[Interview] No Ok-hee, Ulsan Superintendent of Education: "Since Schools Are Closed, Meal Support Should Be Provided to Families"

Nationwide First Education Disaster Relief Fund Distribution Sparks Attention
Ranked 13th in Support at Inauguration 3 Years Ago... Climbs to 2nd This Year
Betting on Educational Welfare and Integrity... Transforming School Forests into Urban Parks

No Ok-hee, Superintendent of Education in Ulsan, is speaking about her educational philosophy. Photo by Hong Jeong-hwan siggeg1391@

[Asia Economy Yeongnam Reporting Headquarters Reporters Kim Yong-woo and Hong Jeong-hwan] When he took office three years ago, he received a ‘report card’ ranking 13th. After more than two years, this year he rose to 2nd place.

This is a score given by the public. It was a ranking publicly released by a nationally credible research institution that periodically surveyed the public on their support evaluation of the public service performance of 17 metropolitan and provincial superintendents of education nationwide.

No Ok-hee, Superintendent of Education in Ulsan, is a so-called ‘progressive superintendent’ who firmly rejects the idea that ‘happiness is based on academic ranking.’ Having entered the student human rights movement because she disliked ranking students by grades, she was very pleased with the good ‘grades’ she received as an elected education official.

Ulsan, under his leadership, has consistently ranked first nationwide in the field of educational welfare. Policies such as ‘School Forests,’ ‘Literacy Education,’ ‘Educational Welfare Linkage Teams,’ and ‘Restorative Life Education,’ as well as the promotion of educational disaster relief funds, have all been marked by the adjectives ‘first’ and ‘pioneering’ in front of Ulsan education.

Since the head of education, who is neither a politician nor a local government head, has shown results in policies and projects through innovation and bold breakthroughs, the public could not help but raise his ‘grades.’

Upon taking office, Superintendent No immediately launched a series of educational welfare policies including free school meals for high schools, support for school uniform purchases, school supplies, and school trip expenses. When the COVID-19 crisis broke out, he was the first in the nation to provide ‘educational disaster relief funds.’ The third round of support was also the first nationwide.

Superintendent No’s reasoning was as follows: Remote classes increased and schools were closed. The burden fell directly on families. Since school meals were suspended, the cost of food at home increased. Naturally, shouldn’t the meal fees be returned to the households?

There was considerable internal debate about providing educational disaster relief funds up to the third round. The number of students in Ulsan is about 150,000. Providing 100,000 won each time amounts to 15 billion won per round. This is a large sum that could be invested in visible educational projects.

Superintendent No said, “100,000 won may seem like a small amount, but it is necessary to encourage and comfort parents in difficult situations,” and he executed the first and second rounds of educational disaster relief funds nationwide, and recently also the first and only third round nationwide. He made the decision to divide 15 billion won into 100,000 won units.

The ‘School Forest’ policy promoted by Superintendent No was also ingenious. He saw ecological education sites that overcome the ‘climate crisis’ and cultivate sensitivity as perfectly suited to schools.

His forest is not an ornamental forest where one simply says, “There are green trees over there.” He wants people to imagine forests unfolding throughout ‘urban parks,’ showing what different clothes they wear each season and what fruits they bear.

The school becomes a so-called urban park. Superintendent No said, “Due to COVID-19, immediate opening is difficult, but we will nurture it well so that the school itself becomes an urban park.”

Superintendent No summarized ‘progressive education’ as ‘growth of the whole.’ We listened to his story directly.

Noh Ok-hee, Superintendent of Ulsan Education, is discussing the direction of Ulsan education.

- You have been running for three years under the slogan ‘Ulsan Education that Does Not Give Up on a Single Child.’ How do you evaluate your activities so far?

I am confident that we have achieved clear results in two areas: educational welfare and integrity. Ulsan had the most underdeveloped educational welfare and was also at the bottom in integrity nationwide.

After taking office, we expanded free school meals fully to high schools and implemented various educational welfare policies such as support for new students’ school uniform costs. To respond to the COVID-19 crisis, we were the first nationwide to provide the first and second rounds of educational disaster relief funds, and the third round is also the first nationwide.

Integrity has also steadily improved. In January, in the ‘2020 Public Institution Anti-Corruption Policy Evaluation’ hosted by the Anti-Corruption and Civil Rights Commission, our education office was the only one among nationwide education offices to receive the highest grade, Grade 1, for three consecutive years. Recently, at the ‘9th National Anti-Corruption Day’ ceremony, we were the only public institution among 264 to receive the Presidential Citation.

- There are many concerns that basic academic skills decline, especially learning maladaptation among lower-grade children, is very serious due to online classes.

With a mix of in-person and remote classes, the number of school days has been reduced to about 50% of the usual 190 days, raising concerns about learning loss. The basic academic skills diagnostic evaluation conducted in March showed a slight increase in students below basic academic skills compared to the previous year in our education office as well.

First, to take responsibility for literacy among lower-grade students, we have implemented a literacy responsibility guidance system from the first grade of elementary school, providing literacy instruction tailored to levels. We also support individualized education for students suspected of dyslexia and slow learners.

In addition to learning loss, to provide multifaceted support including psychological, emotional, and care aspects, we operate ‘Dodream Schools’ in all schools. ‘Dodream Schools’ form multi-support teams at the school level to provide not only learning guidance but also emotional and behavioral counseling to students facing complex difficulties in learning.

- Literacy is at the core of basic academic skills. What activities are you undertaking to improve literacy?

Since signing a business agreement with the Cheongju National University of Education Literacy Support Center in 2019, we have continuously provided support and attention to early literacy improvement.

Above all, we focused on strengthening teachers’ early literacy instruction capabilities. Since 2019, we have opened various training courses and dispatched two teachers to the Cheongju National University of Education Literacy Support Center. The dispatched teachers will return next year to serve as ‘Reading Catch-up Leaders.’

Moreover, for those who missed learning opportunities, we operate literacy education programs that recognize academic achievement as part of lifelong education. This year, we opened 19 classes at four public libraries, Ulsan Citizen School, and Ulsan Blue School, providing learning opportunities to 537 adults.

- You are promoting a program called ‘Dadut English.’ What kind of education is this?

‘Dadut English’ is an English education program meaning ‘If you listen a lot (多), you will hear all (ALL).’ It was created to reduce excessive English private education expenses while allowing students to enjoy studying English.

Various free contents are uploaded on a mobile homepage so that students can study English anytime, anywhere with just a mobile phone. Using AI speakers, students can study daily English and also have video classes with native English speakers.

Last year, it was selected as ‘Excellent’ in the Ministry of Education’s public English education evaluation, and it is reported to have reduced English private education expenses by 280 million won last year.

- You issued a statement demanding the withdrawal of the Ministry of Education’s reduction in the number of secondary school teachers assigned to Ulsan. Could you explain?

Reducing the number of teachers amid the ongoing COVID-19 situation inevitably leads to serious deterioration of educational conditions. As of April 1 this year, the student-to-class ratio in Ulsan’s secondary schools is 25.3 students per class in middle schools and 22.7 in high schools. Even now, there are difficulties in quarantine and student guidance.

I believe that reducing the number of teachers is unacceptable not only for a comfortable educational environment and stable academic management preparing for future education but also for active response to COVID-19.

- In the era of educational autonomy, what do you think are the roles of the Ministry of Education and education offices?

In responding to the COVID-19 crisis, we learned the lesson that ‘the most democratic schools are strong even in crises.’

The education office and Ministry of Education closely consult, set broad directions for quarantine, and create manuals and support measures. However, it is practically impossible to centrally manage the diverse situations of numerous schools. At this moment, democratic communication and autonomous decision-making within the school community played a crucial role.

At the center of this change is the teacher. For future education, the role and capabilities of teachers are increasingly important. Teachers’ capabilities become the driving force of educational autonomy. However, with the central government monopolizing core authorities such as curriculum, textbook production, teacher appointments, and budgeting, educational autonomy inevitably seems distant.

To realize educational autonomy and school democracy, a horizontal cooperative governance structure between education offices and the Ministry of Education is necessary. Especially for early childhood, elementary, and secondary education, the autonomous authority of metropolitan and provincial education offices and schools should be expanded.

“Despite the hardships caused by COVID-19, time flows and it is already Chuseok (Korean Thanksgiving). ... It is regrettable that even during the joyful Chuseok, we cannot freely meet our loved ones. ... Our education office will do its best to ensure full school attendance continues even after the holiday.”

The interview took place on the 10th at the Ulsan Office of Education. Superintendent No Ok-hee’s message arrived ahead of the Chuseok holiday.

This content was produced with the assistance of AI translation services.