Educational Broadcasts in the Republic of Korea : An Experiment in Cross-Cultural Comparison of Educational Broadcasts

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  • 韓国の放送教育 : 放送教育の国際比較研究の試み
  • カンコク ノ ホウソウ キョウイク ホウソウ キョウイク ノ コクサイ ヒカク

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Abstract

The first governmen-run educational broadcasting station, the Educational Broadcasting System or EBS, was established in the Republic of Korea in 1990. EBS operates on one TV channel and on one FM radio channel to broadcast educational programs for schools and social education programs on nationwide networks. Program contents resemble those of Japanese broadcast programs aimed at schools, but there is also a distinct difference between the Japanese and Korean educational broadcast systems. For example, NHK is a public broadcaster independent of state influence, while EBS is under direct control of the Ministry of Education. Furthermore, EBS provides school TV broadcasts from 4:30 p.m., monday through saturday, on the assumption that programs are videotaped for repeat use. It is also assumed that each classroom is equipped with a TV set, video tape recorder and overhead projector, and that schools have dozens of videotaped programs. EBS prepares its programming on the assumption that teachers select some of the videotaped programs for use in their classes. The Korean Educational Development Institute (KEDI) is under the direct control of the national government of the Republic of Korea and is responsible for the drawing up of state-designated curriculums, the compilation of textbooks and the preparation of teaching materials including computer-related educational programs. KEDI is also in charge of coordinating the above items with educational programs broadcast by KBS. KSEB, the State of Korean Society for Educational Broadcasting, is a nationwide organization for school teachers, which is designed to conduct studies on how school broadcasts are used in classes and to promote the use of school broadcasts in education. KSEB also holds national conventions. We visited a primary school in Seoul which used educational TV programs only as supplementary teaching material, since its education policies emphasize the use of textbooks. Realizing that comparative studies of world educational broadcast systems are just as important as international comparisons of the contents of educational programs, we wrote this paper as an experiment in crosscultural comparison.

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