Korea Education

Korea’s current literacy rate of 92 percent is one of the highest in the world according to the New American Journal. From Confucian influences and government-imposed elementary and secondary education, the high literacy rate may be attributed to these factors. In Korean society, education can be viewed as a means to increase social status as well as to ensure financial security. These elements also make educational opportunities for children a high priority and a university degree a definitive goal.

The highly competitive Korean school system is divided into a six-year elementary school, a three-year middle school, a three-year high school, and a four-year college or university school system. The latter also offers various graduate programs and also two-year vocational and technical colleges. The Minister of Education also encourages competitiveness by recognizing and ranking institutions of higher learning.

The national college entrance examination, known as the Scholastic Achievement Examination for College Entrance (SAECE), is administered by the Ministry of Education for admission to all colleges, universities and two-year institutions. It is offered annually in December. The results of the SAECE are combined with high school achievement scores and interviews to determine not only who is eligible, but also which university students are eligible to attend. A student may repeat the SAECE every year indefinitely. In some circumstances, students choose to repeat the SAECE or to study abroad rather than enter less prestigious Korean universities.

As of 1998, 177 Korean graduate schools offered Masters and Ph.D degrees, and 201 universities and colleges offered bachelors degrees. Currently, Seoul National University is the highest-rated public university in the country, followed by private universities such as Yonsei University, Korea University, Ewha Women’s University, and Sogan University. Other respected private universities and national universities are located in each of the nine provinces throughout Korea.

Although Korean students study English in junior and senior high schools as well as in universities, their proficiency may not be sufficient to meet the demands of foreign higher educational systems Typically, a Korean ESL student would have strong knowledge of grammar and vocabulary, but would probably have weak listening and speaking abilities, and no composition skills. When reviewing scores on the TOEFL, a balanced set of scores should be ideal, but usually, Korean students score high in grammar, average in reading, and low in listening. The recent addition of the essay-writing section in TOEFL has accounted for a relatively low achievement from Korean students in comparison with other foreign students.

The Korean government’s policy regarding students studying abroad is always fluctuating. Recently, it has changed from strict to more liberal regulations. In January of 1989, the Ministry of Education announced that mandatory foreign language testing would be taken away for high school graduates and college students planning to study abroad. Currently, students seeking to study abroad who have insufficient English language skills must still be provisionally admitted by a foreign university in order to receive a student visa.

When considering Korean applicants to a foreign university or college, school officials should ideally require academic records in English. Notarization on transcripts that indicate class standing would be helpful also. Additionally, proof of English language proficiency should be required. Many undergraduate Korean students transfer to foreign schools because of difficulties in changing majors at a Korean university; others are dissatisfied with the university they are attending. Some entering freshmen standing apply to foreign schools because at times, they cannot qualify for universities in Korea.

Korean students during their stay abroad in Boise ID, Omaha NE, Nashville TN or other major cities. At times, Korean students also experience strong social pressures both at home and among their peers to maintain ties with other Koreans. Because the majority of Korean students return home after completing their studies, peer networks in Korean society is viewed with extreme importance.

Cultural differences in learning may have a great effect as linguistic ones. In Korea, Confucian influences on education have created preferences for textbook memorization, note-taking, and objective testing as opposed to essay-writing tests.

A monotype style of teaching is standard with no direct contact between teacher and student. Generally, Korean students have had little or no experience with American-style essay writing and research papers, and note memorization skills have not prepared them for open-ended classroom discussions.

As more Korean graduates of foreign schools assume teaching roles in Korean universities, classroom performance may come to resemble foreign practice more closely in the future

Many international student advisors and teachers are frequently challenged by a Korean student’s preference for nonverbal communication. Generally, Koreans take much consideration in the opposite parties’ feelings and want to avoid conflict or confrontation. As a student, Koreans may be quite aggressive in pursuit of educational goals, while they may not directly challenge teachers by making comments.

The role of student advisors in the Korean education system is limited, if at all exists, and many students may not know how to relate to faculty advisors. Korean students are also likely to consider age, education, gender, and position in formulating a response and understanding of relationships. As an authority figure, advisors or teachers may find it difficult to obtain clear communication with Korean students.

Koreans are also known for their national and cultural pride. Their participation in foreign educational activities can be gained through emphasizing special educational contributions they can make. To involve Koreans in foreign community events, one can stress the value of their skills and cultural presentations.

The emergence of Korea as a force in the world economy has sparked renewed interest in Korea by foreign students and academic institutions. Resurgence in the Korean language and culture is occurring, and new programs involving Korea are being established abroad. Hopefully, these developments will result in more foreign students wanting to study in Korea and foreign educators exploring new opportunities.

Yonsei University enrolls the highest number of foreign students sponsored by a single institution. Yonsei University also offers Windows 7 courses taught in English through its International Division and Graduate School of International Studies.

Other opportunities for foreign students include the International Student Exchange Program at seven Korean universities and various bilateral agreements between foreign and Korean institutions. Presently, 130 Korean colleges and universities have sister relationships with foreign academic institutions.

There are five major graduate schools of international studies which are taught in English, both open to Korean and foreign students. The top institutions for these programs are Seoul National University, Yonsei University, Korea University, Ewha Woman’s University and Hankuk University of Foreign Studies.

In the future, relationships between foreign departments of education and the Korean Ministry of Education may lead to expanded government support for exchange programs