Analysis of the Curriculum Operation Status of the Vocational High School Credit System by School Type, Regional Characteristics and School Size
Year: 2026
Type: article
Abstract: This study aims to analyze the current status of curriculum operation models in the credit system of vocational high schools according to school type, regional characteristics and school size, and to explore strategies for the stable implementation and future development of the vocational high school credit system.This study is the result of a survey conducted in October 2024 targeting 491 vocational high schools.The credit system for vocational high schools consists of various curriculum operation models, including the Specialized Major Course Model, the Post-learning Support Model, the Interdepartmental Convergence Model, the Minor Acquisition Model, the One-to-One Matching Joint Curriculum Model, the Alliance Campus Model, the Off-campus Linkage Model, and the Blended Learning Model.The analysis of the implementation status revealed that the Specialized Major Course Model (86.4%) and the Inter-departmental Convergence Model (68.0%) showed the highest rates of operation, while the Post-learning Support Model (7.9%) and the Blended Learning Model (1.0%) were relatively low.By school type, both Meister high schools and specialized vocational high schools showed high proportions of the Specialized Major Course Model.Regionally, the operation rates of the Specialized Major Course Model and the Inter-departmental Convergence Model were higher in metropolitan areas, whereas cities and rural areas showed a higher reliance on inter-school joint curriculum models.In terms of school size, large schools with more than 500 students actively operated internal curriculum models, while small schools with fewer than 300 students relied on external linkage models.Particularly, small schools faced structural challenges in implementing the credit system due to limited teaching staff and facilities.The findings of this study indicate that disparities in regional educational infrastructure and school size may lead to inequalities in students' right to choose and learn.Therefore, tailored support based on regional characteristics, policies to support small schools, and national-level strategies to strengthen linkages with industries and local communities are required.
Author: Jong Wook Kim
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: bronze
OpenAlex ID: W7141030883