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Seri Yoon, Waseda University, JapanAbstract
The Neulbom School Program was highlighted as an exemplary initiative model for solving educational disparities at the 2024 G20 Education Ministers’ Meeting due to its collaborative approach between local governments, schools, and communities unlike stereotypical models where resources are unilaterally moderated by the government. Preliminary data from pilot programs such as Jeju Island’s KkumNang Project in rural regions have shown a 30% increase in students’ participation and a 15% improvement in academic performance in STEM subjects. Edu-tech such as ICT and AI supports tailored after-school through online content and remote learning for schools in rural and fishing villages. By drawing on Elinor Ostrom's Theory on Collective Action, this research will demonstrate how cooperation between local communities and governments leads to efficient resource management and the expansion of educational opportunities, and how this collaboration addresses educational disparities, ultimately illustrating how this flexible and community-driven educational framework holds value as a global model. Using a qualitative research approach, the research incorporates document analysis and reports from local governments to investigate the broader context of the impact and discover concrete and practical data that attribute to collaborative efforts to address educational disparities. After that, the research employed in-depth interviews with school administrators, teachers, and community leaders involved in the program to uncover challenges, success stories, and the role of community collaboration in overcoming educational disparities. This case study provides other countries with valuable insights into how to reduce educational inequities in low-resource settings and to globally ensure educational opportunities regardless of geographic location.
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Conference: PCE2025Stream: Educational policy
This paper is part of the PCE2025 Conference Proceedings (View)
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To cite this article:
Yoon S. (2025) Interconnected and Sustainable Education in Local Communities and Korean Governments: A Case Study for Addressing Educational Inequalities and Creating Inclusive ISSN: 2758-0962 The Paris Conference on Education 2025: Official Conference Proceedings (pp. 655-670) https://doi.org/10.22492/issn.2758-0962.2025.50
To link to this article: https://doi.org/10.22492/issn.2758-0962.2025.50
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