KRIVET Issue Brief People are Our Hope
Operation of a Credit System-Based Curriculum at Vocational High Schools
- Schools that have researched and led a credit system within vocational high schools (hereafter “ research and leading schools ” ) operated their elective courses more actively in 2020 compared to 2019.
- The number of elective subjects in each department in 2020 rose by an average of 2.8 subjects per department.
In particular, the number of elective courses in each department at Meister high schools, which adopted the credit system this year, rose by 6.9 elective courses per department on average. They increased from an average of 5.3 in 2019 to 12.1 in 2020.
- In 2020, the number of departments that allow students to freely select elective courses within that department (course-type) and the number of those that allow students to take subjects in other departments (major educational model for a credit system-based vocational high school) increased drastically by 173 and 193 departments since 2019, respectively.
I Note I
This report is an extraction and rearrangement of the report,
“Ryu, Jieun, et al., (2020),
‘Support program for schools that research and lead the credit system for vocational high schools (1) Performance management of schools that research and lead the credit system for vocational high schools,’ KRIVET.”
Publisher: Young Sun Ra | Date of issue: October 13, 2020 | Issued by: Korea Research Institute for Vocational Education and Training (KRIVET)
2020
No.19601 Need for Analysis and Analysis Data
| In preparation for the full-scale introduction of the credit system in vocational high schools in 2022, it is necessary to analyze the major operating conditions of the research and leading schools that have already introduced and are operating the high school credit system on a trial basis.
The high school credit system, a national task of the current government, will be introduced to all specialized high schools in 2022, beginning with Meister high schools in 2020. Since 2018, research and leading schools have been piloting the high school credit system for its official institutionalization.
- For vocational high schools, 209 schools are assigned and operated as research and leading schools. In 2018, 23 research schools were appointed, 15 research schools and 74 leading schools were appointed in 2019, and 97 leading schools were appointed in 2020.
- The research and leading schools are researching various topics to create a foundation for the credit system, centered on the model for operating the credit system-based curriculum.
Before a full-scale introduction of the credit system in vocational high schools in 2022, it is necessary to analyze the current status of the credit system operations in research and leading schools. As the core of the high school credit system lies in the operation of a curriculum tailored to students’ future career paths, it is important to examine the curriculum organization and operation status.
- The comparative analysis of the key operation status of the years 2019 and 2020 for research and leading schools will present important implications for diagnosing the performance of the research and leading schools. Also, this will assist in steering the discussions regarding the operation of the credit system in vocational high schools in the future.
| Data for analysis: Data from KRIVET’s Survey on the current status of the credit system in research and leading schools (209 schools)
Data for analysis: a survey on the curriculum organization and operation was conducted on 209 research and leading schools to examine the changes in the operation of the credit system-based curriculum for the academic years 2019 and 2020.
Subject of analysis: 672 departments across 192 schools were compared between 2019 and 2020, excluding general high schools (jobs), new schools and departments, and schools reorganizing departments.
- Meister high schools: 48 schools and 121 departments; specialized high schools: 144 schools and 551 departments
KRIVET Issue Brief
I Note I
Based on 672 departments in 192 schools (121 departments at 48 Meister high schools, 551 departments at 144 specialized high schools).
I 각주 I
1) ‘학생선택형과목’은학생이 여러과목중직접선택하여 이수하는과목을의미함.
I Footnote I
2) “Specific majors (course- type) within the department” is a curriculum model in which two or more specific majors (courses) are offered, and the student selects and completes the specific majors (courses) they want.
Generally, one course consists of several subjects.
02 Changes in the number of elective courses and completed credits
| Compared to 2019, the number of elective courses and completed credits in 2020 increased by 2.8 subjects and 10.1 credits, respectively.
The number of elective courses1) and completed credits for each department in 2020 came to a total of 30.5 credits for 7.4 subjects (3.1 credits for 1.4 general subjects and 7.4 credits for 5.9 specialized subjects).
- As for school type, it was found that Meister high schools provided a wider range of subject options than specialized high schools, with 2.4 credits for 2.7 general subjects and 49.5 credits for 9.4 specialized subjects for Meister high schools, and 3.2 credits for 1.1 general subjects and 22.6 credits for 5.2 specialized subjects for specialized high schools.
Compared to the 2019 academic year, 0.6 credits for 0.5 general elective courses and 9.5 credits for specialized elective courses increased, totaling 10.1 credits for 2.8 subjects.
- For Meister high schools that introduced the credit system this year, 19.9 credits for 6.9 subjects increased and showed a more significant change than experienced in specialized high schools. Specialized high schools increased by 8.0 credits for 1.9 subjects.
<Table 1> Changes in the number of department-specific student elective courses and completed credits at research and leading schools for the years 2019–2020
[Unit: Subjects, credits]
Classification
2019 academic year 2020 academic year 2020–2019 changes
General
subjects Specialized
subjects Total General
subjects Specialized
subjects Total General
subjects Specialized subjects Total Number
subjectsof Total credits
Number subjectsof
Total credits
Number subjectsof
Total credits
Number subjectsof
Total credits
Number subjectsof
Total credits
Number subjectsof
Total credits
Number subjectsof
Total credits
Number subjectsof
Total credits
Number subjectsof
Total credits Meister high
schools 0.2 0.4 5.0 31.6 5.3 32.0 2.7 2.4 9.4 49.5 12.1 51.9 2.5 2.0 4.4 17.9 6.9 19.9 Specialized
high schools 1.0 2.9 3.4 14.9 4.4 17.8 1.1 3.2 5.2 22.6 6.3 25.8 0.1 0.4 1.8 7.7 1.9 8.0 Total 0.9 2.4 3.7 17.9 4.6 20.4 1.4 3.1 5.9 27.4 7.4 30.5 0.5 0.6 2.2 9.5 2.8 10.1
[Figure 1] Changes in the number of elective courses per department
화 .
임 . 03 Changes in operations of major credit-based curriculum models
| Thenumberofdepartmentsoperatingspecificmajors(course-type)withinthesamedepartment
increased by 173, from 163 in 2019 to 336 in 2020.
In total, 336 departments operated specific majors (course-type)2) within their respective departments in 2020. These departments increased by 173 compared to 2019. The total number of participating students increased by 13,086, totaling 27,921.
- However, compared to 2019, the average number of courses and credits for each department decreased by 0.2 and 2.9, respectively. This shows that although 173 more departments started operating specific majors (course-type) within the department in 2020, the number of courses and credits per course in the 173 newly operated departments was lower than that of the departments operated in 2019.
0.2
1.0 2.7
1.1
5.0 3.4
9.4 5.2
2019
General subjects Specialized subjects General subjects Specialized subjects
2019
2020 2019 2020 2020 2019 2020
Number of elective courses
(Meister high schools) Number of elective courses
(Specialized high schools)
*Based on research subjects:
121 departments of 48 schools [Unit: subject]
*Based on research subjects:
121 departments of 48 schools [Unit: subject]
October 13, 2020
I Note I
Based on 672 departments of 192 schools (121 departments at 48 Meister high schools, 551 departments at 144 specialized high schools).
I 각주 I
3) ‘타학과과목선택형’은학생 들에게다른학과의과목을선 택할수있는기회를제공하는 교육과정모형임.
<Table 2> Changes in the department-specific operation of specific majors (course-type) at research and leading schools, 2019–2020
[Unit: Majors, credits, students]
Classification
2019 2020 2020–2019 Changes
Number of operating departments
Number of courses Credits per
course
Number of participating
students Number of
operating departments
Number of courses Credits per
course
Number of participating
students
Number of operating departments
Number of courses Credits per
course
Number of participating
students Meister high
school 50 3.2 29.8 4,946 95 2.8 26.9 7,561 45 △0.4 △2.9 2,615
Specialized
high school 113 2.8 19.0 9,889 241 2.6 16.8 20,360 128 △0.2 △2.2 10,471
Total 163 2.9 22.7 14,835 336 2.7 19.8 27,921 173 △0.2 △2.9 13,086
[Figure 2] Changes in the number of departments and courses that operate specific majors (course-type)
| The number of departments that allow students to select elective courses at other departments increased by 194, from 165 departments in 2019 to 359 departments in 2020.
- In total, 359 departments allowed students to take elective courses from other departments3) in 2020, which increased by 194 departments compared to 2019. The number of participating students increased by 8,969, totaling 16,902.
- The average number of elective courses selected from other departments decreased by 0.7, while the average credits per elective course also decreased by 3.4 credits. This is because the departments that began operating this system in 2020 have a relatively small range of courses to choose from other departments compared to the selection within existing departments.
<Table 3> Changes in the system operation that allows the selection of elective courses in other departments at research and leading schools, 2019–2020
[Unit: subject, credit, student]
Classification
2019 2020 2020–2019 Changes
Number of operating departments
Number of elective courses
Credits per elective course
Number of participating students
Number of operating departments
Number of elective courses
Credits per elective
course
Number of participating
students
Number of operating departments
Number of elective courses
Credits per elective course
Number of participating students Meister high
school 45 6.1 14.6 2,381 85 4.7 5.4 4,785 40 △1.4 △9.3 2,404
Specialized
high school 120 4.5 3.3 5,552 274 4.6 3.1 12,117 154 0.1 △0.1 6,565
Total 165 5.0 7.1 7,933 359 4.3 3.7 16,902 194 △0.7 △3.4 8,969
[Figure 3] Changes in the number of departments and courses that allow students to take elective courses from other departments 3.2
2.8
2.8
2.6
50 (41.3%)
95 (78.5%)
2019 2020
Number of departments operating specific majors (course-type)
(Meister high schools)
*Based on research subjects:
121 departments of 48 schools [Unit: subject]
113 (20.5%)
241 (43.7%)
2019 2020
Number of departments operating specific majors (course-type)
(Specialized high schools)
*Based on research subjects:
551 departments of 144 schools [Unit: subject]
2019 2020
Number of courses operating specific majors (course-type)
(Meister high schools)
*Based on research subjects:
121 departments of 48 schools [Unit: subject]
2019 2020
Number of courses operating specific majors (course-type) (Specialized high schools)
*Based on research subjects:
551 departments of 144 schools [Unit: subject]
6.1
4.7
4.5 4.6
(37.2%)45
85 (70.2%)
2019 2020
Number of departments that adopted this system (Meister high schools)
*Based on research subjects:
121 departments of 48 schools [Unit: subject]
120 (21.8%)
274 (49.7%)
2019 2020
Number of departments that adopted this system (Specialized high schools)
*Based on research subjects:
551 departments of 144 schools [Unit: subject]
2019 2020
Number of elective courses offered through this system (Meister high schools)
*Based on research subjects:
121 departments of 48 schools [Unit: subject]
2019 2020
Number of elective courses offered through this system (Specialized high schools)
*Based on research subjects:
551 departments of 144 schools [Unit: subject]
KRIVET Issue Brief
｜ KRIVET Social Policy Building, Sejong National Research Complex, 370, Sicheong-daero, Sejong-si, Republic of Korea ｜ Tel: 044-415-5000/5100 ｜ www.krivet.re.kr ｜ I Note I
1) Based on 672 departments spanning 192 schools (121 departments at 48 Meister high schools, 551 departments at 144 specialized high schools).
2) Combination of both “have carried out” and “plans to carry out.”
I Note I
1) Based on 672 departments spanning 192 schools (121 departments at 48 Meister high schools, 551 departments at 144 specialized high schools).
2) Combination of both “have carried out” and “plans to carry out.”
I Note I
1) Based on 672 departments spanning 192 schools (121 departments at 48 Meister high schools, 551 departments at 144 specialized high schools).
2) Combination of both “have carried out” and “plans to carry out.”
04 Changes in the establishment of a foundation for the operation of student-selective curriculum
| Through demand surveys, it has been found that the creation of new courses, utilization of a course registration system, and provision of course information to students have all grown since 2019.
Of the 672 departments that were the subjects of analysis, 90.0% have carried out demand surveys on students for the creation of new courses in 2020, which is a 28.6% increase compared to the previous year. Out of all of the departments, 78.3% have carried out demand surveys on the parents of the students (a 28.7% increase), while 86.3% have carried out demand surveys on teachers (a 27.5% increase). Meanwhile, 45.7% have carried out demand surveys on concerned companies (a 21.1% increase).
<Table 4> Changes in the proportion of departments that have carried out demand surveys on the creation of new courses at research and leading schools, 2019–2020
[Unit: %, %p]
Classification
2019 2020 2020–2019 Changes
On
students On parents of students On
teachers On concerned companies
On
students On parents of students On
teachers On concerned companies
On
students On parents of students On
teachers On concerned companies Meister high
schools 66.9 57.0 67.8 44.6 88.4 81.8 86.0 72.7 21.5 24.8 18.2 28.1
Specialized
high schools 60.3 47.9 56.8 20.1 90.4 77.5 86.4 39.7 30.1 29.6 29.6 19.6
Total 61.5 49.6 58.8 24.6 90.0 78.3 86.3 45.7 28.6 28.7 27.5 21.1
Of the 672 departments, 61.5% utilized the course registration system in 2020, which is a 34.1% increase.
<Table 5> Changes in the proportion of departments that utilize the course registration system at research and leading schools, 2019–2020
[Unit: %, %p]
Classification 2019 2020 2020–2019 changes
Meister high
schools 30.6 80.2 49.6
Specialized
high schools 26.7 57.4 30.7
Total 27.4 61.5 34.1
Of the 672 departments, 92.6% provide information about courses to students in 2020, which is a 30.2% increase from the 62.4% in 2019.
<Table 6> Changes to the number of departments that provide students with course information at research and leading schools, 2019–2020
[Unit: %, %p]
Classification 2019 2020 2020–2019 changes
Meister high
schools 73.6 100.0 26.4
Specialized
high schools 59.9 90.9 31.0
Total 62.4 92.6 30.2
05 Implications
Research and leading schools are making active efforts to operate a student-selective curriculum.
- Comparing the academic years of 2019 and 2020 shows that the students’ range of choices for courses has expanded.
Moreover, the proportion of participating departments increased significantly in terms of introducing the credit-based curriculum model and establishing a foundation for the operation of a student-selective curriculum.
When fully introducing the credit-based curriculum at vocational high schools, support must be provided for the reorganization and operation of the credit-based system at the unit school. This must be based on the shared experience and know-how regarding operating curriculum from the research and leading schools. Furthermore, it is necessary to support the smooth operation of student-selective curricula at unit schools by improving human and material resources, such as supporting teachers and lectures to create courses that meet student demands. Similarly, it is necessary to support the restructuring of school facilities and spaces by securing more classrooms and so on.
