The purpose of this paper is to examine current status, issues, and visions of higher education reform in Korea by focusing on 'Brain Korea 21' (BK21). 'Brain Korea 21' (BK21), is a major higher education reform project initiated by the South Korean government to prepare Korean human resources for the 21 st century. 'Brain Korea 21' (BK21) aims at fostering world-class graduate schools and high quality scholars by providing funds to higher education institutions. In this paper, societal, economic and educational changes which led to the initiation of BK 21 and its implementation processes are described first. Then, some resistance and controversies against BK 21 are discussed. Major achievements of BK 21 are highlighted and future directions of higher education reform in South Korea are addressed.

The aim of this study is to explore models for integrated policies and systems of early childhood education and childcare in Korea. We proposed five prospective models and offered a possible roadmap toward the integration of administrative systems. The roadmap was constructed after obtaining feedback from professionals in the fields and by evaluating the advantages and limitations of each of the prospective models that were developed. After identifying significant disagreements among stakeholders, we recommended a roadmap for integration which could minimize the conflicts among key groups. We presented specific tasks to explore before undertaking the administrative integration. The suggested tasks included integrating the two existing committees of early childhood education and childcare under the supervision of the Prime Minister, accommodating the functions of kindergartens and childcare facilities, integrating teacher training and qualification systems, and equalizing public financial support and regulatory systems between the two sectors.

The purpose of this study is to investigate teacher perspectives on peer relation problems of young children. Examined are teacher definition of and assessment criteria for peer relation problems, and the most poignant peer relation problem perceived by teachers. Three experienced American preschool teachers are interviewed and observed for one year. It is found that the teachers define children's peer relation problems as part of developmental processes and individual differences. The teachers judge peer relation problems in terms of children's emotional well-being, intentions, and social skills, and perceive children's control of others as the most serious peer relation problem in the classroom. It is posited that the teachers' perspectives rely on the emotional and motivational bases of children's relationships with peers. The related issues are discussed and implications for teaching practices are provided.

Increases in the numbers of working mothers, combined with decreases in the levels of support for child-rearing within families in Korea requires the search for alternative forms of support. In order to lessen the burden of child-rearing on working mothers, as well as to ensure healthy development and learning environment for children, the Korean government has been striving since the 1990s to expand full-day kindergartens. Despite truly remarkable quantitative expansion and increased governmental financial support, several challenges remain in the provision of quality full-day kindergarten programs. These challenges include an absence of agreed upon educational programs, inadequate classroom environments, a lack of full-day class teachers, amongst other difficulties. In order to understand the current status of full-day kindergartens in Korea, a national survey was conducted. It was found that there are significant differences between public and private kindergartens as well as differences between cities and rural areas. Several policy measures are suggested for quality assurance of full-day kindergartens and related issues are discussed.

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