| <KFTA Holds ‘Special Committee on Improving Teacher Promotion System’>
With regards to Educational Public Official Promotion Law Revision which the Ministry of Education and Human Resources preliminarily announced on December 27th last year, KFTA presented a written opinion based on the opinion and survey results of incumbent teachers to the Education Ministry. The KFTA demands a complete correction on the proposal of the government, saying that the revised law will bring more problems because it has impractical plans.
> Gradual reduction of working experience: Education Ministry announced it would decrease the current required working years from 25 years to 20 years for promotion in 2008 and 2009. With regards to Education Ministry’s plan, KFTA pointed out that new plan will generate problems in promotions for teachers with a lot of work experience, and this would be against confidence protection rule on the existing promotion law. The KFTA agreed to decrease the current promotion required years from 25 years to 20 years and suggested to gradually reduce them by one year from 2009.
> Record for 2 years inclusion: teaching society strongly resists that peer evaluation is included in the performance evaluation system from 2007 and that the performance evaluation period is prolonged one year by one year from 2009 so that in 2016 10 years is included in the performance evaluation. The KFTA suggested to expand the performance evaluation period to 5 years and to choose the best 2 years among them. The KFTA demanded to differentiate by school size, considering the current situation that teachers in small size schools get lower grades. The KFTA said that peer evaluation should be introduced after developing an objective evaluation tool and evaluation results should not be published.
> No change in grades from research competition or degrees: The government plans to limit research or degrees by 3 points. The KFTA suggested maintaining the current system. The KFTA anticipates that government’s plan is against the current trend to emphasize professional ability because it reduces self-studying and professional development by teachers.