Beruflich Dokumente
Kultur Dokumente
The purpose of this paper is to inquire into the developmental directions and tasks of the School Based Curriculum
Management(SBCM) system. The concept of the School Based Curriculum Management can be considered as a
subsystem to School Based Management. The logics behind the SBCM system are autonomy, accountability,
effectiveness, creativity, professionalism, and participation. The developmental directions of SBCM are to establish
and implement the highly autonomous and participative SBCM, the diverse creative SBCM, the highly accountable
SBCM, and the professional SBCM. The developmental tasks of SBCM suggested in this study are to establish the
School Based Staff Development system, to practice the evaluation system that can control the quality of SBCM, to
be managed by a strategic-layer management system, and to constitute the committee of school curriculum.
Key Words: School Based Curriculum Management: SBCM, School Based Management: SBM, Autonomy,
Accountability, Effectiveness, Creativity, Professionalism, Participation
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Data: Soon-Nam Kim (2003), Logics and Tasks of School Based Management, Korean Education, 30(2), p.98.
Figure 1. 6SB-1SLM Theory of SBMG
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for students. The concept of management contains planningimplementation- evaluation-feedback for development.
Therefore, SBCM is a series of processes in which the
curriculum is planned, implemented, and evaluated by each
school's own management.
If we review the definition of the curriculum, we will
know that the connection between curriculum and
administration is needed. The definition of the curriculum can
be divided into four types: subjects and knowledge teaching at
school, experiences provided to students, learning results, and
educational plans (Jong-seo, Kim, 1987: Dae-Hyun, Kim: 1996)
Recently, among these four definitions, many scholars
agree that the curriculum should be viewed as part of an
overall educational plan. Therefore, curriculum is the plan
designed at the school-level, containing at the national-level,
the criteria of curriculum and the guidelines at the provincial
office-level. Therefore, school managers are needed who have
the insight and professional ability in regards to curriculum.
An administrational approach in regards to curriculum is
needed from the perspective of the 4th definition which was
confirmed recently by curriculum scholars. According to the
standards and guidelines of the Ministry of Education and
provincial office, school curriculum is the concrete and
implementation-centered educational plan, and school
managers must have professionalism regarding planning,
operation, and evaluation of the school curriculum.
We would like to situate the schools role regarding
school based curriculum management in the context of school
based management, under the new term of the school based
curriculum management which aims to operate the school
curriculum efficiently. School curriculum needs to plan how
to operate the school curriculum during one whole academic
year, how to operate the curriculum according to plan,
evaluate the plan and operation, and finally, how to conduct
and evaluate feedback for the next years school curriculum as
a management system to improve the curriculum management
The Logic of SBCM
The 7th curriculum, based upon SBM, aims to strengthen
the autonomy and accountability of the school unit for the
curriculum management. As the autonomy of the curriculum
has increased, the administrator's professional knowledge in
terms of the management of the curriculum in each school is
needed.
The logic of SBM is to provide the school unit with
autonomy and accountability through decentralized management,
and provides teachers able to participate in the management.
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Data: Chong-Yul Park & Soon-Nam Kim. (2002). Logics and Strategies of School Based Curriculum Management.
The Journal of Curriculum and Evaluation, 5(1), p. 39.
Figure 2. Hexagon Model of SBCM Logics
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The logics of SBCM can be explained by the Hexagon
Model, as noted in Figure 2. The Hexagon Model can be
applied to the logic of SBCM. Not only do autonomy,
accountability, and effectiveness result from the decentralized
management but creativity, participation, and the
professionalism of the school unit are added to SBCM in
recent years.
Autonomy
The characteristics of the 7th curriculum are based on the
student-oriented curriculum, level, diversity of education
contents and method, autonomy of curriculum in schools, and
the establishment of systems for the evaluation of the
curriculum. In particular, there is a strong demand on the
autonomy of school unit in the 7th curriculum.
The features of the 7th curriculum are the induction of
the national common basic curriculum and choice-centered
curriculum, enlargement of the autonomy of the principals
office and school on the creation and operation of the
curriculum, and the establishment of the evaluation system for
the curriculum. In terms of these features, the autonomy of the
7th curriculum is partly the autonomy of school-based. The
autonomy of school curriculum management can be divided
into the autonomy of decision making on curriculum
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Data: Chong-Yul Park & Soon-Nam Kim. (2002). Logics and Strategies of School Based Curriculum Management.
The Journal of Curriculum and Evaluation, 5(1), p. 44.
Figure 3. SBCM ProcedureG
undertaken. Thirdly, a basic survey is needed. Fourthly, a
basic direction of the curriculum is established. Fifthly, a
tentative plan for the curriculum is made. Six, a decision on
the tentative plan of the school curriculum is established.
Seven, an analysis and review on the tentative school
curriculum is planned. Eight, a review on the tentative school
curriculum is prepared. And finally, nine, a final school
curriculum plan is conducted
2nd step : implementation of school curriculum
In this step, the school curriculum plan is implemented.
The implementation step occurs through inner self
supervision, coping with problems elastically, through
supervision, all aimed at improving the quality of curriculum
implementation.
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professional SBCM
Complementary forms of R&D and SBCD are necessary
for curriculum development in the 7th curriculum. This means
that not only teachers but the government must partake in
decision-making on the curriculum. Teachers can operate a
creative and special curriculum. Thus, there is a high demand
on the role of teachers and their professional knowledge when
it comes to curriculum development.
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Epilogue
Because Curriculum is the core of school education,
efficient management of curriculum is the determinant factor.
Until now, only an education administrator was fully
responsible for curriculum management. It is now time that
the administrative approach, which is SBM, in terms of
SBCM, as outlined in this paper is needed. In the 7th revision
of curriculum, the school curriculum effectiveness depends
upon the professionalism of the school administrator and
teacher.
Although the actual content of the 7th curriculum will be
changed in the future, we hope that the advantages and
benefits of the SBCM system mentioned in this paper will
operate over the long term and be further developed over time.
The 6SB-1SLM theory is suitable for the analysis of
subcategory to School Based Management. School Based
Curriculum Management system can control the quality of
School. Systematic operation of planning-operation-evaluation
mechanism procedure of SBCM is needed.
For the Development of School Based Curriculum
Management in Korea, the following concepts are strongly
recommended; enhancement of professionalism of school
managers and teachers, enlargement of autonomy at the
school-level, enlargement of the participation of the
constituents of school-level layer management, enhancement
of the creative operation of the school itself.
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