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Auh M, Pegg JE, Im YK. Student Welfare in Australia and Korea. 2011.
Please use this identifier to cite or link to this item: http://e-publications.une.edu.au/1959.11/10667
Student Welfare in Australia and Korea
The aim of this paper is to discuss student welfare research by the SiMERR National Centre in Australia and that by the Korea Rural Education Centre (KoREC) in Korea, in order to suggest implications for implementation. The Melbourne Declaration on Educational Goals for Young Australians (MCEETYA, 2008) recognized schools as a place to provide well-being for young Australians. The Korean government announced the Educational Welfare Promotion Plan (2008 December) to reduce educational gaps by region and income levels. The SiMERR found that five factors contribute to the success of student welfare programs in schools: 1) teachers' expectations for students' behaviours and their monitoring; 2) integrity of student welfare programs; 3) links to the community; 4) positive school culture; and 5) focus on students and their learning. The KoREC, reviewing previous research, identified five program areas for student welfare, which include cognitive, emotional, and social development; and developed a model for the educational welfare system. Applying the model, KoREC developed 'Yearlong Total Care Schools' program, which is currently being implemented in over 300 schools. Implications: 1) Maintenance of student welfare programs is essential for making the programs successful; 2) the programs should be sustained by establishing them as part of the school culture.