Emphasis on 'Preventing Non-Completion'... Concerns about Passing Responsibility to Teachers

Although the high school credit system was fully implemented this year, there is growing dissatisfaction in the field due to the failure to uphold the original purpose of the system, leading to formalistic operation and increased burden on teachers. In particular, there are criticisms that the high school credit system is being mismanaged due to confusion surrounding the minimum achievement level guarantee system, demands for multi-subject teaching amidst teacher reductions, and additional burdens such as the introduction of digital textbooks.

The Korean Teachers and Education Workers' Union (KTU) issued a statement on the 11th, demanding immediate institutional improvements from the Ministry of Education and local education offices, stating that "schools are under serious pressure due to forced prevention of non-completion and multi-subject teaching without increasing the number of teachers."

While agreeing with the core purpose of the high school credit system, which allows students to choose subjects and plan their careers, the KTU criticized the method of preventing non-completion by solely passing on all responsibility to teachers, stating that it not only lowers the quality of teaching but also has a low educational effect. It is pointed out that there are side effects such as artificially adjusting performance evaluations or raising basic scores to unreasonably push students, even those with a lack of willingness to participate or significantly lower academic attitudes, to achieve.

Moreover, as guidance and supplementary classes to prevent non-completion are practically enforced, the workload of teachers is increasing. The KTU emphasized the need to practically implement the minimum achievement level guarantee system by increasing the number of teachers and providing instructor support, rather than solely burdening schools with all responsibilities. It also added that clear guidelines are needed for students with a lack of learning motivation or those requiring learning support such as borderline intelligence, ADHD, etc.

The overloaded work structure due to the multi-subject teaching is also one of the field's grievances. The current structure, which demands various subjects to be taught while reducing the number of teachers due to a decrease in the number of students, assigns multiple subjects to one teacher, undermining the professionalism and quality of teaching. The KTU pointed out that to properly operate the high school credit system, there is a fundamental need to increase the number of teachers, stating that an analysis from five years ago indicated the need for over 80,000 additional teachers, yet policies are moving in the opposite direction.

Since the start of the Yoon Suk-yeol government, the high school credit system has been actively promoted, but the grading system that combines achievement evaluation and relative evaluation is considered one of the factors hindering the stable operation of the system. In a choice-centered education, the evaluation method significantly affects students' learning motivation and career planning, but currently, different evaluation methods at each school are causing confusion.

Furthermore, the cost issue due to the introduction of digital textbooks is also a source of dissatisfaction in the field. The situation where schools, teachers, and parents bear the cost without comprehensive budget support for the introduction of digital infrastructure is undermining trust in the system.

Some teacher organizations and unions opposing the establishment of the high school credit system are also voicing their opposition, focusing on the convenience and maintenance of teachers' privileges, revealing resistance to change. However, this attitude is criticized for neglecting the core values of student choice and diverse education.

The KTU emphasized the need for practical and field-friendly measures, stating that "operational practical confusion, such as space shortages due to subject-specific classroom movements and increased free periods, and the issue of dual attendance confirmation, are serious." They highlighted the need for substantial and field-friendly measures, such as improving attendance systems.

The Ministry of Education is scheduled to hold discussions on improving the high school credit system with the KTU next week, and it is anticipated whether practical alternatives reflecting the voices from the field will be developed. For the high school credit system to not just remain in a formalistic form but to realize its original purpose of student-centered education, structural improvements such as increasing the number of teachers, revising the evaluation system, and financial support are essential.