Educational Statistics

KEDI POLL 2024: Analysis of the New Survey Question Results

 

Author: Kwon Soon-hyeong (Senior Researcher, KEDI)

 

  The education opinion survey conducted by the Korean Educational Development Institute (KEDI) is carried out annually with 4,000 adult men and women nationwide aged 19 to under 75 and aims to investigate the public‘s perceptions and attitudes toward education and education policy in Korea, thereby providing reasonable basic data for the establishment, improvement, and implementation of education policy. The 19th KEDI POLL (hereinafter, KEDI POLL 2024) consisted of 9 areas and 49 (+6) questions, and was conducted over about 3 weeks, from August 9 to 29, 2024. This paper reviews the main findings of the newly added survey questions in the 19th poll.

□ New Survey Question in Area 2 (School): Integrated Elementary-Middle Schools

In the 19th survey, a new item on the expansion of integrated elementary-middle school operation was included. First, among responses from adult men and women nationwide, the order was: “It can be expanded if necessary depending on regional circumstances,” 42.2%; “Agree,” 24.4%; and “Disagree,” 23.3%. Among parents of elementary, middle, and high school students, the responses were: “It can be expanded if necessary depending on regional circumstances,” 37.2%; “Agree,” 29.5%; and “Disagree,” 27.8%. According to the analysis of responses by region, in all regions, the highest response was “It can be expanded if necessary depending on regional circumstances.”

 

 

Meanwhile, among those who responded “Agree” to the above question, the responses on what would be prioritized in operating “integrated elementary-middle schools” were as follows. Among adult men and women nationwide: “Linkage between elementary and middle school curricula considering students’ developmental stages,” 33.2%; “Guidance for daily life considering elementary and middle school students’ developmental stages,” 26.4%; and “Securing space for students’ smooth school life,” 19.5%. Among parents of elementary, middle, and high school students: “Guidance for daily life considering elementary and middle school students’ developmental stages,” 31.0%; “Linkage between elementary and middle school curricular considering students’ development stages,” 30.1%; and “Securing space for students’ smooth school life,” 21.0%. Thus, the first and second priorities differed between the nationwide respondents and the parent group.

 

 

□ New Survey Question in Area 6 (Educational Finance): Investment Areas for Enhancing University Competitiveness

The year 2024 was the beginning of groundbreaking changes in Korea’s higher education system, such as the Regional Innovation System & Education (RISE) and Glocal Universities. In this context, KEDI POLL 2024 newly surveyed the areas that should be intensively invested in to strengthen the competitiveness of university education. Among adult men and women nationwide, the responses were: “Strengthening universities’ capacity for fostering talent,” 40.1%; “Strengthening competitiveness of regional universities,” 22.5%; and “Strengthening universities’ research capacity,” 19.7%. Among parents of elementary, middle, and high school students, the responses were: “Strengthening universities’ capacity for fostering talent,” 40.8%; “Strengthening universities’ research capacity,” 24.0%; and “Strengthening competitiveness of regional universities,” 23.6%. Among parents of university students, the responses were: “Strengthening universities’ capacity for fostering talents,” 36.3%; “Strengthening competitiveness of regional universities,” 23.1%; and “Strengthening universities’ global competitiveness,” 21.9%.

 

 

 

□ New Survey Question in Area 8 (Current Educational Issues): Special Education Development Zone

In the 19th survey, content on “special education development zones,” which are being promoted as a comprehensive regional education policy linked with local communities in areas, such as education, industry, and residential conditions, and as one of the 4 types of special zones, was newly included. Among adult men and women nationwide, the responses were: “Establishment of autonomous regional education policies suitable to the circumstances and characteristics of each region,” 52.0%; “Bold transfer of authority and financial support for the establishment of regionally specialized education policies,” 45.3%; and “Reorganization of governance for linkage and cooperation between general administration and educational administration,” 34.5%. Among the group with children, the responses were: “Establishment of autonomous regional education policies suitable to the circumstances and characteristics of each region,” 53.0%; “Bold transfer of authority and financial support for the establishment of regionally specialized education policies,” 47.9%; and “Establishment and implementation of national-level policies for balanced regional development,” 33.1%.

 

 

□ New Survey Question in Area 9 (Educational Values): Areas Where ‘Education’ Contributes to Society

Finally, in Area 9 (Educational Values), content on the areas where ‘education’ contributes to today’s society was newly included. Among adult men and women nationwide, the responses were: “Cultivation of individual knowledge and character,” 26.9%; “National industrial and economic growth,” 25.7%; and “Enhancement of social civic awareness,” 22.7%. Among the group with children: “Cultivation of individual knowledge and character,” 28.6%; “National industrial and economic growth,” 26.1%; and “Enhancement of social civic awareness,” 22.5%. Among the group without children: “National industrial and economic growth,” 25.1%; “Cultivation of individual knowledge and character,” 24.5%; and “Enhancement of social civic awareness,” 23.1%. In summary, people with children recognized education as contributing most to the cultivation of individual knowledge and character, whereas people without children recognized education as contributing most to national industrial and economic growth.

 

 

When the analysis results of the new survey questions in KEDI POLL 2024 are summarized, the main keywords can be described as ‘personalized education for people (students)’ and ‘region-linked and diversified education.’ Considering the current situation where the school-aged population is rapidly decreasing and the role of local regions is being emphasized, it suggests the need for designing education policies that reflect the educational demands of individuals (students) and the particularities and diversity of regions in all fields of education, including early childhood, elementary, secondary, higher, vocational, and lifelong education. In the Ministry of Education’s main work plan for 2025, recently announced, it was stated that “through personalized education for all, reduce people’s concerns and increase opportunities for growth.” Among this, policies, such as the expansion of Neulbom Schools, strengthening of individualized support within public education in response to the demands of students and parents, special education development zones, and RISE, which are related to creating regional growth engines, can be understood as policies that actively reflect the current demands of the people (students) regarding ‘education’ and the needs of ‘regions.’ Such policies should not remain one-time measures but need to be continuously promoted through constant communication with the public.