| 10. What were the key benefits resulting from this initiative?
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■ Increasing number of users on Law&Citizenship Edu-Cube
- Users for educational contents and programs provided on Law&Citizenship Edu-Cube has drastically increased.
- Beop-Sarang Cyberland, a participatory education website and Law&Citizenship Edu-Cube, the integrated portal’s users are continually increasing after the service launched in the end of 2011. ‘12 (301,463 users) ➜ ’13 (258,867 users) ➜ the first half of‘14 (272,677 users)
- Users from Online education contents on cooperating private companies’website has increased as well.
*Cyberland’s contents in Junior Naver and i-Scream
: 9,500 monthly visits to Cyberland’s contents in Junior Naver (app. 100,000/yr)
: 3,760 monthly visits to Cyberland’s contetns in i-Scream (app. 45,000/yr)
- Gradual increase of visitors to Solomon Law-park, the offline drop-in education center : 219,290 visitors (‘11) ➜ 259,033 visitors (’12) ➜ 271,242 visitors (‘13)
■ Acknowledgement and Achievement of the program’s leverage
- Certified by the Ministry of Education as Excellent personality education program : School violence prevention role-play ‘happy-tree program’ and school violence prevention study guide ‘smiling class, dreaming school’
- Starting Beop-Sarang school with 20,000 students from 50 schools in 2013 has expanded to 180,000 students from 460 schools. The program is used in regular class hours and creative activity hours.
■ The effect of Solomon Law-park’s Off-line education.
- Continual increase of visitors to Solomon Law-park : 219,290 visitors (‘11) ➜ 259,033 visitors (’12) ➜ 271,242 visitors (‘13)
- Participants from Role-Playing Edu-module for elementary, junior/ high school students (mock cabinet meeting, scientific investigation, mock court and mock prison participants) : 32,348 students (‘12), 34,525 student (’13) from 1,559 schools.
- Participants from game-Playing Edu-module for preschool and elementary school students (eight programs for preschoolers, eleven for elementary school students) : 1,580 preschoolers, 2,253 elementary school students
■ Positive change on Law&citizenship through participatory LCE
- According to Korea University’s research(2013), using Beop-Sarang Cyberland in class had positive effects on student’s law&citizenship
- According to Korea national university of education’s research(2014), teachers who attended demonstration of ‘Lulu’s Monkeyland’ in class had positive reaction to it. Appropriateness of the teaching material scored 84.5 out of 100, and the teaching method scored 84.8.
- According to Ewha woman’s university’s survey(2014), Beop-Sarang’s violence prevention program scored 3.7 (out of 5) on ‘satisfied’ among students and scored 3.8 (out of 5) on ‘satisfied’ by teachers. 2,226 students from 7 schools were the sample group.
■ Achievement on effectiveness of participatory LCE
- As students learn science though experiment, LCE uses experience as a tool for witnessing society without the law or violence of the law to improve the educational effect.
* Safe-driving action learning : experience how drinking effects on driving by driving simulation with blurry eyes and unfunctioning keyboards.
* Paper cup action learning based on experiment : through paper cup experiment, students learn how one paper cup on a clean street can cause mass littering.
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| 11. Did the initiative improve integrity and/or accountability in public service? (If applicable)
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■ Sustainability of Law&Citizenship Edu-Cube
(1) Law&Citizenship Edu-Cube’s institutional foundation
- Law&Citizenship Edu-Cube, including Solomon Law-park and Beop-Sarang Cyberland was initiated by Law&Order Advancement Planning Division following Regulations for Education Act(July.2010) and Support for Legal Education Act (Mar.2008)
- The government has policy will to strengthen children & teens’s Law&Citizenship ever since ‘Sewol Ferry accident’ took place.
(2) Law&Citizenship Edu-Cube’s financial foundation
- Although start-up H/W installation and program development required public financial supports, only slight expenses are being used for updating contents and operational expenses once the system is set.
- With Win-Win cooperation with private sector, expenses for developing new contents, advertisements and enlargement of the program could be saved.
■ Necessity and possibility of transferring Law&Citizenship Edu-Cube
(1) Need for Law&Citizenship education in developing and underdeveloped countries
- One of the common difficulty which developing and underdeveloped countries face is social cost due to low law-respect and citizenship. South Korea, a current member of OECD countries was once an underdeveloped country. Thus, Korea’s Law&Citizenship education experience could be a great lesson to developing and underdeveloped countries.
(2) High transfer possibility of program, operation manual, S/W and know-how
- If optimal IT technology H/W is ready, numerous contents, programs, operation manual formed in S/W format could be easily transferable. (Yet, some educational contents needs to be translated.)
- Although it is desirable for Solomon Law-park to have facility investment, transferring programs are still feasible. It is important to know that educational materials, operation manual and know-how to start the program does not require much of transfer expense. (Note that translation of contents is needed.)
(3) An OECD DAC country, Korean government’s willingness toward ODA
- Ever since Korea joined in OECD DAC(Development Assistance Commitee) in 2010, Korea has been promoting ODA.
- The Law & Order Advancement Division in the Ministry of Justice has signed a partnership with KOICA to help establish a law education center in Mongolia next year for the foreign nation’s legal advancement by providing online content and legal educational programs from Beob-Sarang Cyberland. (July 2013)
- The Ministry of Justice thinks positively of exporting the Law & Citizenship Edu-Cube to underdeveloped and developing foreign countries as part of an ODA project.
(4) Intranational attention toward Solomon Law-park and Beop-Sarang Cyberland
- Japanese law-education society(such as, education organization, association and expert groups) visited Solomon Law-park for five times between ‘12~’13.
- Beop-Sarang Cyberland case study presentation at 2011 G4C(game for change) Festival, New York University, USA.
- Beop-Sarang Cyberland case study presentation at Comparative International Education Society conference 2013.
- Beop-Sarang Cyberland case study presentation at Good Game Show Korea 2013.
- Case study presentation about utilizing Beop-Sarang Cyberland as elementary school violence preventive program at Education study society in 2012.
- Case study presentation about utilizing Beop-Sarang Cyberland as elementary school violence preventive program at Korea Educational Research Association in 2013.
- Case Study presentation about Law&Citizenship Edu-Cube to Korean policy study association. (Scheduled for 2014)
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| 12. Were special measures put in place to ensure that the initiative benefits women and girls and improves the situation of the poorest and most vulnerable? (If applicable)
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■ Shift supply centered paradigm delivery system to user centered paradigm based service delivery system.
- Major problem of government and public institution’s service delivery system is that they insist on supplier centered, produce-and-deliver system.
- To shift produce-and-deliver service system from supply centered to user centered system, innovative activities are needed to overcome previous work practices. Cooperation with different departments, practical service delivers and private sector for enlarging the service are required.
■ Cooperation with the Ministry of Education, schools, and teachers to relate LCE to regular school curriculum.
- For effective L&C education, cooperation between the Ministry of Education and local education office who are in charge of school education are required. Nevertheless, education experts and teachers’ participations are needed for improving study guides and lesson plans.
- To initiate ‘Beop-Sarang school’project, ‘local education office’s task force conference’, ‘Selection of program model school’, ‘Workshop for related personnel’ and ‘Operating and spreading education program’ discussion process was needed.
■ Win-Win cooperation with private sector to expand LCE.
- The Ministry of Justice provides Cyberland contents to private portal sites↔ Private portal sites develop games and donate to Cyberland.
※ Junior Naver(www.jr.naver.com) : Korea’s top children’s website which has 1,500,000 visits per day ➜ Cyberland contents provided in Junior Naver (9,600 per month)
- Provide the Ministry of Jutice’s Cyberland contents to private digital education firms ↔ Improvement of user accessibility without extra cost by utilizing private digital education networks.
※ i-Scream : top digital textbook company for elementary school, 99.8% of elementary school teachers are using this website. (130,000 visitors/day)
※ Chunjae eduction(T-sherpa) : Top textbook provider. Provide free web based teaching-learning center for teachers.
■ Adopt Blended Learning method to integrate Online-Offline education curriculum.
- Provide the new Online-Offline Blended Learning L&C education service to overcome online education’s limit (low concentration and education effects) and offline education’s limit (difficulty on expanding the service).
- Utilize Beop-Sarang Cyberland’s Online Contents in Offline classrooms.
- Develop education programs that relates Online Beop-Sarang Cyberland and Offline Solomon Law-park.
■ Use of experts for creative problem-solving.
- Legal experts play major roles in LRE(Law-related Education). However, to implement effective LCE(Law&Citizenship Education) for children & teens from various age groups, use of expert groups are the crucial key for the success.
- To catch children & teens’s interest, game and animation experts are needed to develop various educational contents.
- Policy and system development specialists are needed to shift provider-based service delivery system to user-based service delivery system.
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