Practices and Strategies of the Seoul Agenda in Korea

May 2012 Draft Report

Practices and Strategies of the Seoul Agenda in Korea

01

02

Practices and Strategies

of the Seoul Agenda in Korea

03

Introduction : Arts & Cultural Education, UNESCO, and the Seoul Agenda

Evaluating Practices of the Seoul Agenda

• Analysis Scope and Evaluation Framework

• Findings of Performance Evaluation

• Evaluating Practices by Goal

• Implications

Policy Direction and Strategies on Arts & Cultural Education of Korea

• Strategic Direction of Arts & Cultural Education

• Strategies and Action Plans for the Arts & Cultural Education

• Action Plan Structure

• Road Map

Epilogue

07

11

27

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Table of Contents04

This document, a draft report entitled

“Practices and Strategies of the

Seoul Agenda in Korea”, provides

implementation strategies elaborated

based on the performance of Korea’s

implementation of the “Seoul Agenda:

Goals for the Development of Arts

Education” declared in 2010 by

UNESCO. The section on the practice

evaluation highlights major programs and

projects carried out by the Korea Arts

& Culture Education Service (KACES),

the government’s administrative arm for

arts education in Korea. For systematic

analysis, arts education projects of KACES

were matched one-on-one with the goals

and strategies of the Seoul Agenda, and

in order to ensure an integrated analysis

on what extent Korean government

has implemented the Seoul Agenda, an

indicator system was built according to

different project types:

1) arts education program,

2) arts education R&D,

3) human resources development in arts

education and lastly 4) arts education

networking projects. The findings were

incorporated into devising strategies to

better deliver the founding message and

mission of the Seoul Agenda. Lastly, an

implementation system and a road map for

arts & cultural education were presented

for further implementation.

Phase 1

Study Process

Phase 2 Phase 3

Phase 4 Phase 5

Identify the policy trend

of arts education

Evaluate the performance

of implementation

of the Seoul Agenda

Draw Implications

Devise implementation

strategies

Present executive

system and road map

05

06

Introduction : Arts & Cultural Education,

UNESCO, and the Seoul Agenda

07

Arts & Cultural Education, UNESCO, and the Seoul Agenda

Introduction

In 2010, a decade following this appeal for

increased awareness on the importance

of arts education, the Second World

Conference on Arts Education was held in

Seoul, the Republic of Korea.

The most notable outcome of this

conference was the “Seoul Agenda: Goals

for the Development of Arts Education”

which was agreed upon based on in-

depth discussions of international

experts regarding the significance of arts

education in and out of schools. The Seoul

Agenda served to enlarge the roles and

the scope of arts education, encourage

social contribution of arts education while

enhancing the quality of arts education

to drive the overall educational system

towards direction.

The Seoul Agenda takes the following

three issues as its organizing principles.

First, there is a need for creative and

adaptive workforce as well as peace,

cultural diversity and intercultural

understanding. Second, arts education can

make a direct contribution to resolving the

social and cultural challenges facing the

world today. Third, of crucial importance to

the success of arts education in meeting

these challenges is the need to achieve

high standards in the design and delivery

of education programs.

The goals for development of arts

education include: first, ensure that arts

education is accessible as a fundamental

and sustainable component of a high

quality renewal of education. Second,

assure that arts education activities

and programs are of a high quality

in conception and delivery. Third, apply

arts education principles and practices

to contribute to resolving the social and

cultural challenges facing today’s world.

Furthermore, a total of 13 strategies and

action items were presented to achieve

the aforementioned goals.

At the threshold of the 21st century around the corner, UNESCO began to acknowledge the crucial role

of arts education as the foundation to promote creative educational environment and as the essential

element of education. To this end, as a first step to form a consensus within the international community,

UNESCO during its 30th session of the General Conference in 1999 proclaimed the “International Appeal

for the Promotion of Arts Education and Creativity at School”.

08

Since the declaration of the Seoul Agenda,

the Korean government has worked

towards preserving the balance in its arts

education policies within the international

community by reviewing its arts education

policies based on the Seoul Agenda.

Of course, with only two years since

the declaration, it is not easy to fully

reflect the messages and values of the

Seoul Agenda. Since 2011, the Korean

government has organized Korea Arts

Education Week, offering a wide-range of

arts education related symposiums and

forums which helped to communicate the

outlines of the Seoul Agenda and lead in-

depth discussions on the field as to how

the Seoul Agenda should be interpreted

and applied. In particular, the International

Arts Education Week commencing this

year will contribute to better communicate

and expand such venues of exchanges

and discussions in a more varied and

developed forms, so that the purpose of

the Seoul Agenda will be well pursued not

only by Korea but also the international

community as a whole.

09

10

Evaluating Practices of the Seoul Agenda

• Analysis Scope and Evaluation Framework

• Findings of Performance Evaluation

• Evaluating Practices by Goal

• Implications

11

Analysis Scope and Evaluation Framework

To analyze the implementation result of the Seoul Agenda, we reviewed the results of programs (2008~2011) which are highly tied-up with KACES’ strategies.

Matching Result of the Seoul Agenda with Public Projects on Arts Education

Goal Strategy KACES Arts Education Programs Subject To Result AnalysisName of Project

1Ensure that arts education is accessible as a fundamental and sustainable component of a high quality renewal of education

1.aAffirm arts education as the foundation

for balanced creative, cognitive, emotional, aesthetic and social development

of children, youth and life-long learners

Support leading schools in arts education

Creativity & Innovation centered (arts-oriented) School

Support arts educators

Support arts educators in community (children)

Support arts education in welfare institutions (children)

Support arts education for infants

1.bFoster the constructive transformation of educational systems and structures

through arts education

Arts-Flower Seed School project

Training for educators including arts educators in and out of school

1.c Establish systems of lifelong and intergenerational learning in, about and through arts education

Support arts education in correctional institutions

Support arts education for military personnel

Community arts education (elderly, disabled, child & youth)

Support arts educators in community arts education (elderly)

Support arts educators in community arts education (disabled)

Support arts education programs in welfare institutions (elderly)

Support arts education programs in welfare institutions (disabled)

Cultural-World Expedition project

Programs tailored to rental housing apartments and industrial complexes

1.d Build capacities for arts education leadership, advocacy and policy development

Pilot programs series of honorary teachers consisted of 100 renowned artistsArts and culture education colloquium

Diffusion of knowledge and information on arts education

2Assure that arts education activities and programmes are of a high quality in conception and delivery

2.a Develop agreed higher standards for arts education that are responsive to local needs,

infrastructure and cultural contextsStudy on development of arts education standards

2.b Ensure that sustainable training in arts education is available to educators,

artists and communities

Training of faculty including the teachers and the principal

Studies on developing self-diagnosis tools to promote arts education

Implementation of Certified Arts Instructor (CAI) system

2.c

Stimulate exchange between research and practice in arts education

Study on developing creativity indicators in arts & culture fields 1

Study on developing cultural competence indicators 1

Study on mid & long-term development plans for arts education policy

Study on policy analysis of school arts education

Research on the effectiveness of arts education in Arts-Flower Seed School and correctional institutions/juvenile hall

Performance evaluation of arts education programs

Developing creative experiential activity program-centering on career activities

2.d Facilitate collaboration between educators and artists in schools and in out-of-school

programmes

Training of education planning personnel including educators and practitioners of arts institution and association

2.e Initiate arts education partnerships among stakeholders and sectors

Support student volunteer groups on arts education

Relevant professionals from the Ministry of Justice, Ministry of Defense etc.

Training of public servants, corporate CEOs

Introduction of legal donations mechanism

3Apply arts education principles and practices to contribute to resolving the social and cultural challenges facing today’s world

3.a Apply arts education to enhance the creative and innovative capacity of society Training of central & local public officials

3.b Recognize and develop the social and cultural well-being dimensions

of arts education Support arts education programs for juvenile halls

3.c Support and enhance the role of arts

education in the promotion of social responsibility, social cohesion,

cultural diversity and intercultural dialogue

Support arts education programs for alienated children & youth

Orchestral education program for alienated children & youth

3.d Foster the capacity to respond to major global challenges, from peace

to sustainability through arts educationTraining of multi-cultural arts educators

For the evaluation of practices of the Seoul Agenda, key performance indicators were developed through the evaluation research projects of individual arts education programs. Each indicators-quantitative and qualitative-were weighted differently by program type to better reflect the characteristics and purposes of each program.

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Evaluation Criteria by Program Type

Indicator

Category

Quantitative Qualitative

Arts Education Programs

70 30

Project Scale 50 Continuity (degree of completion) 10

- Project Budget 20 Participant Satisfaction 10

- Number of Participant 20 Expert / Stakeholder Evaluation 10

- Scope of Participant 10

Quality of Learning 20

- No. of Students Per educator 5

- Budget Per Participant 10

- Average Learning Hours 5

Human Resources Development

50 50


- Project Budget 15 Participant Satisfaction 20

- No. Participant 15 Expert / Stakeholder Evaluation 10

Quality of Learning 20

- Average Learning Hours 10

- Budget Per Participant 10

R&D Programs

30 70


- Project Budget 30 Expert / Stakeholder Evaluation 20

Research Effectiveness (applicability) 30

Networking/Cooperation Projects

30 70

Project Scale 30 Degree of Networking / Cooperation 20

- Project Budget 20 Mutual Exchange < Joint Project < Collaboration on Specific Issue (Agenda) 20

- No. of Participant Institutions 10 Outputs 30

Informal Meeting < Formal Meeting < 1:1 Mou Conclusion < Multi-Lateral Agenda < and Beyond

30

Type of Institution 20

Domestic Relevant Institutions < Domestic Enterprises < International Relevant Institutions / Enterprises

20

Actual value of each indicator is to be rated relatively.

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Findings of Performance Evaluation

The implementation performance of the Seoul Agenda in Korea, the following conclusion was made. First of all, goal 1 focusing on enhanced access to arts education showed the highest score of 1,135.4 (56%), followed by goal 2 highlighting enhanced quality of arts education at 616.1 (30%), and then goal 3,277.0, underscoring the social role of arts education (14%). It shows that the arts & cultural education activities of KACES have evolved around goal 1, which represents almost twice the goal 2’s and quadruple the goal 3’s scores.

Goal 11,135.456%

Goal 2616.130%

Goal 3277.014%

Comparison of Implementation of the Seoul Agenda by Goal

(score/percentage by goal)

14

Delving deeper into strategies, ‘promoting lifelong and intergenerational learning through arts education’ (Goal 1-Strategy c)topped the score, whereas ‘developing higher standards of arts education criteria’ (Goal 2-Strategy a) came out the lowest. As high as 15 times gap existed between the highest and the lowest score, and generally performance value by goal showed high deviation.

Goal 1

Goal 2

Goal 3

a 303.9

148.4

152.4

148.0

255.0

135.0

54.0

48.9

51.0

123.0

35.0

43.0

530.6

b

c

d

a

b

c

d

e

a

b

c

d

Implementation Performance of the Seoul Agenda by Strategy

(score)

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Goal Strategy Analysis Scope Evaluation Result

Code Name of Project By Project

ByStrategy

ByGoal

1

a

ESD Support leading schools in arts education 52.5

303.9

1,135.4(56%)

ECD Creativity & Innovation centered (arts-oriented) School 10.5

ECF Support arts educators 74.7

ESF Support arts educators in community (children) 63.1

ESF Support arts education in welfare institutions (children) 53.6

EST Support arts education for infants 49.5

bEST Arts-Flower Seed School project 75.6

148.4HCF Training for educators including arts educators in and out of school 72.8

c

ESF Support arts education in correctional institutions 57.5

530.6

ESF Support arts education for military personnel 61.3

ESF Community arts education (elderly, disabled, child & youth) 79.3

ESF Support arts educators in community arts education (elderly) 59.4

ESF Support arts educators in community arts education (disabled) 61.8

ESF Support arts education programs in welfare institutions (elderly) 54.7

ESF Support arts education programs in welfare institutions (disabled) 66.2

NSD Cultural-World Expedition project 38.5

ESD Programs tailored to rental housing apartments and industrial complexes 52.0

d

ESF Pilot programs series of honorary teachers consisted of 100 renowned artists 67.4

152.4RST Arts and culture education colloquium 45.0

RBT Diffusion of knowledge and information on arts education 40.0

2

a RCT Study on development of arts education standards 35.0 35.0

638.1(30%)

b

HBT Training of school administrators including the teachers and the principal 53.0

148.0RBD Studies on developing self-diagnosis tools to promote arts education 30.0

RBT Implementation of Certified Arts Instructor (CAI) system 65.0

c

RBD Study on developing creativity indicators in arts & culture fields 1 30.0

255.0

RBD Study on developing cultural competence indicators 1 40.0

RCT Study on mid & long-term development plans for arts education policy 45.0

RST Study on policy analysis of school arts education 35.0

RBTResearch on the effectiveness of arts education in Arts-Flower Seed School and correctional institutions / juvenile hall

35.0

RBT Performance evaluation of arts education programs 45.0

RCD Developing creative experiential activity program-centering on career activities 25.0

d HCTTraining of education planning personnel including educators and practitioners of arts institution and association

43.0 43.0

e

NSD Support student volunteer groups on arts education 26.0

135.0HBT Relevant professionals from the Ministry of Justice, Ministry of Defense etc. 49.04

HBT Training of public servants, corporate CEOs 42.04

NST Introduction of legal donations mechanism 40.0

3

a HCT Training of central & local public officials 54.04 54.0

277.0(14%)

b ESF Support arts education programs for juvenile halls 48.9 48.9

cECD Support arts education programs for alienated children & youth 69.5

123.0ECD Orchestral education program for alienated children & youth 53.5

d HBT Training of multi-cultural arts educators 51.04 51.04

The details of project / strategy /goal-based implementation results of the Seoul Agenda are as follows:

Details of the implementation of the Seoul Agenda

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Ranking Score No. Strategy of the Seoul Agenda Group

1 530.6 1-c Establish systems of lifelong and intergenerational learning in, about and through arts education

Excellent2 303.9 1-a

Affirm arts education as the foundation for balanced creative, cognitive, emotional, aesthetic and social development of children, youth and life-long learners

3 255.0 2-c Stimulate exchange between research and practice in arts education

4 152.4 1-d Build capacities for arts education leadership, advocacy and policy development

Moderate

5 148.4 1-b Foster the constructive transformation of educational systems and structures through arts education

6 148.0 2-b Ensure that sustainable training in arts education is available to educators, artists and communities

7 135.0 2-e Initiate arts education partnerships among stakeholders and sectors

8 123.0 3-cSupport and enhance the role of arts education in the promotion of social responsibility, social cohesion, cultural diversity and intercultural dialogue

9 54.0 3-a Apply arts education to enhance the creative and innovative capacity of society

Poor

10 51.0 3-dFoster the capacity to respond to major global challenges, from peace to sustainability through arts education

11 48.9 3-b Recognize and develop the social and cultural well-being dimensions of arts education

12 43.0 2-d Facilitate collaboration between educators and artists in schools and in out-of-school programmes

13 35.0 2-aDevelop agreed high standards for arts education that are responsive to local needs, infrastructure and cultural contexts

On examination of performance by strategy with dividing the evaluation results into scores of over 200, 100~200 and below 100, the high-performance items included mostly large budget projects of arts education in and out of schools (accessibility / based on goal 1). Poor-performance items were mostly concentrated in strategy areas including standards development, human networking, enhancement of social roles of arts education and etc.

Performance Rating by Strategy

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Evaluating Practices by Goal

Goal 1. Ensure that arts & cultural education is accessible as a fundamental and sustainable component of a high quality renewal of education

Since its foundation, KACES has worked hard

to enhance the overall quality of education in

Korea by carrying out arts education projects for

children, teenagers and students. Since 2007, it has

expanded the scope of participants to include the

marginalized class. Recently KACES has expanded

the scope to the entire population, striving to reach

out to more participants than ever.

As for elementary schools, 1.22 million, that is

almost 35% of the entire elementary students,

have benefited from arts education service of

KACES and the target for 2012 is to reach out

to 50% of the students, that is 1.73 million students.

The rate of participation in community arts

education has consistently grown from 7.7% in

2006, 8.6% in 2008 to 9.2% in 2010. The budget

for arts education was increased considerably from

15.5 billion KRW in 2007 to 62 billion KRW in 2011.

Year 2007 2008 2009 2010 2011

Budget(Unit: million KRW) 15,540 22,552 54,930 64,495 62,008

2008 2009 2010 2011

No. of Students 1,180,480 1,535,680 1,739,520 1,760,460

No. of Educators 2,243 3,483 4,156 4,164

No. of Schools 3,689 4,799 5,436 5,772

No. of Fields (Genres) 5 5 8 8

The implementation performance of the Seoul Agenda showed that, among all projects to enhance access

to arts education, ‘lifelong and intergenerational learning through arts education’ (530.6), ‘balanced

development of learning competence through arts education’ (303.9), ‘strengthened leadership through

arts education, diffusion of arts educational values and building capacities for developing arts education

policies’ (152.4), ‘structural transformation of the educational system through arts education’ (148.4),

showed the highest achievement in order.

Goal 1 - Strategy a : Affirm arts education as the foundation for balanced creative, cognitive, emotional, aesthetic and social development of children, youth and life-long learners

Budget Trend of KACES Activities Related to the Seoul Agenda Goal 1

As for the arts educator support, the number of

participant students increased 1.5 times from 1.10

million in 2008 to 1.76 million in 2011.

Budget Trend for Arts educator Support Program

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Name of School Major Achievements

Yeosubuk Elementary School

Seeking transformation via intensive arts education in small-sized schools. Although the administrative district is in the city, Yeosubuk Elementary School is actually located in the rural area. Since designated as Arts-Flower Seed School in July 2008, students living in other cities and provinces have flocked to study at this school, boosting the total number of students to 36, doubling the figure ever since the crisis of the school which was on the verge of closing down.

Type Children Local Residents Elderly Disabled Youth Others

2011 41.1 20.6 15.6 12.1 10.6 -

2010 40.7 10.5 18.2 11.4 14.7 4.4

Goal 1 - Strategy b : Foster the constructive transformation of educational systems and structures through arts education

Goal 1 – Strategy c : Establish systems of lifelong and intergenerational learning in, about and through arts education

Goal 1 - Strategy d : Build capacities for arts education leadership, advocacy and policy development

Arts-Flower Seed School Project designates small-

sized elementary schools and helps to create an

environment where all of its students can continue

to benefit from arts education. The budget has

been on an increasing trend, spending per student

is quite large, and the project has proved to be

effective in arts education in public education.

Ensuring access to arts education is implemented

on a larger scale and in varied ways. In 2010

and 2011, when comparing the participants of

regional, the percentage of average local residents

who actually participated in the program, greatly

increased from 10.5% to 20.6%. During the bidding

process of the supporting project, the preferential

treatment which the programs for the local residents

would get was actively promoted.

Therefore, the result shows that such effort was well

reflected in the fields.

Prominent and popular public figures in the arts

sector including conductor Geum Nansae, Kim

Duksu of Samulnori, photographer Kim Joongman

have contributed their talents and personally taught

arts education hoping to raise the social awareness

of arts education as well as identifying potential

participants. Some 100 honorary arts teachers

have added vitality to a whole array of projects led

by KACES in the military/correctional institutions,

juvenile halls, to name a few.

Major Accomplishments of Arts-Flower Seed School

Breakdown of Participants for Community Arts Education

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Goal 2. Assure that arts education activities and programmes are of a high quality in conception and delivery

KACES has consistently tried to enhance the quality

of arts education through R&D, human resources

development and networking programs.

Major accomplishments in each field are as follows:

R&D Projects

Human ResourcesDevelopment Projects

Networking Project

KACES has continued to execute R&D activities

to achieve quality improvement of arts education.

Since the founding year 2005, it has led a wide

range of R&D projects in different areas of arts

education as well as content development,

basic and policy studies, data collection and

evaluation studies each year for mid to long term

development of the arts sector. The R&D budget

allocated to most educational projects has been

also used for manual development, improvement

study of relevant project. In particular, since the

declaration of the Seoul Agenda in 2010, KACES

has gathered efforts to further enhance the efficacy

of arts education projects in the mid to long term

through performance evaluation and analysis of arts

education projects.

KACES has constantly developed and conducted

learning programs to nurture creative leaders and

talents in arts education and enhance the ability

of arts education professionals. CETA (Creativity

Education Through Arts) Academy which was firstly

initiated at KACES in 2007 has developed into an

institution nurturing professionals by training and

retraining professionals in arts education including

artists, educators and practitioners of cultural

facilities. The scope was expanded from training

arts educators teaching in schools and welfare

facilities since 2009 to include courses specialized

in different beneficiary groups including workers,

institutions/groups, multi-cultural instructors and

community cultural planners to build professional

capacities. KACES conducted a mid to long-term

study on certified arts instructor system in 2011 to

institutionalize the system at a national level, and

since 2013, well-structured studies are being led to

fully implement the system.

KACES since foundation in 2005 has collaborated

with many domestic and overseas arts education

related institutions and groups. Moreover, to

render arts education policy implementation more

effective, it has signed MOUs with the Ministry of

Justice, Ministry of Defense as well as the Ministry

of Education and Science, Ministry of Welfare,

Ministry of Gender Equality and Family and still

maintaining solid partnerships. As of 2011, the

Korean government has designated regional arts

education centers in 16 cities and provinces across

the country, and consequently KACES, as the

government’s execution body of arts education

policy, is building more close-knit partnerships

with arts education centers in the regional areas.

As for international cooperation, since 2006,

KACES, together with UNESCO, has been running

an UNESCO Arts in Education Observatories,

which is a network of observatories with a mission

to gather and diffuse information and experiences

of arts education in the Asia Pacific region.

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Goal 2 - Strategy b : Ensure thatsustainable training in arts education is available to educators, artists and communities

Major projects of KACES such as arts educator

support not only offer arts education opportunities

but also strive to create a new arts educational

system in local communities. For example, in

parallel with arts educator support, an educational

committee and projects to promote community

education constantly communicate with experts

through with the help of an educational committee

of 486 members including regional arts education

experts, educators, school inspectors as well

as lecturers’ council in participation of 100 arts

educators. The educational committee is in charge

of recruiting of arts instructors and evaluation of

schools. Its role includes the annual evaluation

of community arts educators and on-site visits to

schools offering arts education services.

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Goal 2 - Strategy c : Stimulate exchange between research and practice in arts education

Goal 2 - Strategy e : Initiate arts education partnerships among stakeholders and sectors

KACES has completed a series of research projects

to enhance the overall quality of arts education

spanning content development research to data

collection/evaluation research and etc.

Among research areas, arts education content

development had the highest percentage of 60%

followed by evaluation / data collection (19%),

basic study (16%), and policy research (5%).

Despite of a series of researches conducted,

lack of mid to long-term research projects and

communication efforts of research findings proved

to be barriers for improvement. KACES plans to

focus its investment in research and development

to share such accomplishments, various measures

(i.e. inforgraphics) are being tested.

KACES organized the Asia Pacific preparatory

conference for the UNESCO World Conference

on Arts Education in 2005, and in 2006 participated

in the World Conference on Arts Education as part

of the Korean delegation to build international

cooperation mechanism on arts education.

In 2010, KACES co-hosted the Second World

Conference on Arts Education, attesting to the

dynamism in their activities on the global stage.

As a result, KACES established International Liaison

Team in 2011, hoping to open up new horizon

for global cooperation. To this end, KACES seeks

to continue the existing global joint researches

and networking but also address the challenges

that faced by mankind through arts education on

the global stage.

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Goal 3. Apply arts education principles and practices to contribute to resolving the social and cultural challenges facing today’s world

KACES has begun strengthening the social role

of arts education centering on the social issues

of today (migrants, urban-rural disparity and etc.)

through arts education programs and R&D projects.

In 2012, new independent studies have been

initiated to reinforce the social role of arts education

centering on social issues such as school violence,

aging society and etc.

Goal 3 - Strategy a : Apply arts education to enhance the creative and innovative capacity of society

KACES has constantly offered arts education

activities to build creative and innovative capacities

of not only those involved with arts education but

also people from all walks of life ranging from local

public officials to corporate CEOs. In particular,

the number of participants of arts education which

stood at mere 127 in 2008 ~ 2009 soared to 1,310

in 2010 ~ 2011.

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Need for continued efforts to improve the quality of arts education

• KACES is making constant efforts to enhance

the quality of arts education. It has especially

continued to secure the grounds to strengthen

the competence of arts education personnel

through branding activities of the Academy to

nurture arts education specialists (CETA and etc)

and encourage introducing the certified arts

instructor system for nurturing quality arts

educators (determined in 2011).

• Moreover, 60% of R&D efforts was focused on

content development research, pursuing to

improve the quality of arts education.

• And, observing the decrease of some project

budget (ex: as for the arts lecturer support

project, the budget went down from 45,610

KRW in 2009 to 27,786 KRW in 2011), it seems

to be necessary to strike the most optimum

balance between expanding arts education and

enhancing its quality.

• Together with the well-structured strategy to

better focus on the Goal 2 of the Seoul Agenda

such as R&D of arts education, human resources

development, building quality network,

it is also crucial to set the ground for increasing

the satisfaction of beneficiaries in the mid

to long term.

Implications For a comprehensive analysis of the implementation performance of the Seoul Agenda, analysis objects were identified and each program type was evaluated based on evaluation framework. As a result, the three major goals, strategies and action items of the Seoul Agenda were comprehensively analyzed, providing implications for elaboration of implementation strategy.

Need for continued expansion of participants in arts education

• KACES, since foundation, has led school arts

education for children, and teenagers as well

as community arts education for the marginalized

population.

• Such efforts have led to an all-out growth of

arts education since its launch in Korea : 2.2

times increase in the number of participants

(2011 vs 2006), expanded scope of participants

(to cover 1/3 of Korea’s elementary and middle

school population as well as project size

(4 times increase in project budget compared

to 2006) and in genres.

• In particular, KACES tries to expand the scope

and benefits of its arts education programs to the

average population by leveraging local

communities as a base while preserving arts

education services for the marginalized people.

• Such commitments, in light of the Seoul Agenda,

have certainly provided a positive impact in

enhancing the access to arts education (Goal 1).

Furthermore, it is essential to implement well-

structured strategies in order to expand the scope

of participants to the overall populations

as an effort to sustain and reinforce the benefits

coming from Goal 1 of the Seoul Agenda.

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Need for sustainable mechanism and more solid partnership in arts education

Need for balanced development of arts education policy and relevant project areas

• Implementation mechanisms of arts education have been diversified through the

initiatives to establish and transfer activities to the regional arts education centers

since 2009, such as the introduction of national certificate system for arts instructors

to become effective as of 2013. As such, a wide-range of activities are being

implemented to strengthen institutional stability.

• It is part of the effort to establish a sustainable mechanism in terms of arts education

policy and programs, and the partnership between the central government and the

regional / local authorities and public-private partnership will be only possible through

mutual trust and respect.

• The central government (KACES) needs to secure mechanisms to transfer its

administrative power and responsibility to local governments

(regional arts education center) and share its long-held knowledge and experiences.

• It is also crucial to make parallel efforts to drastically expand the private sector’s

participation in arts education through corporate charity or donations of individual’s

talents so that can be prepared for the potential budget cut.

• This will help to create sustainable mechanism building on joint social efforts to make

arts education to take deep root in our society.

• When the Seoul Agenda was utilized as criteria to evaluate arts education in Korea,

the highest achievement came from the improved access to arts education at 56%,

which speaks volumes about the faithful implementation of Goal 1 of the Seoul

Agenda.

• When breaking down the projects into arts education, arts education R&D, arts

education human resources development and arts education network,

it was notable that there was a high concentration in project-based arts

education activities.

• Such trend, when evaluating based on the Seoul Agenda criteria, has contributed

positively to enhancing accessibility to (Goal 1); however, relatively lacked in improving

quality (Goal 2), strengthening social and cultural role (Goal 3) of arts education.

• It is needed to implement strategy for sustainable development of arts education by

incorporating the process and the results of arts education R&D, reinforced

competence of human resources and networking activities in the arts education

programs building on the synergistic and balanced growth of R&D, human resources

development and networking.

25

26

Policy Direction and Strategies

on Arts & Cultural Education of Korea

• Strategic Direction of Arts & Cultural Education

• Strategies and Action Plans for the Arts & Cultural Education

• Action Plan Structure

• Road Map

27

Strategic Direction of Arts & Cultural Education

Strategies and Action Plans for the Arts & Cultural Education

KACES, building on the Seoul Agenda in 2010 and the Policy Vision for Arts Education in Korea in 2011, has renewed its vision for year 2012 as “Enhancing the quality of cultural life, Strengthening the cultural capability”commemorating the third anniversary of the Seoul Agenda. Moreover, KACES has established a well-planned strategy to consistently deliver the founding message of the Seoul Agenda, building on the achievements it has made regarding its implementation. Furthermore, incorporating the analysis of implementation of the Seoul Agenda and its findings, KACES has identified strategic goals for organized improvement of the lacking points while maintaining and expanding the positive impact. Furthermore, KACES has established strategies and action plans considering the regional context and environment so that universal values of the Seoul Agenda can be effectively delivered to the Korean society. It has also presented an action plan structure and phase-based road map.

Korea has identified the following strategies, reflective of the nation’s commitment to the Seoul Agenda to better achieve the goals set forth in the Seoul Agenda. Detailed action plans are specified for each strategy.

28

Policy Implementation Framework on Arts & Cultural Education in Korea

Seoul Agenda

Goals

Vision of

KACES

Action Plan

Strategy

Improve access to arts education

Enhance quality of artseducation

Enhancing the quality of cultural life, Strengthening the cultural capability of society

Strengthen social & culturalroles of arts education

1. Specialize/intensify arts & cultural education by participanttarget and expand the scope to overall population

2. Achieve improved quality of arts & cultural education and strengthen capacities of human resources

3. Ensure arts & cultural education to contribute to resolving challenges faced by society

4. Support the quality improvement of arts & cultural education through reinforced international cooperation, thereby contributing to the international community

5. Build sustainable arts & cultural education mechanism via central·regional, public·private partnership

1-1 Establish a project model for arts education specialized and intensified by target

2-1 Build a system to nurture and manage arts education specialists (Implementation of certified arts instructor system)

3-1 Strengthen the role of arts education in resolving social issues such as school violence, multi-culturalism and etc.

4-1 Explore, develop and diffuse international cooperation projects on arts education in the Asia Pacific Region

5-1 Reinforce decentralized central-regional partnership in implementing arts education policies

1-2 Create arts education environment within the living quarters with communities as base

2-2 Reinforce R&D investment in arts education and effectively share results

3-2 Ensure arts education to contribute to the recovery of local or regional cultural communities

4-2 Identify sites for international cooperation on arts education and support strengthening educational capacities on the actual field

5-2 Expand social participation in arts education through schemes for individual and corporate donations

29

Strategy 1Specialize/intensify arts & cultural education by participanttarget and expand the scope to overall population

Overview

Action Plan

Arts & cultural education in Korea has been extended to serve the overall population

which includes the existing participants. Therefore it is incumbent to take a new leap

forward to improve the quality of cultural life of every individuals in society. In this regard,

we will provide specialized services to meet the needs of individual applicants while

continuing to expand the scope of arts education to cover the entire population of Korea.


Main Tasks

• Develop and expand standardized program models for arts education

(military, correctional institutions or juvenile halls)

• Further develop R&D on programs for the marginalized population

(disabled, migrants) and diffuse relevant educational model

• Extend arts education programs for the elderly to cope with the aging society

• Build and expand the arts education cooperation support system for after-school

children and teenagers

1-2 Create arts education environment within the living quarters

with communities as base

Main Tasks

• Expand programs for invigorating arts education for citizens in regional bases

partnered with the relevant regional arts education center.

• Build and expand the system for incubating arts education related social enterprises

• Continuously expand arts education activities for regions alienated from arts education

such as industrial complexes

Prepara

tion

Imple

mentat

ion

Elabor

ation

Inten

sifica

tion

Maturity

No. Action Plan 2012 2013 2014 2015 2016~

1-1Establish a project model for arts education specialized and intensified by target

1-2Create arts education environment withinthe living quarters with communities as base

Road Map

30

Strategy 2Achieve improved quality of arts & cultural education and strengthen capacities of human resources

Overview

Action Plan

To go beyond quantitative expansion and add more qualitative depth to arts education,

it is first required to build well-organized system to achieve high standards in terms of

not only arts educational content but also educational capacity.

Building on the expanded base of participants, we plan systematically and

comprehensively upgrade our content encompassing arts education philosophy,

discourse, use, methodologies and etc. It is also essential to build a system to provide

solid support to build human resource capacities in arts education such as arts

education planner, teachers, researchers and etc.

2-1 Build a system to nurture and manage arts education specialists

(Implementation of certified arts instructor system)

Main Tasks

• Improve the overall operational quality of training system designed to strengthen

capacities arts educators in schools and community

• Run permanent educational programs for policy stakeholders, arts education providers

• Lead in-depth study and build operational mechanism to implement certified arts

instructor system


Main Tasks

• Continuously expand R&D investments in arts education

• Intensify R&D of and diffuse creative arts education content

• Sophistication of IT system on arts education via digital media channels

Prepara

tion

Imple

mentat

ion

Elabor

ation

Inten

sifica

tion

Maturity

No. Action Plan 2012 2013 2014 2015 2016~

2-1Build a system to nurture and manage arts education specialists(Implementation of certified arts instructor system)


Road Map

31

Strategy 3Ensure arts & cultural education to contribute to resolving challenges faced by society

Overview

Action Plan

Korea has made strenuous efforts to ensure the role of arts education in addressing the

social and cultural challenges faced by its society. It especially tried to approach the

social issues such as the underprivileged, impoverished class, multi-culturalism, school

violence and weakening local community based on mutual understanding. We plan to

leverage the changes and achievements made in the process and provide support so

that arts education can be applied to social and cultural issues in a more comprehensive

and integrated manner.

3-1 Strengthen the role of arts education in resolving social issues such

as school violence, multi-culturalism and etc.

Main Tasks

• Expand networking meetings for arts education policy stakeholders and providers

• Develop and diffuse manual on arts education activities in resolving social issues

• Expand educational programs to promote cultural diversity to deal with changes faced

by multi-cultural society

3-2 Ensure arts education to contribute to the recovery

of local or regional cultural communities

Main Tasks

• Increase support to local cultural community programs to bridge the gap

in arts education

• Provide more support to arts education in regions / villages serving as the link

between the government and local authorities

• Support strengthening the capacity of local arts education programs and establish

evaluation system

• Modelization and diffusion of best practices on community arts education programs

Prepara

tion

Imple

mentat

ion

Elabor

ation

Inten

sifica

tion

Maturity

No. Action Plan 2012 2013 2014 2015 2016~

3-1Strengthen the role of arts education in resolving social issues suchas school violence, multi-culturalism and etc.

3-2Ensure arts education to contribute to the recoveryof local or regional cultural communities

Road Map

32

Action Plan

4-1 Explore, develop and diffuse international cooperation projects

on arts education in the Asia Pacific Region

Main Tasks

• Identify and expand assistance in joint international cooperation projects

on arts education

• Prepare organizing forum tour on arts education in the cities of the Asia Pacific Region

• Upgrade networking with observatory institutions on arts education

4-2 Identify sites for international cooperation on arts education and support

strengthening educational capacities on the actual field

Main Tasks

• Plan and identify international cooperation projects aiming to strengthen on-site arts

education capacity

• Consistently organize and upgrade workshops on arts education to network with

domestic and overseas experts

• Provide assistance to international cooperation projects on arts education

best practices

Strategy 4Support the quality improvement of arts & cultural education through reinforced international cooperation, thereby contributing to the international community

Overview Since the establishment of KACES, Korea has carried out a large spectrum of

international liaison activities including the hosting of international conferences such as

the World Conference on Arts Education. It has enabled us to build diverse network with

not only UNESCO but also governments from different countries, groups and experts

on arts education in different genres. Such a solid network base has helped Korea to

define specific project goals. Furthermore, our enduring and synergistic partnership with

reputed institutions and groups from home and abroad has propelled us to take the lead

in supporting the quality improvement of arts education and thus largely contributing to

the international community.

Prepara

tion

Imple

mentat

ion

Elabor

ation

Inten

sifica

tion

Maturity

No. Action Plan 2012 2013 2014 2015 2016~

4-1Explore, develop and diffuse international cooperation projects on arts education of the Asia Pacific Region

4-2Identify sites for international cooperation on arts education and support strengthening educational capacities on the actual field

Road Map

33

Strategy 5Build sustainable arts & cultural education mechanism via central·regional, public·private partnership

Overview

Action Plan

For practical diffusion of benefits of arts education and creation of a virtuous cycle,

it is essential to establish a sustainable mechanism building on organic collaboration

of different stakeholders. Korea and KACES have made constant efforts for local arts

education to become more autonomous and built partnerships with different actors

in and out of arts education. We especially plan to initiate an array of activities to

promote individual and corporate donations in arts education hoping to achieve stable

decentralized partnership structure and seek cooperation with different actors

(multilateral cooperation).

5-1 Reinforce decentralized central-regional partnership

in implementing arts education policies

Main Tasks

• Build support mechanism for arts education support center at regional level

• Build arts education data sharing system between the central government (KACES)

and the regional arts centers

5-2 Expand social participation in arts education through schemes

for individual and corporate donations

Main Tasks

• Operate programs inviting prominent figures to raise public awareness

on values of arts education

• Prepare institutional measures and continue campaigns to promote donation

for arts education

• Build mechanism for corporate participation and cooperation vis-a-vis arts

educational activities

Prepara

tion

Imple

mentat

ion

Elabor

ation

Inten

sifica

tion

Maturity

No. Action Plan 2012 2013 2014 2015 2016~

5-1Reinforce decentralized central-regional partnership in implementing arts education policies

5-2Expand social participation in arts education through schemes for individual and corporate donations

Road Map

34

Action Plan Structure To implement strategy and tasks of arts & cultural education, it is needed take more pluralistic, multi-layered approach. The action plan structure is diverse as it spans from the government as the control tower supervising the overall policies, institutions responsible for implementing arts education policies, institutions in charge of providing the arts education services and to assistanceproviders. To achieve sustainable development of arts & cultural education in society, it is essential to build an effective partnership in public-private, central-regionalrelations with regards to the elaboration, execution and implementation of relevant policies.To implement the five aforementioned strategies, it is crucial for the different actor of arts education to evenly take part in and network among themselves to preserve the ecosystem of arts education.

35

Actors Involved with Implementation of Arts & Cultural Education Strategies from Ecological Perspectives

Governance

Assistance

Provider

MISSION

Enterprise

VISION

Individual

STRATEGY

Foundation

Policy

Control Tower

Policy

Execution Arm

Policy

Implementation

Institution

Education

Provider

The Ministry of Culture,Sports and Tourism

Schools

Childcare facilities

Schools

The Ministry of Education,Science and Technology

Marginalized Class

Multiculture facilities

Military/correctional facilities

Specialized welfare facilities

KACES

GOVERNMENT

Other relevant ministries

General Public

Regional, local communities

Cultural facilities

Welfare facilities

Regional Arts Education Centers

Arts EducatorArts education

groups

Welfare &multicultural

facilities /institutions

Military /correctional

facilities

Regionalcommunity

groups

36

Road Map For the constructive implementation of the Seoul Agenda, a Road Map has been defined, highlighting the five major strategies and ten action plans for the next five years.

The Road Map for Implementation of Arts & Cultural Education in Korea

Prepara

tion

Imple

mentat

ion

Elabor

ation

Inten

sifica

tion

Maturity

Strategy No Action Plan 2012 2013 2014 2015 2016~

1Specialize/intensify arts & cultural education by participanttarget and expand the scope to overall population


1-2 Create arts education environment within the living quarters with communities as base

2Achieve improved quality of arts & cultural education and strengthen capacities of human resources

2-1

Build a system to nurture and manage arts education specialists (Implementation of certified arts instructor system)


3Ensure arts & cultural education to contribute to resolving challenges faced by society

3-1Strengthen the role of arts education in resolving social issues such as school violence, multi-culturalism and etc.

3-2Ensure arts education to contribute to the recovery of local or regional cultural communities

4Support the quality improvement of arts & cultural education through reinforced international cooperation, thereby contributing to the international community

4-1Explore, develop and diffuse international cooperation projects on arts education in the Asia Pacific Region

4-2Identify sites for international cooperation on arts education and support strengthening educational capacities on the actual field

5Build sustainable arts & cultural education mechanism via central·regional, public·private partnership

5-1Reinforce decentralized central-regional partnership in implementing arts education policies

5-2Expand social participation in arts education through schemes for individual and corporate donations

37

Epilogue The Seoul Agenda, adopted during the 2010 UNESCO World Conference on Arts Education, has played a significant role in transforming the arts & cultural education policies and their implementation in Korea. The direction of the Korean government’s arts education policies shifted away from the conventional framework to join the new concept of incorporating different societies, cultures and regions, paving the way towards a complete new era for us to take part in resolving challenges that are common to all local and regional communities, governments and the world.

The Seoul Agenda has become the turning point in laying the ground for content and framework for the joint implementation of the goals, going beyond merely sharing the social importance of arts & cultural education by the international community. The arts & cultural education presented in this report together with other policies, strategies and action plans will serve as an important milestone for arts & cultural education in Korea to make a leap forward. Moreover, the Korean government will be an active partner in sharing the result of arts & cultural education implementation with the entire international community.

Commemorating the First International Arts Education Week for 2012, the Korean government and KACES will continue to serve as role models in carrying out network and cooperation projects to better diffuse the values of arts & cultural education and seek improvement in its quality. The Korean government is committed to working hand in hand with the international community to help everyone in the world to spiritually enrich their lives and contribute to the progressive social development driven by arts & cultural education.

38

Copyright © 2012 by Korea Arts & Culture Education Service (KACES)

Practices and Strategies of the Seoul Agenda in Korea

(Draft Report)

Written by Korea Arts & Culture Education Service www.arte.or.kr

Consulted by METAA Co., Ltd. www.metaa.net

For information regarding this paper, please contact Global

Administration Team of Korea Arts & Culture Education Service at

+82.2.6209.5900 or [email protected]

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Practices and Strategies of the Seoul Agenda in Korea

Documents