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Journal articles on the topic 'Educational equalization – South Korea'

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Author: Grafiati

Published: 10 March 2023

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1

Kim, Taejong, Ju-Ho Lee, and Young Lee. "Mixing versus sorting in schooling: Evidence from the equalization policy in South Korea." Economics of Education Review 27, no. 6 (December 2008): 697–711. http://dx.doi.org/10.1016/j.econedurev.2006.07.014.

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2

Cho, Gyeongcheol, Younyoung Choi, and Ji-Hyun Kim. "Investigating the Unintended Consequences of the High School Equalization Policy on the Housing Market." Sustainability 12, no. 20 (October 15, 2020): 8496. http://dx.doi.org/10.3390/su12208496.

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Owing to its potentially far-reaching impact on a large population, an educational policy may lead to unintended consequences beyond the educational area. The High School Equalization Policy (HSEP), introduced into South Korea in the mid-1970s, is representative of such a policy. HSEP prohibits high school entrance exams and randomly assigns students to a high school near their residence. Despite its aim of ensuring equal opportunities in education for all students regardless of socio-economic status, a frequent criticism was that HSEP could prompt students’ families to move to a region near traditional elite high schools, which, in turn, would widen the gap in house prices between different regions. Thus, we conducted an empirical study to examine the secondary influence of the HSEP on the housing market via a difference-in-differences (DD) analysis. We used house price data from the Gangwon province, as the partial introduction of HSEP into the province allowed for a quasi-experimental study on the effect of HSEP. The result revealed that, contrary to expectations, the HSEP in Gangwon had the opposite spillover effect of reducing the gap of the average house prices by 5%~9% across regions.

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3

Byun, Soo-yong. "Does policy matter in shadow education spending? Revisiting the effects of the high school equalization policy in South Korea." Asia Pacific Education Review 11, no. 1 (February 10, 2010): 83–96. http://dx.doi.org/10.1007/s12564-009-9061-9.

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4

미우라. "Public Justification and Ideological Dispute over Educational Policy: Functions of Judicial and Legislative Deliberation in the Making of High School Equalization Policy in South Korea." Korean Political Science Review 44, no. 4 (December 2010): 159–87. http://dx.doi.org/10.18854/kpsr.2010.44.4.008.

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5

., Ameh Eyiene, and Ekaette Samuel Okpon . "CHALLENGES OF EQUALIZATION OF EDUCATIONAL OPPORTUNITIES IN FEDERAL UNIVERSITIES IN SOUTH, SOUTH NIGERIA." International Journal of Engineering Applied Sciences and Technology 4, no. 3 (July 31, 2019): 68–74. http://dx.doi.org/10.33564/ijeast.2019.v04i03.009.

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6

Do Vale, Helder Ferreira. "Educational Reforms and Decentralization in Brazil, South Africa, South Korea and Spain." Lex localis - Journal of Local Self-Government 14, no. 3 (July 31, 2016): 591–612. http://dx.doi.org/10.4335/14.3.591-612(2016).

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The article assesses the education reforms in four countries: Brazil, South Africa, South Korea, and Spain. The main objective of the comparison is to identify the elements of the reforms that led to different educational performances. By taking South Korea as a model of successful education reform, the comparative analysis shows that the educational reforms in Brazil, South Africa, and Spain have set these countries aside from the path toward high-performing educational systems. In these countries, differently from South Korea, decentralizing education reforms have been dominated by conflict over the distribution of fiscal and administrative resources.

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7

Jeon, Mihyon. "English immersion and educational inequality in South Korea." Journal of Multilingual and Multicultural Development 33, no. 4 (July 2012): 395–408. http://dx.doi.org/10.1080/01434632.2012.661438.

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8

Byun, Soo-yong, Kyung-Keun Kim, and Hyunjoon Park. "School Choice and Educational Inequality in South Korea." Journal of School Choice 6, no. 2 (April 2012): 158–83. http://dx.doi.org/10.1080/15582159.2012.673854.

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9

Seo, Gyeong-Hee, Thomas Oakland, Hong-Seok Han, and Sherman Hu. "Special Education in South Korea." Exceptional Children 58, no. 3 (December 1991): 213–18. http://dx.doi.org/10.1177/001440299105800304.

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The development and current status of special education in South Korea are described and contrasted to that of the United States. South Korean special education was initiated in the 1890s by U.S. missionaries. Later, Japanese influence was considerable, especially on its regular educational programs. Special programs are available for five classifications of disabilities. Its major national special education legislation contains numerous provisions similar to P.L. 94-142. However, various conditions may impede the further development of services, including a high teacher-pupil ratio, the reliance on self-contained programs, negative attitudes toward people with disabilities, and lack of advocacy groups. Further initiatives require considerable research and policy debate among South Koreans.

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10

Park, Hyunjoon, and Jeroen Smits. "Educational Assortative Mating in South Korea: Trends 1930–1998." Research in Social Stratification and Mobility 23 (January 2005): 103–27. http://dx.doi.org/10.1016/s0276-5624(05)23004-4.

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11

우해봉. "Gender and Educational Differences in Divorce in South Korea." Social Welfare Policy 38, no. 4 (December 2011): 139–63. http://dx.doi.org/10.15855/swp.2011.38.4.139.

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12

Levent, Faruk, and Meral Pehlivan. "Confucianism’s influence on ethics education in South Korea." Journal of Human Sciences 14, no. 1 (February 13, 2017): 321. http://dx.doi.org/10.14687/jhs.v14i1.4372.

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One of the main functions of educational institutions is to cultivate individuals of good character. However, this situation necessitates systematic and effective ethics education. In this regard, teachers, the implementers of educational programmes, play a critical role in conveying ethical values to their students. In addition to its success in international student assessment examinations, South Korea is a Far East country distinguished for its continuous focus on the ethical values of individuals and the training of high-quality teachers. Therefore, the purpose of this study is to examine the influence of Confucianism on ethics education in South Korea. The implication of this study is that it contributes to the educational sciences literature on teacher training systems and ethics education in South Korea, a country of strong social structure in terms of the value given to education and commitment to Confucian teachings.

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13

Kim, Chae. "A Critical Evaluation of Religious Education in Korea." Religions 9, no. 11 (November 18, 2018): 369. http://dx.doi.org/10.3390/rel9110369.

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This essay will discuss the general orientation of Korean religious education and some of the problematic issues that are related to its position within the current Korean educational systems. It will focus especially on four critical aspects pertaining to religious education as found today in the Republic of Korea (we will not consider the situation of religious education in North Korea because it is so difficult to get accurate information). The first section will begin to identify the contemporary ‘communicational dilemma’ of religious education in Korea and its roots in the lack of a proper understanding of religious education from a non-confessional academic perspective. The second section will place the problem in the context of Korean religious demography as it pertains to the necessity of religious education and the conventional image of religious education within schools. The third section will enumerate a number of critical issues and analyze their impact on the direction of religious education policy since the establishment of the government’s equalization educational policy in 1969. The fourth section will critically examine a number of constitutional issues as they bear on the question of where compulsion exists in current religious education.

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14

Kye, Bongoh. "Intergenerational transmission of womens educational attainment in South Korea." Demographic Research 24 (January 21, 2011): 79–112. http://dx.doi.org/10.4054/demres.2011.24.3.

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15

강용원, 임창호, and 이현철. "North Korean Refugees’ Life in South Korea: Christian Educational Approaches." Journal of Christian Education in Korea ll, no. 24 (June 2010): 459–90. http://dx.doi.org/10.17968/jcek.2010..24.014.

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16

Moon-Ju Seong. "Gender Inequality in Educational Attainment in South Korea, 1950s-1990s." Women's Studies 77, no. 2 (December 2009): 179–206. http://dx.doi.org/10.33949/tws.2009..2.006.

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17

Byun, Sooyeon, and Robert E. Slavin. "Educational Responses to the COVID-19 Outbreak in South Korea." Best Evidence of Chinese Education 5, no. 2 (July 15, 2020): 665–80. http://dx.doi.org/10.15354/bece.20.or030.

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18

Lee, Sangwan. "Analyzing Inequality in Accessibility to Educational Institutions in South Korea." Journal of the Urban Design Institute of Korea Urban Design 23, no. 6 (December 31, 2022): 151–64. http://dx.doi.org/10.38195/judik.2022.12.23.6.151.

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19

Shin, Hyun-seok, and Yu-rim Seo. "Comparative Analysis of Educational Administration Systems for Educational Integration in South and North Korea." Korea Educational Review 28, no. 4 (December 30, 2022): 173–208. http://dx.doi.org/10.29318/ker.28.4.8.

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20

Kim, Sang Mu. "A study on the support, exchange and cooperation of education during and after unification of Germany." Koreanisch-Deutsche Gesellschaft Fuer Erziehungswissenschaft 27, no. 3 (December 31, 2022): 21–39. http://dx.doi.org/10.26894/kdge.2022.27.3.21.

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This study is to analyse the support, exchange and cooperation of education during and after unification of Germany and to extract implications for unification education in South Korea from it. The support and cooperation in education during the process of unification of Germany are summarized in four aspects: joint committee of education between East- and West Germany, educational cooperation between East-and West Berlin, cooperation of non-state organizations between East- and West Germany and recommendations and supports from the education of West Germany. After unification of Germany are analysed the support, exchange and cooperation of education. As the support of education were fulfilled financial, personal and material support from old federal states, educational support by international organization, and support by private foundations. There were also educational cooperations between East- and West Germany in various levels. Furthermore, there were various exchange of students, teachers, teacher organizations, schools between old and new federal states, and exchange of educational field as a part of city exchanges as well. We can extract following implications for unification education in South Korea from this study: the need for broad discussions on which level of unification teleological is in education, preparation of alternatives for overcoming the educatinal problems of South-and North Korea, recovery of the educational exchanges and cooperations between South-and North Korea in the level of province office of education, discussion on construction of joint committee of education between South-and North Korea, active investigation of educational support methods by international organization.

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21

Lo, Adrienne, and Lee Jin Choi. "Forming capital: Emblematizing discourses of mobility in South Korea." Language in Society 46, no. 1 (February 2017): 77–93. http://dx.doi.org/10.1017/s0047404516000816.

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AbstractThis article examines how listening subjects (Inoue 2006) mediate understandings of mobility in South Korea. Focusing on a cybercampaign to discredit the hip-hop star Tablo, it traces the ways that a listening public regimented signs relating to educational credentials, language, citizenship, and demeanor into forms of institutionalized, embodied, or objectified capital (Bourdieu 1986). Through the crafting of certain signs as icons that pointed to Tablo's ‘true’ character, and others as fronts, they were able to cast aspersions upon his command of English grammar, spelling, and interaction, and his character and educational credentials. By tracing how Tablo skeptics deployed metasemiotic discourses about emblems and figures of failed mobility, this article contributes to theories of semiosis that decenter the agentive speaking subject. (Capital, mobility, listening subject, English, South Korea)*

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22

Zhang, Ke, and Jae Eun Lee. "Disaster Vulnerability and Resilience of Foreigners in South Korea." Crisis and Emergency Management: Theory and Praxis 12, no. 5 (May 30, 2022): 39–49. http://dx.doi.org/10.14251/jscm.2022.5.39.

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The purpose of this study is to assess the level of disaster vulnerability of foreigners in Korea and identify the relationship between economic support, educational support, disaster resource support, information support, psychological support and disaster resilience of foreigners and suggested a strategy to improve disaster resilience. As a result of the analysis, it was found that economic support, educational support, disaster resource support, information support, psychological support has a significant effect on disaster resilience of foreigners. Based on these research results, the policy implications to improve disaster resilience are as follows. First, it is necessary to give disaster relief fund to foreigners. Second, it is necessary to provide disaster information in as many languages as possible. Third, it is necessary to explain the essentials of disaster evacuation and the location of the shelter through the manual. Fourth, it is necessary to provide psychological services to foreigners.

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23

Kim, Minhye, Young-Ho Khang, Hee-Yeon Kang, and Hwa-Kyung Lim. "Educational Inequalities in Self-Rated Health in Europe and South Korea." International Journal of Environmental Research and Public Health 17, no. 12 (June 23, 2020): 4504. http://dx.doi.org/10.3390/ijerph17124504.

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While numerous comparative works on the magnitude of health inequalities in Europe have been conducted, there is a paucity of research that encompasses non-European nations such as Asian countries. This study was conducted to compare Europe and Korea in terms of educational health inequalities, with poor self-rated health (SRH) as the outcome variable. The European Union Statistics on Income and Living Conditions and the Korea National Health and Nutrition Examination Survey in 2017 were used (31 countries). Adult men and women aged 20+ years were included (207,245 men and 238,007 women). The age-standardized, sex-specific prevalence of poor SRH by educational level was computed. The slope index of inequality (SII) and relative index of inequality (RII) were calculated. The prevalence of poor SRH was higher in Korea than in other countries for both low/middle- and highly educated individuals. Among highly educated Koreans, the proportion of less healthy women was higher than that of less healthy men. Korea’s SII was the highest for men (15.7%) and the ninth-highest for women (10.4%). In contrast, Korea’s RII was the third-lowest for men (3.27), and the lowest among women (1.98). This high-SII–low-RII mix seems to have been generated by the high level of baseline poor SRH.

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24

Lee, Youngmi, Oksun Kim, Uiok Lee, and Sooyoun Kwon. "Evaluation of educational school meal programs in Gyeonggi province, South Korea." Journal of Nutrition and Health 50, no. 1 (2017): 111. http://dx.doi.org/10.4163/jnh.2017.50.1.111.

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25

Kim, Yujin, and Jinwoo Lee. "Bridal pregnancy and women’s educational attainment in South Korea, 1970–2009." History of the Family 23, no. 3 (June 5, 2018): 426–45. http://dx.doi.org/10.1080/1081602x.2018.1474785.

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26

Landgraf, Carolin. "Politicizing youth in South Korea – the role of Seoul’s educational institutions." Space and Polity 24, no. 1 (January 2, 2020): 30–44. http://dx.doi.org/10.1080/13562576.2020.1720504.

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27

Jeong, Dong-Bin. "Assessment of Educational Conditions for 28 National Universities in South Korea." East Asian Journal of Business Management 7, no. 1 (January 31, 2017): 25–29. http://dx.doi.org/10.13106/eajbm.2017.vol7.no1.25.

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28

Kim, Myung-Sun, and Jeanyung Chey. "Clinical neuropsychology in South Korea." Clinical Neuropsychologist 30, no. 8 (September 12, 2016): 1325–34. http://dx.doi.org/10.1080/13854046.2016.1212097.

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29

Oh, Jeong Rok, Cho Hyun Park, and Sung Jun Jo. "Paid educational leave and self-directed learning." European Journal of Training and Development 40, no. 3 (April 4, 2016): 191–206. http://dx.doi.org/10.1108/ejtd-07-2015-0055.

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Purpose – The purposes of this study are to explore paid educational leave (PEL), self-directed learning (SDL) and the relationship between them; and to identify the implications for legislation on the learning leave scheme in South Korea. Design/methodology/approach – The research method of the study is a literature review. Articles were identified through a keyword search from major academic databases. The literature search covers the time period of 1960-2012. Findings – This paper shows that enacting PEL is a social policy that benefits to both employers and workers because it reduces training costs, eliminates educational barriers for employees and enhances opportunities to develop skills and competencies. Research limitations/implications – This study contributes to research by exploring the crucial role of PEL based on the Person-Process-Context model for SDL. It also examines the relationship between SDL and PEL in the workplace learning. Practical implications – This study provides a rationale to legislate PEL as a right of workers. Through an appropriate revision of the Lifelong Education Act, the right of workers to receive the PEL benefit should be legally adopted to promote workers’ SDL in South Korea. Originality/value – This paper provides theoretical and practical evidence for institutionalizing PEL in South Korea. It suggests the passage of PEL legislation because it is beneficial to all stakeholders.

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30

Luo, Bangju. "The Economic Achievement of China's Education Linking with South Korea." Journal of Education, Humanities and Social Sciences 8 (February 7, 2023): 2124–33. http://dx.doi.org/10.54097/ehss.v8i.4658.

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This article introduces the development history of China's education model since 1949 and South Korea's education model since the 1950s. In the paragraph, the influence of the two countries’ social culture, economic conditions, and political policies are brought into the discussion of the educational development route. Then, based on China's development model, compare the different experiences of the two countries and explore the possible development direction and potential. In this comparative study, the article points to the relevant success of Chinese education. The leading principles and more radical policies of the revolutionary era have helped the whole nation's primary education and improved the inequality of women's education to a certain extent. For Korean society, there have also vigorously developed basic education and achieved outstanding results in reducing illiteracy. At the same time, they also received guidance from western education policies and assistance from educational materials. This article shows three aspects that have an essential impact on education. First, due to the social influence that men are superior to women, equality of educational opportunities for women in South Korea is challenging. Second, Korean students face higher pressure than Chinese students to obtain admission notices from excellent universities. Third, China and South Korea's economic development must face international economic development. Both countries' success and attention to education will improve the path of sustainable economic development.

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31

Luschei, Thomas F., Amita Chudgar, and W. Joshua Rew. "Exploring Differences in the Distribution of Teacher Qualifications Across Mexico and South Korea: Evidence from the Teaching and Learning International Survey." Teachers College Record: The Voice of Scholarship in Education 115, no. 5 (May 2013): 1–38. http://dx.doi.org/10.1177/016146811311500502.

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Background/Context Although substantial evidence from the United States indicates that more qualified teachers are disproportionately concentrated among academically and economically advantaged children, little cross-national research has examined the distribution of teacher qualifications across schools and students. As a result, we know little about how different institutional contexts, policies, and priorities influence children's access to qualified teachers. Research Question Our research questions are: (1) Are the qualifications of lower-secondary teachers within and across Mexico and South Korea distributed uniformly across schools? (2) If not, does the distribution of teacher qualifications in each country favor less or more advantaged children? (3) How can dissimilarities in teacher-related policies and educational priorities help to explain differences in the distribution of teacher qualifications across Mexico and South Korea? Research Design We employ secondary analysis of data from the Teaching and Learning International Survey, which was conducted by the Organization for Economic Cooperation and Development in 2007/2008. We use these data to describe the distribution of various teacher qualifications across communities of different sizes and across schools with varying levels of parental education. We also explore cross-national differences in institutional priorities and teacher-related policies. We compare Mexico and South Korea because while these two countries are similar in the level of teacher hiring and assignment, they are quite different in terms of their general commitment to educational equity. Findings/Results We find that the distribution of qualified teachers in South Korea is skewed toward disadvantaged children, while Mexican teachers tend to be distributed in a way that favors more advantaged students. Specifically, in South Korea students living in rural areas and those in schools with lower average parental education have greater access to better educated and more experienced teachers. The opposite occurs in Mexico. Conclusions/Recommendations We argue that these differences are due to both explicit policies and a greater commitment to educational equity in South Korea, relative to Mexico. Moreover, these differences are likely to be related to large cross-national differences in educational performance and equity.

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32

Yoo, Sam Hyun. "Educational differentials in cohort fertility during the fertility transition in South Korea." Demographic Research 30 (May 13, 2014): 1463–94. http://dx.doi.org/10.4054/demres.2014.30.53.

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33

Lee, Eunkoo. "Educational differences in period fertility: The case of South Korea, 1996–2010." Demographic Research 38 (January 23, 2018): 309–20. http://dx.doi.org/10.4054/demres.2018.38.13.

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34

Simpao, Kristine Joy S. "Changing Educational Landscape from Traditional to Outcomes-based Education in South Korea." Asia-pacific Journal of Convergent Research Interchange 7, no. 6 (June 30, 2021): 95–104. http://dx.doi.org/10.47116/apjcri.2021.06.09.

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35

Park, Hwanbo, Sindong Nam, and Jong-Hyeok Yoon. "An analysis of research trends on educational development cooperation in South Korea." Korean Comparative Education Society 26, no. 3 (June 14, 2016): 15–102. http://dx.doi.org/10.20306/kces.2016.26.3.75.

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36

Seth, Michael J. "Strong State or Strong Society?: Educational Development in South Korea, 1961-66." Korean Studies 21, no. 1 (1997): 72–95. http://dx.doi.org/10.1353/ks.1997.0017.

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37

Jeong, Yeasung, Ayoung Lee, and Joonmo Cho. "Educational mismatches and job resolution in South Korea, the USA, and Germany." Asian-Pacific Economic Literature 32, no. 2 (September 6, 2018): 95–108. http://dx.doi.org/10.1111/apel.12234.

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38

Kim, Kirang, Seo Ah Hong, and Mi Kyung Kim. "Trends in nutritional inequality by educational level: A case of South Korea." Nutrition 26, no. 7-8 (July 2010): 791–98. http://dx.doi.org/10.1016/j.nut.2009.07.011.

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39

Jang, Haena, and Nam-Ju Lee. "Patient safety competency and educational needs of nursing educators in South Korea." PLOS ONE 12, no. 9 (September 5, 2017): e0183536. http://dx.doi.org/10.1371/journal.pone.0183536.

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40

Lee, Sujin, Eunjoo Kim, and Ju Young Yoon. "Global Health Competencies and Educational Needs for Nursing Students in South Korea." Journal of Nursing Education 62, no. 2 (February 2023): 75–82. http://dx.doi.org/10.3928/01484834-20221213-02.

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41

Jayanti, Ajeng Dwi, Sri Suwartiningsih, and Petsy Jessy Ismoyo. "DIPLOMASI PUBLIK KOREA SELATAN DI INDONESIA MELALUI SEKTOR PENDIDIKAN KOREA INTERNATIONAL COOPERATION AGENCY (KOICA)." KRITIS 28, no. 1 (May 9, 2019): 11–28. http://dx.doi.org/10.24246/kritis.v28i1p11-28.

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Public diplomacy is currently the most frequent diplomacy by many countries in the world. South Korea is one country that uses Public Diplomacy to achieve its interests. Public diplomacy conducted by South Korea is not only happening through the field of cultural art alone, public diplomacy is also done by South Korea in the field of education. Through the education sector of Korea International Cooperation Agency (KOICA), South Korea is helping developing countries to advance education in their country. The purpose of this study is to explain South Korea's public diplomacy in Indonesia through the Korea International Cooperation Agency (KOICA) education sector. This topic, analyzed with the concept of Public Diplomacy, Soft Power and Constructivist theory. This research uses qualitative approach through data analysis technique. Researchers used literature searches related to the topics that researchers covered. An important conclusion is that the education sector has an objective strategy in its efforts to help improve education in Indonesia, namely Quality Primary Education, Training Technical Resources and Development of Human Resource through Higher Education. Projects implemented in Indonesia conform to the main objectives of KOICA's education sector, to provide quality basic education, training of technical resources and other resources through higher education, and to facilitate educational opportunities and improve the quality of education, education policies and systems From partner countries.

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42

Kim, Ki Su. "Globalization, statist political economy, and unsuccessful education reform in South Korea, 1993-2003." education policy analysis archives 13 (February 7, 2005): 12. http://dx.doi.org/10.14507/epaa.v13n12.2005.

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This article examines the relationship between globalization and national education reforms, especially those of educational systems. Instead of exploring the much debated issues of how globalization affects national educational systems and how the nations react by what kinds of systemic education reform, however, it focuses on what such a method often leaves out, viz., the internal conditions of a nation that facilitates or hampers reform efforts. Taking South Korea as an example, it explores that country's unique national context which restricts and even inhibits education reforms. Especially noted here is the established "statist" political economy in education. In the paper's analysis, although South Korea's statist political economy has made a substantial contribution to economic and educational development, it is now considered increasingly unviable as globalization progresses. Nevertheless, the internal conditions, resultant from the previous statist policies, set limits on policy makers' efforts to alter the existing educational system. The analysis suggests that a fuller assessment of globalization's impact upon national educational systems or their reforms requires a perspective which is broad enough to encompass not only the concepts and/or theories of globalization and nation states but also the power relations and ideological setup of individual nations.

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43

Kim, Min-Sun, Andrian Dolfriandra Huruta, and Cheng-Wen Lee. "Predictors of Entrepreneurial Intention among High School Students in South Korea." Sustainability 14, no. 21 (October 30, 2022): 14168. http://dx.doi.org/10.3390/su142114168.

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According to the theory of planned behavior, the goal of this research is to evaluate the connections between perceived entrepreneurial capacity, perceived social norm, attitude toward entrepreneurship, and entrepreneurial intention. It also examines the mediating effect of the educational environment on these connections. Based on the conceptual structure of the theory, this research study was organized to explore how the conception of the theory works in the case of Korean students and to further assess the role of the educational environment in the course of its operation. At Mirae High School of Science and Technology, eighty-nine respondents were used for the statistical analysis. One model was chosen to explore this research concept, namely, variance-based structural equation modeling (VB-SEM). All of the direct hypotheses are supported except the indirect hypothesis. The perceived entrepreneurial capacity positively influences entrepreneurial intention. The perceived social norm positively influences entrepreneurial intention. Additionally, a positive attitude toward entrepreneurship influences the intention to engage in it. The indirect effect is not in line with the expected hypothesis. The research’s findings contribute to the literature review by adding another empirical confirmation (educational environment’s role) from South Korean students’ viewpoint. It offers useful information and provides students with entrepreneurial skills. This research also contributes to the advancement of knowledge in relation to the predictors of entrepreneurship in students, and it could help governments to make decisions on entrepreneurship. Moreover, it highlights the direction in which a government or policymaker can take to pursue entrepreneurship and its education.

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44

An, Sera, and Kammila Naidoo. "Parental Involvement and Educational Achievement of South Korean High School Students." Journal of Family Diversity in Education 3, no. 3 (May 14, 2019): 62–87. http://dx.doi.org/10.53956/jfde.2019.128.

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Over the past few decades, South Korea, as a rapidly transforming society, has witnessed a massive drive for educational credentials. Some scholars suggest that South Korea has been gripped by an education fever that is leading to huge investments of economic and social capital to further young people’s educational interests. This article refers to a study of three high-achieving South Korean schools. Through the conducting of a survey among 206 school students, 71 teachers and 254 parents, the study aimed to identify the key factors deemed to be responsible for high educational achievement in the schools. Social capital and its physical, relational, structural, and cognitive dimensions presented the conceptual and analytical tools of the study. The findings suggest, after all dimensions are considered, that familial social capital and the nature of parental involvement are most definitive for students’ success. In this sense there is correspondence with James Coleman’s views on the importance of family background as significant in determining how students ultimately perform. However, there is also an indication that mothers and fathers involve themselves differently – and that boarding school students benefit from retaining some distance away from family. The article concludes by offering a set of general recommendations useful for policy-makers in any society seeking to enhance students’ educational achievements.

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Weon, Soyoon, and David W. Rothwell. "Dynamics of Asset Poverty in South Korea." Social Indicators Research 150, no. 2 (March 31, 2020): 639–57. http://dx.doi.org/10.1007/s11205-020-02320-z.

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Park, Chong-Min. "The Quality of Life in South Korea." Social Indicators Research 92, no. 2 (November 4, 2008): 263–94. http://dx.doi.org/10.1007/s11205-008-9348-y.

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Kim, Ki Su. "Developmental State Policy, Educational Development, and Economic Development: Policy Processes in South Korea, 1961-1979." education policy analysis archives 20 (December 10, 2012): 40. http://dx.doi.org/10.14507/epaa.v20n40.2012.

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This paper explores two inter-connected issues – the state’s role in educational development and educational contribution to economic development – in the policy processes entailed by the South Korean state’s pursuit of economic development during the Park Chung Hi era, 1961-1979. It disputes the statist view that South Korea’s economic development was the outcome of a strong state’s imposition of developmental policies. It also denies the human capital account that central to the South Korean state’s education policy was the skills formation agendum. In this paper’s process analysis, educational contribution to economic development was made most importantly in the entrance competition-swept schools by virtue of their equipping South Koreans with basic knowledge and intellectual skills and the most important educational asset for economic development was those schools’ explosive growth. The latter took place as an unexpected effect of the state’s developmental policy of containment which aimed to secure scarce funds for strategic developmental projects. This policy intensified entrance competitions, boosted demand for education, and provoked public call for state commitment to educational expansion. The legitimacy-deficient regime responded politically and compromised on the developmental education policy from one level of formal schooling to another. The image of the developmental state thus portrayed is quite contrary to that provided by the statist-human capital perspective.

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이인정. "Unification of North and South Korea - Integration of Generational Conflicts and Educational Tasks." Journal of Moral & Ethics Education 41, no. 41 (December 2013): 157–86. http://dx.doi.org/10.18338/kojmee.2013.41.41.157.

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김지수, 김선, and 김희정. "A Study on Educational Policies for North Korean Defector Youth in South Korea." Korean journal of sociology of education 28, no. 4 (December 2018): 31–55. http://dx.doi.org/10.32465/ksocio.2018.28.4.002.

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Jung, Jung-Hoon. "Decolonizing educational/curriculum studies in East Asia: problematizing shadow education in South Korea." Inter-Asia Cultural Studies 19, no. 2 (April 3, 2018): 269–81. http://dx.doi.org/10.1080/14649373.2018.1463074.

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