy of guardians and access to resources created disparities, particularly for low-income and elderly families.
• Support initiatives: The Ministry of Gender Equality and Family introduced home visits and after-school youth academies to assist vulnerable students.

Implications for Other Countries

• Parallel strategies are necessary to prepare for school re-opening, including guideline development, academic plan adjustments, and preparedness for potential re-closures.
• Local autonomy is crucial, allowing schools and authorities to prioritize student needs and collaborate with community partners.
• Daegu serves as an example of collaboration with local hospitals to provide medical support, teacher training, and psychological resources.
• The crisis presents an opportunity to modernize the education system, standardize online learning, and build resilience against future disruptions.

Conclusion

South Korea's response to the pandemic demonstrated a comprehensive and adaptive approach to online education. The government, in collaboration with local authorities, private sector, and academic institutions, ensured accessibility, quality, and equity in the learning process. This experience highlights the importance of digital infrastructure, teacher training, and community involvement in maintaining educational continuity during crises.