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History of education in South Korea

Milestones of the educational system in South Korea

The era of the Three Kingdoms (57 BCE–668 CE) The historical evolution of education in Korea has been significantly influenced by its location between China and Japan. Confucianism, Taoism, and Buddhism were imported from China during the Three Kingdoms Period (57 BCE–668 CE) (Cartwright, 2016). The school system was centered on Confucianism even though Buddhism was the state religion (Mee-Ryang & Woojin, 2016). This was the start of what is known as the "Educational Fever" (Lee, 2006), which is characterized by the fact that education is highly prized in Korea and, until recently, was a privilege of a minority.

Ancient Korea was ruled by the three states of Baekje, Goguryeo, and Silla (Cartwright, 2016).

Although there are no formal records of the educational institutions that were present in Baekje, it is known that there was a minister of education and an authority in charge of education (Mee-Ryang & Woojin, 2016).

The National Confucian Academy (Taehak), the first educational institution in Korea, was founded in 372 in Goguryeo (Mee-Ryang & Woojin, 2016). It served to prepare youngsters from the upper class for public service. In provincial schools youth from families of lower aristocracy and commoners were taught Confucian classics, history, and martial skills (Mee-Ryang & Woojin, 2016).

Hwarangdo (Flowering Knights), a novel training system for high military and political officers, was developed by the Silla state (Mee-Ryang & Woojin, 2016). Hwarang's military corps educated morally upright, attractive young men of high family in morals, physical fitness, social skills, and military training (Mee-Ryang & Woojin, 2016).

Combined Silla (668–935)

The National Confucian College was established in 682, following the unification of the three kingdoms and the creation of Unified Silla. It provided training for future civil service careers for the children of senior government officials. Math and Confucian books were studied by the students. However, many more students chose to study in China. The state's administration strongly supported it. Initially, only children from the top classes traveled to China to pursue their education, but later, students from the middle classes started to join them. The severe rank system of the Unified Silla was criticized by educated youth, who also significantly contributed to the fall of the state.

Goryeo Dynasty (918–1392)

Even commoners in the Goryeo Dynasty were able to join the civil service after passing the exam (Mee-Ryang & Woojin, 2016). However, because the examiner and the examinee shared a unique bond, much like a father and son, an elite stratum developed that influenced society to promote its own interests (Mee-Ryang & Woojin, 2016).

The first king of Goryeo, King Taejo, founded a number of educational institutes (Mee-Ryang & Woojin, 2016). The children of the high aristocracy studied Kofucian philosophy to prepare for the public service exams in the National University (Mee-Ryang & Woojin, 2016). Children from the middle levels of the military and aristocracy might pursue specialized courses in yulhak (law), sanhak (arithmetic), and sonhak (secretary studies) (Mee-Ryang & Woojin, 2016). The National University was renamed Seonggyungwan in the fourteenth century, after which it stopped teaching technological studies and focused on the advancement of Neo-Kofucianism (Mee-Ryang & Woojin, 2016).

The Learning Hall (Hakdang), which served as a place to teach Confucianism, was established in both the capital and provincial schools during the Goryeo Dynasty (Mee-Ryang & Woojin, 2016).

The Twelve Assemblies (Sibigongdo), founded by eminent Confucian scholars in the middle of the Goryeo Dynasty period—the first of whom was Choe Chung—became very well-known because at the time the National University was experiencing a crisis and the founders of The Twelve Assemblies were in charge of the civil service examination procedure (Mee-Ryang & Woojin, 2016). These educational institutes played a significant role in the state's Confucian education and lasted until the end of the Goryeo Dynasty (Mee-Ryang & Woojin, 2016).

Joseon Dynasty (1392–1910)

Neo-Confucianism became the main ideology under the Joseon Dynasty, not just in the realm of education (Sorensen, 1994). It was propagated everywhere, suppressing Buddhism (Sorensen, 1994). Except for the lowest strata, the law did not prohibit commoners from talking civil service exams. But in practice, it was virtually impossible because they could not prepare well due to the harsh living conditions. Such a system maintained a hierarchy (Mee-Ryang & Woojin, 2016). Practical subjects like astronomy, medicine, foreign languages, and law were valued less. Exams on them could be taken by middle-class students, but commoners were not allowed to do so.

Seonggyungwan, which was erected in the capital in 1398, served as the primary educational institution that took the place of The National Confucian College and National University (Mee-Ryang & Woojin, 2016).

There were Four Schools (Sahak) as secondary level at the time (Mee-Ryang & Woojin, 2016). Highest-scoring graduates were allowed to take the Seonggyungwan admission examination (Mee-Ryang & Woojin, 2016).

County schools (Hyanggyo) in the provinces were tasked in preparing pupils for the civil service exams (Mee-Ryang & Woojin, 2016). However, because of the comparatively poor quality of the education provided, the local aristocracy preferred to attend private universities (Mee-Ryang & Woojin, 2016).

In the sixteenth century, wealthy villagers established the village study hall (Seodang), a private educational institution (Mee-Ryang & Woojin, 2016). They were reformed in the eighteenth century to teach not only Confucian theories but also practical knowledge. They employed qualified instructors who used from texts that suited the needs of the students and used games to teach the young students (Mee-Ryang & Woojin, 2016).

Contemporary sciences were unknown until 1876, when reforms aimed at establishing a modern state started (Sorensen, 1994).  As a result, the Gabo Reform was implemented in 1881 (Mee-Ryang & Woojin, 2016). Schools actively imported practical knowledge from the West (Sorensen, 1994). 1090 new elementary schools were opened (Mee-Ryang & Woojin, 2016). Christian missionaries also started private schools (Sorensen, 1994). They founded Korea's first girls' school in 1885 (Mee-Ryang & Woojin, 2016). To ensure that talented individuals have access to school, the government removed the traditional class distinctions and examination system (Sorensen, 1994).

King Gojong declared himself emperor in 1897. He established more secondary schools, added elementary schools, and launched professional, military, and medical schools (Mee-Ryang & Woojin, 2016) .

The Japanese colonial period (1910-1945)

When Japan annexed and colonized Korea, the advancements made during the late Joseon Dynasty were lost (Sorensen, 1994). The focus of Japanese colonial policy was on Japaneseization (Lee, 2006). There were two educational systems. The number of years of education for ethnic Koreans was decreased (Mee-Ryang & Woojin, 2016). They had very little access to secondary school, and there was no higher education (Sorensen, 1994). It was prioritized to enroll them in professional and technical schools in order to increase the labor force (Lee, 2006). The majority of Japanese people were to occupy the administrative roles (Sorensen, 1994).

Education in the Republic of Korea

After the country gained independence in 1945, 78 percent of Koreans lacked literacy (Sorensen, 1994). There were not enough secondary-educated people and teachers (Sorensen, 1994). The education law was passed in 1945 and is still in effect today with certain modifications. According to it a system was formed in which education lasts 6 years in elementary schools, 3 years in middle and high schools, and 4 years in universities. Primary education was made free and compulsory for everyone. In 1980, there were 93 percent of adults who had an education, up from 87.6 percent in 1970. (12K academics, n. d.). More than 90% of primary school graduates were enrolled in secondary schools in 1979.

To deal with the number of students, the government instituted high school exams in 1953 (Cartwright, 2016). These exams were later discontinued in 1969 (Cartwright, 2016), and secondary education became free and mandatory in 1985 (Sorensen, 1994).

The desire for education persisted in society at the same time as a sign of status and a chance for financial success (Lee, 2006). Due to this, tutoring became more popular. (Sorensen, 1994; Choi, & Choi, 2016). The overall cost of private tutoring rose to $400 million in 1980. (Sorensen, 1994).

Opportunities for admission to universities were increased by a number of reforms implemented in the 1980s (12K academics, n. d.). To aid in the development of institutes' research capacities, the government has significantly increased research funding, and in 2014 a university assistance system was launched (Mee-Ryang & Woojin, 2016).

Since its liberation from Japanese rule, Korea has undergone fast economic growth, with changes to the educational system serving as one of the primary drivers (Sorensen, 1994; Lee, 2006). According to UNESCO, the country's gross tertiary enrolment rate expanded fivefold between the early 1980s and the mid-2000s, and the number of students enrolled in higher education increased from 539,000 in 1980 to 3.3 million in 2015. (The World Bank, 2022). Nowadays South Korea is one of the top nations, according to PISA results (OECD, 2019). Additionally, on the 2014 Global Index of Cognitive Skills and Educational Attainment, this country came out on top (Economist Intelligence Unit, 2014).

References

Cartwright, M. (2016, October 05). Three Kingdoms Period in Korea. World History Encyclopedia. https://www.worldhistory.org/Three_Kingdoms_Period_in_Korea/

Economist Intelligence Unit. (2014). The Learning Curve 2014. Pearson. https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=&ved=2ahUKEwi3idPsh437AhUgX_EDHb27CfY4ChAWegQIEhAB&url=http%3A%2F%2Fwww.edmide.gr%2Fanakoinoseis%2FThe-Learning-Curve-Report-2014%2520(1).PDF&usg=AOvVaw3Kw91_jzns1V9jnl2TBbiO

Hoon Choi, & Álvaro Choi. (2016). Regulating private tutoring consumption in Korea: Lessons from another failure. International Journal of Educational Development, 49, 144–156. https://doi-org.library3.webster.edu/10.1016/j.ijedudev.2016.03.002

12K academics. (n. d.). History of Education in South Korea. https://www.k12academics.com/Education%20Worldwide/Education%20in%20South%20Korea/history-education-south-korea

Lee, J. K. (2006). Educational fever and South Korean higher education. Revista Electronica de Investigacion y Educativa, 8 (1).http://redie.uabc.mx/vol8no1/contents-lee2.html

Mee-Ryang, J.,Woojin, L. (2016). Korean Education: Educational Thought, Systems and Content. The Academy of Korean Studies. https://www.aks.ac.kr/ikorea/upload/intl/korean/UserFiles/UKS9_Korean%20Education_eng.pdf

OECD. (2019). PISA 2018 Results (Volume I): What Students Know and Can Do. OECD Publishing. https://doi.org/10.1787/5f07c754-en

Sorensen, C.W. (1994) Success and Education in South Korea. Comparative Education Review, 38, 10-35.

https://doi.org/10.1086/447223

The World Bank. (2022, June). School enrollment, tertiary (% gross) - Korea, Rep.  https://data.worldbank.org/indicator/SE.TER.ENRR?locations=KR