Diverse Opinions on 'Integrated Teacher Certification'
Year-End Implementation Planned but Lacks Specifics
Ministry of Education Says "Consulting Related Agencies"
Field Demands "Guarantee of Expertise"
The Ministry of Education announced an implementation plan for the 'Yubotonghap' system, which integrates the management systems of kindergartens and daycare centers, six months before its operation begins, but confusion on the ground continues. The pilot operation is supposed to start by the end of this year, but detailed plans such as budget allocation and the method for granting integrated teacher qualifications have not yet been prepared. Since this project has a significant impact on the field, it seems difficult to coordinate due to differing opinions from kindergartens, daycare centers, and parents.
On the 28th, Kim Kyung-sook, president of the Korea Childcare Association, said in a phone interview with Asia Economy, "I agree that teachers of kindergartens and childcare workers should complete teaching-related subjects during the integration process, but it is regrettable that a separate degree must be forcibly awarded." She added, "If entry itself becomes difficult, only a few teachers will be able to work concurrently with field duties."
The Controversial Issue: 'Integrated Teacher Qualification'
According to the Yubotonghap implementation plan announced by the Ministry of Education the previous day, the method for granting integrated institution teacher qualifications has not yet been finalized. The plan proposes training new teachers through a bachelor's degree program reform and allowing current teachers to obtain integrated teacher qualifications through special teacher training courses or new admissions to universities (graduate schools), but it is still in the stage of gathering opinions from various sectors. No concrete measures have been presented regarding improvements in teachers' treatment. The Ministry of Education repeatedly responded that it is "under consultation."
Among teachers in the field, there are opinions that qualification requirements should be divided because the characteristics of infants and young children who require care and education differ, as well as the professionalism of teachers. Seo (27), a graduate of the Department of Early Childhood Education, said, "I hope that certificates are divided and distributed according to the roles of teachers who care for 0-2-year-old children, for whom attachment to teachers and positive experiences are more important than discipline or education, and those who work with 3-5-year-old children to establish healthy social relationships within a small society."
The government has allowed those who hold only one of the existing childcare worker or kindergarten teacher licenses to obtain integrated teacher qualifications through in-service education courses, but there have been repeated criticisms that it is unclear what kind of education will be provided. Moon (31), a kindergarten teacher, expressed concern, saying, "Obtaining teacher qualifications through special training courses cannot guarantee professionalism and will lead to the infantilization of early childhood education and a decline in education quality." Seo said, "The intention to allow in-service teachers to obtain integrated teacher qualifications is good as long as vacancies are not created in the field," but added, "I oppose allowing qualifications to be obtained through online education just to avoid creating vacancies."
Criticism of Lack of Treatment Guarantees and Budget Plans
An NH Investment & Securities employee is taking their child to the workplace daycare center. Photo by Jo Yongjun jun21@
There are also opinions that measures to guarantee teachers' treatment are necessary. A representative from the Public Transport Union pointed out, "If the qualification conditions for kindergarten teachers and childcare workers continue to be divided and integrated, the roles of childcare workers, who are relatively poorly treated, may be reduced and their jobs threatened."
In the education sector, the absence of budget execution plans was criticized. The Korea Federation of Teachers' Associations stated in a press release the previous day, "The current Yubotonghap plan does not include measures to improve the treatment of public teachers, improve the educational environment of public kindergartens, or financial investment, which is causing relative deprivation and increasing dissatisfaction in the field." The Korean Teachers and Education Workers Union also said, "There are no measures to enhance accounting transparency or financial publicness."
Parents "Welcome" the Plan, but Admission Methods Must Be Decided
Among parents, there is a positive response to the elimination of the biggest dilemma at age 3 between daycare centers and kindergartens and the increase in childcare and education time. Kang, who has a 4-year-old son, said, "The biggest concern when my child turned 3 was whether to continue sending him to the daycare center he was attending or to send him to kindergarten. If we chose education-centered kindergartens, classes ended earlier than daycare centers, so working parents had to send their children to academies again. With Yubotonghap, education and play activities can be supported together, and working parents can be relieved from worries about early dismissal times and private education burdens."
There is also a welcoming atmosphere toward the government's official introduction of the 'Kindergarten Rolling Admission System.' Do, who has a 3-year-old child, said, "Popular kindergartens are hard to get into, but with the rolling admission system, there will be more opportunities." However, since the admission method for integrated institutions has not been decided?whether it will be a point-based system like daycare centers or a lottery system like kindergartens?he added, "For working families, it would be very difficult if points disappear. I hope the admission method will be designed to maximize the use of points."
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