School library material procurement budgets average 2.88%, falling short of recommended standard
The budget (material procurement funds) spent by elementary, middle, and high school libraries nationwide on new books this year averaged 2.88% of school operating budgets, falling short of the 3% recommended by the Ministry of Education. According to the ministry's data on 'school library operation budgets,' obtained on the 4th by the office of Rep. Lee In-seon of the People Power Party on the National Assembly's Education Committee, 38.0% of schools nationwide (4,625 out of 12,154) failed to meet the standard as of March 1. The ministry, which has made improving literacy and reading education key policy priorities, has recommended allocating material procurement funds at 3% or more of school basic operating expenses.
The situation was similar for library operating budgets. While metropolitan and provincial education offices either mandate or encourage allocating library operating budgets at 1% or more of school basic operating expenses, the actual ratio averaged only 0.96% nationwide. A total of 6,399 schools—52.6% of all schools—fell short of the 1% mark. More than half of schools are running their libraries below the benchmark.
The budget shortfall is also affecting students' reading experiences. An elementary school teacher in Seoul said, "Because new releases and the latest must-read books are not stocked in a timely manner, students visit the library only to turn away, saying there are no worthwhile books to read."
A Ministry of Education official said, "While there are recommended standards for library operating and material procurement budgets, they are not mandatory, so there are variations among regions and schools."
Rep. Lee In-seon said, "Providing sufficient new books and quality materials so that students can engage with books is the most fundamental condition for reading education." She added, "The Ministry of Education and education offices must thoroughly examine the actual state of budget allocations and prepare effective support measures so that reading environments do not differ depending on regional or school circumstances."
