[Q&A] Gradual Implementation of the High School Credit System: Differences from Full Implementation

[Asia Economy Reporter Han Jinju] The Ministry of Education announced on the 23rd the 'Step-by-step Implementation Plan for the Full Application of the High School Credit System in 2025.' The high school credit system refers to a system where students complete various subjects according to their career paths and are recognized for graduation if their accumulated credits meet the standards. Before applying it to all high schools in 2025, it will be gradually applied to general high schools from 2022 to 2024.

From next year, the Ministry of Education will revise the laws and guidelines related to the high school credit system and promote the transition to an operational system for the high school credit system by establishing a promotion system at the metropolitan and provincial offices of education and school levels. From 2023, guidance to ensure minimum academic achievement levels will also be implemented in all schools. Starting from the full implementation in 2025, students must meet academic achievement levels (grades A to E) to graduate, but the requirement for students who do not reach the minimum academic achievement rate of 40% to complete supplementary courses will be applied two years earlier.

▲ What are the differences between the high school credit system gradually applied from 2023 and the fully implemented system in 2025?

= The core elements of the high school credit system, such as the 2022 revised curriculum, the non-completion system, and the achievement evaluation system for elective subjects, will be applied as originally planned starting from the first year of high school in 2025. The non-completion system means that from 2025, students must meet subject attendance rates (at least two-thirds) and academic achievement rates (at least 40%) to earn credits. The achievement evaluation system for elective subjects means that from 2025, elective subjects excluding common subjects (Korean, English, Math, Social Studies, Science) will only record achievement levels without ranking in nine tiers. From the first year of high school in 2023, the unit of instruction in high schools will change from 'units' to 'credits,' and the total credits required will decrease from 204 units to 192 credits.

▲ Why is the instruction volume in high schools reduced to 192 credits from 2023?

= The 192 credits correspond to 32 hours per week over six semesters, creating about two class periods of free time compared to before. Under the current 204-unit system, there are many restrictions on organizing elective curricula, and the heavy teaching load places a significant burden on teachers. The adjustment of instruction volume aims to create conditions that allow schools to focus on settling the high school credit system. The free time can be used for career or academic counseling, guidance to ensure minimum academic achievement levels, and free periods according to elective subject scheduling.

▲ Will the class hours per credit change during the step-by-step implementation period?

= From the 2023 entrants, the standard for high school instruction volume will change from 'units' to 'credits.' During the step-by-step implementation period (2023?2024), the class hours per credit will maintain the current system of 17 sessions (16 + 1) of 50 minutes each. From the first year of high school in 2025, when the 2022 revised curriculum is applied, one credit will correspond to 16 sessions of 50 minutes each.

▲ Will there be changes in school internal evaluation during the step-by-step implementation period?

= The internal evaluation system will change starting from the first year of high school in 2025, when the high school credit system is fully applied. During the step-by-step implementation period, the current system will be maintained, with the achievement evaluation system (without nine-tier ranking) applied only to career elective subjects.

▲ Is the minimum academic achievement level guidance conducted during the step-by-step implementation period different from the non-completion system?

= The non-completion system (abbreviated as I, Incomplete) will be implemented from the full application of the high school credit system in 2025. Completion or non-completion is determined based on attendance rate (attendance of at least two-thirds of classes) and academic achievement rate (at least 40%). After the non-completion system is implemented, students participating in supplementary completion will be assigned an achievement grade of E.

During the step-by-step implementation period, minimum academic achievement level guidance will be conducted for common subjects Korean, English, and Math while preparing for the non-completion system. The series of processes such as prevention guidance for non-achievement and supplementary guidance for students who do not meet the standards are similar to the non-completion system but do not actually process non-completion.

▲ What changes to the college entrance system will occur due to the step-by-step implementation of the high school credit system?

= Even during the step-by-step implementation period, the subject structure and content per subject will maintain the 2015 revised curriculum system, and the current college entrance system will be maintained. The future-oriented college entrance system corresponding to the full application in 2025 will be announced in 2024.

▲ What is the basic direction of the new college entrance system due to the introduction of the high school credit system?

= The college entrance system scheduled to be applied from the 2028 academic year will reflect the 2022 national curriculum and new educational systems such as the high school credit system. The related measures will be reviewed to ensure that the college entrance screening respects students' career paths and aptitudes and aligns with the direction of future education transformation aimed at enhancing core competencies such as creativity and problem-solving skills. It will reflect demands for future education, such as fostering critical thinking skills, and establish a college entrance direction linked to the credit-based subject structure designed through the 2022 revised curriculum.

▲ In the high school credit system, do students have to decide their career paths from the first year of high school?

= Students explore various fields while taking common subjects in the first year, going through a process of understanding their career paths and aptitudes, and based on this, they plan their career and academic paths. Afterwards, they can concretize their career paths by proactively studying the subjects they have chosen. The operation of an elective curriculum does not mean that students must decide their career paths before selecting subjects. It means that students explore their aptitudes and interests and select subjects under the guidance of the school and teachers.

▲ Will the introduction of the high school credit system cause an excessive increase in specialized subjects even in general high schools?

= According to the general curriculum guidelines, general high schools (including autonomous high schools) organize curricula mainly around general subjects (general elective subjects and career elective subjects), but may open specialized subjects as needed. General subjects include Korean, Math, English, Korean History, Social Studies, Science, Physical Education, Arts, Technology & Home Economics, Second Foreign Language, Chinese Characters, and Liberal Arts. Specialized subjects are divided into Specialized Subjects I (subjects related to science, physical education, arts, foreign languages, and international fields) and Specialized Subjects II (vocational subjects according to the National Competency Standards).

In high schools researching the high school credit system, subjects within general subjects were maximally guaranteed for selection considering career and aptitude, and specialized subjects tended to be opened minimally as needed based on student demand and subject hierarchy.

▲ Is there a concern that the introduction of the high school credit system will deepen disparities between schools? What are the solutions?

= There are differences in school conditions for offering various elective subjects desired by students or operating specialized programs. The Ministry of Education supports operating the high school credit system by expanding the educational environment from schools to local communities, establishing systems for sharing educational resources between schools, and forming networks with local universities.

To ensure minimum subject selection rights even in rural and small schools, support for teacher placement such as the subject itinerant teacher system and concurrent teaching positions for middle and high school teachers will be considered to secure a certain number of teachers.