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The Education System
The Korean public education structure is divided into three parts: six years of primary school, followed by three years of middle school and then three years of high school. In 1996 only about five percent of Korea's high schools were coeducational. The proportion of coeducational schools has increased by almost ten percent. However, classes in many coeducational high schools are still divided along gender lines. The curriculum is standardized so now both boys and girls study technology and domestic science.
The primary curriculum consists of nine principal subjects: moral education, Korean language, social studies, mathematics, science, physical education, music, fine arts, and practical arts. English-language instruction now begins in the third grade, so that children can start learning English in a relaxed atmosphere through conversational exchange, rather than through rote learning of grammatical rules as is still the practice in many middle and high schools. The major objectives, as stated in a 1996 background report by the Ministry of Education, are "to improve basic abilities, skills and attitudes; to develop language ability and civic morality needed to live in society; to increase the spirit of cooperation; to foster basic arithmetic skills and scientific observation skills; and to promote the understanding of healthy life and the harmonious development of body and mind.” The seventh annual curriculum, which began implementation in March 2000, kept these basic goals but updated many elements to reflect changes in Korean society.
Upon completion of primary school, students advance to middle school, which comprises grades seven through nine. The curriculum consists of 12 basic or required subjects, electives, and extracurricular activities. While elementary school instructors teach all subjects, middle school teachers, like their colleagues in the United States, are content specialists.
The aims of education at the high school level are stated as "to foster each student's personality and ability needed to preserve and strengthen the backbone of the nation; to develop students' knowledge and skills to prepare them for jobs needed in society; to promote each student's autonomy, emotional development, and critical thinking abilities to be brought to bear in and out of school; and to improve physical strength and foster a sound mind."
The School Calendar and School Days
The school calendar has two semesters, the first extending from March through July and the second from September through February. There are summer and winter breaks, but 10 optional half days at the beginning and end of each break¾which are attended by practically all students¾reduce each of these biennial vacations to the remaining 10 days.
A typical day finds high schoolers studying before school begins at about 8:00 A.M. Classes run for 50 minutes each, with a morning break and a 50-minute lunch period. The afternoon session resumes at about 1:00 P.M., and classes continue until about 4:00 or 4:30, followed by the cleaning of the classroom. Students may then take a short dinner break at home, or they may eat at school. Teachers typically move from room to room, while students stay in one place.
Students return to the school library to study or attend private schools or tutoring sessions until between 10:00 P.M. and midnight. They return home where they may have a snack, listen to music, or watch television before going to bed. Elementary and middle school students have similar but somewhat less rigorous days with shorter hours and more recreational activities.
Attendance requirements call for a minimum of 220 days at all three levels. The curriculum is prescribed by law, as are the criteria for the development of textbooks and instructional materials. There have been periodic curriculum revisions, most recently in March 2000, and the trend is definitely toward decentralization in determining, diversifying, and implementing the curriculum.
Looking Toward the Future
Along with their strong belief in the family and cultural traditions, Koreans value education and are willing to make significant personal sacrifices to ensure that their children are afforded the best available learning opportunities. No nation has a higher degree of enthusiasm for education than Korea, and nowhere are children more pressured to study. Evidence of major educational accomplishments, such as degrees from prestigious colleges and universities, strongly influence a person’s suitability for employment, marriage, and everyday interpersonal relations.
The Korean public education structure is divided into three parts: six years of primary school, followed by three years of middle school and then three years of high school. In 1996 only about five percent of Korea's high schools were coeducational. The proportion of coeducational schools has increased by almost ten percent. However, classes in many coeducational high schools are still divided along gender lines. The curriculum is standardized so now both boys and girls study technology and domestic science.
The primary curriculum consists of nine principal subjects: moral education, Korean language, social studies, mathematics, science, physical education, music, fine arts, and practical arts. English-language instruction now begins in the third grade, so that children can start learning English in a relaxed atmosphere through conversational exchange, rather than through rote learning of grammatical rules as is still the practice in many middle and high schools. The major objectives, as stated in a 1996 background report by the Ministry of Education, are "to improve basic abilities, skills and attitudes; to develop language ability and civic morality needed to live in society; to increase the spirit of cooperation; to foster basic arithmetic skills and scientific observation skills; and to promote the understanding of healthy life and the harmonious development of body and mind.” The seventh annual curriculum, which began implementation in March 2000, kept these basic goals but updated many elements to reflect changes in Korean society.
Upon completion of primary school, students advance to middle school, which comprises grades seven through nine. The curriculum consists of 12 basic or required subjects, electives, and extracurricular activities. While elementary school instructors teach all subjects, middle school teachers, like their colleagues in the United States, are content specialists.
The aims of education at the high school level are stated as "to foster each student's personality and ability needed to preserve and strengthen the backbone of the nation; to develop students' knowledge and skills to prepare them for jobs needed in society; to promote each student's autonomy, emotional development, and critical thinking abilities to be brought to bear in and out of school; and to improve physical strength and foster a sound mind."
The School Calendar and School Days
The school calendar has two semesters, the first extending from March through July and the second from September through February. There are summer and winter breaks, but 10 optional half days at the beginning and end of each break¾which are attended by practically all students¾reduce each of these biennial vacations to the remaining 10 days.
A typical day finds high schoolers studying before school begins at about 8:00 A.M. Classes run for 50 minutes each, with a morning break and a 50-minute lunch period. The afternoon session resumes at about 1:00 P.M., and classes continue until about 4:00 or 4:30, followed by the cleaning of the classroom. Students may then take a short dinner break at home, or they may eat at school. Teachers typically move from room to room, while students stay in one place.
Students return to the school library to study or attend private schools or tutoring sessions until between 10:00 P.M. and midnight. They return home where they may have a snack, listen to music, or watch television before going to bed. Elementary and middle school students have similar but somewhat less rigorous days with shorter hours and more recreational activities.
Attendance requirements call for a minimum of 220 days at all three levels. The curriculum is prescribed by law, as are the criteria for the development of textbooks and instructional materials. There have been periodic curriculum revisions, most recently in March 2000, and the trend is definitely toward decentralization in determining, diversifying, and implementing the curriculum.
Looking Toward the Future
Along with their strong belief in the family and cultural traditions, Koreans value education and are willing to make significant personal sacrifices to ensure that their children are afforded the best available learning opportunities. No nation has a higher degree of enthusiasm for education than Korea, and nowhere are children more pressured to study. Evidence of major educational accomplishments, such as degrees from prestigious colleges and universities, strongly influence a person’s suitability for employment, marriage, and everyday interpersonal relations.
Some Tentative Conclusions
Education has contributed to the growth of Korea's democratic government. It has produced hardworking, skilled employees who have brought about an economic miracle within a single generation. It has reaffirmed traditional values while maintaining its commitment to modernization, citizenship, and global involvement. The ambitious and comprehensive reform plans developed in 1995 by the Ministry of Education still appear to enjoy widespread public and professional support. A broad spectrum of the society recognizes the need for lifelong learning as a precept for social and economic improvement.
Education has contributed to the growth of Korea's democratic government. It has produced hardworking, skilled employees who have brought about an economic miracle within a single generation. It has reaffirmed traditional values while maintaining its commitment to modernization, citizenship, and global involvement. The ambitious and comprehensive reform plans developed in 1995 by the Ministry of Education still appear to enjoy widespread public and professional support. A broad spectrum of the society recognizes the need for lifelong learning as a precept for social and economic improvement.
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