Thesis (Ph. D.)--Harvard University, 1990. / Includes bibliographical references.

Marburg, Univ., Diss., 2002.

Thesis (Ph. D.)--Georgia State University, 2006. / Title from title screen. David Cheshier, committee chair; Michael Bruner, Leonard Teel, Carol Winkler, James Hamilton, committee members. Electronic text (238 p.) : digital, PDF file. Description based on contents viewed June 13, 2007. Includes bibliographical references (p. 225-238).

[by] Sang-woon Jeon. / In English. / Based largely on the author's Han'guk kwahak kisul sa (A history of science and technology in Korea), 1966. / Bibliography: p. [316]-357.

No description available.

The purpose of this comparative and historical study is to consider a reconceptualization of the notion of educational policy transfer, based on an analysis of how the reforms made during the Soviet and US military occupation in the two Koreas influenced the educational development of North and South Korea from 1945 to 1959. The conceptual framework for the research drew on a definition of 'policy' as a comprehensive concept comprising of policy process and practice 'on the ground,' and going beyond a rigid definition of it as a formally recorded and proclaimed statement by a government. This concept of policy enabled me to analyze the process and practice of the educational reforms from a multi-dimensional perspective, incorporating the beliefs of local actors and the bureaucracy of domestic institutions. For this purpose, historical sources including South Korean, North Korean and US government documents, magazines, newpapers, teachers' resumés and guides and the memoires and diaries of important policy-makers were analyzed; historical documentation was complemented by expert interviews with eleven South and North Korean policy-makers and academics. In South Korea, educational reforms were implemented to promote liberal democratic ideals in the education system. Curricular and systemic changes were made to teach democratic procedures and concepts, such as the introduction of the subject social studies, the establishment of a single-track school system, and the introduction of a student-centered pedagogy to primary schools. In North Korea, a socialist-communist ideology, along with an attraction to the Soviet Union as a model state to follow, was extensively promoted through a series of educational reforms as political indoctrination intensified in the adult education and school curricula. In both contexts, the localization of the reforms was affected by cultural and social factors unique to Korea: the authoritarian legacy of Confucianism and Japanese colonization, and the nationalism that had been fostered for the purpose of state-formation. The Korean case indicates that the state-centric, linear and static view of educational policy transfer should be replaced by a new conceptualization which includes the complex web of decision-making and implementation processes that involve negotiations and compromises among various politicians and administrators who are driven by national as well as personal interests and goals. For example, although the educational reforms in the two Koreas were developed by Soviet and US military in order to maximize their long-term security interests in the Korean peninsula, the key actors who implemented the reforms were Korean policy-makers, who had been appointed to key positions of the educational administrations through the bureaucratic politics between the military authorities and the Korean polity. Although the overall objective of the educational reforms was to extend the ideological influences of the Soviet Union and the USA in the Korean peninsula, specific programs and policies for the reforms depended on the Korean policy-makers' understanding and interpretations of different ideologies.

No description available.

The thesis analyzes South Korean rural development programmes implemented from 1968 to 1986. It examines the respective planning goals, implementation methods, and outcomes of two Korean development programmes: the Rural Non-Farm Employment Programme and Saemaul Undong. The theoretical framework for this analysis is based on a comparison of the Functional Integration Approach (FIA) and the Territorial Development Approach (TDA). FIA theory has been developed mainly by consultants from the United States Agency for International Development (e.g., Dennis A. Rondinelli). These theorists assume that rural underdevelopment stems from the lack of urban technology and information. Accordingly, they see that transfer of urban technology is the key to rural economic development. The theory prescribes the promotion of rural trade centres and networks bridging urban and rural areas. TDA theory has been modelled by John Friedmann and his colleagues. It is a bottom-up, people-oriented approach. Advocates of this approach emphasize even distribution of economic power, while those of FIA focuses on economic growth. The TDA theory proposes that planners involve intended beneficiaries in decision-making processes, and help poor people directly. TDA attempts to close the urban/rural linkages selectively, since it is thought that some urban influences are harmful to rural development. TDA has been criticized as unfeasible since in most countries it requires significant reforms of the existing power structure. The Korean Rural Non-Farm Employment reflects some aspects of FIA theories, and Saemaul Undong some aspects of TDA. The non-farm employment programme has been planned by professional planners in national planning agencies. The planners have attempted to promote manufacturing industries in selected rural centres. However, the programme has not been successful in creating more rural employment for poor people. A major reason for this appears to be that the programme promotes employment opportunities which are inappropriate to the skills of the rural poor. Saemaul Undong was initiated by the late president Chung-Hee Park. The programme was implemented by central politicians, local administrators, and rural people. Goals of development were not purely economic. Rather, they included social development and the programme focused on areas regardless of economic potential. It has improved the quality of rural infrastructure, technology, and people's confidence, combinations of which may be a basis for long-term development. It has also improved rural gross income, though the growth has necessitated increased expenses. From the analysis of the two Korean rural planning programmes, the thesis concludes that TDA, as exemplified by Saemaul Undong, is a promising regional planning strategy. Specifically the thesis concludes that planning for rural development in countries like Korea should include the following TDA approaches: 1) involve beneficiaries in the decision-making process, 2) employ appropriate local inputs and knowledge, 3) facilitate linkages among rural institutions, as well as between rural people and government agencies, and 4) assist innovation from within rural areas. / Applied Science, Faculty of / Community and Regional Planning (SCARP), School of / Graduate

The aim of this diploma thesis is to analyse current public diplomacy and the specifics of public diplomacy in small and medium-sized states. As an example of such a state it studies South Korean public diplomacy and nation branding policies. The first part of the thesis focuses on theoretical frame of public diplomacy, its goals, actors, instruments, specifics of small and medium-sized states, difference between public diplomacy and nation branding and evaluation possibilites. The second part analyses the public diplomacy in South Korea, one of the representatives of small and medium-sized states. The third part focuses on nation branding, an important part of South Korean foreign policy.

No description available.