EDITORIAL from the JoongAng Daily on April 20)

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Let???s share the knowledge

After-school programs at elementary, middle and high schools have secured their
place in Korean education by providing viable alternatives to private cram
schools.

As the successful experiments increasingly integrate tutoring into public
schools, they are seen as the only way to save public education.
Currently, 11,098 elementary, middle, and high schools (or 99.9 percent) run the
programs, with the participation of 52.8 percent of all students. The programs
have yielded considerable results in terms of reducing private education
spending, with students and parents showing growing satisfaction.
After-school programs are meant to help schools regain the people???s trust.
Against this backdrop, the government has decided to launch a new department to
support the programs. In this context, President Lee Myung-bak visited Deokseong
Girls??? Middle School two months ago to witness how after-school programs work,
and called them ???the hope of public education.???
The question is, how can we facilitate qualitative development as well as
quantitative growth, so as to pave the way for the programs to become stable
parts of Korean education?
Most importantly, it is necessary to strike a balance among after-school
programs. Currently, schools place too much emphasis on academic achievement,
with 54.5 percent of students entering extracurricular programs on academic
subjects.
This makes us anxious that students will not develop specialties. This is not the
purpose of introducing after-school programs focused on each student???s unique
abilities, and will not reduce parents??? spending on private education.
A variety of quality programs should be offered to satisfy students, by ensuring
that teachers and outside lecturers are equipped with expertise.
Systematic support including proper compensation for teachers who devote
themselves to the development of after-school programs should be offered.
The interest and support of the local community is another important factor in
facilitating the programs??? qualitative growth, because the efficient engagement
of various human and material resources from the local community, such as
companies, public agencies, civic groups and universities, can contribute to
boosting after-school activities.
An effort to discover and spread the best methods for after-school programs
should be undertaken. Schools and regions should share their experiences and
their most excellent programs, as well as encourage all school participants,
teachers and students alike.
But the programs??? qualitative development is not enough to revitalize public
education.
The normalization of public education may be realized only when we have
undertaken the simultaneous development of after-school programs and reform of
our regular educational system.
sam@yna.co.kr
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