NATIONAL HIGHER SCHOOL OF

DRAMATIC ART

Pedagogical Complementation

Student: Isabel del Pilar Ochoa E.

Evelyn Araceli Allauca Aranda
Course: Theory of Education I
Topic: Education in Japan and South Korea
Cycle: III
Teacher: Patricia Salvador Villalobos
 EDUCATION IN JAPAN

THE BEGINNING

The temples and altars offered free reading , writing and arithmetic courses for
the entire population. The samurai attended their own schools to learn these
disciplines and Chinese classics. Teachers generally taught without pay and
were strongly respected . With these semi-public schools as a basis, a modern
public education system was created, adding European ideas about education,
which has remained almost unchanged until today.
Education for women, which was often linked to religious restrictions, became
an issue as far back as the Heian period , more than a thousand years ago. It
was not until the Sengoku period that it was finally decided that women should
be educated because they should defend the country when their husbands died.
That also helped Buddhism and Shinto not look at women with disdain and
begin to treat them as equals. The Legend of Genji was written by a well-
educated woman of the Heian period and later many other female writers
emerged throughout Japan throughout its history.

EDUCATION IN THE EMPIRE OF JAPAN

In 1871 , during the Meiji era , the Ministry of Education was established based
on Western education systems. Education was a high priority issue for the
government as the leadership of the young Meiji government realized the need
for universal public education in pursuit of a modern, Westernized Japan.
Foreign missions, such as the Iwakura Mission , were a measure to study the
educational systems of leading Western countries.
Despite the Westernization of the educational system, the government
maintained firm control so that traditional values of the pursuit of learning and
morals were taught to students. Likewise, and following a militarized and
patriotic policy, the aim was to instill absolute loyalty towards the Emperor.
This trend of nationalism in education continued until the end of World War II in
1945 , when Japan surrendered unconditionally to the Allied forces. It was then
that the occupation authorities of the United States of America abolished the old
educational system, to lay the foundations for the current Japanese educational
system.

EDUCATION IN JAPANESE SOCIETY

Japanese culture (and its traditions) often superimpose the expectations, goals
and objectives of society itself before those of individuals. Schooling also places
emphasis on diligence, self-criticism, and good organization in students' study
habits. There is a widespread belief that perseverance and hard work will lead to
success in life. Most public schools are partially or totally dedicated to the
teaching of moral values, attitudes and the development of personality-
character, with the hope of forming a society in both values and education that
meet the expectations of the traditional Japanese values and end illiteracy .
At the same time, the educational prowess of Japanese society are far above
international standards. Japanese students are constantly surpassing and
increasing positions in world rankings, and are near the top in most of the
mathematical exams in which they participate.
An initial exam, especially during the university level, forces students to have
greater knowledge than before in order to pass them.
The Japanese educational structure not only consists exclusively of public-type
schools financed by the government, private education also forms an important
part of this system, and should not be taken less, since private universities
(which have a level of lower academic requirement) brings together the majority
of students at this educational level.
A large part of children begin their education by attending preschools, even
though these are not part of the official educational system.
This system, for its part, provides a high academic level education, as well as
free of charge, to children between 6 and 15 years old.
Secondary level schools, which group students from 15 to 18 years old, usually
have 94% of students who previously completed the primary level, despite this
level not being mandatory.
About a third of all graduates in the Japanese secondary education system enter
either the tertiary level, to obtain a university degree, or other institutions to
complement their education.
Traditionally, Japan knew how to have an educational system of high level and
performance, in accordance with its social standards, which encouraged this
system to provide high demands to its students, but also to ensure that they
succeed with great success. Nowadays, the situation has changed, now
schools, universities and other educational centers (both public and private)
compete to attract young people (who are in short supply due to the country's
low birth rate), having to go down in order to achieve their objectives and
continue functioning, the demands and levels of their entrance exams.
The classrooms are empty if the number of students is compared to their
capacity. In public education centers, schools that were built to accommodate
1,000 students, sometimes they do not even have a third of that number.
Unfortunately, this does not compare to classroom sizes, which typically
accommodate 35 to 45 students each.

ACTUAL STRUCTURE
Japanese society has always given the importance it deserves to education.
There are three ways in which a child is educated in Japan: by attending a
public school, which is not chosen by the family, the government assigns it to
you according to the area where you live; for attendance at a private school that
can be chosen by the family, or a private school that does not meet the
standards established by the Ministry of Education, Culture, Sports, Science and
Technology.

Primary and secondary Basic Education is mandatory, in public schools no

documentation is kept, the government is in charge of doing the paperwork. The
family pays a monthly fee for the student to eat, in primary schools nothing is
sold, it is even forbidden for children to carry money.
More than 2.5 million students continue studying at universities. In the past, the
selection process for higher education was described as “hellish” or “warlike.”
However, with the small number of births in Japan, the situation has changed.
Today, colleges and universities must compete to gain students.

Compulsory education in Japan is from 6 to 15 years old (6 years of primary

education and 3 years of lower secondary school). Afterwards, you can continue
your studies in high school, to pursue a technical or university degree. In higher
level schools, they adopt the three-semester system extending from April to the
end of July, from September to the end of December and from January to the
end of March.

Education in Japan is a national, prefectural and municipal responsibility. The

Ministry of Education ( MEXT ) has dozens of study groups that research how
education should be done, providing assistance to prefectural governments
based on their research.

Degre
Age Institutional Level
e

6-7 1 Elementary School / Primary Education

(小学校 Shōgakkō )

7-8 2

8-9 3

9-10 4

10- 5
11
11-
6
12

12-
7
13

13- Middle School / Secondary Education / Lower Secondary

8
14 (中学校 chūgakkō )

14-
9
15

15-
10
16

Upper Middle School / Baccalaureate /

16-
11 Preparatory / Upper Secondary
17 Technologi
(高等学校 Kōtōgakkō, abbreviated 高校 kōkō)
cal
baccalaure
17-
12 ate
18
( 高 専
kōsen )
18-
19 University/Professional Education
(大学 daigaku )

THEATER IN JAPANESE SCHOOLS

Unfortunately, the theater course or workshop is not taught in schools, in the art
course priority is given to music. If you want to develop theater you have to go to
traditional schools (Kabuki, NO Theater) that are outside of basic primary and
secondary education.
In Japan, three traditional genres of theater stand out: nō , kabuki and bunraku .
No is a serious artistic dance, performed on an austere stage. Its origin dates
back to the Buddhist priests of the 14th century . Kabuki began in the early 17th
century . It is much more lively than nō, with songs, dances, funny scenes,
energetic fights, and splendid scenery. Bunraku is Japanese puppet theater .
In theater, the modality called nō appeared in the 14th century , a lyrical-musical
drama in prose or verse, with a historical or mythological theme. Its origin lies in
the ancient kakura dance and the Shinto liturgy, although it was later assimilated
by Buddhism. It is characterized by a schematic plot, with three main characters:
the protagonist ( waki ), a traveling monk and a middleman. The nō theater is
performed on a stage with two performance areas: a main stage and a bridge
that connects that stage with the clear room. Many works feature Buddhist
stories and include a poem recited by the artists. The narrative is recited by a
choir, while the main actors perform gesturally, in rhythmic movements. The sets
are austere, compared to the magnificence of the dresses and masks. Its main
exponent was Chikamatsu Monzaemon .
During the Edo period, the form of kabuki emerged, which synthesized ancient
musical and interpretive traditions as well as mime and dance, with themes from
the most mundane to the most mystical. Just as the nō was aristocratic in tone,
the kabuki would be the expression of the people and the bourgeoisie. When a
kabuki play reaches an exciting moment, the actors playing male characters
"freeze" in a striking position. This is called mie and seeks to describe what the
character feels at that crucial moment in the play. The staging was very rich,
with sets that highlighted the chromatic composition, luxury dresses and
symbolic tone makeup, representing various characters or moods depending on
the color. The diction was of a ritual type, a mixture of singing and recitative, in
undulations that expressed the position or character of the character.
Bunraku (文楽? ) is the generic name by which the Japanese puppet theater
Ningyō jōruri (人形浄瑠璃? ) (Puppets and Stories Told) is known. It is
characterized by the union of three different performing arts, puppetry ( ningyō ),
recitation ( jōruri ) by the reciter ( tayū ) and shamisen music.
The Ningyo Johruri Bunraku Puppet Theater was originally proclaimed in 2003
and inscribed in 2008 on UNESCO 's Representative List of the Intangible
Cultural Heritage of Humanity .

EDUCATION IN SOUTH KOREA

1. INTRODUCTION
South Korea, in its quest to stand out in the international market, saw in the
paths of knowledge generation a quite feasible path and found in education a
potential tool to project itself to the world. Education, in this country, is the
number one priority because in families it occupies a fundamental and
necessary place in building a future for their children; Furthermore, in the
academic field, teaching is valued as one of the most successful and recognized
professions. Worldwide, it is the first country with the highest quality standards in
education, after the Shanghai region, according to the international report PISA
2009, for its acronym in English, Program for International Student Assessment.

Among its most notable achievements is the high performance of students in

international tests, the training and updating of teachers and the great incentives
for scientific research that have positioned Korea in 11th place in the world. One
of the strategies to achieve this has been government participation through
investment in research and development of three percent of its GDP, equivalent
to 45,000 million dollars (fifth country in the world) (UNESCO, 2010, p. 416),
added to a high participation of the private sector in the support and promotion
of research as a strategy for economic growth. The Confucian scheme operates
where educators are at the highest social level (Roldan, 2012). Likewise,
academic preparation from school is intensive, which implies long school days
for students and allows them to delve deeper into different areas; in addition to
the university preparation they receive in private institutes after regular classes.
Competition between private and public education has led to high
competitiveness among students and has allowed Korea to obtain an average
score of 539 in the PISA2009 test, higher than the world average of 493 (OECD,
2010). In universities, Teaching is so highly recognized that teachers are paid to
generate knowledge and transmit it to students. In the same way, students
spend a large part of their free time in deepening the study of topics of interest
to them in the areas of greatest enjoyment because they understand that the
results are directly proportional to the effort. Korea has a high investment in
research and development that has allowed it to be a leader in high-tech
production, which constitutes more than 40% of its manufacturing exports. For
all the above, South Korea has become one of the countries with the highest
rate of educational success in the world, surpassing such consolidated countries
as the nations of northern Europe, including Finland, France, the United
Kingdom or the USA. With a population similar to Spain, with a much smaller
area (99,313 km2) and with an unstable situation in the military sphere due to its
confrontation with the Stalinist North Korea, the South Korea of 2013 is an
example of extraordinary economic growth – which places it at number 3 in the
Asian ranking and the 12th world economic power -, with a consolidation of its
democratic system after long decades of military dictatorships and with an
unprecedented commitment to non-university and university education.

2.- HISTORY

2.1 CURRENT TIME

South Korea has risen to the highest positions in the PISA Report on
reading trends, surpassing countries such as Finland, Canada and
Australia. In mathematics it maintains a level equivalent to Holland,
Finland or Taiwan. The OECD places its educational system in sixth
place in the world. In 2011 it overtook Finland in first place and since then
the progress has been unstoppable. South Korea's educational policy has
been a long journey of 60 years, starting from a situation of absolute
illiteracy in 1945, after the cruel Japanese military occupation. But the
scarcity of natural resources forced the different governments, including
the military dictatorships that plagued the country until the end of the 80s
of the last century, to compensate for this absence with what would allow
the development of the country based on industry, technology and the
investigation. In the mid-1970s, South Korea's average wealth was
comparable to that of Afghanistan and its economic position was inferior
to North Korea; Today it is the 12th economy in the world, with only 47
million inhabitants and hardly any important natural resources to sustain it
but with a first-rate industrial potential, unlike other countries such as
Norway, China, the United States, Germany or France, which are rich in
natural materials. In 1945 it was a humiliated town made up of chronically
illiterate people under foreign yoke; in the early 1990s, 1 in every 3 South
Koreans who completed secondary education entered university. His
philosophy of life has had a powerful influence on this advancement: “If
you are first in class, you will be first in life.” Training is thus articulated as
a path of individual and national progress, with great competitiveness to
later access the best universities. The fundamental axes of the system
are to strengthen study in science, mathematics, Korean language and
English. For this reason, 7% of South Korea's GDP is allocated to
education and the most recent data shows that 98% of students complete
secondary education and 60% achieve a university degree. It is also the
country that sends the most students abroad to continue their training and
they occupy the first places in the entrance tests to the most prestigious
universities in the United States. Support for teachers is also
complemented by an excellent technological system. It is common for
classes to be taught over the Internet and there is even the possibility of
monitoring teaching through public television if the student cannot go to
school due to illness. The respect enjoyed by the figure of the father and
the teacher . It is manifested in a saying “you should not step even in the
shadow of the teacher.” This means that one is a bad son and a bad
student if the expectations that parents, family and teacher place on that
student are disappointed. However, the South Korean educational system
requires a long school day. Ordinarily, between 6 and 7 hours of teaching
in the public system. Schoolchildren and adolescents then attend private
classes daily - academies called hagwon - which can take another 4 or 5
hours. This means that a South Korean student spends about 16 hours in
classrooms on average per week. It is also common that upon arriving
home, parents pressure to dedicate more hours to studying. It is not
unusual to go to bed at 11 pm and continue reviewing notes in bed. This
implies a strong competitive aspect, among the students themselves, and
as a consequence, before their families. Students must be the best in
everything they do under the principle of “if you are not the best, you are
not good at anything”, which is a principle that is consistent with the
previously mentioned principle of “if you are first in the class, you will do
it”. you will be in life”, can lead to harmful results. Access to one of the
250 universities, most of them private, is therefore the desire of students
and their parents. Added to this are criteria such as discipline. Being late
or not completing homework on time can lead to a serious offense and
punishment, even physical. The school uniform must be impeccable, girls
cannot wear makeup and boys are prohibited from wearing long hair.
What's more, socializing between students is considered a waste of time
and 4 out of 5 schools censor dating between students, which has led the
government to take action on the matter. In this panorama, it is confirmed
that the level of stress and suicides among young South Koreans is very
high. The OECD states that young people have the highest level of stress
in the countries analyzed and are the least happy. 74.3% of students
surveyed in 2012 said they were very stressed by their school obligations,
a figure that reached 64.7% in the case of secondary school students and
31.5% in primary school students. The South Korean Ministry of
Education has surveys in which boys say that only 50% are happy and
that 1 in 6 of them say they feel alone in life. What's more, almost 9% of
young people confessed in 2010 that at some point they have thought
about committing suicide and almost 60% of all students stated that the
cause of their stress is excessive competitiveness. Data that, far from
being reduced, have increased. The thought of suicide is especially high
among women (30%) compared to 17% of men. The highest percentage
is in the secondary education phase, which reached an average of 30%:
“female students have lower levels of self-esteem and optimism, as well
as higher levels of depression and anxiety than their male classmates.”
As reported by the public institution that carried out the study, “the mental
health of the students deteriorates as they advance to higher grades and
the happiness index is one of the lowest in the world, which contrasts with
young Spaniards, who lead the podium of “happiness”. Suicide has
therefore given rise to maximum alert. Having one of the highest suicide
rates among those under 24 years of age in the world, the Government
has approved a suicide prevention law and has established a national
network of centers of prevention. The teachers, although highly valued,
also state that they feel undervalued in their daily activities, as they must
face classes with large numbers of students and students exhausted by
their extra classes at the hagwon. Teachers also highlight that the system
excessively encourages memorization, the lack of emphasis on creativity
and an authoritarian teaching model. On the other hand, primary
education is free in the first years, but not later, which forces families to
make a very significant financial outlay – which in turn, subjects students
to more pressure. The 2010 data already indicated a private family
expense per student of almost 400 euros per month, that is, between 15
and 20% of the family's income, which, however, is assumed with
satisfaction and conviction. This expense is incurred by practically 90% of
families. That is why so many parents force their children to achieve this
goal at any cost. The competition is increasingly ruthless. These tests are
known among students as Sihomchiok – “the hell of exams” – and can
greatly determine the future professional and even social life of students.
The objective is to obtain a place at one of the three most prestigious
universities in the country, known by the acronym SCY: Seoul National
University, Korea University and Yonsei University. A degree in any of
them almost certainly means a prosperous professional life. Finally, South
Korea sends many students to North American universities who achieve
top marks on entrance tests. But once they are students at Harvard, Yale,
Chicago, MIT or any other elite university, collapse occurs. Faced with the
harsh conditions of South Korea, individual freedom in the United States
produces an intense culture shock and leads to excessive personal
relaxation. They have learned to be obedient and memorize, but South
Korean students abroad suffer from a lack of creativity and an inability to
work as a team. They become isolated and asocial students and in the
United States, almost half of them (44%) fail and do not finish their
studies. The Finnish and South Korean models only coincide in one
aspect: the quality and excellent reputation of the teachers. But the
models are based on very distant and different patterns. All of this,
however, has a foundation and only from the Korean perspective can the
most appropriate conclusions be drawn and not be ignored by other
countries that seek to seek a model to follow: the influence of South
Korea's past. Today's parents pressure their children to access the
highest levels of education, because they were victims of economic and
educational hardship, and their grandparents were victims of the savage
occupation of the Japanese invader, which reduced North and South
Koreans to a status of colonized slaves. Therefore, education is a
national objective, but also an individual and family objective. South
Korea, therefore, has one of the best educational systems in the world,
and this fills its citizens with pride, which places it as a true superpower in
this area, but on the other hand, it is detected that no one seems to be
satisfied with it. or at least, it denotes deep concern.

2.2.- EDUCATION EXPANSION PROCESS

It covers from the liberation of Japan to the present. It is divided into four
sub-periods:

2.2.1 Until the fifties:

Korea tried to establish the foundations of an independent nation
amid the disorder and chaos stemming from the war stage to gain
its independence, as well as the Korean War, which ended in the
separation of that country. Despite these adverse circumstances,
South Korea laid the structural and administrative foundations of its
educational system in those years. In this way, from 1945 to 1948
the number of primary and secondary students increased by 82
percent and 184 percent, respectively. Likewise, in 1945 almost 45
percent of school-age children were enrolled in primary school.
The illiteracy rate fell from 78 percent in 1945 to 41 percent in
1948. A 6-3-3-4 educational system line was established, with six
years of primary school, six years of secondary school and four
years of university, as well as a national curriculum through the
Ministry of Education. The illiteracy rate continued to fall from 26
percent in 1953 to 4.1 percent in 1958. In these years the
foundations were laid for the subsequent takeoff of this country.

2.2.2.- Until the sixties

The stage of industrialization based on exports that corresponded

to these years made intensive use of labor and had as one of its
characteristics the rapid massification of primary education. This
stage was also characterized by absorbing the maximum number
of students of all ages, even at the cost of the decrease in the
quality of education. Another characteristic was the sequential
transition to secondary education, mainly due to the pressure of
the mass of primary level graduates. Likewise, during these years
the fertility rate was reduced and the first effects of the benefits of
economic growth began to be felt. It should be noted that in 1960,
80.4 percent of industrial workers had primary education or less,
and only 18.5 percent had completed secondary school. When
human resource planning began in 1963, Korea had a surplus of
college graduates and many of them were unemployed, so much
so that in 1960 an unemployment rate for college graduates was
estimated at 60 percent. In 1964 the FAO and other foreign
organizations predicted a serious and chronic oversupply of
university graduates in all professions, including scientists,
engineers, and even craftsmen. For this reason, the government
moved from a liberal policy in higher education to a control in
entrance fees, but despite this control, the enrollment rate
increased from 6.4 percent in 1960 to 8.8 percent. cent in 1970.

2.2.3.- The seventies

This subperiod was characterized by the predominant role that

heavy industry and the chemical industry had in the strategy of the
Korean economy. Regarding education planning, the government
tried to match educational offerings with industry requirements.
However, secondary education and this type of industrialization did
not go together at the beginning of this sub-period. Thus, the
enrollment rate for intermediate secondary school was 41.4
percent in 1966 and 50.9 in 1970, while the enrollment rate for
upper secondary school was 26.4 percent and 27.9, respectively.
In 1980, the enrollment rate was increased to 95 percent for
intermediate secondary school and 63.3 percent for upper
secondary school, thus establishing a better link between the labor
force and the needs of the industry. Something important during
these years and worth highlighting were the government's efforts to
consolidate technical secondary education. In order to achieve this
objective, the number of technical schools was increased by 24.5
percent, which meant an increase of 124 schools from 1970 to
1980. These schools include technical, commerce, agriculture and
fishing. In this way, it was the state that consolidated vocational
training to satisfy the demand that rapid industrial development
required, because companies in those years were not interested in
conducting such training; in such a way that, when companies
required more workers, what they did was obtain them from others.
To avoid these problems, the state enacted the Law of Special
Measures for Vocational Training in 1974, so that companies with
200 or more workers were required to train at least 15 percent of
their workers each year; and, if they did not do it in the manner
established by law, they would have to pay a fine. Since 1995,
companies with more than 1,000 full-time workers have been
included under this system. The proportion of workers who
completed secondary school continued to increase to 46.9 percent
in 1975 and 58.5 in 1980, with a consequent decline in primary
school graduates. Likewise, we can see that the percentage of
graduates with primary education began to reduce in the mid-70s,
while secondary school graduates began to increase. However, in
the case of tertiary education graduates the increase is quite slow,
especially during the early 1970s; and subsequent increases were
directed through higher quotas towards professions such as
engineering and science primarily.
2.2.4.- From the eighties onwards

Higher education in the stage of intensive industrialization of the

1980s - or the maturity of the Korean economy - was subject to
important changes in terms of state intervention through the policy
of increasing quotas for entry to universities. universities, in such a
way that they increased in the early eighties by 60 percent from
one year to the next. Thus, the enrollment rate in higher education
went from 16 percent in 1980 to 35 percent in 1985, with said
growth centered around the areas of liberal arts and social
sciences. On the other hand, at the end of the 1980s the
expansion of fees was directed once again towards engineering
and science, so that in 1995 the enrollment rate in higher
education reached 54.6 percent. Likewise, the operation of private
tutoring or "Gua-Woi" that gave additional classes to students who
were going to take the university entrance exam was prohibited, so
that only those students could have this advantage. with sufficient
economic resources to pay for such a service, thus distorting
access under equal conditions for all. In summary, the education
reform carried out by the government in 1980 no longer
emphasized the economic efficiency of investment in education,
but rather the individual's right to education and its quality.
However, the long-cherished goal of quality education for all
individuals could not be achieved, even though the government
increased funds for this purpose in large amounts. These financial
efforts were not sufficient to supply the requirement of "quality"
education for a large university population. In such a way that the
conflict of quantity and quality arose, finally reaching a "second
class" higher education, which was worrying for a society that had
been enjoying high standards of education. As the effects of the
1980 education reform became more acute, the Korean economy
found itself once again trying to manage high wage costs and
tough international competition; when again it is their highly
qualified and well-trained workforce that constitutes a powerful
force to compete; and it is, again, education and its ability to
produce prepared and competent people that supports the
requirements of the industry. Again, vocational science colleges
were strengthened and university fees in the fields of engineering
and science were expanded, while the rest of the majors remained
unchanged. At the beginning of 1990, the democratization,
deregulation and decentralization of higher education was
proposed, with autonomy and competition being the main vehicle
considered for improving the quality of education. In this way, a
series of measures are taken such as financial support from the
state based on the development and performance of the
universities. Starting in 1995, a series of educational reforms were
enacted:

• The regulation of admission to universities was liberalized.

In the case of private universities, they were allowed to
choose a criterion for selecting students. In addition,
secondary school results were taken into account.
• The tuition fee of universities would be gradually
liberalized. Universities that met certain criteria could
choose the number of vacancies.
• Part of the financial aid from the Ministry of Education
should be related to the evaluation of the performance and
development of the university.
 • The proportion of GNP spent on education would increase
to 5 percent in 1998.

3.- ADVANTAGES OF A HIGHLY QUALIFIED WORKFORCE

The technology imported into Korea could be appropriately adapted and

improved only when the country had a specific level of research and
development. In this way, the expansion of higher education contributed to
offering highly qualified human resources for the industry. Another example of
the Korean state's concern in this regard was the establishment of the Ministry
of Science and Technology in 1994 among other institutions that promoted
science. On the other hand, companies needed highly trained managers to
manage them, so Korean managers and engineers are generally university
graduates. These professionals were key to the subsequent development of the
tertiary sector, which increased significantly during the 1980s. University
students by field of study from 1970 to 1999 were enrolled mainly in the areas of
engineering, social sciences, and natural sciences. The employment generated
in agriculture is displaced by the activities of industry and by those of the tertiary
or service sector, which strongly resumed its participation in 1999, as a result,
among other aspects, of the immense human capital of highly qualified
professionals that that society possesses, the one who can quickly absorb and
use cutting-edge technology.

The government induced private sector participation in education through the

creation of schools and universities and, to this end, provided incentives in the
form of tax exemptions as well as public subsidies. In 1998, almost all private
schools, both primary and secondary, received subsidies from the government.
Therefore, the pensions of private schools were established at the same levels
as those of public schools. Another factor that contributed to the rapid growth of
education in Korea was the determined educational investment policy
established by the government that placed much of the financing of education
on parents and students. In the case of spending on private education, it is
defined as all the expenses paid by parents for the education of their children,
except for pensions, which became much more than public expenses. Payments
made by parents and students then constituted a larger proportion of GNP than
government expenditures. One of the distinctive features of Korean education is
the education of national morals and ethics. Consciousness education
emphasizes self-sacrifice and obedience to the rules of the organization and the
nation, order, obedience, observance of norms and patience. All these values
were included in the functioning of the school system, where the teacher
maintains a special status and a rank similar to that of a public official.

4.- WHAT DID SOUTH KOREA DO THAT THE LATIN AMERICAN NATIONS
DID NOT DO?

It has maintained an export-based development strategy and has practiced a

kind of "managed capitalism," which some economists say helped its giant
multinationals, such as Hyundai Motors, Daewoo and Samsung, grow. But
everyone agrees that one of the main reasons for its growth has been its
national obsession with education. The country took off in the 1960s, when the
United States and Europe sharply reduced their foreign aid to the country and its
economy collapsed. Seoul then decided that it needed to export more and that
to do so it needed a qualified workforce: investment. Thus, South Koreans
invested heavily in education, science, technology and innovation. He created
an educational meritocracy with ultra-rigorous standards of excellence. Just as
an example, the school year in South Korea has 220 days. In many states or
provinces, the actual school year is around 140 days, taking into account
teacher strikes and unforeseen holidays. Additionally, the school day is much
longer than in Latin American countries. Young people and boys usually study
12 or 14 hours a day. A large number attend private schools at night, after
school, in order to improve their grades. According to several studies, middle-
class South Korean families spend around 30% of their income on private
education for their children. As in China, in South Korea there is a family culture
of investment in education that is as important or more important than
government investment. And to pursue studies that qualify you to be a teacher,
you must be among the 5% of high school graduates with the best grades. It is
not surprising, then, that South Korea has become one of the countries with the
best scores in international student mathematics and science tests and one of
the countries that produces the most inventions.

5.-KOREA AMONG THE BEST TRAINED AND MOST COMPETITIVE IN THE

WORLD

An educational miracle, which in 60 years has not only removed the country
from the illiteracy that existed after its liberation from Japan in 1945 but has
elevated it to the OECD podium. "The strong desire of Koreans for education is
not perceived anywhere else in the world,"
" The Korean people's passion for education is extraordinary ." So much so, that
there are authors like Michael J. Seth who have defined this "passion" as an
authentic "fever" that "caused one of the most important social transformations
in history." "A land of illiterate and semi-literate peasants with only a very small
urban class has been transformed into one of the best educated nations in the
world. Through education the country was rebuilt after the war both socially and
economically, an objective that is still essentially maintained today. «The
fundamental principle of the entire Korean education system is to promote
training as a means for the country's economic growth. "The patriotic feeling is
very deep and the students' willingness to contribute to the development of their
country is widespread." The educational system includes one to three years of
preschool, six years of primary school, three years of middle school, three years
of upper secondary school (preparatory), and four years of college. Primary
education is compulsory and free, with lunch included, and the first three years
of secondary school are also compulsory. In 2010, there were 411 higher
education institutions in Korea, with a total of 3.64 million students and 77,697
teachers. 98% of students complete secondary education and almost 60%
obtain a university degree. Behind this success, there are marathon days of
study: Six or seven hours of class at school, plus four or five hours of private
classes, plus study time at home or in libraries for a high school student. South
Korean students study 16 hours more per week than the OECD average. 90% of
Korean families spend about 400 euros per month in private academies outside
of school hours to complete their children's education. «Families invest a lot in
their children's education, and at the same time demand very good results»
South Koreans "consider that everything in life is competition " and understand
that to achieve their goals "everything involves a good education and for that
they have to compete to attend the best schools and universities."
Teachers are among the highest-paid professionals in the country and undergo
evaluations involving students and parents to improve their level of expertise.
Koreans study to found large companies that can expand . The Government
dedicates almost 7% of GDP to education, with allocations to allow students to
study abroad, in the United States, China or Europe. It is an important
investment, but insufficient for families. «Public schools, even though they are
free, receive a donation from the families themselves to improve the facilities or
the teaching staff» «Education is considered the best investment, because
Koreans do not study to be employees of a large company, but rather they study
and they work to found their own large companies that can expand, and with
them Korean culture, to the entire world.

6.- PUBLIC POLICIES AIMED AT ATTRACTING AND SELECTING

COMPETENT GRADUATES FOR THE TEACHING PROFESSION:

A teaching career is an attractive profession for Korean youth. Among some

factors, government interventions to attract, select and maintain excellent
teachers in Primary and Secondary are highlighted. The teaching career is
apparently an attractive vocation chosen by talented young people. A study on
the vocational inclination of Korean youth (Byung-Sook Kim et al., 1998) found
that the professions that young people prefer are: teacher, civil servant,
business person and doctor, in that order. They prefer professions that offer job
security, an advanced retirement age and are stable. The factors that have an
important influence on the choice of a profession are: personal aptitude, salary,
university major, parental advice and social recognition.In contrast to developed
countries that face a shortage of teachers, Korea is concerned about the
problem of excess secondary school teachers. The top 5% of students who
complete secondary education are admitted by universities of education, which
are training centers for teachers. Korean primary and secondary school teachers
in public and national schools are certified civil servants after completing a
course at government-approved teacher training centers. They are required to
pass the teaching employment exam in order to be hired. The teaching
employment examination, administered by the department of mid-level
education, is very competitive and, in the case of the examination for secondary
education teachers, almost as competitive as the examinations for the selection
of judges and lawyers. Currently, students with Good results from university
schools other than teacher training schools, including master's and doctoral
degrees, crowd together to be able to enter teacher training courses. The fact
that there are a large number of talented students who want to become teachers
shows that teaching is an attractive profession in Korea. However, the
attractiveness of teaching is determined by the combination of several factors,
and therefore cannot be explained in simple terms. Even so, the government
policy of exclusivity for the internal flow of talented people within the teaching
force deserves an analysis, since Korea is characterized by a strong tendency
towards centralization and overt intervention by the central government in all
aspects of educational policy. Teacher policy is directed by the government: the
Ministry of Education and Human Resources Development administers policy
related to the training, certification and recruitment of teachers, while regional
education departments influence such policies. and from the centers remains
very limited. Today it can be said that competent teachers are behind the
students who obtained great results in international achievement tests such as
PISA and TIMSS.

6.1 Why do gifted students go to teacher training centers and choose

teaching as a career when they finish high school?

The flow of talented people into the teaching career cannot be explained
by government policy alone, nor can traditional Korean veneration of the
teaching career be dismissed. Therefore, based on Koreans' traditional
respect for it, we will analyze the various government policies that have
contributed to maintaining its attractiveness.

- Traditional respect for the teaching career The old saying that the
monarch, the teacher and the father are basically the same shows that
Koreans have traditionally harbored a deep respect for the teacher
and education. Before the modern public education system was
established, the Korean education system had been primarily elitist,
intended for the nobility. Under the dual class system that separated
the nobility from the general population, education provided by the
government and by private initiative was de facto limited to the
children of the nobility. Furthermore, the educational content ignored
practical knowledge and he was strongly inclined towards the literary
and academic knowledge required to enter the public department of
the Confucian state. Koreans' traditional values toward education
were naturally transferred to teachers in the modern education
system. In the past, the student of higher education was a person with
a high social status and the object of deep social reverence. In
addition to the deep respect for teachers, the fact that the teaching
career offered an exceptional stable profession with relatively high
financial reward during the period of national deprivation was another
factor that attracted numerous talented individuals to the profession.
The legal status of the teacher The attractiveness of the teaching
career is closely related to the legal status and job security that they
enjoy. Teachers in public and national centers are public officials,
hence they retain the same rights and duties given to state officials.
The "Special Law to Improve the Status of Teachers" guarantees the
treatment and salary of teachers in addition to the right of teaching,
legal status, collective bargaining agreement and bargaining rights of
teachers' organizations. Therefore, one of the greatest advantages of
faculty is that their status and position are guaranteed by law. They
can work throughout their lives without contract renewal procedures.
In addition to this advantage, the traditional perception that equates
teaching with a sacred vocation and the current labor crisis caused by
recent economic difficulties have created the effect of new teachers
viewing teaching as a stable, lifelong job. status that allows them to
work for life in the centers appears in article 43 of the Public Education
Official Law. It maintains that the right to teach and the status of the
teacher are protected and that teachers cannot be treated unfairly
through suspension or dismissal against their own will. The salary
scale for Korean Primary and Secondary teachers follows the same
system developed for other state officials. The salary consists of a
base salary plus various supplements, which are of 16 types, such as
the end-of-semester supplement, the regular attendance supplement,
the family supplement, the child's educational cost supplement, the
overtime supplement, etc. The supplements form 60% of the total
salary, and each one is calculated based on a complicated method.
However, a considerable proportion of these are paid in a fixed
amount in relation to the base salary level, regardless of their name or
their initial purpose or by matter of seniority or base salary, plus a
fixed amount based on seniority; Therefore, the supplement is not
distinguished from the base salary. Although Korean teachers have a
greater burden of teaching a larger number of students per classroom
than in other more advanced countries, the competitive salary appears
to attract talented people to the profession. Since the training centers
for teachers and secondary school teachers are separated in Korea,
the government policy to attract talented people to teaching had to be
carried out separately. In the case of the elementary level, teachers
are mainly trained in the 11 national universities of education spread
evenly throughout the country; Around 5,000 future teachers leave
each year. Studies at universities of education last four years, and
those who wish to be teachers must obtain a teacher's degree at one
of these universities. Therefore, a student has to decide whether he
wants to be a teacher after finishing the institute, and there is no an
alternative path to obtaining a teacher's degree. With the recent rise in
popularity of teaching as a profession in Korea, the competitiveness to
enter one of these universities of education has increased, to the point
that those who complete high school are not admitted unless the
score of the sat (university entrance exam) is within the 5% of the best
grades in the country. In addition, some graduates, even with master's
degrees and doctorates, apply to enter universities of education
through the normal admission procedure or by transfer. It is hoped to
expand the field of action to solve the shortage of teachers in rural
regions. In Korea, the teaching title is a state certificate, which means
that the state officially recognizes that the person who holds this
certificate has obtained the minimum specialization what is needed to
carry out the tasks of a teacher. In order for the state to officially and
reliably recognize the professional level of the certificate holder, it is
necessary to systematically monitor the process and result of
obtaining the certificate, and after the title has been awarded,
supervise in a way that ensures its preservation. of initial
professionalism.Under Korea's current teacher certification system,
individuals who lack the ability and aptitude to be teachers can enter
teaching simply by taking the necessary courses and obtaining the
degree; Therefore, the certificate control system needs to be
improved. In principle, the central government is responsible for
determining the basic rules and policy positions for the selection and
hiring of teachers in public and national schools, although the authority
to select, hire and place teachers has been entrusted to the directors
of the metropolitan and provincial education offices, which are the
administrative education bodies in the regions. Candidates eligible to
be teachers are selected through an open competition called
"Competitive examination for the selection of candidates to work as
public education officials" for holders of a teaching certificate; those
who have been selected are hired by the directors of the 16 education
offices.
 LINKOGRAPHY

XAVIER BOLTAINA BOSCH “Education in South Korea: the failure of

success?

In: http://data.grisc.cat/files/files/140407105124406.pdf - June 29, 11pm.

GABY CORTEZ CORTEZ “South Korea: human resources

education”

In: http://sisbib.unmsm.edu.pe/bibvirtualdata/publicaciones/economia/17/a08.
pdf - June 29 11:15 pm

ANDRES OPPENHEIMER “The lessons of South Korea for the region”

At: http://www.bancocentraleduca.bcra.gov.ar/PDFs/docentes/noticias_2/
Educaci%C3%B3n%201%20Corea.%20Inversi%C3%B3n.pdf

June 29 11:45 pm.

M.ARRIZABALAGA ARRIZABALAGA

At: http://www.abc.es/20121020/familia-educacion/abci-escalado-educacion-
corea-podio-201210161058.html

June 29 12 pm.
EE-GYEONG KIM “Public policies aimed at attracting and selecting
competent graduates for the teaching profession”

In: http://www.revistaeducacion.mec.es/re340/re340_06.pdf

June 29 12 pm.