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Transforming Education

Global Perspectives, Experiences and Implications


Edited By Robert A. DeVillar, Binbin Jiang and Jim Cummins

This research-based volume presents a substantive, panoramic view of ways in which Australia and countries in Africa, Asia, Europe, and North and South America engage in educational programs and practices to transform the learning processes and outcomes of their students. It reveals and analyzes national and global trajectories in key areas of educational development, and enhances readers’ understanding of the nature and complexity of educational transformation in a global context. The book’s comprehensive analysis of factors associated with transforming education within globally representative geographical, cultural, and political contexts contributes to critical scholarship; its discussion of individual country findings and cross-country patterns has significant implications for educational practitioners and leaders. The volume has direct practical relevance for educational practitioners and leaders, policymakers, and researchers, as nations remain in dire need of effective ways and means to transform their respective educational systems to (1) more ably realize educational equity, (2) make learning relevant to an increasingly diverse overall student populace, (3) ensure individual and general prosperity, and (4) promote substantive global collaboration in developing the new economy.
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CHAPTER NINE: Transforming Education in South Korea: Currents in Critical Perspective: Sohyun An


Sohyun An

From a distance, South Korea is doing well in educating its young citizens. The country is one of the most literate and well-schooled nations in the world (S-B. Kim, 2005). Almost all young people complete secondary school, and more than 80% of high school students pursue higher education (Ministry of Education, Science, and Technology, 2009a; Korean Educational Development Institute, 2008). South Korean students are among the top performers in PISA and TIMSS, the international assessments of math and science, and they receive international media attention from time to time (Beaton et al., 1996). Considering the dire situation following liberation from Japan in 1945 and the devastating Korean War (1950–1953), the current state of South Korean education reflects a remarkable educational transformation (Seth, 2002). When the 35-year (1910–1945) Japanese colonial rule in Korea ended, the majority of adult Koreans were illiterate. Mass primary education had only recently begun, and less than 5% of the adult population had a secondary or higher education degree. Thus, the current educational performance of South Korea is remarkable.

From within, however, the South Korean educational system manifests huge problems. Almost everyone is unhappy with it. Young students in South Korea are—for the third year in a row—the unhappiest subset among OECD (Organization for Economic Cooperation and Development) countries (McDonald, 2011). A large number of students leave home each year for “better,” “more humane” education in other countries (Koo, 2007). Students are stressed by countless exams and...

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