EDUCATION AND THE SUSTAINABILITY OF SOCIAL DEVELOPMENT
- 주제(키워드) INTERNATIONAL DEVELOPMENT AND COOPERTION
- 발행기관 아주대학교
- 지도교수 IAIN WATSON
- 발행년도 2017
- 학위수여년월 2017. 2
- 학위명 석사
- 학과 국제대학원 국제개발협력과
- 실제URI http://www.dcollection.net/handler/ajou/000000024015
- 본문언어 영어
- 저작권 아주대학교 논문은 저작권에 의해 보호받습니다.
초록/요약
Local and international educational systems are being increasingly scrutinized by a global society that does not merely endorse self-interest motives and self-serving actions but rather seeks to advance the wellbeing of all humanity. In this context, new and alternative approaches regarding the way education is imparted as well as it is evaluated, are becoming more relevant. Accordingly, this study’s central concepts are education and the sustainability of social development. As a preamble, chapter I addresses a theoretical and critical approach to the study’s core conceptions. Subsequently, chapter II identifies the main political economy and social constraints for the enhancement of human capability in the Korean educational context. Chapter III focuses on the analysis and evaluation of the collected data, which has provided the base evidence to answer the research question: How effectively is education helping sustain social development? Lastly, chapter IV presents conclusions and insights for further studies in the field. New empirical evidence on the topics was gathered throughout comparative field research in the educational environment of Korean Graduate Schools of International Studies, where current actors and futures leaders are being educated. The proven hypothesis was: Academic experience and educational institutions’ arrangements are not effectively contributing to the sustainability of social development. Rather than introducing a fixed approach to assess education, this study has intended to offer initial systematic data concerning the causal relationship between education and the sustainability of social development. In the words of the Sen, Stiglitz, and Fitoussi’s Commission (2010): A long philosophical tradition views individuals as the best judges of their own conditions. This approach is closely linked to the utilitarian tradition but has a broader appeal due to the strong presumption in many streams of ancient and modern culture that enabling people to be “happy” and “satisfied” with their life is a universal goal of human existence. (p. 42).
more목차
CHAPTER I: INTRODUCTION TO THE PROBLEM 1
1.1. Statement of the Problem 1
1.2. Research Question and Hypotheses 3
1.3. Conceptual Framework and Critical Assessment 4
1.4. Research Method 12
CHAPTER II: KOREAN CASE STUDY 15
2.1. Introduction to Korean Case Study 15
2.2. Korean Higher Education System 17
2.3. Korea and Global Citizenship Education 21
2.3.1. Main barriers to implementing GCED in Korea 24
2.3.1.1. The legacy of the current education system 25
2.3.1.2. Outmoded curricula and learning materials 26
2.3.1.3. Lack of quality educators 26
2.3.1.4. Inadequate focus on values 27
2.3.1.5. Lack of leadership on GCED 28
2.4. Education and Korea’s Social Development 28
2.4.1. Main political economy and social constraints for Korea’s social development sustainability 30
CHAPTER III: FIELD STUDY AND ANALYSIS OF RESULTS 34
3.1. Determining Assessment Criteria 34
3.1.1. Subjective well-being approach to measuring students’ quality of life 36
3.1.2. Subjective well-being indicators and weights 38
3.2. Study Front One: Educational Institutions 41
3.3. Study Front Two: Students 52
CHAPTER IV: CONCLUSIONS AND DISCUSSION 71
BIBLIOGRAFY 73
APPENDIXES 77
Appendix 1: Interviews Questionnaire 77
Appendix 2: AJOU GSIS Survey 80
Appendix 3: KHU GSP Survey 81
