Chapter
9
Oh Nam Kwon
The purpose of this
article is to overview the current status of both elementary school teacher
education and secondary mathematics teacher education in Korea. The preservice training systems for
elementary school teachers and secondary school teachers are first explained. It is important to note that Korean
teacher preparation systems have not been formally changed since the 1950s when
the government accredited teacher preparation programs for the first time.. Second,
an analysis of the curricula of preservice training institutions reveals that
knowledge subject matter is being given more emphasis today. Third, the
selection and employment of teachers is discussed. Finally, the reasons why the
teaching profession is becoming particularly attractive to young people today are
described.
I. Introduction
Globalization in the 21st century, thanks
in part to the development of information technology, requires commensurate
change within modern society. Likewise, it also requires the reform of the
members of society. Since education will play a critical role in this change,
teachers, the real carriers of education, become very significant. People say,
“the quality of education never goes beyond teachers’ abilities.” and “Success
in education absolutely depends on teachers.” These sayings reflect the
importance of teachers’ roles in education. They also imply that teachers are
the real driving forces behind the improvement in educational quality (Park,
2003). For this reason, it is necessary to pay more attention to the education
of teachers themselves. This article will examine the educational institutions
of future teachers, their employment conditions, and some reasons for the
general preference of teaching jobs.
Korea has two separate educational systems and types of
institutions for elementary and secondary schoolteachers. First, therefore,
this article will examine the two separate educational systems respectively and
then the number of trainees in the institutions by years and grades. This
examination will be accompanied by an analysis of the subjects and curricula in
those two different systems. Second, this article will analyze both the
relative amounts of the subject material, the patterns of the questions in the
examination of public school teachers and its results. Finally, connections to
the reasons for the great preference for teaching careers as well as the causes
of high rates of competition in the examination itself will be ascertained.
1. Teacher Education System
Teacher education is
offered by universities of education, colleges of education, departments of
education, those with teaching certificate programs in general colleges and
universities, Korea National University of Education, junior colleges, the Air
and Correspondence University and graduate schools of education. Altogether
these schools recruit approximately 25,000 teachers every year.
(1)
Elementary School Teachers
Elementary school teachers
are trained at universities of education, the Korea National University of
Education, graduate schools of education and departments of elementary
education at colleges of education. Most of the elementary school teachers are
trained at the eleven teachers colleges that make up the National University of
Education. Since 1985, the department of elementary education at the Korea
National University of Education has also annually produced 160 teachers. Finally, the graduates from the private
university Ewha Womans University who majored in elementary education are also
qualified to become elementary school teachers. Table 1 shows elementary
teacher education institutes for the academic year 2003.
Table 1. Teacher Education Institutes for
Elementary School Teachers 2003
Classification |
No. of School |
T.O. in
The School Year 2003 |
||||
Freshman |
Sophomore |
Junior |
Senior |
Total |
||
National
University Of
Education |
11 |
5,015 |
4,855 |
4,735 |
4,735 |
19,340 |
Korea
National University of Education |
1 |
160 |
160 |
160 |
160 |
640 |
Ewha
Womans University (Private) |
1 |
50 |
50 |
50 |
50 |
200 |
Total |
13 |
5,225 |
5,065 |
4,945 |
4,945 |
20,180 |
Source – http://www.moe.go.kr
In addition to those
universities described above but not included in this study, the two-year junior
teachers colleges started to be upgraded to four-year universities offering
bachelor’s degrees for elementary teachers in 1981. In 1984 all such colleges were upgraded. Beginning in 1985,
universities of higher education began to offer night and seasonal courses
toward a bachelor’s degree for in-service teachers without degrees. At
universities of higher education, some 74% of attendees are female students,
and measures to increase the number of male students need to be adopted to
continue to improve these newly developing areas of elementary teacher
training.
(2) Secondary School Mathematics Teachers
Secondary school mathematics
teachers are trained at the universities’ colleges of education, which exist
only for that purpose, at the departments of education in general colleges, in
education courses, and at graduate schools of education. There used to be some temporary
institutions for teacher education to meet the lack of the teachers, but those
institutions were all abolished in 1973 and now there are only authorized
institutions.
The colleges of education,
13 national and 28 private, produce about ten thousand prospective teachers
every year. The departments of
education in general colleges, whose main purpose is teacher training, and the
graduate schools of education, which are for the advanced training of inservice
teachers, supplement the training in the regular departments for the university
to prospective teachers, and produce about 2,300 graduates every year. Finally,
the courses of the colleges of education supplement the training in the regular
departments of the university to produce prospective teachers. In this way,
about 13,000 teachers are produced from 2,735 departments in 132 colleges each
year.
Considering the uniqueness
and the professionalism of the teaching profession, applicants to the colleges
of education are required to earn high scores on an aptitude test and a “humaneness
test” (interview) as well as the scholastics achievement test and the high
school achievement score (GPA). To retain excellent students, the national
colleges of education provide scholarships for 15 percent of their students.
Table 2 shows the approximate number of mathematics teacher certification
issued by the ministry of Education in 2003.
The goal of the 1995
Education Reform Act was to provide ways to train excellent teachers who can
meet the needs of the era of globalization and the information age and the
field of education. Thus, the Ministry of Education and Human Resources
Development has revised the education curriculum to focus the direction of
teacher education institutions and reinforce the employment selection system of
new teachers. To do this, in the curricula of the colleges of education,
pedagogy and ethics of teachers are given more emphasis, and information
management ability, including computer use, and class management and the skills
of counseling students are emphasized. The Ministry also suggests that colleges
increase the number of credits and time periods required in these courses. It
also promotes a competitive relationship between colleges by investing mostly
in better colleges. This will both evaluate and acknowledge those institutions
that best train teachers and will encourage them to develop as teacher training
institutions.
Table 2 Teacher Education
Institutes for Secondary School
Mathematics Teachers 2003
Categories |
Founding Body |
Number
of Institutions |
|
College of Education |
Department
of Mathematics Education |
National |
13 |
Private |
28 |
||
Total |
41 |
||
Graduate School of Education |
National |
35 |
|
Private |
100 |
||
Total |
135 |
Source – http://www.moe.go.kr
2. Curricula for Teacher
Education
(1) Curricula for Primary
Teacher Education
The curricula of teacher
colleges for training prospective primary school teachers consists of general
education course work and course work in one’s specific major. Each category is
further divided into electives and required classes. There are 35 credit hours
of general education courses, which account for approximately 25% of
undergraduate required courses.
General education also
has elective classes in the humanities, language and literature, foreign
language, social science, natural science, and the arts. In general education,
there is a logical continuation between required and elective classes. Required
courses are introductory and comprehensive, while elective courses are
specialized extensions of corresponding required classes. As an example of the
curricula of prospective primary school teacher institutions, Table 3 presents
the curricula of mathematics education at Gyongin National University of
Education.
Table 3.
Curriculum of Gyongin National University of Education:
Mathematics
Education.
Content Knowledge subject |
Pedagogy Knowledge Subject |
Linear Algebra (2) |
Assessment in Mathematics Education (2) |
Calculus (2) |
Theory of Mathematics Education (3) |
Probability and Statistics (2) |
Theory of Teaching Mathematics Materials (3) |
Introduction to Abstract Algebra (2) |
Psychology of Mathematics Education (3) |
Topology (2) |
Teaching Problem Solving (3) |
Introduction to Geometry (3) |
|
The number of credit hours is reported in parenthesis.
SOURCE
– http://www.ginue.ac.kr/Subject/math/edu_course.jsp
In order to get primary school teacher certificates with mathematics
education as the declared major, preservice primary school teachers need to
take at least 21 credits from subject matter knowledge and pedagogical
knowledge of mathematics. In the case of Gyongin National University of
Education, ‘Linear Algebra’, ‘Calculus’, ‘Probability and Statistics’, ‘Introduction
to Algebra’, ‘Topology’, and ‘Introduction to Geometry’ are courses belonging
to mathematics content knowledge subject while ‘Mathematics Education
Assessment’, ‘Theory of Mathematics Education’, ‘Psychology of Mathematics
Education’, and ‘Teaching Methods in Problem Solving’ are courses belonging to
pedagogical knowledge subjects.
The distribution between
subject matter knowledge and pedagogy knowledge in mathematics is well balanced
according to Table 3 for the case of Gyongin National University of Education.
Other primary preservice teacher institutions have a curriculum in mathematics
education that is quite similar to that of Gyongin National University of
Education.
(2) Curricula for Secondary School Mathematics
Teacher Education.
In general, for all
prospective secondary teachers, the curriculum of the colleges of education
sets the graduation credit requirements in a range of 130 to 150 hours, of
which liberal arts credits comprise 20 percent, the teaching major field 60
percent and electives 20 percent. The major field includes the study of
curriculum, pedagogy of subjects, general pedagogy and practice teaching. The
teaching certificate is conferred without additional testing by the president
with the authorization of the Deputy Prime Minister and Minister of Education
and Human Resources Development to students who have finished the course
established by the Education Law.
The curriculum for
colleges of education is comprised of these three areas: general education, courses in majors,
and courses concerned with the teaching profession. Additionally, there are
three types of curriculum models for colleges of education. The first and the
most popular common curriculum model is the model that separates the teachers
training course from the general education and major courses work. In this
case, courses dealing with teaching are usually named “education courses, and
teaching materials and methods”. The second model combines each
teacher-training course with general education courses. In this model, courses
related to teaching specific subjects, such as education courses and teaching
materials and methods are designed as courses in a teaching major. The third
and last model combines teaching courses with major subject matters, such as
mathematics education in this case. In this model, some colleges of education
designate specific general introductory classes to be taken along with the
general education curriculum.
Tables 4 and 5 show two
curricula of teacher education institutes for secondary mathematics teachers.
Table 4.
Curriculum for Department of Mathematics Education:
Seoul National
University
Content Knowledge Subject |
Pedagogy Knowledge Subject |
Advanced Analysis 1(3) |
Teaching Secondary School Mathematics (3) |
Advanced Analysis 1(3) |
Theory of Mathematics Education (3) |
Geometry (3) |
Computer and Mathematics Education (3) |
Discrete Mathematics (3) |
Mathematics and Education (3) |
Differential Equations (3) |
Theory of Mathematics Education (3) |
Linear Algebra 1(3) |
|
Linear Algebra 2(3) |
|
Number Theory (3) |
|
Abstract Algebra 1(3) |
|
Abstract Algebra 2(3) |
|
Multiple Variable Functions (3) |
|
Introduction to Differential Geometry. (3) |
|
Complex Analysis (3) |
|
Topology 1(3) |
|
Topology 2(3) |
|
Real Analysis (3) |
|
Statistics (3) |
|
Numerical Analysis (3) |
|
The number of credit hours is reported in parenthesis.
Source-http://www.snu.ac.kr:6060/engsnu/academics/department_desc.jsp?org_code=715
In
comparison with the curricula of preservice elementary school teacher
institutions, subject matter knowledge is much more emphasized in the curricula
of secondary mathematics teacher institutions. Curricula of most mathematics
teacher education institutions in Korea have a similar structure to Table 4.
However, there have been recent reforms in the curricula of preservice teacher
institutions enhancing the correlation between teachers’ subject matter
knowledge of school mathematics and how to teach it. These reforms reflected to
the curriculum of the department of mathematics education at Ewha Womans
University. (See Table 5)
Table 5. Curriculum for Department of Mathematics Education:
Ewha Womans
University
Content Knowledge Subject |
Pedagogy Knowledge Subject |
Calculus I (3) |
Statistics for Secondary
School Teachers (3) |
Logic and Set Theory (3) |
History of Mathematics
Education (3) |
Advanced Calculus I (3) |
Probability Education for
Secondary School Teachers (3) |
Advanced Calculus II (3) |
Measurement and Evaluation
in Mathematics Education (3) |
Differential Equations (3) |
Computer in Education (3) |
Introduction to Differential
Geometry (3) |
Computer and Mathematics
Education (3) |
Number System and Its
Structure (3) |
Topology for Secondary
School Teachers (3) |
Fractal and Chaos for
Prospective Secondary School Mathematics Teachers (3) |
Algebra for Secondary School
Teachers (3) |
Topology (3) |
|
Abstract algebra (3) |
|
Measure and Integration (3) |
|
Complex Analysis (3) |
|
The number in parenthesis is number of credits.
SOURCE - http://www.ewha.ac.kr/ewhaeng/public/index_sch.htm
Depending on the university, courses on pedagogical content knowledge are more emphasized in the curriculum. After analyzing curricula of 32 preservice teacher education institutions in Korea, the curriculum of each institution equates to a similar model of either Seoul National University or Ewha Womans University.
As shown in Table 4, the curricula of Seoul National University only include 18 content knowledge subjects (78.26%), while including five pedagogy knowledge subjects (21.74%). Ewha Womans University, on the other hand, only teaches 12 content knowledge subjects (60%) while teaching 8 pedagogy knowledge subjects (40%). This means that the curricula of SNU put more focus on content knowledge while Ewha Womans University on pedagogy knowledge.
With regard to the content knowledge subjects, both
SNU and EWU have recently offered such IT-related subjects as computer and
mathematics education, computing in education, and computer software for
mathematics education for the purpose of helping their future teachers
meet the demand of globalization. In particular, EWU emphasizes the importance of
mathematics history by including the subject in its curricula. A comprehensive
analysis of curricula at a total of 41 universities of education in Korea (13
national universities and 28 private universities) shows that the ratio between
content and pedagogy knowledge courses is approximately the mean of those at
EWU and SNU. In the case of secondary schoolteachers, there is technically no
curricular difference of content knowledge between the departments of
mathematics and mathematics education. This means that most of the educational
institutions require a curriculum to maintain the high level of future
teacher’s knowledge in mathematics. Ultimately, it provides evidence that
Korean secondary math teachers are well trained in content knowledge.
(3) Teachers Employment Test.
Even
though the teaching certificate is conferred without additional testing,
preservice teachers must take and perform exceptionally well on the Teachers Employment
Test in order to become employed public school teachers. The selection and
employment of teachers is achieved by this open test held by the metropolitan
and provincial offices of education for the public schools in different parts
of Korea. The schools determine the number of vacancies for mathematics
education in a city or region. Then the students with the top scores on the TET
at that office of education are recruited (receive jobs). For private schools
the institution itself makes the selections, so are not included in this
article. The TET for public schools is composed of a preliminary test on
pedagogy (30%) and the major field (70%) and a second test, which is comprised
of an essay and an interview. Detailed descriptions for content areas, and the
percentage of each category and item type is shown in Table 6.
Nine core
subjects from mathematics content knowledge are listed in the regulations of
the Ministry of Education for Teachers Employment Test. Sample problems by TET
from November 2003 are shown in Table 7.
The time limit to finish
questions from the mathematics and mathematics education tests is 3 hours. The
TET is comprehensive in the sense that it covers 10 core subjects in college
mathematics, theory of mathematics education, and general education theory such
as educational psychology, history of education, educational assessment,
philosophy of education, etc. It is very demanding and competitive since almost
all teacher certificate holders take the TET.
Table 6. Content Components of Preliminary Test in
Teacher Employment Test. (MOE, 2000)
Content |
Percent
of items |
Item
type |
Relevant
knowledge |
|
Education in general |
30% |
Multiple
choice items |
General
pedagogical knowledge |
|
Mathematics |
Linear
Algebra Abstract
Algebra Complex
Analysis Topology Real
Analysis Differential
Geometry Number
Theory Probability
and Statistics Discrete
Mathematics |
50% |
Open-ended
items |
Subject
matter knowledge |
Mathematic
Education |
Theory
of Mathematics Education |
20% |
Open-ended
items |
Pedagogical
content knowledge |
Source
– http://www.moe.go.kr
Table 7.
Sample problems of TET (2003)
Categories |
Problem |
|
Educational Subject |
The following items compare norm-referenced tests and
criterion-referenced tests. Which item is the most properly to describe the characteristics
of each test? Norm-referenced test
Criterion-referenced test 1. Absolute evaluation
Relative evaluation 2. Emphasis on validity
Emphasis on differential scale 3. Viewing education
Viewing education as As selective function..
Developmental process 4. Expectation of negative
Expectation of normal distribution .. skewed distribution |
|
Mathematics |
Algebra |
Let be an infinite
group and be defined by ( is the inverse of ) 7-1. Show that is an
isomorphism. 7-2
Show that the isomorphism of into are just two
mappings, that is, the identity map and . |
Analysis |
If is a real
number and A
sequence is defined by , Show
that a sequence is a bounded increasing sequence and evaluate. |
|
Complex Analysis |
Letbe an analytic function in satisfying 1. 2. Show
that |
|
Geometry |
What is the angle between the plane x + z = 0 and the unit
tangent vector on all the points on the curve x ( t ) = ( 3 t
, 3 t 2 , 2 t 3 ) ? |
|
Topology |
Let R be the set of real numbers and the subset of its power set is: =
{ R - { p } p R }. Answer the following questions. 1. What is the topology with as
its sub-base (2 points)? 2. What is the derived set of the set of natural number N in the
topology space ( R , )? |
|
Mathematics Education |
There follows part of the conversation between mathematics teachers
concerning mathematic problem solving education. (1)
Questions for problem solving education should be
made from situations real life and given in ordinary sentences. (2)
I think that many typical questions in math
textbooks can be suitable for problem solving education after appropriate
modification. (3)
I think that there is much correlation between
problem solving education and mathematical thinking training. (4)
I think that the questions with multiple solving
approaches are best for problem solving education. (5)
I think it is better not to connect the problem
solving education with general mathematic classes. (6)
I think the practice questions in many textbooks
are not relevant to the improvement of problem solving ability. Choose three opinions that are not right about the
problem solving education and explain the reasons for each choice. |
Source – http://www.kice.re.kr
Table 8 shows the hiring
ratios for elementary school teachers and secondary mathematics teachers who
took the TET in November 2003 for the various Korean districts. This ratio varies
depending on districts. In the case of secondary mathematics teachers, the
overall success rate was about 16%. Only one out of six applicants passed the TET (were recruited for a
teaching position). The number of new employment secondary mathematics teachers
for public schools in 2003 is 814. The numbers listed in Table 8 exclude newly
employed teachers by private schools, since the institution itself make
selections for private schools.
Table 8 Competition Rate for Elementary school Teacher and
Secondary Mathematics Teacher Employment Test (2003)
Districts |
Secondary |
Elementary |
||||
# of Applicants |
# of Recruits |
Hiring Ratio
|
# of Applicants |
# of Recruits |
Hiring Ratio |
|
Seoul |
422 |
63 |
6.69:1 |
1570 |
665 |
2.36:1 |
Busan |
254 |
69 |
3.68:1 |
581 |
350 |
1.70:1 |
Daegu |
227 |
50 |
4.54:1 |
789 |
379 |
2.08:1 |
Inchon |
403 |
53 |
7.60:1 |
697 |
450 |
1.55:1 |
Kwangju |
133 |
28 |
4.75:1 |
868 |
400 |
2.12:1 |
Daejeon |
185 |
24 |
7.70:1 |
502 |
150 |
3.30:1 |
Woolsan |
158 |
30 |
5.26:1 |
502 |
250 |
2:1 |
Gyeonggi |
1,402 |
210 |
6.67:1 |
2330 |
1734 |
1.34:1 |
Kwangwon |
183 |
25 |
7.32:1 |
397 |
350 |
1.13:1 |
Chungbuk |
223 |
37 |
6.02:1 |
531 |
400 |
1.32:1 |
Chungnam |
156 |
27 |
5.78:1 |
977 |
900 |
1.08:1 |
Jeonbuk |
178 |
20 |
8.91:1 |
467 |
370 |
1.26:1 |
Jeonnam |
190 |
39 |
4.87:1 |
975 |
100 |
2.41:1 |
Gyungbuk |
400 |
68 |
5.88:1 |
579 |
520 |
1.1:1 |
Gyungnam |
380 |
56 |
6.78:1 |
808 |
700 |
1.15:1 |
Jeju |
58 |
15 |
3.86:1 |
154 |
115 |
1.34:1 |
Total |
4952 |
814 |
6.08:1 |
12,727 |
8133 |
1.56:1 |
Source – http://www.moe.go.kr
While the TET for elementary school teachers is not
quite so competitive, the hiring ratio for secondary school teachers is much
higher as clearly shown by the fact that the average competition rate of the
test for primary school teachers is only 1.55:1 while for secondary school
teachers it is 6.08:1, approximately four times higher.
There are some reasons for the low rate of the test for primary school
teachers. First, it is because of the government policy in 1999 to offer more
job opportunities to young future teachers. To reduce the rise of teacher
unemployment, the government changed the retirement age from 65 to 62 so that
it resulted in many more vacancies in primary teaching positions. Second, the
government introduced a system of transfer admission to universities of
education to fill up the vacancies of primary school teachers. For a certain
period, the government also allowed those who have the qualification of
secondary school teacher to apply for the test for primary school teachers.
Third, despite the fact that there are more primary schools than secondary
schools, there are more educational institutes for secondary school teachers
than those for primary school teachers. Therefore, there are more graduates
with the qualification of secondary school teachers. The big gap between the
hiring ratio of primary and secondary public school teachers has been
considerably reduced due to the adjustment of supply by the government, but is
still significant. This high ratio means that only applicants with excellent
knowledge and ability can become secondary teachers.
4.
Desirability of Teaching Positions in Korea
Currently in Korea, young people’s preference
for teaching careers is very high. As examined in the previous section, the
high hiring ratio from teacher employment tests reflects the notion that many
people think highly of the teaching profession. The reasons for the preference
are as follows.
First, it is because of the social recognition
given to teachers in Korea. Korean society, which is traditionally based on
Confucianism, still believes a Confucian moral that the king, father and
teacher have the same level, meaning that they all should be respected as those
possessing authority. Therefore, the social status of teachers is really high.
Second, it is because of job stability. Due to
the recent financial and economic crisis in Korea, many companies not only
lowered the retirement age but also lad off many of their employees. This damaged the sense of stability in
many job fields, by making the concept of the lifetime job disappear. Although
the retirement age of teachers was lowered from 65 to 62 by government policy
in 1999, it is still 6 years higher than that of other jobs. Furthermore, once
teachers receive their teaching qualification, they are not required to obtain
further qualifications. For these
reasons, a teaching job is regarded as being much more stable than other jobs.
Last, it is due to the economic benefits that
teachers receive, even though they are not highly paid. Teachers have better
pension schemes. The public pension in Korea has two different pensions –
common and civil-servant pensions. While the common pension is given to all
those who are over 60, civil servants receive their pension from their 20th
year of work. In addition, the amount of the pension is decided by their last
level or job grade during the retirement year. Teachers, who are government
civil servants, are also eligible for even better pension schemes than other
civil-servants, as they are organized by KTCU, which is virtually a kind of
financial institute for teachers.
The high preference for teaching is recently
evidenced by the statistics issued by the Korean National Statistical Office in
June 2004. It shows that 16.5 % of 1275 high school students surveyed in 6
major cities in Korea chose teaching as their future careers, which is the
first choice of careers. In addition, the Korean Chamber of Commerce and
Industry in May 2004 carried out research entitled “A survey on the economic
awareness of high school students”, and released statistics showing that 22.7%
of 777 high school students surveyed in Seoul chose teaching as their future
careers, also the top choice.
Conclusion
According to the result in the TIMSS (the Third International Mathematics and
Science Study) given to second-year middle school students in 1995 and 1999,
Korea was third and second from the top respectively. Additionally, the results
of the high school first-year in PISA (Programme for
International Assessment) in 2000 showed Korea to be second from the top
out of 32 countries. As the international comparative studies of mathematics
ability show, Korean students have achieved very great things in mathematics
assessments. This great achievement may be indebted to the superior quality of
educational institutes and teachers as described in this article.
This study has examined the educational
institutes of mathematics teachers, their curricula, teacher employment tests,
and teacher status in Korea. Korea runs two separate systems of educational
institutes for primary and secondary school teachers. Teaching careers are
highly preferred due to their high status and job stability. Since the
financial crisis in Korea in 1997, their preference has been rising and also
the academic performance of applicants to the universities of education in
Korea has risen greatly. The analysis of the curricula of the universities of
education has shown that more content knowledge subjects are taught than
pedagogy knowledge subjects. Furthermore, it is not possible to become a public
school teacher with only the university level teaching qualification. All
teachers must pass the teacher employment test which is highly competitive.
Although excluded in this study, many training programs
such as qualification and self-training are being developed to enhance the
ability and quality of current teachers. In particular, many teachers take
self-training courses at a number of the graduate schools of education, which
play a large part in the role of retraining teachers. The government also
provides teachers with a variety of training to encourage them to improve their
quality and ability. All of these programs will continue to improve elementary
and secondary mathematics education in the coming years.
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http://www.ewha.ac.kr/ewhaeng/public/index_sch.htm
http://www.ginue.ac.kr/Subject/math/edu_course.jsp
http://www.snu.ac.kr:6060/engsnu/academics/department_desc.jsp?org_code=715
http://hp.korcham.net/news/KC-KH-WD-inform-1-body-001.asp
http://www.search.nso.go.kr/search/search2/kosis/SearchRA.jsp