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Confucian Education
The foundation of Daehak (meaning "Great School") in 372 by the Goguryeo Kingdom marked the start of formal education in Korea. Students learned the teachings of Confucius. Later, Buddhism was added to the curriculum. With the advent of a civil service examination for those wishing to enter the government, similar schools appeared around the country to prepare children of the upper class. |
Modern Education (1800's)
During the 19th century, several patriots and foreign missionaries founded private schools and national institutes, forming the basis for Korea's modern education system. No longer reserved for the upper class elite, schooling was slowly becoming available to a greater segment of the population. The schools sought to grow the future leaders of Korea by teaching practical subjects.
Democratic Education (1945 - 1950s)
In 1945, Korea emerged from the 35-year Japanese occupation and created a basis for democratic education. The government adopted a 6-3-3 system (6, 3, and 3 years for elementary, middle, and high school, respectively), introduced adult education to reduce illiteracy, and created several colleges specifically for developing qualified teachers to instruct the next generation of students. A landmark 1948 education law mandated an autonomous educational structure and introduced a compulsory education system. The law entitles all Korean citizens an opportunity to receive an education. All children must attend school at least through the elementary school level. Compulsory education is free.
Qualitative Development (1980s)
Chun Doo Hwan's Fifth Republic worked hard to continue to normalize and enhance the quality of education. It instituted the "Non-Formal Education Act" and "Preschool Education Support Act" to promote life-long education. Among other reforms, it began educational broadcasting, introduced a graduation quota system for colleges and universities, and began an education tax. |
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Quantitative Expansion (1960s - 1970s)
Korea's rapid economic progress with the political and cultural changes of the 1960s and 1970s resulted in a quantitative expansion of the Korean education system. The numbers of students increased at a tremendous pace. Although the number of educational facilities and teachers also grew, they could not keep up with the growing number of students.
Over-crowded classrooms, over-sized schools, and shortages of qualified teachers and facilities became common. Additionally, competition in the national college entrance examination began to get excessive. The government adopted several reforms to try to normalize the system. It ended the middle school admission test; expanded provincial universities; and established junior colleges, the Korea Air & Correspondence University, and air & correspondence high schools.
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Current System (1990s)
Most Koreans spend their entire high school life preparing for the all important college entrance examination. After classes, most children attend foreign language classes or other private classes to try to get an edge over their classmates. Some parents even get private tutors for their children as early as primary school, even though this practice was illegal for years.
The Korean government has been trying to improve the education system by stressing quality over quantity, extending compulsory education, popularizing secondary education, and increasing opportunities for post-secondary education
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