In this study, we have attempted to seek an efficient management method for the wide implementation of Elementary After-School Care Classes. To this purpose, we have examined the existing literature on after-school child care as well as studied the current after-school care classes and analyzed their problems as well as proposed a more
efficient method of management. Our conclusions are as follows.
First, the elementary after school care class is currently being implemented in the lower grades in accordance with the education reform policy implementation plan. Currently, its expansion is being undergone with the goal of installing one class for eveiy school in Seoul by 2011. The elementary after-school care class is also being called by such names as after-school class, elementary edu-care, the after-school daycare class, the after-school daycare program, elementary care class, all-day class, the mother's embrace care class, but we will term it simply as elementary care class or care class. The elementary care class is in desperate need of diverse forms of support for a continuously stable operation, for which the central and regional governments must realize the necessity of after-school child care and actively increase relevant budgets.
Second, the target recipient children of the elementary care class use facilities within the elementary school they attend. As the children spend most of their after-school afternoon time at care class, the environment and atmosphere of the class should be comfortable and pleasant so as to allow them to feel at home. Also, as the scheduled time for care classes are to be extended, establishing a dedicated class at a separate location within the school should be considered.
Third, for the successful settlement of after-school care classes, its programs must first be diversified and improved in quality so as to meet with demands. Also, there is a concern that the parents may make excessive demands for studying within the program, which would result in an atmosphere of work overload. A measure to prevent a situation like this from occurring must also be prepared, which accepts the parents' demands to a degree, but at the same time procure measures for the stable maintenance of the care class, provide relevant information to the parents, and work towards the common goal of providing good care for the children. Although the care class exists to some degree to supplement school education, and thus involves homework supervision and supplementary learning sessions as well as special, aptitude education activities designed to develop students' areas of aptitude and interest, it also requires counseling activities for emotional and social development, and various personality guidance and field learning programs. Therefore, the expansion and diversification of care class program functions is needed.
Fourth, in order to increase the quality level of after school care classes, expertise on the part of teachers responsible for the classes is required. Therefore, there is a need to introduce a related national license system for the official verification of the expertise of care class teachers, and the quality level and experience of the teacher pool must be improved by acknowledging career periods spent working as school teachers. Currently, the teacher in charge of the care class program manages everything from program planning, execution, class management, to counseling with the parents and students with only the supervision of the schol management council. All these are duties assigned to the managing teacher alone. In the case of model schools, the curricular activities and programs related to aptitude classes are taught by the elementary school teachers, but once the model school period ends, the care class teacher executes the management plans. Therefore, the care class teacher must have expertise on class management as well as daily special activities, and therefore specific measures such as periodic education at official institutions must be taken.
Fifth, although the education ministry assigns equal budgets to all care classes, in many cases the treatment of care class teachers differ from school to school. In order to attract high-level personnel and increase the expertise of participating teachers, stabilizing their status as well as improving their treatment is first required. As the care class is run all year, the increased workload due to the extended program schedule should be countered, and the correspondingly increased fatigue of the management personnel should also be dealt with. Also, the education ministry must supply emergency substitute teachers.