[Education in Korea, Lost Its Way]⑫First IB Introduced in Korean Public Schools...Eunhee Kang: "University Admission Possible Without Private Academies"

Interview with Daegu Superintendent Kang Eunhee
"Education Should Focus on Finding New Solutions,
Not Just Seeking Predetermined Answers"

"Even university professors have said, 'I can't solve the College Scholastic Ability Test (CSAT) questions.' I made a firm commitment not to become a superintendent who perpetuates education for the sake of education itself."

When asked about the motivation for introducing the International Baccalaureate (IB) into public education for the first time in Korea during an interview with Asia Economy at the Daegu Office of Education on April 23, Daegu Superintendent of Education Eunhee Kang responded as above. The Daegu Office of Education began preparations in 2017 and officially introduced the IB program in 2018.

Superintendent Kang said that she witnessed the problems of the CSAT while serving as a member of the Education Committee during the 19th National Assembly. She stated, "Every year, I reviewed CSAT questions, and professors and expert committee members would say that the CSAT is simply a test where high scores can be achieved through intensive training," adding, "However, I strongly questioned whether it was acceptable for students to forget everything they studied after taking the test."

Daegu Superintendent of Education Eunhee Kang is giving an interview to Asia Economy at the Daegu Office of Education in Suseong District, Daegu on April 23. Daegu Office of Education

Superintendent Kang explained that when she decided to run for superintendent, she began earnestly searching for alternatives that would allow students to escape the current entrance exam hell and the problems of the CSAT. The answer she found was the IB. She said, "Instead of simply searching for predetermined answers, I believe education now needs to focus on applying what students have learned to real life and finding new solutions," adding, "That is why I introduced the IB." The following is a Q&A.

-Were there any difficulties or trial-and-error when introducing the IB?

▲To successfully establish the IB program in public education, we undertook thorough preparations at the office level. Since 2018, we conducted a feasibility study at the education office to discuss the possibility of introducing the IB into public education from multiple perspectives. By signing an agreement with the IB headquarters for Korean language support, we eliminated the biggest obstacle, the language barrier. We also carried out an organizational restructuring within the office, preparing in a very detailed and meticulous manner.

-What strengths has IB education shown in the field?

▲IB education spreads learning through a cyclical process of questioning, acting, and reflecting. In high school, students are evaluated through essays, written responses, projects, individual orals, and research presentations, enabling them to develop innovative solutions to problems they will face in the future. The program is also highly regarded by prestigious universities around the world.

-How satisfied are students and parents who have experienced IB education?

▲In November last year, a survey on IB program satisfaction was conducted among 4,748 students and 1,431 parents at IB World Schools in Daegu. The results showed that 88.5% of students and 92.2% of parents said that IB education increased students' interest in learning. Additionally, 88.6% of students and 93.7% of parents responded that it improved students' confidence. This indicates that both students and parents directly experienced students' growth. I believe that IB education develops not just simple memorization skills, but also problem-solving skills, critical thinking, and logical reasoning. The experience of growth has led to high satisfaction.

Superintendent Kang confidently stated, "Through IB education, students can develop problem-solving skills, critical thinking, and logical reasoning, rather than just simple knowledge memorization." Daegu Office of Education

-Can IB education also help reduce private education expenses?

▲Due to the influence of the CSAT and university entrance exams, many students are still receiving rote, problem-solving-centered education. To be clear, IB education allows far less room for private education to intervene. The IB program is based on activities that foster students' creative thinking, encourages students to express their own ideas, and features a class and assessment system where lesson design and teacher feedback are closely linked. Attending private academies does not guarantee higher scores. Of course, if students lack basic skills, they may seek some outside help, but those receiving IB education generally do not attend academies just to achieve higher scores.

-How are you addressing the issue of university admissions linkage?

▲Due to the nature of the IB, students cannot take the CSAT. Therefore, they apply to universities through the holistic admissions process (student record comprehensive screening) during the early admission period. They are also eligible to apply to student record-based admissions, essay-based admissions, and practical or achievement-based admissions, all of which do not require a minimum CSAT score. After analyzing the admissions criteria of 100 universities for the 2026 academic year, we found that high school graduates who completed the IB program are eligible to apply to 45.6% (113,246 out of 248,569) of the total available spots, which do not require a minimum CSAT score.