Interest in International Baccalaureate(IB) education has recently been rising, and attempts to introduce IB programs into public education have been made in several regional education offices. IB is an internationally recognized curriculum has operated since 1969 and is currently in place at more than 5,200 schools worldwide. Because it is an internationally recognized curriculum, if you take the International Baccalaureate Diploma Programme(IBDP), which is preparatory university course, you can be granted admission qualifications to more than 2,000 universities worldwide. Japan announced a policy to introduce IBDP to 200 schools nationwide by 2018. There is growing support for the introduction of IB public education in Korea to enhance the quality of education and ensure fairness in testing. However, the introduction of foreign curriculum should be approached carefully because it could cause educational governance problems.
Before discussing the introduction of IB public education from a policy point of view, we saw a need for research to understand the advantages and disadvantages of IB education regarding Korean language education. For this reason, we analyzed the characteristics of IBDP literature classes at Gyeong-gi Foreign Language High School, which already conducts IB education in Korea. The IBDP literature class, which is a preliminary university course, is modeled on the study of literary works at university. Therefore, it showed differences in many respects from the general Korean high school literature class, which is mainly aimed at the enjoyment of literary works. IBDP literature classes were focused on reading the entire work, holding an “interactive oral” discussion, and producing a critical essay from a substance-based view of literature. Differences between the courses will be explored through various aspects such as textbooks, lessons, and the evaluation of Korean literature education.