KERIS 연구개발역량 세계화: 도전과 기회
2011.06.01 아프리카교육개발협회(ADEA) 서울 주재 특명대표, 국경없는교육가회(EWB) 공동대표, 서울대 글러벌교육협력 학과 김기석
I. MASON: MAking
Something Out of Nothing
Area 99.6 K Sq. Km (107th)
Population 49.0 Million (26th) GNI US$ 931.4 Billion (FY08) GNI per capita : US$21,570 Export volume 410 Billion (9th) Broadband diffusion (2nd) Home PC diffusion (3rd) - OECD member since 1996 &
DAC member from 2009
2011.KOREA
1950’s Korea
Humiliated by an American soldier in 1948 General Helmick, the Acting Military Governor of South Korea, reported to Washington, stating: “Korea cannot attain a high standard of living. ... When the US Occupation forces withdraw and stop sending supplies to South Korea, some nine million non-food producers would face starvation.�
Determined to survive . during the war
copyright: John Rich, Korean War in Color
We Never Ever Give up!
II. Education & Economic Development in Korea
Non-formal education in the midst of the Korean War
Even the war failed to stop teaching
Teaching on an earth torn by bombs
Children at a village school built with raw wood planks
Rapid Expansion in Education, 1894-2005 7000000
6000000
5000000
4000000
3000000
2000000
1000000
Primary
Secondary
Tertiary
Letter Hall
source: Kim, Ki-seok(2008). Studies on Higher Education in Korea, Seoul: Educational Science Publishing Co., p.207
2004
1999
1994
1989
1984
1979
1974
1969
1964
1959
1954
1949
1944
1939
1934
1929
1924
1919
1914
1909
1904
1899
1894
0
Progress of Korean Industrial Development • Korean Economy Growth – GDP Growth : 338 times increase (US$ 60 → US$ 20,265) – Export Growth : 13,666 times increase (US$ 0.03B → US$ 410 B) 25,000
450 410
400
20,265 20,000
350 300
15,000 250 11,350
1인당 GDP(S) 200
10,000
172 150
6,306
5,000
100
3,000 2,000
65.0
50
60 17.5 0
0.0 1960
0
0.8 1970
1980
1990
2000
2010
수출액 (B$)
Korea vs. Ghana GDP since 1958: According to The WBI
Knowledge makes the Difference between Poverty and Wealth... 14
Thousands of constant 1995 US dollars
Rep. of Korea
12
Difference attributed to knowledge
10 8 6
Difference due to physical and human capital
4 2
Ghana
0 1960
1965
1970
1975
1980
1985
1990
1995
2000
GDP per capita, 1960-2008: A Comparison
Korea vs. Ghana in the 2010 WC KOREA
GHANA
Red Devils
Black Stars
Fail to make the quarterfinals, defeated 2-1 by Uruguay
Made it to the quarterfinals after emerging 2-1 victors over the USA
“World-best” Academic Achievement: IAEP An indictor of Korean kids’ academic achievement in math & science in 1998
Math & Science Scores of 12-year-olds Country
Math
Science
Korea
568
550
Canada
540
551
England
510
520
Spain
512
504
U.S.A
474
475
Ireland
504
469
ETS (1998), A World of Difference, IAEP
Mathematics vs. Social Background: PISA 2003 600 500 400
Korea
300
Filand Japan
200
USA
100 0 Mean
GDP
GDP&Ed
sourse: http://www.oecd.org/dataoecd/1/60/34002216.pdf
ESCS
Ed Exp
Higher Education: Seoul National University
Rank School Papers 1 HAVARD 9,421 2 TOKYO 6,631 3 UCLA 5,232 4 UW-SEATTLE 5,193 5 MICHIGAN 4,951 6 TRONTO 4,942 7 KYOTO 4,751 8 STANFORD 4,633 9 JOHNS HOPKINS 4,468 10 Upenn 4,446 11 CAMBRIGE 4,129 12 UCB 4,049 13 OSAKA 4,040 14 UCSD 3,979 15 UCSF 3,959 16 CORNELL 3,915 17 WISCONSIN 3,846 18 TOHOKU 3,809 19 PITTSBURGH 3,805 niv-London-Imperial-Coll-SCI-Thchnol-MED 20 3,721
Rank 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40
School UCD YALE OXFORD DUKE MIT FLORIDA COLUMBIA SAN-PAULO UMM UNC SNU PENN ST. OSU NW WU MCGILL UBC UIU Univ-Coll-London Munich
Papers 3,685 3,683 3,647 3,558 3,511 3,506 3,489 3,454 3,371 3,211 3,116 3,063 3,061 2,999 2,989 2,955 2,893 2,755 2,629 2,617
Productivity among top schools adjusted for expenditures, 2004 Money unit: I B KW
Research funds
Running costs incl. R funds
SCI # papers
SCI ranks
SCI # /RF
SCI # /RC
SNU
2,701
6,466
3,116
31
1.15
0.48
KAIST
977
2,600
1,136
187
1.16
0.44
Postec
810
1,834
823
272
1.02
0.45
Harvard Univ.
6,481
28,574
9,421
1
1.45
0.33
Tokyo Univ.
4,257
17,327
6,631
2
1.56
0.38
UC Los Angels
6,107
36,510
5,232
3
0.86
0.14
Stanford Univ.
8,602
26,024
4,633
8
0.54
0.18
UC Berkeley
4,395
16,910
4,049
12
0.92
0.24
Industrial Development Progress in Korea •
Korean Industrial Policy with HRD : Timeline of Industrial Progress with HRD
Period 1960’
Strategic industry ·Agriculture ·Light industry
Technology Capacity Foreign Technology assistance
Workforce
HRD system
Skilled labor workforce
Vocational training schools
- Skilled technical workforce of technical high school and college level - Operation of production line
1970’
Heavy & Chemical industry
Turn-Key based technology outsourcing
Technical high school and University of science & engineering
1980’
High-tech industry Electric and electronics
Reverse engineering
College and University level engineers
College and University of science & engineering
1990’
Globalization of advanced industry
Core technology acquisition through R&D
R&D workforce Of Master and Ph.D level
Research driven university
2000’~
IT, BT, NT, GT, etc. New growth engines
Basic and core technology acquisition
·Highly professional R&D workforce ·Creative workforce
Research driven university
Industrial Development Progress with HRD in Korea Industrial advance is closely influenced by timely technology competence. The core element of technology competence is the capacity of human resource. Technology innovation
Core Tech. development
Green Tech. & Global Leading
IT, BT, NT, CT Future growth industry
Tech. copy
Highly professional creative workforce
Tech. out-sourcing
Technology assistance Agriculture Promotion Rural enlightenment campaign
1960’
Export-driven industrialization
Heavy & Chemical industry
Vocational training school, Skilled workforce
1970’
High-tech industry Ex) Digital Electronics
R&D workforce
Technical high school, Skilled technical workforce
Early 1980’
1990’
2000’
Since 2010’
Progress of human resource cultivation in Korea Cultivation System Vocational training center ex) Institute of industrial technology education
Agricultural & Technical high school
·Promotion of Technical college ·Expansion of no. of university of science & engineering ·Human resource cultivation of science and technology (KAIST)
Construction of education system dedicated for cultivation of human resources of advanced science and technology (Research core university)
Period 1960’
Motivation and Development Progress ·Established by assistance of the US ·Training institutes for light industry such as textiles, sewing, shoes, etc. ·Legislation of vocational training discipline law
1960’ quantitative expansion
·Quantitative expansion of skilled technical workforce, education focused on practical exercise ·Planning for heavy & chemical industry workforce ·Operation of institute for cultivation of practice teachers ·Improvement and development of curricula & contents
1970’ quantitative expansion
·Cultivation of production technicians through conversion from vocational training institute to technical college ·Cultivation of human resources for heavy & chemical industry through specialized education program of science & engineering university · Classification of 3 major education programs for scientists, engineers, and manufacturing technicians
1980’~ present
· Education for cultivation of gifted youngsters in science - Cultivation of leading human resources for future advanced industry by creative education · Specified Education System : Science high School → University of Science and Technology → Advanced Institute of Science and Technology
BMC teaching of “The unbounded power of Education.� Education changes human behaviors: thinking power, Values, innate capacity, & even character.
농사꾼 一家, 農軍 창건 내부의 적 빈궁과 싸우다
Five Factors Development
Underpinning
Economic
1. Education: privatized, the ladder of social prestige, power and wealth, & the “plank schools”, shacks built with raw wood
planks on “an earth torn by bombs.” 2. The expansion of education was not necessarily pursued by economic development.
3 Experience of compulsory military service for all males.
4. Stable & determined political leadership.
5. The rise of a group of ambitious entrepreneurs: SS, Hyundai/Kia, LG, SK and others. From Education & Development (2010)
Core Factors Supplying a cadre of “well educated and highly
disciplined laborers at low labor costs,” Externalizing Han (deep seated pain & sorrow) as a
complex structure of feelings and a determination to make something out of nothing: “We can-do-it!” Koreans working on Libyan pipe line projects shocked Libyan leaders, being told that they were “not workers but soldiers,” working day and night without complaint in the hottest desert areas.
In Obama’s speech at The State of Union, 25 Jan. 2011
The WB’s comments • illustrates the significant difference a knowledge-based development strategy made for Ghana and Korea with similar GDP per capita in 1958 • estimates the relative contribution of two types of factors:
tangible factors such as the accumulation of physical capital and additional years of schooling in the labor force,
• and other factors linked to the use of knowledge, such as
the quality of education the strength of institutions, the ease of communicating and disseminating technical information, and management and organizational skill
III. Transformation of
Korea:
from beneficiary to donor
US aid to Korean Education, 1956-62 • Peabody College performed technical assistance, called the Korean Project, right after total ruins of War • Spending app. 200 (1,500 today value) Million USD for 6 years • Scaling up teacher training, education reconstruction and restoring science education, libraries and labs of College of Education, SNU • Outcome(1): One PM, 3 Ed Ministers, 5 Presidents of University, administrators, college professors &… • Outcome(2): Globally competitive world-top class public education system
US technical aid to Seoul National University, 1954-62 • Minnesota University, a leading public university in U.S., performed technical assistance, called the SNU-UMN Project in war torn Korea • Spending app. 300 (1,800 today value) Million USD for 8 years • Renovating Medical, Agriculture, Veterinary Medicine, and Engineering, setting up Graduate School of Administration and modernizing Central Library of SNU
Korea as a Recipient, 1945-1990
Korea received a total of 13 billion USD from U.S. and Japan in economic assistance
여전히 빈곤, 무지, 질병에 시달리는 지구촌
낮은 소득으로 인핚 극심핚 빈곤상태
UN 새천년개발 목표: 2015년 달성 ?
보건 홖경 미비로 인핚 질병위험 만연화
• 1억 명 어린이 학교 못 가고
8 억 명 문맹
“교육을 통핚 빈곤과 질병퇴치”
global
non-profit
professional
핚국 ODA를과업의 바라보는범위 국제사회의 시각 “G20 서울 정상회의를 선도하고 고위급회담을 유치하는 것은 누구도 흉내 못 낸다.” “한국원조는 빈곤으로 교육받지 못하는 사람들에게 기회를 줄 것이 다.”
“한국 성공적인 스토리를 다른 국가에 알리는 것이 매우 중요하다.”
브라이얶 애투드 (OECD 개발원조위원회 의장)
[동아일보] 2011-03-26 윤완준 기자
과업의 범위 교육과학기술 ODA 선진화 방안 교육과학기술 ODA의 전략적 지원확대 -교과부 총예산대비 ODA 비율 확대계획 11년도 0.10%(451억)-> 15년 0.15%(951억) 분야별 교육과학기술 ODA 내실화 -핚국교육발전경험 공유를 위핚 콘텐츠개발, 정책컨설팅, 연수를 강화함. 전략적 교육과학기술 ODA 추진기반 구축 -국제개발협력 전문대학원을 도입하거나 기졲 대학원을 전문대학원 교육과정 운영방식으로 운영하는 방안 검토.
Colleagues beyond borders: Korean & African Bill, BF, Jan. 2007
Burkina Faso 교육
여학생 초등교육 취학률 54%-> 중도탈락률은 40%
비형식 문맹퇴치센터를 적극적으로 홗용
2008년도까지 300,000명이 문맹퇴치교육 이수
후속 교육(보건교육, 소득증대, 자립지원 등) 에 대핚 요구가 증대 but, 재정부족의 어려움.
The Fight against Poverty and HIV/AIDS through Quality Education for All
global
non-profit
professional
GAPA • • • •
Global Alliance for Poverty Alleviation
• Pay Back
10 K run for fund raising
: 14, 000 000 KRW in 2009
ADEA
EWB
GAPA
KOICA
APENF
핚국형 “갚아” GAPA 모형 Figure 1 EWB’s integrated approach
2007. Need Assessment
TIRR!: The time is right &
Micro-scholarship: $10 per month
2009. Feasibility Study
2010. Project Launching
Women-inLearning
3 Rs:
Village classroom For literacy
Knowledge is Power:
“Lonni ye see ya”
Five products from beans
No Left Child Behind?
Livestock for Lifelong Learning (L4L) Bank: A New Approach to EFA using Korean experience
Chicken
Donkey
Cow