After liberation from Japan, Korea faced a severe shortage of modern medical professionals and a devastated health infrastructure, worsened by the Korean War. Korea’s rapid medical advancement in later decades was achieved largely through a human resource–centered approach rather than reliance on material aid. The Minnesota Project (1954–1961), led by the United States, rebuilt Seoul National University’s College of Medicine and trained faculty in advanced clinical and educational methods, laying the foundation for institutional reform. The China Medical Board Project (1963–1986) continued this momentum, promoting self-development and research capacity through matching funds and broader academic exchange. These initiatives fit within an innovation diffusion framework, as knowledge and practices spread nationwide. Korea’s experience highlights how investing in human capital and institutional learning can drive sustainable health system transformation.

South Korea’s vocational training system for persons with disabilities has developed in response to demographic change, labor market gaps, and employer demand for job-ready skills. While persons with disabilities account for a stable share of the population, labor force participation and employment rates remain significantly lower than those of the general population, alongside a rising share of older persons with disabilities. Employer surveys indicate that skills mismatch and a lack of suitable positions are key barriers to hiring. To address these gaps, Korea expanded vocational competency development as a core employment policy, supported by an employment quota system and contributory charges. Over time, fragmented training provision was consolidated into a more systematic, demand-oriented model, with diversified training modalities including specialized, integrated, and firm-linked customized programs. Empirical evidence shows that vocational training substantially improves employment probability, wages, and job satisfaction, including for persons with severe disabilities. These experiences offer policy-relevant lessons for building inclusive, demand-responsive training systems.