Interest in the high school credit system (hereinafter referred to as the credit system) has increased even more with the coverage on the credit system by MBC's PD Notebook. Through the PD Notebook video, the positive aspects of the credit system were also seen. While pointing out the problems of the credit system, PD Notebook shed light on an issue that no one had reported on before.

The broadcast analyzed the status of the selection of the 'Basic Mathematics' and 'Basic English' subjects in the 1st-year common curriculum, symbolizing students' career choice rights and responsible education. Although the analysis was focused on schools in Seoul, there was not a single school operating the basic subjects. The level of 'Common Mathematics' and 'Common English' in the 1st year is high. It is a common belief that without prior learning when transitioning from the 3rd year to the 1st year of high school, it is difficult to obtain good grades in the subjects. Furthermore, high schools are still using relative evaluation for grades. It is essential to offer educational programs and operations for students with weak basic skills in mathematics and English, as students who do not understand the middle school curriculum properly naturally struggle during class time. Therefore, it is necessary to understand the status of organizing and operating the educational curriculum for basic mathematics and English subjects to resolve the contradiction seen in the cover video of PD Notebook featuring 'Choi Sung-bo.' According to the broadcast, not a single school in the Seoul area had these subjects.

One wonders about our region. In the Jeonju area, there are schools that offer basic mathematics and English. These schools are more focused on athletic students than regular students. This is very positive compared to the fact that not a single school out of the 210 schools in the Seoul area offered these subjects. It is hoped that more schools will open up basic subjects to strengthen responsible education in Jeonbuk. There are concerns about the difficulty of opening the semester, relative evaluation, and the increase in teacher hours due to subject offerings. The reality of facing difficulties in receiving course applications before 1st-year enrollment is undoubtedly true. 1st-year students should be provided with sufficient guidance and opportunities for students with the potential for Choi Sung-bo by exploring options such as diagnostic assessments before enrollment or pre-registering for basic subjects. The provincial education office must secure sufficient budget to provide the necessary human and material support for operating the basic subject educational curriculum. Schools are not after-school educational institutions. Rather than a fragmented and 'after-the-fact' nature of basic academic guarantee, it is hoped for a public education that attempts to solve issues within the regular educational curriculum.

Many teachers and students are concerned because of Choi Sung-bo, as shown on PD Notebook. Since the 1st year is a common curriculum, clear guidance for Choi Sung-bo is essential for the operation of elective courses in the 2nd and 3rd years. Even in the formation of elective courses for the 2nd and 3rd years, concerns for students with weak basic skills should be considered. If Choi Sung-bo students emerge in the 1st year, there is a possibility that they will also appear in the 2nd and 3rd years. The 1st semester of the 1st year is when students have the highest enthusiasm and passion, but as they progress to the 2nd and 3rd years, there is a significant possibility of an increase in students giving up on learning due to a lack of confidence in their academic grades. If this includes the so-called 'regular fighters,' the number of Choi Sung-bo students may increase even more in the 2nd and 3rd years. There is also a possibility of students losing interest in academics even in elective-centered educational programs. There is a need to expand the scope of organizing and operating educational programs for these students.

The second key element of the credit system highlighted on PD Notebook is whether there is a student-customized career choice educational program. There are two points to note in student-customized career choice educational programs. One is the organization of mathematics courses.

1. Many schools organize the curriculum without distinguishing between humanities and science fields. They offer Algebra in the 1st semester of the 2nd year, Calculus I in the 2nd semester of the 2nd year, Calculus II and Probability and Statistics in the 1st semester of the 3rd year. This is the most common type.

2. Some schools designate Algebra in the 1st semester of the 2nd year, and offer Geometry, Artificial Intelligence Mathematics as elective courses, and then offer Calculus and 'Probability and Statistics' in the 2nd semester of the 2nd year. In the latter case, since most subjects are offered for 3 credits, it may be difficult to follow the curriculum without prior learning.

3. There are schools that offer Probability and Statistics twice, in the 2nd semester of the 2nd year and the 1st semester of the 3rd year. The 2nd semester of the 2nd year is designed for science students, while the 1st semester of the 3rd year is for humanities students. There are cases where subjects are not 'designated' but 'elective.' Since mathematics courses have a higher importance and academic burden compared to other subjects, it is crucial to organize educational programs according to various career paths. Rather than forcing various dreams and career paths of students into one educational program by simply calculating academic grades, it is more rational to operate curriculum-based programs according to different fields.

The characteristics of career choice educational programs are well illustrated in the exploration area curriculum. The types of curriculum offered in the exploration subjects in the Jeonju area can be broadly categorized into three.

The most common type is where ① Science exploration subjects such as Physics, Chemistry, Biology, and Earth Science are offered in both the 1st and 2nd semesters of the 2nd year. It is possible for students to take two subjects in the 1st semester and two in the 2nd semester, allowing for a diverse selection of educational programs tailored to students' career paths, which align with the ideal organization of the credit system. Since the number of elective science subjects is low, many schools operate with the same curriculum in the 1st and 2nd semesters. However, social exploration subjects have fewer applicants but more subjects, making it challenging to organize the curriculum. Therefore, if different subjects are offered in the 1st and 2nd semesters, students may miss out on specific subjects in the 2nd year if they do not take them in the 1st year.

There are schools that operate ② Social and Science exploration areas with the same curriculum in both the 1st and 2nd semesters. Students at these schools can easily change their career paths and subjects, alleviating the burden and side effects of early career choices reported in the media, creating a stable learning environment. With additional support from the education office for issues such as instructor supply, it is expected that the organization and operation of such educational programs will expand.

③ In the case where two subjects are offered in each of the 1st and 2nd semesters of the 2nd year in the science field, it seems to emphasize that since students must complete all four science subjects to enter the science field, it is an unavoidable choice for smooth curriculum operation based on academic grades and course registration. However, students may face difficulties in career-linked learning in the 2nd semester of the 2nd year or the 1st semester of the 3rd year due to the lack of subject selection rights in the 1st semester of the 2nd year. Furthermore, since students may also learn common science and social subjects centered on the college entrance exam in the 1st semester of the 3rd year, operating science exploration subjects that are closer to 'designated' than 'elective' may be disadvantageous in terms of career-oriented learning design.

In summary, an analysis was conducted from the perspective of responsible education and student career choice educational program organization and operation, mainly based on the education system in the Jeonju region as featured on MBC's PD Notebook. Although they are general high schools in the same region, they are organizing and operating a wide range of educational programs based on the school's philosophy and the demands of its members. Curriculum organization and operation are autonomous areas of the school. Therefore, it cannot be enforced. However, middle school students and parents often do not have a proper understanding of the organization and characteristics of high school curricula in neighboring areas. While systematic career guidance in middle school is important, most students who are about to enter high school do not have a proper understanding of the reality of high school curriculum operation, which is one of the core elements of the credit system. It is necessary to provide a comprehensive explanation of the status of organizing and operating the curriculum of local general high schools to offer a rational path for 3rd-year students and parents. Curriculum organization and operation are not exclusive to schools and faculty members. It should be operated by considering the larger members, including students and parents, and their concerns. However, the current 3rd-year students, who are the main players in future high school education, do not have a proper understanding of the characteristics of high school curricula in the region. This is why there is a need for a comprehensive and systematic explanation of the high school curriculum, which is the most critical issue for educational innovation in Jeonbuk.