A Multidimensional Analysis of the Integrated Support Policy for Students in Jeju Style

Objectives The purpose of this study is to analyze the characteristics and improvements of the Jeju-style integrated student support policy, which has been promoted since 2017, to identify the complements of the policy and to provide implications for the government's integrated student support policy. Methods To achieve the objectives of the study, a literature review on the Jeju-type integrated student support policy was conducted, along with in-depth interviews and surveys with Jeju government officials. These were carried out using Cooper et al.'s multidimensional policy analysis method, examining the normative, structural, constitutive, and technical dimensions. Results The Jeju-type integrated student support policy is characterized by restructuring the individual support method centered on “project” to establish a student safety net promotion system to support “student growth” in an integrated manner. The complementary measures of the policy included establishing goals reflecting the value of the policy at each stage of the implementation system, establishing an institutional foundation for coordination of the general department of the provincial education office and regional connection, developing a pool of professional manpower, strengthening the autonomy of the principal, evaluating performance analysis and establishing a feedback system. Conclusions The implications are, first, training and consulting support and publicity for each member are needed to recognize policy goals and form a consensus. Second, in order for the policy to continue and develop, an institutional foundation must be established to establish educational welfare governance for the horizontal expansion of the student safety net and to guarantee the internal coordination authority of the department in charge of the Office of Education. Third, innovative support measures for reducing school work, such as fostering a pool of professional manpower, deploying appropriate manpower schools, and establishing an ‘integrated support center tailored to students’, should be considered. Fourth, it is necessary to establish a feedback system that can strengthen the autonomy of the principal's budget operation by expanding the scope of the integrated budget given to schools, and systematically evaluate the policy implementation process and performance.