Goal programming model for analyzing educational input policy with application for Korea

IN DEVELOPING A POLICY PLANNING MODEL THE CONTRIBUTIONS AND IMPLICATIONS OF A CENTRAL POLICY ARE USUALLY ANALYZED AND PLANNED IN THE CONTEXT OF THEIR RELATIONSHIP TO THE OBJECTIVES OF THE SYSTEM UNDER STUDY. TO ILLUSTRATE THE MODELING APPROACH, FIVE ADMINISTRATIVE GOALS WERE SELECTED AND DEFINED. FOUR GOAL-PRIORITY SITUATIONS WERE THEN DESIGNED BY ASSIGNING DIFFERENT PRIORITIES TO THOSE GOALS. TWO TYPES OF EDUCATIONAL INPUT POLICY WERE FORMULATED IN TERMS OF (1) STUDENT/TEACHER RATIO; (2) AVERAGE TEACHER"S SALARY; (3) STUDENTS PER CLASSROOM; AND (4) ALLOCATION OF FINANCIAL RESOURCES TO INSTRUCTIONAL MATERIALS AND EQUIPMENT. EACH POLICY, REGARDED AS ONE OF THE COEFFICIENTS OF THE GOAL-PROGRAMMING MODEL, WAS TESTED ON THE GOAL-PROGRAMMING COMPUTER MODEL. THE OUTPUT OF THE COMPUTER PROGRAM SHOWED THE OPTIMAL SOLUTION AND THE LEVEL OF UNDERACHIEVEMENT OF THE GOALS. THE FUTURE EDUCATIONAL SYSTEM WAS FORECASTED, BASED ON THE OPTIMAL SOLUTION.