ERG SES G 09, Education and Quality
Since the OECD has implemented PISA (Program for International Student Assessment) in 2000s, Finland and Korea became well-known as their superior academic achievements and competitive educational systems. However, are Finnish and Korean students, who have maintained top level on PISA for the last decade, happy? How is the students’ quality of school life in these two highly rated nations in education?
According to PISA 2012 student questionnaire, only 60% of Korean and 67% of Finnish adolescents were revealed to feel happy at school (cf. OECD average: 80%). Similarly, only 65% of Korean and 72% of Finnish 15 year-olds appeared to be satisfied with their school life (cf. OECD mean: 77%) (OECD, 2013). Not only PISA 2012 but also several previous studies indicate that Korean students remained in the lowest level on affective domains; these results clearly show serious disparity between their academic achievements and happiness (satisfaction) at school (Kye et al., 2001; Park et al., 2010; Yoon, 2012).
It was also found that Finnish students showed low school satisfaction even though their general happiness and other subjective happiness were high (Park et al., 2010, p.148). In particular, some students seem to have relatively negative perceptions on their relationships with teachers compared to the other Nordic countries (Linnakylä and Malin, 2008; cf. Carlgren et al., 2006; Simola, 2005).
As John Dewey asserted, a school is a social place where students learn and share knowledge and construct experience. It is also a space where students experience their current life as a whole, not the place where they prepare only for the future (Dewey, 1897). In this sense, a school would influence the quality of student’s life significantly as much important as home, therefore students’ school life should be happy, satisfactory and meaningful.
Linnakylä (1996) defined ‘quality of school life (QSL)’ as students’ general well-being and satisfaction from the point of view of their positive and negative experiences, particularly in typical activities of school. In her study, QSL was categorized by six domains: general satisfaction, teacher–student relations, status in the class, identity in class, achievement and opportunity, and negative affect (p. 73).
In Korean research, ‘school life satisfaction’ and ‘school satisfaction’ have been used more commonly than QSL. Hwang (2005) utilized Huebner’s definition of school satisfaction, which refers to cognitive and emotional evaluation on the general satisfaction which students feel about experience during school life (p. 7).
In spite of common factors between Korean and Finnish educational systems such as 9-years’ compulsory education and track system starting at upper secondary level, they are still based on different political and social contexts: majoritarianism and market-based selective welfare vs. proportional representation and democracy universal welfare (Jang & Jeong, 2011). Thus, it would be interesting and meaningful to compare QSL based on different educational systems and social contexts.
Based on this background, this study will compare and analyze quality of school life of Korean and Finnish adolescents. Secondly, it will also identify and illuminate events and/or factors that influence the quality of students’ school life. By doing so, this research aims at suggesting implications on current process of Korean educational innovation related to quality of school life of students, also on Finnish education as well.
The preliminary research questions are as follows.
1. How do Korean and Finnish adolescents (6th and 8th graders) experience QSL and how is QSL different according to the two social contexts?
2. What are significant factors influencing QSL and how are the factors related to QSL?
3. What are the implications of QSL on the current process of the Korean educational innovation and Finnish education?
Carlgren, I., Klette, K., Mýrdal S., Schnack, K., & Simola, H. (2006). Changes in Nordic teaching practices: From individualized teaching to the teaching of individuals. Scandinavian Journal of Educational Research 50 (3). 301-326. Dewey, J. (1897). Naui gyoyuk sinjo (My pedagogic creed). In Lee, H. Minjujuuiwa gyoyuk (Democracy and education). (511-525). Gyoyukgwahaksa: Korea Hwang, Y. (2005). Ilbangye godeunghaksaengui hakgyomanjokdo yeonghwangyoinae gwanhan gujojeok bunseok (Structural analysis of impact factor on the school satisfaction of general high school students). Department of Education, Graduate school, Korea University (Master’s degree thesis). Jang, S., & Jeong, C. (2011). Bokji gukgawa gyoyuk (Welfare state and education). Gyoyuk bipyeong (Edcuational criticism) 30, 10-42. Jeon, S. (1996). Cheongsonyeonui Salmui jirae gwanan gyeonumjeok yeongu (An empirical study on the quality of adolescents). Hanguk Cheongsonyeon yeongu (Korean adolescents research) 25, 63-82. Kye, S., Lee, J., Kim, M., Park, M., & Yoo, E. (2001). Cheongsonyeoneo hakgyosaenghwal siltae mit hakgyosaenghwal manjokdo (A study on the Adolescents’ school life and their level of satisfaction). Korean Journal of Home Education 39(2), 57-72. Linnakylä, P. (1996). Quality of school life in the Finnish comprehensive school: a comparative view. Scandinavian Journal of educational research 40 (1), 69-85. Linnakylä, P., & Malin, A. (2008). Finnish students’ school engagement profiles in the light of PISA 2003. Scandinavian Journal of Educational Research 52(6), 583-602. OECD (2013), PISA 2012 Results: Ready to learn – students’ engagement, drive and self-beliefs (Volume 3) retrieved 17, December, 2012 from http://www.oecd.org/pisa/keyfindings/pisa-2012-results-volume-iii.htm Park, J., Park, C., Seo, H. & Yeom, Y. (2010). Hanguk Eorini-cheongsonyeon haengbokjisu yeonguwa gukjebigyo (Happiness index research of Korean children and adolescents and its international comparison). Korean Sociology 44(2). 121-154 Sachs, J. (2012). Chapter1: Introduction in World Happiness Report. Sachs, J., Helliwell, J. & Layard, R. (Eds.) Retrieved September 11, 2013 from http://www.earth.columbia.edu/sitefiles/file/Sachs%20Writing/2012/World%20Happiness%20Report.pdf Simola, H. (2005). The Finnish miracle of PISA: historical and sociological remarks on teaching and teacher education. Comparative Education 41(4), 455-470. Yoon, J. (2012). Quality of school life of Korean adolescents focusing on ability-grouping and mixed ability-grouping. Department of Education, University of Turku (Master’s degree thesis).
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
The programme is updated regularly (each day in the morning)
- Search for keywords and phrases in "Text Search"
- Restrict in which part of the abstracts to search in "Where to search"
- Search for authors and in the respective field.
- For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference
- If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.