[ASEAN Column] Korean-style Green Smart Future School

The Korean New Deal policy was recently announced. Given the prolonged economic recession caused by the novel coronavirus disease (COVID-19), this large-scale policy is being boldly pursued, attracting significant attention from media in the Association of Southeast Asian Nations (ASEAN) region. Personally, the Green Smart Future School stands out. A budget of 18.5 trillion won will be spent from national and local government funds, and a Build-Transfer-Lease (BTL) type private investment project is also being considered. Specifically, out of 7,980 school buildings over 40 years old, 2,835 buildings, accounting for 36%, are planned to be reborn as Green Smart Future Schools.

Over the past 14 years, I have visited many schools worldwide and written about schools funded by private capital and education policies of various countries. Upon closely examining the detailed policies, I could summarize the direction of this project into four main points: aiming for carbon-zero energy, pursuing smart classrooms based on ICT, innovating spaces through student-centered user participation design, and integrating school facilities with the local community by creating mixed-use social overhead capital (SOC).

Currently, with schools closed due to COVID-19, the swift preparation of measures considering the shock to educational continuity is welcome. However, it is questionable whether the policy reflects the idea that schools should provide students with a mental foundation and instill philosophy.

Schools I have experienced in various countries each have their own characteristics. In Sweden, some students attended classes in converted container boxes. Although studying in very simple and old buildings, the recommendation was to expose students to nature as much as possible. The classrooms were modest but very functionally designed. The curriculum was also interesting. A memorable scene was six-year-old children sorting recyclable items with their small hands. Instead of learning internationalization directly, they gradually realized through experience that environmental issues are contemporary or global problems as they advanced in grade levels.

The Green School in Bali, Indonesia, consciously built all its buildings from bamboo. There, students from around the world prioritized harmony with nature and created renewable inventions using minimal energy. It was fascinating to see them making a waste treatment machine. All the surrounding nature served as learning spaces.

On the other hand, a school in Dubai with annual tuition fees ranging from 70 million to 100 million won is highly digitalized. Proudly modeling itself as a future school, climate change can be learned through electronic blackboards or the on-campus planetarium. However, beyond the flashy school buildings, there were doubts about whether students could adapt well to the real world.

Although education preparing for the future varies, all three schools were future-oriented. Ultimately, they emphasize delivering education that prepares students for the future. The Moon Jae-in administration’s New Deal policy to support Green Smart Future Schools is very welcome in this regard.

There is also a clear principle in changing schools. Based on my experience visiting many schools and working on-site with stakeholders, the fact that schools are spaces to be respected remains unchanged. This will continue to be the case. Teachers and students belonging there must breathe together based on the school and educational philosophy. Considering the current school culture in Korea, what constitutes a desirable future-oriented school needs to be examined more carefully. Based on this, along with external changes to schools, school culture must change for the Green Smart School to succeed.

Kim Hyejin, Professor of Political Science and International Studies, National University of Singapore