Education expansion and the development of the skills formation system in Korea, 1960 ? 1980: some policy implications for Cameroon. = 숙련형성 체제에 따른 1960-1980 한국 교육 확장: 카메룬에 대한 정책적 함의

다국어 초록 (Multilingual Abstract)

World Bank (2016, p.73) observed that Cameroon’s economic performance is far lower than its potentials and that education and training in Cameroon do not really constitute human capital because the skills acquired are not used effectively as a factor of production. This report implies that there is a mismatch between educational policies and Cameroon’s development goals. This study was conceived within the framework of understanding the relationship between educational policy implementation and economic development in a country. The study is a historical case study of Korea’s skills formation system. It examines the systematic expansion of education in Korea between 1960 and 1980, when the country was still a developing economy, and how the expansion policies were carefully directed by the government to favor the developmental needs and priorities of the Korean economy at the time. Based on the Human Capital Development and Modernization theories, the study sought to draw some policy implications from the Korean experience, which can serve as a model to Cameroon’s ambition to emerge as an industrializing economy by 2035, with education as a significant player in the process. The review of Korea’s educational policies revealed that the country distinguished itself through its vision, expansion strategies, effective and efficient governance, innovation, and infrastructural development prowess. Through a comparative analysis of the Korean case and the current state of education in Cameroon, the study came up with some practical lessons which Cameroon is supposed to learn from Korea.

목차 (Table of Contents)

• CHAPTER ONE INTRODUCTION 1
• 1.1 Background 1
• 1.2 Conceptual Background 4
• 1.3 General purpose of the study 9
• 1.4 Research Questions 9
• 1.5 Research Methodology 10
• 1.5.1 Theoretical framework 10
• 1.5.1.1 The human capital development theory in education 11
• 1.5.1.2 The Modernization theory in education 12
• 1.6 The scope of the study 13
• 1.7 Significance of the study 14
• 1.8 Organization of Study 15
• CHAPTER TWO REVIEW OF LITERATURE 16
• 2.1 Introduction 16
• 2.2 The Global Perspective 16
• 2.3 Educational Expansion in East Asia 21
• 2.4 Educational Expansion in Korea 25
• CHAPTER THREE EXPENSTION OF EDUCATION IN KOREA 30
• 3.1 Introduction 30
• 3.2 The education expansion strategy 32
• 3.3 Universalization of Primary Education in Korea 35
• 3.4 Expansion of secondary education 41
• 3.4.1 Expansion of vocational education and training 44
• 3.4.2 The need for technical and vocational training in Korea 47
• 3.4.3 Organization of Vocational and Technical high schools for the supply of semi-skilled labor and craftsmen 49
• 3.4.4 Vocational education and training promotion policy in Korea 53
• 3.5 The Expansion of Higher Education 57
• 3.6 The teacher training system 61
• 3.7 President Park Chung-Hee and his Framework for Human-Capital Development 63
• 3.7.1 The Economic Planning Board (EPB) 67
• CHAPTER FOUR THE CURRENT STATE OF EDUCATION IN CAMEROON 71
• 4.1 Introduction 71
• 4.2 Organization of education in Cameroon 72
• 4.3 The education system in Cameroon 73
• 4.4 Education attainment across Age Groups 76
• 4.5 Teacher Education and Profession in Cameroon 82
• 4.5.1 Primary school teachers 83
• 4.5.2 Middle School Teachers 84
• 4.5.3 High School Teachers and Teacher-Trainers 84
• 4.6 Challenges to education quality in Cameroon 86
• 4.6.1 Innovation in education 86
• 4.6.2 Teachers professional development 88
• 4.6.3 The complex education system 89
• 4.7 Conclusion 94
• CHAPTER FIVE COMPARATIVE ANALYSIS OF THE EDUCATIONAL POLICIES OF KOREA AND CAMEROON 96
• 5.1 Introduction 96
• 5.2 The vision of education 101
• 5.3 Policy implementation strategies and management 105
• 5.3.1 The expansion strategy 106
• 5.3.2 Educational innovation 113
• 5.3.3 Teachers Professional Training and Development 117
• 5.3.4 Graduate employability 119
• 5.3.5 Infrastructure development 122
• 5.4 Conclusion 128
• CHAPTER SIX POLICY IMPLICATIONS OF THIS STUDY FOR CAMEROON 129
• 6.1 Introduction 129
• 6.2 The introduction of a compulsory fee-free quality basic education for all 129
• 6.3 The development of a Masterplan for the effective integration of ICTs in education. 131
• 6.4 The creation of an independent Education Coordination Board 133
• 6.5 The development of a more closer and productive synergy between the education sector and the economic operators 134
• 6.6 The adoption of evidence-based policy design and implementation strategy 135
• 6.7 Conclusion 137
• REFERENCES 138