Column
A NEW COUNTRY IN THE HISTORY-GEOGRAPHY PROGRAM IN COTE D'IVOIRE: KOREA, OPPORTUNITIES AND CHALLENGES
Paul ANGAMAN
Professor of History and Geography at the Lycée Sainte-Marie in Abidjan
"Until 1970, Côte d'Ivoire and South Korea, both former colonial states, were at almost the same level of economic development. With an area of about three and a half (3.5) times smaller than that of Côte d'Ivoire, South Korea is now one of the world's Newly Industrialized Countries (NICs), while Côte d'Ivoire remains underdeveloped".
Côte d'Ivoire, which aspires to be an emerging country, wishes to be inspired by the economic path of South Korea. The introduction of the study of this country in the History-Geography curriculum is part of the strategy of the Ivorian authorities in order to achieve this objective.
This contribution aims, on the one hand, to show the opportunities of studying South Korea in high schools and colleges in Côte d'Ivoire and, on the other hand, to raise the pedagogical / didactic challenges that teachers and learners will have to face.
Côte d'Ivoire has therefore chosen to introduce the economic study of Korea into the History-Geography curriculum for the senior high school classes during the 2021-2022 school year. Two lessons spread over seven (7) hours will be dedicated to it.
The first one is entitled the Foundations of the Korean Economy. Three (3) hours are scheduled to introduce and analyze the natural and human foundations and the economic system of the Republic of Korea. In order to develop skills and especially to interest learners in the study of this country, the comparative analysis of Côte d'Ivoire and the Republic of Korea seems appropriate in the pedagogical approach strategy.
From the outset, it is important to get learners to locate the Republic of Korea geographically in order to note the influence of the maritime environment on its economic development. The seas are its major natural asset. Its small surface area (about 100,000 Km2), its mountainous character and the poverty of its subsoil, do not prevent it from experiencing remarkable economic growth. This fact allows us to emphasize to Ivorian students that the real wealth of a state, especially those disadvantaged by nature, lies essentially in its human resources. At this level, South Korea, with its control of the evolution of its population of about 52,000,000 inhabitants, has a population growth rate of approximately 0.2%, below the economic growth (2% in 2019), thus allowing the country to benefit from a significant margin of wealth.
Everyone agrees that one of the main sources of South Korea's success is the quality of its human resources. It has heavily invested in its education system both quantitatively and qualitatively. The quality of training has an impact on the professional performance of companies. This is a reason for Ivorian learners to fully invest in their studies in order to guarantee their individual future and that of their country following the example of South Korea.
As for the economic system, it is based on state capitalism that directs private investment. To understand this, it is important to have the learner refer to Korea's past, which was touched upon in the history lesson on bipolarization. At the end of the devastating war (1950-1953), the brand new South Korea was one of the poorest countries in the world. Supported by the United States, it adopts a capitalist system with a dirigiste approach. Thus, despite the liberalization of the economy, the state retains a strategic role in identifying the sectors of the future and in directing and planning investments. In accordance with the Korean proverb, "If you are thirsty, dig a well," it promotes national capital through a savings policy that encourages local private investment and the creation of the large local groups mentioned above.
Scheduled to take place in four (4) hours, the second lesson will cover Korea, an emerging power. It will focus on the sectors of activity. The learner will discover that industry remains Korea's growth engine (33% of GDP in 2019). The industrial system is structured around large conglomerates (chaebol). The electronics industry is now the mainstay of the South Korean economy. It has a massive, varied and quality production. It benefits from a qualified workforce and an efficient and innovative technology. Foreign trade is efficient (32.94% of GDP in 2019) because the trade and payment balances are in surplus. Korea's products can be found all over the world. Korea is now a world leader in shipbuilding and electronics. It resists the global competition by its sense of anticipation. It is now moving towards the green economy. South Korea has a dynamic, successful and strong economy.
The interest for the Ivorian learner is to discover that in 1960, Côte d'Ivoire and Korea began their development, one after colonization and the other after war. In the context of a liberal but dirigiste regime, the two states opted for a mixed economy in which the state and the private sector maintained very strong links under the control of the former. They planned their economies before moving to liberalization. The option of industrialization, a strong national capital illustrated by the majors and the innovative character of the economy supported by quality human resources has largely made the difference. Thus, despite economic crises and recessions, and political upheavals, such as those experienced by Côte d'Ivoire, Korea has maintained remarkable economic growth, making it a model for countries aspiring to emerge. With Korea, we can, on the one hand, affirm without ambiguity that poverty is not a fatality and, on the other hand, say with OBAMA that: "YES WE CAN".
As mentioned above, the interest in studying this country is certain. It is therefore important to have a suitable approach and pedagogical tools to teach it.
However, teaching aids are essential for the implementation of this guide. Different maps showing the physical environment, the population, the administrative distribution, the economy are important for the spatialization of the studied phenomena.
Textual, photographic, graphical, statistical and playful supports are essential. Whether they are in physical, magnetic or oral form, they allow us to argue, illustrate, testify, and make constructions, thus giving learning both a theoretical and practical character. We are no longer involved in the virtual, the imaginary, in the effort of memory but much more in the visual experience, the digital, the construction through application exercises thus placing the learner at the center of their training. At this level, official documents are essential in order to have reliable and credible sources.
A bibliography of specialized books, magazines and textbooks with exercises on Korea are as important for teachers as for students. In the same vein, a webography of relevant articles and web sites related to the lessons mentioned above should be addressed to better understand and follow the evolution of Korea.
The use of a video projector can be an ideal communication channel. It would be even more effective if the schools had a good connection to download the documents and short documentary movies related to the topics to be covered. The audio-visual supports remain alive and capture the attention of the young people especially that these last ones have more and more visual memory.
It is essential that useful documents and teaching aids be translated into French and that history-geography teachers receive training on South Korea in order to better develop the skills sought by the state of Côte d'Ivoire in their students.
Other pedagogical approaches, especially innovative ones, are needed. Teachers can organize photo exhibitions, conferences and debates, and documentary movie screenings on Korea, in order to make the most of the history-geography lessons, by school or by educational unit. All these activities can be grouped into an open house day or a Korean week which could take place in a central establishment or in a town hall, especially in the provinces. On the occasion of the National Day of Korea, the Embassy can organize events to make the country better known to the Ivorians while planning special activities for the pupils and students. Like other diplomatic missions, it can choose to be identified through a specific field of bilateral aid (environment, research in the field of ICT, technological innovation, etc.). It would then be essential to involve as much as possible the members of the diplomatic representation, the AKS Foundation and the training and research center located at the University Félix Houphouët Boigny of Abidjan. Other forms of exchange can be done by videoconference and when the pandemic is under control, exchange trips between students and teachers from both countries. Students and teachers at Lycée Sainte-Marie have already benefited from such an exchange program with their colleagues in France. Korea can, like China, negotiate the opening of language laboratories in schools and colleges. In Côte d'Ivoire, the new Lycée Daniélou in Abidjan is preparing to offer Korean as an optional language. The language being the vehicle of the Culture, a solid bridge is certainly being launched between the Ivory Coast and Korea thus reinforcing the interest to register Korea in the educational program of the Ivory Coast.
Côte d'Ivoire, which aspires to be an emerging country, wishes to be inspired by the economic path of South Korea. The introduction of the study of this country in the History-Geography curriculum is part of the strategy of the Ivorian authorities in order to achieve this objective.
This contribution aims, on the one hand, to show the opportunities of studying South Korea in high schools and colleges in Côte d'Ivoire and, on the other hand, to raise the pedagogical / didactic challenges that teachers and learners will have to face.
1. Opportunities for teaching Korea in Côte d'Ivoire
"Hyundai, Kia Motors, LG, and Samsung" are very well known brands in Côte d'Ivoire. The most popular remains the last one mentioned since at least one person out of two communicates using this brand of phone in Côte d'Ivoire. However, how many people know where they come from? Probably very little because, although its products are very present on the national territory, the Republic of Korea is not well known by Ivorians. His economic success today makes him an example that deserves to be taught to young Ivorians, the future of our nation.Côte d'Ivoire has therefore chosen to introduce the economic study of Korea into the History-Geography curriculum for the senior high school classes during the 2021-2022 school year. Two lessons spread over seven (7) hours will be dedicated to it.
The first one is entitled the Foundations of the Korean Economy. Three (3) hours are scheduled to introduce and analyze the natural and human foundations and the economic system of the Republic of Korea. In order to develop skills and especially to interest learners in the study of this country, the comparative analysis of Côte d'Ivoire and the Republic of Korea seems appropriate in the pedagogical approach strategy.
From the outset, it is important to get learners to locate the Republic of Korea geographically in order to note the influence of the maritime environment on its economic development. The seas are its major natural asset. Its small surface area (about 100,000 Km2), its mountainous character and the poverty of its subsoil, do not prevent it from experiencing remarkable economic growth. This fact allows us to emphasize to Ivorian students that the real wealth of a state, especially those disadvantaged by nature, lies essentially in its human resources. At this level, South Korea, with its control of the evolution of its population of about 52,000,000 inhabitants, has a population growth rate of approximately 0.2%, below the economic growth (2% in 2019), thus allowing the country to benefit from a significant margin of wealth.
Everyone agrees that one of the main sources of South Korea's success is the quality of its human resources. It has heavily invested in its education system both quantitatively and qualitatively. The quality of training has an impact on the professional performance of companies. This is a reason for Ivorian learners to fully invest in their studies in order to guarantee their individual future and that of their country following the example of South Korea.
As for the economic system, it is based on state capitalism that directs private investment. To understand this, it is important to have the learner refer to Korea's past, which was touched upon in the history lesson on bipolarization. At the end of the devastating war (1950-1953), the brand new South Korea was one of the poorest countries in the world. Supported by the United States, it adopts a capitalist system with a dirigiste approach. Thus, despite the liberalization of the economy, the state retains a strategic role in identifying the sectors of the future and in directing and planning investments. In accordance with the Korean proverb, "If you are thirsty, dig a well," it promotes national capital through a savings policy that encourages local private investment and the creation of the large local groups mentioned above.
Scheduled to take place in four (4) hours, the second lesson will cover Korea, an emerging power. It will focus on the sectors of activity. The learner will discover that industry remains Korea's growth engine (33% of GDP in 2019). The industrial system is structured around large conglomerates (chaebol). The electronics industry is now the mainstay of the South Korean economy. It has a massive, varied and quality production. It benefits from a qualified workforce and an efficient and innovative technology. Foreign trade is efficient (32.94% of GDP in 2019) because the trade and payment balances are in surplus. Korea's products can be found all over the world. Korea is now a world leader in shipbuilding and electronics. It resists the global competition by its sense of anticipation. It is now moving towards the green economy. South Korea has a dynamic, successful and strong economy.
The interest for the Ivorian learner is to discover that in 1960, Côte d'Ivoire and Korea began their development, one after colonization and the other after war. In the context of a liberal but dirigiste regime, the two states opted for a mixed economy in which the state and the private sector maintained very strong links under the control of the former. They planned their economies before moving to liberalization. The option of industrialization, a strong national capital illustrated by the majors and the innovative character of the economy supported by quality human resources has largely made the difference. Thus, despite economic crises and recessions, and political upheavals, such as those experienced by Côte d'Ivoire, Korea has maintained remarkable economic growth, making it a model for countries aspiring to emerge. With Korea, we can, on the one hand, affirm without ambiguity that poverty is not a fatality and, on the other hand, say with OBAMA that: "YES WE CAN".
As mentioned above, the interest in studying this country is certain. It is therefore important to have a suitable approach and pedagogical tools to teach it.
2. Pedagogical Challenges for Effective Teaching of Korea
In Côte d'Ivoire, since 2011, educational programs are implemented according to the Competency-Based Approach (CBA). Thus, the competency sought in the learners at the end of the two lessons mentioned above, are on the one hand, to know the natural and human assets, the economic system in place and on the other hand, to understand the economic success of Korea which makes it a model of NIC. A program execution guide exists for this purpose. It provides the skills and content to be taught to the learners.However, teaching aids are essential for the implementation of this guide. Different maps showing the physical environment, the population, the administrative distribution, the economy are important for the spatialization of the studied phenomena.
Textual, photographic, graphical, statistical and playful supports are essential. Whether they are in physical, magnetic or oral form, they allow us to argue, illustrate, testify, and make constructions, thus giving learning both a theoretical and practical character. We are no longer involved in the virtual, the imaginary, in the effort of memory but much more in the visual experience, the digital, the construction through application exercises thus placing the learner at the center of their training. At this level, official documents are essential in order to have reliable and credible sources.
A bibliography of specialized books, magazines and textbooks with exercises on Korea are as important for teachers as for students. In the same vein, a webography of relevant articles and web sites related to the lessons mentioned above should be addressed to better understand and follow the evolution of Korea.
The use of a video projector can be an ideal communication channel. It would be even more effective if the schools had a good connection to download the documents and short documentary movies related to the topics to be covered. The audio-visual supports remain alive and capture the attention of the young people especially that these last ones have more and more visual memory.
It is essential that useful documents and teaching aids be translated into French and that history-geography teachers receive training on South Korea in order to better develop the skills sought by the state of Côte d'Ivoire in their students.
Other pedagogical approaches, especially innovative ones, are needed. Teachers can organize photo exhibitions, conferences and debates, and documentary movie screenings on Korea, in order to make the most of the history-geography lessons, by school or by educational unit. All these activities can be grouped into an open house day or a Korean week which could take place in a central establishment or in a town hall, especially in the provinces. On the occasion of the National Day of Korea, the Embassy can organize events to make the country better known to the Ivorians while planning special activities for the pupils and students. Like other diplomatic missions, it can choose to be identified through a specific field of bilateral aid (environment, research in the field of ICT, technological innovation, etc.). It would then be essential to involve as much as possible the members of the diplomatic representation, the AKS Foundation and the training and research center located at the University Félix Houphouët Boigny of Abidjan. Other forms of exchange can be done by videoconference and when the pandemic is under control, exchange trips between students and teachers from both countries. Students and teachers at Lycée Sainte-Marie have already benefited from such an exchange program with their colleagues in France. Korea can, like China, negotiate the opening of language laboratories in schools and colleges. In Côte d'Ivoire, the new Lycée Daniélou in Abidjan is preparing to offer Korean as an optional language. The language being the vehicle of the Culture, a solid bridge is certainly being launched between the Ivory Coast and Korea thus reinforcing the interest to register Korea in the educational program of the Ivory Coast.
Conclusion
Although disadvantaged by nature and a half-century of history of colonization, occupation and three years of devastating war, Korea has become the fastest growing country in the world in fifty (50) years. Its economic success makes it a model of an emerging country that reminds poor countries that the source of wealth is in the will and work. Côte d'Ivoire, which has understood this very well, has decided to teach this development model in its high schools and colleges to give its young people the hope to believe in their country. To do this, the adoption of an adapted pedagogy accompanied by rich and innovative didactic supports are essential in order to allow the learners to be actors of their training by finding a certain interest there. As the Republic of Korea teaches us, "The real wealth of a nation is its human resources."
