Practices and Strategies of the Seoul Agenda in Korea

May 2012

Draft Report

Practices and Strategies of the Seoul Agenda in Korea

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02

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Practices and Strategies of the Seoul Agenda in Korea

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Table of Contents

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Introduction : Arts & Cultural Education, UNESCO, and the Seoul Agenda

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Evaluating Practices of the Seoul Agenda • Analysis Scope and Evaluation Framework • Findings of Performance Evaluation • Evaluating Practices by Goal • Implications

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Policy Direction and Strategies on Arts & Cultural Education of Korea • Strategic Direction of Arts & Cultural Education • Strategies and Action Plans for the Arts & Cultural Education • Action Plan Structure • Road Map

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Epilogue

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This document, a draft report entitled

in order to ensure an integrated analysis

“Practices and Strategies of the

on what extent Korean government

Seoul Agenda in Korea”, provides

has implemented the Seoul Agenda, an

implementation strategies elaborated

indicator system was built according to

based on the performance of Korea’s

different project types:

implementation of the “Seoul Agenda:

1) arts education program,

Goals for the Development of Arts

2) arts education R&D,

Education” declared in 2010 by

3) human resources development in arts

UNESCO. The section on the practice

education and lastly 4) arts education

evaluation highlights major programs and

networking projects. The findings were

projects carried out by the Korea Arts

incorporated into devising strategies to

& Culture Education Service (KACES),

better deliver the founding message and

the government’s administrative arm for

mission of the Seoul Agenda. Lastly, an

arts education in Korea. For systematic

implementation system and a road map for

analysis, arts education projects of KACES

arts & cultural education were presented

were matched one-on-one with the goals

for further implementation.

and strategies of the Seoul Agenda, and

Phase 1

Study Process

Identify the policy trend of arts education

Phase 2

Phase 3

Evaluate the performance of implementation

Draw Implications

of the Seoul Agenda

Phase 4

Phase 5

Devise implementation

Present executive

strategies

system and road map

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07

Introduction : Arts & Cultural Education, UNESCO, and the Seoul Agenda

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Introduction

Arts & Cultural Education, UNESCO, and the Seoul Agenda

At the threshold of the 21st century around the corner, UNESCO began to acknowledge the crucial role of arts education as the foundation to promote creative educational environment and as the essential element of education. To this end, as a first step to form a consensus within the international community, UNESCO during its 30th session of the General Conference in 1999 proclaimed the “International Appeal for the Promotion of Arts Education and Creativity at School”.

In 2010, a decade following this appeal for

cultural diversity and intercultural

increased awareness on the importance

understanding. Second, arts education can

of arts education, the Second World

make a direct contribution to resolving the

Conference on Arts Education was held in

social and cultural challenges facing the

Seoul, the Republic of Korea.

world today. Third, of crucial importance to the success of arts education in meeting

The most notable outcome of this

these challenges is the need to achieve

conference was the “Seoul Agenda: Goals

high standards in the design and delivery

for the Development of Arts Education”

of education programs.

which was agreed upon based on indepth discussions of international

The goals for development of arts

experts regarding the significance of arts

education include: first, ensure that arts

education in and out of schools. The Seoul

education is accessible as a fundamental

Agenda served to enlarge the roles and

and sustainable component of a high

the scope of arts education, encourage

quality renewal of education. Second,

social contribution of arts education while

assure that arts education activities

enhancing the quality of arts education

and programs are of a high quality

to drive the overall educational system

in conception and delivery. Third, apply

towards direction.

arts education principles and practices to contribute to resolving the social and

The Seoul Agenda takes the following

cultural challenges facing today’s world.

three issues as its organizing principles.

Furthermore, a total of 13 strategies and

First, there is a need for creative and

action items were presented to achieve

adaptive workforce as well as peace,

the aforementioned goals.

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Since the declaration of the Seoul Agenda,

forums which helped to communicate the

the Korean government has worked

outlines of the Seoul Agenda and lead in-

towards preserving the balance in its arts

depth discussions on the field as to how

education policies within the international

the Seoul Agenda should be interpreted

community by reviewing its arts education

and applied. In particular, the International

policies based on the Seoul Agenda.

Arts Education Week commencing this

Of course, with only two years since

year will contribute to better communicate

the declaration, it is not easy to fully

and expand such venues of exchanges

reflect the messages and values of the

and discussions in a more varied and

Seoul Agenda. Since 2011, the Korean

developed forms, so that the purpose of

government has organized Korea Arts

the Seoul Agenda will be well pursued not

Education Week, offering a wide-range of

only by Korea but also the international

arts education related symposiums and

community as a whole.

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Evaluating Practices of the Seoul Agenda

• Analysis Scope and Evaluation Framework • Findings of Performance Evaluation • Evaluating Practices by Goal • Implications

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Analysis Scope and Evaluation Framework

To analyze the implementation result of the Seoul Agenda, we reviewed the results of programs (2008~2011) which are highly tied-up with KACES’ strategies.

Matching Result of the Seoul Agenda with Public Projects on Arts Education Goal

Strategy

1.a

1 1.b Ensure that arts education is accessible as a fundamental and sustainable component of a 1.c high quality renewal of education

1.d

2 Assure that arts education activities and programmes are of a high quality in conception and delivery

KACES Arts Education Programs Subject To Result Analysis Name of Project

Affirm arts education as the foundation for balanced creative, cognitive, emotional, aesthetic and social development of children, youth and life-long learners

Foster the constructive transformation of educational systems and structures through arts education

Arts-Flower Seed School project Training for educators including arts educators in and out of school

Support arts education in correctional institutions Support arts education for military personnel Community arts education (elderly, disabled, child & youth) Support arts educators in community arts education (elderly) Establish systems of lifelong and intergenerational learning in, Support arts educators in community arts education (disabled) about and through arts education Support arts education programs in welfare institutions (elderly) Support arts education programs in welfare institutions (disabled) Cultural-World Expedition project Programs tailored to rental housing apartments and industrial complexes Pilot programs series of honorary teachers consisted of 100 Build capacities for arts education leadership, renowned artists Arts and culture education colloquium advocacy and policy development Diffusion of knowledge and information on arts education

2.a

Develop agreed higher standards for arts education that are responsive to local needs, infrastructure and cultural contexts

2.b

Ensure that sustainable training in arts education is available to educators, artists and communities

2.c

Stimulate exchange between research and practice in arts education

2.d

Facilitate collaboration between educators and artists in schools and in out-of-school programmes

2.e

Initiate arts education partnerships among stakeholders and sectors

3.a

Apply arts education to enhance the creative and innovative capacity of society

3 Apply arts education principles 3.b and practices to contribute 3.c to resolving the social and cultural challenges facing 3.d today’s world

Support leading schools in arts education Creativity & Innovation centered (arts-oriented) School Support arts educators Support arts educators in community (children) Support arts education in welfare institutions (children) Support arts education for infants

Recognize and develop the social and cultural well-being dimensions of arts education Support and enhance the role of arts education in the promotion of social responsibility, social cohesion, cultural diversity and intercultural dialogue Foster the capacity to respond to major global challenges, from peace to sustainability through arts education

Study on development of arts education standards Training of faculty including the teachers and the principal Studies on developing self-diagnosis tools to promote arts education Implementation of Certified Arts Instructor (CAI) system Study on developing creativity indicators in arts & culture fields 1 Study on developing cultural competence indicators 1 Study on mid & long-term development plans for arts education policy Study on policy analysis of school arts education Research on the effectiveness of arts education in Arts-Flower Seed School and correctional institutions/juvenile hall Performance evaluation of arts education programs Developing creative experiential activity program-centering on career activities Training of education planning personnel including educators and practitioners of arts institution and association Support student volunteer groups on arts education Relevant professionals from the Ministry of Justice, Ministry of Defense etc.

Training of public servants, corporate CEOs Introduction of legal donations mechanism Training of central & local public officials Support arts education programs for juvenile halls Support arts education programs for alienated children & youth Orchestral education program for alienated children & youth Training of multi-cultural arts educators

For the evaluation of practices of the Seoul Agenda, key performance indicators were developed through the evaluation research projects of individual arts education programs. Each indicators-quantitative and qualitative-were weighted differently by program type to better reflect the characteristics and purposes of each program.

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Evaluation Criteria by Program Type Indicator

Quantitative

Qualitative

70

30

Category

Arts Education Programs

Project Scale

50

Continuity (degree of completion)

10

- Project Budget

20

Participant Satisfaction

10

- Number of Participant

20

Expert / Stakeholder Evaluation

10

- Scope of Participant

10

Quality of Learning

20

- No. of Students Per educator

5

- Budget Per Participant

10

- Average Learning Hours

5

50

Human Resources Development

50

Project Scale

30

Continuity (degree of completion)

20

- Project Budget

15

Participant Satisfaction

20

- No. Participant

15

Expert / Stakeholder Evaluation

10

Quality of Learning

20

- Average Learning Hours

10

- Budget Per Participant

10

30

R&D Programs

70

Project Scale

30

Continuity (degree of completion)

20

- Project Budget

30

Expert / Stakeholder Evaluation

20

Research Effectiveness (applicability)

30

30

Networking/ Cooperation Projects

70

Project Scale

30

Degree of Networking / Cooperation

20

- Project Budget

20

Mutual Exchange < Joint Project < Collaboration on Specific Issue (Agenda)

20

- No. of Participant Institutions

10

Outputs

30

Informal Meeting < Formal Meeting < 1:1 Mou Conclusion < Multi-Lateral Agenda < and Beyond

30

Type of Institution

20

Domestic Relevant Institutions < Domestic Enterprises < International Relevant Institutions / Enterprises

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Actual value of each indicator is to be rated relatively.

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Findings of Performance Evaluation

The implementation performance of the Seoul Agenda in Korea, the following conclusion was made.

First of all, goal 1 focusing on enhanced access to arts education showed the highest score of 1,135.4 (56%), followed by goal 2 highlighting enhanced quality of arts education at 616.1 (30%), and then goal 3,277.0, underscoring the social role of arts education (14%). It shows that the arts & cultural education activities of KACES have evolved around goal 1, which represents almost twice the goal 2â&#x20AC;&#x2122;s and quadruple the goal 3â&#x20AC;&#x2122;s scores.

Comparison of Implementation of the Seoul Agenda by Goal (score/percentage by goal)

Goal 1 1,135.4 56% Goal 2 616.1 30% Goal 3 277.0 14%

Delving deeper into strategies, ‘promoting lifelong and intergenerational learning through arts education’ (Goal 1- Strategy c) topped the score, whereas ‘developing higher standards of arts education criteria’ (Goal 2Strategy a) came out the lowest. As high as 15 times gap existed between the highest and the lowest score, and generally performance value by goal showed high deviation.

Implementation Performance of the Seoul Agenda by Strategy (score)

a

303.9

b

148.4

Goal 1 c

530.6

d a

152.4

35.0

b

Goal 2

148.0

c d

255.0

43.0

e

135.0

a

54.0

b

48.9

Goal 3 c d

123.0

51.0

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The details of project / strategy / goal-based implementation results of the Seoul Agenda are as follows:

Details of the implementation of the Seoul Agenda Goal Strategy Analysis Scope Code Name of Project ESD Support leading schools in arts education

a

b

1

c

d a b

c 2

d

e

3

Evaluation Result By By By Project Strategy Goal 52.5

ECD Creativity & Innovation centered (arts-oriented) School

10.5

ECF Support arts educators

74.7

ESF Support arts educators in community (children)

63.1

ESF Support arts education in welfare institutions (children)

53.6

EST Support arts education for infants

49.5

EST Arts-Flower Seed School project

75.6

HCF Training for educators including arts educators in and out of school

72.8

ESF Support arts education in correctional institutions

57.5

ESF Support arts education for military personnel

61.3

ESF Community arts education (elderly, disabled, child & youth)

79.3

ESF Support arts educators in community arts education (elderly)

59.4

ESF Support arts educators in community arts education (disabled)

61.8

ESF Support arts education programs in welfare institutions (elderly)

54.7

ESF Support arts education programs in welfare institutions (disabled)

66.2

NSD Cultural-World Expedition project

38.5

ESD Programs tailored to rental housing apartments and industrial complexes

52.0

ESF Pilot programs series of honorary teachers consisted of 100 renowned artists

67.4

RST Arts and culture education colloquium

45.0

RBT Diffusion of knowledge and information on arts education

40.0

RCT Study on development of arts education standards

35.0

HBT Training of school administrators including the teachers and the principal

53.0

RBD Studies on developing self-diagnosis tools to promote arts education

30.0

RBT Implementation of Certified Arts Instructor (CAI) system

65.0

RBD Study on developing creativity indicators in arts & culture fields 1

30.0

RBD Study on developing cultural competence indicators 1

40.0

RCT Study on mid & long-term development plans for arts education policy

45.0

RST Study on policy analysis of school arts education

35.0

Research on the effectiveness of arts education in Arts-Flower Seed RBT School and correctional institutions / juvenile hall

35.0

RBT Performance evaluation of arts education programs

45.0

RCD Developing creative experiential activity program-centering on career activities

25.0

Training of education planning personnel including educators and practitioners of arts institution and association

43.0

HCT

NSD Support student volunteer groups on arts education

26.0

HBT Relevant professionals from the Ministry of Justice, Ministry of Defense etc.

49.04

HBT Training of public servants, corporate CEOs

42.04

303.9

148.4

1,135.4 (56%) 530.6

152.4 35.0 148.0

255.0

43.0

135.0

NST Introduction of legal donations mechanism

40.0

a

HCT Training of central & local public officials

54.04

54.0

b

ESF Support arts education programs for juvenile halls

48.9

48.9

ECD Support arts education programs for alienated children & youth

69.5

c d

ECD Orchestral education program for alienated children & youth

53.5

HBT Training of multi-cultural arts educators

51.04

638.1 (30%)

123.0 51.04

277.0 (14%)

On examination of performance by strategy with dividing the evaluation results into scores of over 200, 100~200 and below 100, the high-performance items included mostly large budget projects of arts education in and out of schools (accessibility / based on goal 1).

Poor-performance items were mostly concentrated in strategy areas including standards development, human networking, enhancement of social roles of arts education and etc.

Performance Rating by Strategy Ranking Score

No.

Strategy of the Seoul Agenda

1

530.6

1-c

Establish systems of lifelong and intergenerational learning in, about and through arts education

2

303.9

1-a

Affirm arts education as the foundation for balanced creative, cognitive, emotional, aesthetic and social development of children, youth and life-long learners

3

255.0

2-c

Stimulate exchange between research and practice in arts education

4

152.4

1-d

Build capacities for arts education leadership, advocacy and policy development

5

148.4

1-b

Foster the constructive transformation of educational systems and structures through arts education

6

148.0

2-b

Ensure that sustainable training in arts education is available to educators, artists and communities

7

135.0

2-e

Initiate arts education partnerships among stakeholders and sectors

8

123.0

3-c

Support and enhance the role of arts education in the promotion of social responsibility, social cohesion, cultural diversity and intercultural dialogue

9

54.0

3-a

Apply arts education to enhance the creative and innovative capacity of society

10

51.0

3-d

Foster the capacity to respond to major global challenges, from peace to sustainability through arts education

11

48.9

3-b

Recognize and develop the social and cultural well-being dimensions of arts education

12

43.0

2-d

Facilitate collaboration between educators and artists in schools and in out-of-school programmes

13

35.0

2-a

Develop agreed high standards for arts education that are responsive to local needs, infrastructure and cultural contexts

Group

Excellent

Moderate

Poor

17

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Evaluating Practices

by Goal

Goal 1.

Ensure that arts & cultural education is accessible as a fundamental and sustainable component of a high quality renewal of education

Since its foundation, KACES has worked hard

almost 35% of the entire elementary students,

to enhance the overall quality of education in

have benefited from arts education service of

Korea by carrying out arts education projects for

KACES and the target for 2012 is to reach out

children, teenagers and students. Since 2007, it has

to 50% of the students, that is 1.73 million students.

expanded the scope of participants to include the

The rate of participation in community arts

marginalized class. Recently KACES has expanded

education has consistently grown from 7.7% in

the scope to the entire population, striving to reach

2006, 8.6% in 2008 to 9.2% in 2010. The budget

out to more participants than ever.

for arts education was increased considerably from

As for elementary schools, 1.22 million, that is

15.5 billion KRW in 2007 to 62 billion KRW in 2011.

Budget Trend of KACES Activities Related to the Seoul Agenda Goal 1 Year

2007

Budget (Unit: million KRW)

2008 15,540

2009 22,552

2010 54,930

2011 64,495

62,008

The implementation performance of the Seoul Agenda showed that, among all projects to enhance access to arts education, ‘lifelong and intergenerational learning through arts education’ (530.6), ‘balanced development of learning competence through arts education’ (303.9), ‘strengthened leadership through arts education, diffusion of arts educational values and building capacities for developing arts education policies’ (152.4), ‘structural transformation of the educational system through arts education’ (148.4), showed the highest achievement in order.

Goal 1 - Strategy a : Affirm arts education as the foundation for balanced creative, cognitive, emotional, aesthetic and social development of children, youth and life-long learners

As for the arts educator support, the number of participant students increased 1.5 times from 1.10 million in 2008 to 1.76 million in 2011.

Budget Trend for Arts educator Support Program 2008

2009

2010

2011

No. of Students

1,180,480

1,535,680

1,739,520

1,760,460

No. of Educators

2,243

3,483

4,156

4,164

No. of Schools

3,689

4,799

5,436

5,772

5

5

8

8

No. of Fields (Genres)

Goal 1 - Strategy b : Foster the constructive transformation of educational systems and structures through arts education

Arts-Flower Seed School Project designates small-

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sized elementary schools and helps to create an environment where all of its students can continue to benefit from arts education. The budget has been on an increasing trend, spending per student is quite large, and the project has proved to be effective in arts education in public education.

Major Accomplishments of Arts-Flower Seed School Name of School

Major Achievements

Seeking transformation via intensive arts education in small-sized schools.

Although the administrative district is in the city, Yeosubuk Elementary School is actually located in the rural area.

Yeosubuk Elementary Since designated as Arts-Flower Seed School in July 2008, students living in other cities and provinces have flocked School to study at this school, boosting the total number of students to 36, doubling the figure ever since the crisis of the school which was on the verge of closing down.

Goal 1 â&#x20AC;&#x201C; Strategy c : Establish systems of lifelong and intergenerational learning in, about and through arts education

Ensuring access to arts education is implemented on a larger scale and in varied ways. In 2010 and 2011, when comparing the participants of regional, the percentage of average local residents who actually participated in the program, greatly increased from 10.5% to 20.6%. During the bidding process of the supporting project, the preferential treatment which the programs for the local residents would get was actively promoted.

Therefore, the result shows that such effort was well reflected in the fields.

Breakdown of Participants for Community Arts Education Type

Children

Local Residents

Elderly

Disabled

Youth

Others

2011

41.1

20.6

15.6

12.1

10.6

-

2010

40.7

10.5

18.2

11.4

14.7

4.4

Goal 1 - Strategy d : Build capacities for arts education leadership, advocacy and policy development

Prominent and popular public figures in the arts sector including conductor Geum Nansae, Kim Duksu of Samulnori, photographer Kim Joongman have contributed their talents and personally taught arts education hoping to raise the social awareness of arts education as well as identifying potential participants. Some 100 honorary arts teachers have added vitality to a whole array of projects led

by KACES in the military/correctional institutions, juvenile halls, to name a few.

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Goal 2.

Assure that arts education activities and programmes are of a high quality in conception and delivery

KACES has consistently tried to enhance the quality of arts education through R&D, human resources development and networking programs.

Major accomplishments in each field are as follows:

R&D Projects KACES has continued to execute R&D activities

allocated to most educational projects has been

to achieve quality improvement of arts education.

also used for manual development, improvement

Since the founding year 2005, it has led a wide

study of relevant project. In particular, since the

range of R&D projects in different areas of arts

declaration of the Seoul Agenda in 2010, KACES

education as well as content development,

has gathered efforts to further enhance the efficacy

basic and policy studies, data collection and

of arts education projects in the mid to long term

evaluation studies each year for mid to long term

through performance evaluation and analysis of arts

development of the arts sector. The R&D budget

education projects.

Human Resources Development Projects KACES has constantly developed and conducted

arts educators teaching in schools and welfare

learning programs to nurture creative leaders and

facilities since 2009 to include courses specialized

talents in arts education and enhance the ability

in different beneficiary groups including workers,

of arts education professionals. CETA (Creativity

institutions /groups, multi-cultural instructors and

Education Through Arts) Academy which was firstly

community cultural planners to build professional

initiated at KACES in 2007 has developed into an

capacities. KACES conducted a mid to long-term

institution nurturing professionals by training and

study on certified arts instructor system in 2011 to

retraining professionals in arts education including

institutionalize the system at a national level, and

artists, educators and practitioners of cultural

since 2013, well-structured studies are being led to

facilities. The scope was expanded from training

fully implement the system.

Networking Project KACES since foundation in 2005 has collaborated

the country, and consequently KACES, as the

with many domestic and overseas arts education

governmentâ&#x20AC;&#x2122;s execution body of arts education

related institutions and groups. Moreover, to

policy, is building more close-knit partnerships

render arts education policy implementation more

with arts education centers in the regional areas.

effective, it has signed MOUs with the Ministry of

As for international cooperation, since 2006,

Justice, Ministry of Defense as well as the Ministry

KACES, together with UNESCO, has been running

of Education and Science, Ministry of Welfare,

an UNESCO Arts in Education Observatories,

Ministry of Gender Equality and Family and still

which is a network of observatories with a mission

maintaining solid partnerships. As of 2011, the

to gather and diffuse information and experiences

Korean government has designated regional arts

of arts education in the Asia Pacific region.

education centers in 16 cities and provinces across

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Goal 2 - Strategy b : Ensure that sustainable training in arts education is available to educators, artists and communities

Major projects of KACES such as arts educator support not only offer arts education opportunities but also strive to create a new arts educational system in local communities. For example, in parallel with arts educator support, an educational committee and projects to promote community education constantly communicate with experts through with the help of an educational committee of 486 members including regional arts education experts, educators, school inspectors as well as lecturersâ&#x20AC;&#x2122; council in participation of 100 arts educators. The educational committee is in charge of recruiting of arts instructors and evaluation of schools. Its role includes the annual evaluation of community arts educators and on-site visits to schools offering arts education services.

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Goal 2 - Strategy c : Stimulate exchange between research and practice in arts education

KACES has completed a series of research projects to enhance the overall quality of arts education spanning content development research to data collection/evaluation research and etc.

Among research areas, arts education content development had the highest percentage of 60% followed by evaluation / data collection (19%), basic study (16%), and policy research (5%).

Despite of a series of researches conducted, lack of mid to long-term research projects and communication efforts of research findings proved to be barriers for improvement. KACES plans to focus its investment in research and development to share such accomplishments, various measures (i.e. inforgraphics) are being tested.

Goal 2 - Strategy e : Initiate arts education partnerships among stakeholders and sectors

KACES organized the Asia Pacific preparatory conference for the UNESCO World Conference on Arts Education in 2005, and in 2006 participated in the World Conference on Arts Education as part of the Korean delegation to build international cooperation mechanism on arts education.

In 2010, KACES co-hosted the Second World Conference on Arts Education, attesting to the dynamism in their activities on the global stage.

As a result, KACES established International Liaison Team in 2011, hoping to open up new horizon for global cooperation. To this end, KACES seeks to continue the existing global joint researches and networking but also address the challenges that faced by mankind through arts education on the global stage.

Goal 3.

Apply arts education principles and practices to contribute to resolving the social and cultural challenges facing todayâ&#x20AC;&#x2122;s world

KACES has begun strengthening the social role

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of arts education centering on the social issues of today (migrants, urban-rural disparity and etc.) through arts education programs and R&D projects.

In 2012, new independent studies have been initiated to reinforce the social role of arts education centering on social issues such as school violence, aging society and etc.

Goal 3 - Strategy a : Apply arts education to enhance the creative and innovative capacity of society

KACES has constantly offered arts education activities to build creative and innovative capacities of not only those involved with arts education but also people from all walks of life ranging from local public officials to corporate CEOs. In particular, the number of participants of arts education which stood at mere 127 in 2008 ~ 2009 soared to 1,310 in 2010 ~ 2011.

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Implications

For a comprehensive analysis of the implementation performance of the Seoul Agenda, analysis objects were identified and each program type was evaluated based on evaluation framework. As a result, the three major goals, strategies and action items of the Seoul Agenda were comprehensively analyzed, providing implications for elaboration of implementation strategy.

Need for continued expansion of participants in arts education • KACES, since foundation, has led school arts

• In particular, KACES tries to expand the scope

education for children, and teenagers as well

and benefits of its arts education programs to the

as community arts education for the marginalized

average population by leveraging local

population.

communities as a base while preserving arts

• Such efforts have led to an all-out growth of arts education since its launch in Korea : 2.2

education services for the marginalized people.

• Such commitments, in light of the Seoul Agenda,

times increase in the number of participants

have certainly provided a positive impact in

(2011 vs 2006), expanded scope of participants

enhancing the access to arts education (Goal 1).

(to cover 1/3 of Korea’s elementary and middle

Furthermore, it is essential to implement well-

school population as well as project size

structured strategies in order to expand the scope

(4 times increase in project budget compared

of participants to the overall populations

to 2006) and in genres.

as an effort to sustain and reinforce the benefits coming from Goal 1 of the Seoul Agenda.

Need for continued efforts to improve the quality of arts education • KACES is making constant efforts to enhance

budget (ex: as for the arts lecturer support

the quality of arts education. It has especially

project, the budget went down from 45,610

continued to secure the grounds to strengthen

KRW in 2009 to 27,786 KRW in 2011), it seems

the competence of arts education personnel

to be necessary to strike the most optimum

through branding activities of the Academy to

balance between expanding arts education and

nurture arts education specialists (CETA and etc)

enhancing its quality.

and encourage introducing the certified arts

• Together with the well-structured strategy to

instructor system for nurturing quality arts

better focus on the Goal 2 of the Seoul Agenda

educators (determined in 2011).

such as R&D of arts education, human resources

• Moreover, 60% of R&D efforts was focused on

development, building quality network,

content development research, pursuing to

it is also crucial to set the ground for increasing

improve the quality of arts education.

the satisfaction of beneficiaries in the mid

• And, observing the decrease of some project

to long term.

Need for balanced development of arts education policy and relevant project areas • When the Seoul Agenda was utilized as criteria to evaluate arts education in Korea, the highest achievement came from the improved access to arts education at 56%, which speaks volumes about the faithful implementation of Goal 1 of the Seoul Agenda.

• When breaking down the projects into arts education, arts education R&D, arts education human resources development and arts education network, it was notable that there was a high concentration in project-based arts education activities.

• Such trend, when evaluating based on the Seoul Agenda criteria, has contributed positively to enhancing accessibility to (Goal 1); however, relatively lacked in improving quality (Goal 2), strengthening social and cultural role (Goal 3) of arts education.

• It is needed to implement strategy for sustainable development of arts education by incorporating the process and the results of arts education R&D, reinforced competence of human resources and networking activities in the arts education programs building on the synergistic and balanced growth of R&D, human resources development and networking.

Need for sustainable mechanism and more solid partnership in arts education • Implementation mechanisms of arts education have been diversified through the initiatives to establish and transfer activities to the regional arts education centers since 2009, such as the introduction of national certificate system for arts instructors to become effective as of 2013. As such, a wide-range of activities are being implemented to strengthen institutional stability.

• It is part of the effort to establish a sustainable mechanism in terms of arts education policy and programs, and the partnership between the central government and the regional / local authorities and public-private partnership will be only possible through mutual trust and respect.

• The central government (KACES) needs to secure mechanisms to transfer its administrative power and responsibility to local governments (regional arts education center) and share its long-held knowledge and experiences.

• It is also crucial to make parallel efforts to drastically expand the private sector’s participation in arts education through corporate charity or donations of individual’s talents so that can be prepared for the potential budget cut.

• This will help to create sustainable mechanism building on joint social efforts to make arts education to take deep root in our society.

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Policy Direction and Strategies on Arts & Cultural Education of Korea

• Strategic Direction of Arts & Cultural Education • Strategies and Action Plans for the Arts & Cultural Education • Action Plan Structure • Road Map

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Strategic Direction of Arts & Cultural Education

KACES, building on the Seoul Agenda in 2010 and the Policy Vision for Arts Education in Korea in 2011, has renewed its vision for year 2012 as “Enhancing the quality of cultural life, Strengthening the cultural capability” commemorating the third anniversary of the Seoul Agenda.

Moreover, KACES has established a well-planned strategy to consistently deliver the founding message of the Seoul Agenda, building on the achievements it has made regarding its implementation. Furthermore, incorporating the analysis of implementation of the Seoul Agenda and its findings, KACES has identified strategic goals for organized improvement of the lacking points while maintaining and expanding the positive impact. Furthermore, KACES has established strategies and action plans considering the regional context and environment so that universal values of the Seoul Agenda can be effectively delivered to the Korean society. It has also presented an action plan structure and phasebased road map.

Strategies and Action Plans for the Arts & Cultural Education

Korea has identified the following strategies, reflective of the nation’s commitment to the Seoul Agenda to better achieve the goals set forth in the Seoul Agenda. Detailed action plans are specified for each strategy.

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Policy Implementation Framework on Arts & Cultural Education in Korea Seoul Agenda Goals

Vision of KACES

Strategy

Action Plan

Improve access to arts education

Enhance quality of arts education

Strengthen social & cultural roles of arts education

Enhancing the quality of cultural life, Strengthening the cultural capability of society

1.

Specialize/intensify arts & cultural education by participant target and expand the scope to overall population

2.

Achieve improved quality of arts & cultural education and strengthen capacities of human resources

3.

Ensure arts & cultural education to contribute to resolving challenges faced by society

4.

Support the quality improvement of arts & cultural education through reinforced international cooperation, thereby contributing to the international community

5.

Build sustainable arts & cultural education mechanism via central路regional, public路private partnership

1-1 Establish a project model for arts education specialized and intensified by target

2-1 Build a system to nurture and manage arts education specialists (Implementation of certified arts instructor system)

3-1 Strengthen the role of arts education in resolving social issues such as school violence, multi-culturalism and etc.

4-1 Explore, develop and diffuse international cooperation projects on arts education in the Asia Pacific Region

5-1 Reinforce decentralized centralregional partnership in implementing arts education policies

1-2 Create arts education environment within the living quarters with communities as base

2-2 Reinforce R&D investment in arts education and effectively share results

3-2 Ensure arts education to contribute to the recovery of local or regional cultural communities

4-2 Identify sites for international cooperation on arts education and support strengthening educational capacities on the actual field

5-2 Expand social participation in arts education through schemes for individual and corporate donations

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Strategy 1

Overview

Specialize/intensify arts & cultural education by participant target and expand the scope to overall population Arts & cultural education in Korea has been extended to serve the overall population which includes the existing participants. Therefore it is incumbent to take a new leap forward to improve the quality of cultural life of every individuals in society. In this regard, we will provide specialized services to meet the needs of individual applicants while continuing to expand the scope of arts education to cover the entire population of Korea.

Action Plan

1-1 Establish a project model for arts education specialized and intensified by target Main Tasks

• Develop and expand standardized program models for arts education (military, correctional institutions or juvenile halls)

• Further develop R&D on programs for the marginalized population (disabled, migrants) and diffuse relevant educational model

• Extend arts education programs for the elderly to cope with the aging society • Build and expand the arts education cooperation support system for after-school children and teenagers

1-2 Create arts education environment within the living quarters with communities as base Main Tasks

• Expand programs for invigorating arts education for citizens in regional bases partnered with the relevant regional arts education center.

• Build and expand the system for incubating arts education related social enterprises • Continuously expand arts education activities for regions alienated from arts education

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such as industrial complexes

Road Map No.

Action Plan

1-1

Establish a project model for arts education specialized and intensified by target

1-2

Create arts education environment within the living quarters with communities as base

2012

2013

2014

2015

2016~

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Strategy 2

Overview

Achieve improved quality of arts & cultural education and strengthen capacities of human resources To go beyond quantitative expansion and add more qualitative depth to arts education, it is first required to build well-organized system to achieve high standards in terms of not only arts educational content but also educational capacity.

Building on the expanded base of participants, we plan systematically and comprehensively upgrade our content encompassing arts education philosophy, discourse, use, methodologies and etc. It is also essential to build a system to provide solid support to build human resource capacities in arts education such as arts education planner, teachers, researchers and etc.

Action Plan

2-1 Build a system to nurture and manage arts education specialists (Implementation of certified arts instructor system) Main Tasks

• Improve the overall operational quality of training system designed to strengthen capacities arts educators in schools and community

• Run permanent educational programs for policy stakeholders, arts education providers • Lead in-depth study and build operational mechanism to implement certified arts instructor system

2-2 Reinforce R&D investment in arts education and effectively share results Main Tasks

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• Continuously expand R&D investments in arts education • Intensify R&D of and diffuse creative arts education content • Sophistication of IT system on arts education via digital media channels

Road Map No.

Action Plan

2-1

Build a system to nurture and manage arts education specialists (Implementation of certified arts instructor system)

2-2

Reinforce R&D investment in arts education and effectively share results

2012

2013

2014

2015

2016~

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Strategy 3

Overview

Ensure arts & cultural education to contribute to resolving challenges faced by society Korea has made strenuous efforts to ensure the role of arts education in addressing the social and cultural challenges faced by its society. It especially tried to approach the social issues such as the underprivileged, impoverished class, multi-culturalism, school violence and weakening local community based on mutual understanding. We plan to leverage the changes and achievements made in the process and provide support so that arts education can be applied to social and cultural issues in a more comprehensive and integrated manner.

Action Plan

3-1 Strengthen the role of arts education in resolving social issues such as school violence, multi-culturalism and etc.

Main Tasks

• Expand networking meetings for arts education policy stakeholders and providers • Develop and diffuse manual on arts education activities in resolving social issues • Expand educational programs to promote cultural diversity to deal with changes faced by multi-cultural society

3-2 Ensure arts education to contribute to the recovery of local or regional cultural communities Main Tasks

• Increase support to local cultural community programs to bridge the gap in arts education

• Provide more support to arts education in regions / villages serving as the link between the government and local authorities

• Support strengthening the capacity of local arts education programs and establish evaluation system

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• Modelization and diffusion of best practices on community arts education programs

Road Map No.

Action Plan

3-1

Strengthen the role of arts education in resolving social issues such as school violence, multi-culturalism and etc.

3-2

Ensure arts education to contribute to the recovery of local or regional cultural communities

2012

2013

2014

2015

2016~

Strategy 4

Overview

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Support the quality improvement of arts & cultural education through reinforced international cooperation, thereby contributing to the international community Since the establishment of KACES, Korea has carried out a large spectrum of international liaison activities including the hosting of international conferences such as the World Conference on Arts Education. It has enabled us to build diverse network with not only UNESCO but also governments from different countries, groups and experts on arts education in different genres. Such a solid network base has helped Korea to define specific project goals. Furthermore, our enduring and synergistic partnership with reputed institutions and groups from home and abroad has propelled us to take the lead in supporting the quality improvement of arts education and thus largely contributing to the international community.

Action Plan

4-1 Explore, develop and diffuse international cooperation projects on arts education in the Asia Pacific Region Main Tasks

• Identify and expand assistance in joint international cooperation projects on arts education

• Prepare organizing forum tour on arts education in the cities of the Asia Pacific Region • Upgrade networking with observatory institutions on arts education

4-2 Identify sites for international cooperation on arts education and support strengthening educational capacities on the actual field Main Tasks

• Plan and identify international cooperation projects aiming to strengthen on-site arts education capacity

• Consistently organize and upgrade workshops on arts education to network with domestic and overseas experts

• Provide assistance to international cooperation projects on arts education

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best practices

Road Map No.

Action Plan

4-1

Explore, develop and diffuse international cooperation projects on arts education of the Asia Pacific Region

4-2

Identify sites for international cooperation on arts education and support strengthening educational capacities on the actual field

2012

2013

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2015

2016~

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Strategy 5

Overview

Build sustainable arts & cultural education mechanism via central·regional, public·private partnership For practical diffusion of benefits of arts education and creation of a virtuous cycle, it is essential to establish a sustainable mechanism building on organic collaboration of different stakeholders. Korea and KACES have made constant efforts for local arts education to become more autonomous and built partnerships with different actors in and out of arts education. We especially plan to initiate an array of activities to promote individual and corporate donations in arts education hoping to achieve stable decentralized partnership structure and seek cooperation with different actors (multilateral cooperation).

Action Plan

5-1 Reinforce decentralized central-regional partnership in implementing arts education policies Main Tasks

• Build support mechanism for arts education support center at regional level • Build arts education data sharing system between the central government (KACES) and the regional arts centers 5-2 Expand social participation in arts education through schemes for individual and corporate donations Main Tasks

• Operate programs inviting prominent figures to raise public awareness on values of arts education

• Prepare institutional measures and continue campaigns to promote donation for arts education

• Build mechanism for corporate participation and cooperation vis-a-vis arts

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educational activities

Road Map No.

Action Plan

5-1

Reinforce decentralized central-regional partnership in implementing arts education policies

5-2

Expand social participation in arts education through schemes for individual and corporate donations

2012

2013

2014

2015

2016~

Action Plan Structure

To implement strategy and tasks of arts & cultural education, it is needed take more pluralistic, multi-layered approach.

The action plan structure is diverse as it spans from the government as the control tower supervising the overall policies, institutions responsible for implementing arts education policies, institutions in charge of providing the arts education services and to assistance providers. To achieve sustainable development of arts & cultural education in society, it is essential to build an effective partnership in public-private, central-regional relations with regards to the elaboration, execution and implementation of relevant policies.

To implement the five aforementioned strategies, it is crucial for the different actor of arts education to evenly take part in and network among themselves to preserve the ecosystem of arts education.

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Actors Involved with Implementation of Arts & Cultural Education Strategies from Ecological Perspectives

Governance

MISSION

VISION

GOVERNMENT

Policy Control Tower

The Ministry of Culture, Sports and Tourism

The Ministry of Education, Science and Technology

Other relevant ministries

KACES

Regional Arts Education Centers

Schools

Marginalized Class

General Public

Childcare facilities

Multiculture facilities

Regional, local communities

Military/correctional facilities

Cultural facilities

Specialized welfare facilities

Welfare facilities

Policy Execution Arm

Policy

STRATEGY

Implementation Institution Schools

Education Provider

Assistance Provider

Arts Educator

Enterprise

Arts education groups

Welfare & multicultural facilities / institutions

Individual

Military / correctional facilities

Regional community groups

Foundation

Road Map

For the constructive implementation of the Seoul Agenda, a Road Map has been defined, highlighting the five major strategies and ten action plans for the next five years.

Strategy

1 Specialize/intensify arts & cultural education by participant target and expand the scope to overall population

No

1-1

Establish a project model for arts education specialized and intensified by target

1-2

Create arts education environment within the living quarters with communities as base

Build a system to nurture and manage arts 2 education specialists 2-1 Achieve improved quality (Implementation of certified arts instructor of arts & cultural system) education and strengthen capacities Reinforce R&D investment in arts education 2-2 of human resources and effectively share results

3 Ensure arts & cultural education to contribute to resolving challenges faced by society

Strengthen the role of arts education in 3-1 resolving social issues such as school violence, multi-culturalism and etc.

Ensure arts education to contribute to 3-2 the recovery of local or regional cultural communities

4 Support the quality improvement of arts & cultural education through reinforced international cooperation, thereby contributing to the international community

Explore, develop and diffuse international 4-1 cooperation projects on arts education in the Asia Pacific Region

5 Build sustainable arts & cultural education mechanism via central路regional, public路private partnership

Reinforce decentralized central-regional 5-1 partnership in implementing arts education policies

Identify sites for international cooperation on 4-2 arts education and support strengthening educational capacities on the actual field

Expand social participation in arts education 5-2 through schemes for individual and corporate donations

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The Road Map for Implementation of Arts & Cultural Education in Korea

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Epilogue

The Seoul Agenda, adopted during the 2010 UNESCO World Conference on Arts Education, has played a significant role in transforming the arts & cultural education policies and their implementation in Korea. The direction of the Korean governmentâ&#x20AC;&#x2122;s arts education policies shifted away from the conventional framework to join the new concept of incorporating different societies, cultures and regions, paving the way towards a complete new era for us to take part in resolving challenges that are common to all local and regional communities, governments and the world.

The Seoul Agenda has become the turning point in laying the ground for content and framework for the joint implementation of the goals, going beyond merely sharing the social importance of arts & cultural education by the international community. The arts & cultural education presented in this report together with other policies, strategies and action plans will serve as an important milestone for arts & cultural education in Korea to make a leap forward.

Moreover, the Korean government will be an active partner in sharing the result of arts & cultural education implementation with the entire international community.

Commemorating the First International Arts Education Week for 2012, the Korean government and KACES will continue to serve as role models in carrying out network and cooperation projects to better diffuse the values of arts & cultural education and seek improvement in its quality.

The Korean government is committed to working hand in hand with the international community to help everyone in the world to spiritually enrich their lives and contribute to the progressive social development driven by arts & cultural education.

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Copyright Š 2012 by Korea Arts & Culture Education Service (KACES) Practices and Strategies of the Seoul Agenda in Korea (Draft Report) Written by Korea Arts & Culture Education Service www.arte.or.kr Consulted by METAA Co., Ltd. www.metaa.net For information regarding this paper, please contact Global Administration Team of Korea Arts & Culture Education Service at +82.2.6209.5900 or kaces@arte.or.kr

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