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The Sixth National Curriculum set up the principle of decentralization of education for the first time, and this was further emphasized in the Seventh National Curriculum. How to apply the decentralization, however, does not seem to have been given proper consideration. This paper aims to explore ways in which Korean as a subject could be made more relevant at the local level. The issue of local implementation of education is discussed on the basis of a comparative analysis of the 6th and 7th National Curricula. This reveals a serious mismatch between the stipulations found in the ‘Curriculum Management and Operation in General’ section and those found in the ‘Individual Subject Curricula’ section. This suggests inadequate communication between the general education experts and the particular subject experts who designed the curricula. The principle of making Korean as a subject more relevant to local circumstances has not been translated into concrete applications. In a bid to fill this gap, some suggestions are put forward, which include the use of authentic language materials coming from local settings, and the tailoring of educational aims and teaching methods to the needs of the local students. This would be consistent with a humanistic perspective of education.