KLRI : KOREA LEGISLATION RESEARCH INSTITUTE

Ⅰ. Backgrounds and Purposes 

○ The Korean‑Language Teacher Qualification System, established on the basis of the ｢Framework Act on Korean Language｣ —enacted on January 27, 2005— is now approaching its 20th year in operation.

○  By the end of 2025, the number of Korean‑language teacher certificate holders is expected to surpass 100,000, driven by the increasing number of Korean-language learners among foreign residents and international students in Korea, children of marriage immigrants and multicultural families, the worldwide popularity of K-Pop and other K-content, and the overseas expansion of Korean companies.

○ With the growing demand for Korean-language education at home and abroad, the number of institutions responsible for training Korean-language teachers is also increasing.

○ Korean-language teachers have made substantial contributions to teaching and disseminating Korean language and culture to non-native speakers — including foreigners and overseas Koreans— at universities and King Sejong Institutes, both domestically and internationally.

○ Nevertheless, there are problems that must be addressed: the statutory basis for the Korean-language teacher qualification system is inadequate, the certification procedures are complex, and the training completion and certificate application processes are handled separately, resulting in continued inconvenience for applicants.

○ In addition, the evaluation criteria for Korean-language teacher training institutions are insufficiently detailed, and there is no legal basis for post-certification monitoring, posing difficulties in maintaining the quality of certifications.

○ Most importantly, due to insufficient provisions on disqualifications, Korean-language teacher qualifications face limitations in fully preventing potential crimes in the Korean-language education field, in contrast to other education- and guidance-related certifications, such as for Arts and Culture Education Instructors, Certified Sports Leaders, and Certified Juvenile Guides.

○ Meanwhile, in Japan, with the increasing demand for Japanese education driven by a rise in international students and foreign workers, the ｢Act on Promotion of Japanese-Language Education｣ was enacted, followed by the ｢Act on the Accrediting of Japanese-Language Educational Institutes to Ensure Appropriate and Reliable Implementation of Japanese-Language Education｣, which established “Nationally Accredited Japanese-Language Educational Institutions” and “Registered Japanese-Language Teachers” to strengthen the expertise and professionalism of Japanese-language teachers.

○ In this context, there is a need to explore desirable approaches for the related legal and institutional framework to enhance the professionalism of Korean-language teachers, analyzing the current status and limitations of policies and legislation related to the Korean-language teacher qualification system under the ｢Framework Act on Korean Language｣ and conducting a comparative review of domestic education- and guidance-related certification systems with Japan’s recent national-level implementation of Japanese-language teacher qualifications.

○ In light of the aforementioned necessity, this study aims to develop and propose measures to improve the legal framework and system for enhancing the professional qualifications of Korean-language teachers by analyzing the current policies and legislation related to the Korean-Language Teacher Qualification System under the ｢Framework Act on Korean Language｣, examining their current status and limitations and comparing similar domestic and international legislative cases to draw insights and implications.

 

Ⅱ. Major Content

○ Chapter 2 provides an analysis of the current status and limitations of the policies and legal framework governing Korean‑language teacher qualifications.

○ Chapter 3 provides a comparative analysis of similar domestic and international legislative cases to draw relevant insights and implications.

○ Chapter 4 presents measures to improve the legal and institutional framework of Korean‑language teacher qualifications to strengthen their professional competence.

○ Chapter 5 summarizes the contents as a conclusion. 

○ This study, conducted under the suggestion of the National Institute of the Korean Language belonging to the Ministry of Culture, Sports, and Tourism, aimed to improve the quality of the findings and field adaptability, and to share and disseminate research experiences and results. It progressed through individual experts’ advice on policies and legal practices related to Korean language teacher qualification system from the government, academia, research institutes, and legal circles, as well as through work alongside expert advisory councils, frequent research consultations with the Ministry of Culture, Sports, and Tourism(National Institute of the Korean Language) working group, requests for cooperation in providing data, etc.

 

Ⅲ. Expected Effects

○ This study is expected to provide a legal and regulatory basis for enhancing the professional competence of Korean‑language teachers.

○ It is also expected to contribute to the dissemination of the Korean language by establishing a stable legal and institutional foundation for Korean-language education under the ｢Framework Act on Korean Language｣.