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Human capital policies in Korea : A response from South Asia

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Frame of Image f output - but a balance between cognitive and non-cognitive skills is needed Reforms in the form of fostering the breadth in education, restructuring school governance and reduce need for private tuition The need to reassess assessment of achievement?
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Some comparisons
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Making sense of the data of South Korea and other developed countries in (largely) a South Asian context Countries considered (apart from Korea and China): India, Pakistan, Bangladesh, Nepal and Sri Lanka Data primarily from Gapminder World and the UNESCO data on R&D personnel in countries No data available for STEM performance of South Asian countries :-(
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# of school years vs GDP
Literacy vs GDP
# of Researchers
Key Lesson
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While literacy and number of years of schooling may have some effect, performance in STEM (no data) and more importantly the number of researchers in the country appears to be a key differentiator among the developed and developing countries
Problem of Breadth
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Our countries largely following Korean emphasis on ‘cognitive’ disciplines (inherited from the developed world, which has incidentally swung to the other end of the spectrum) The education bubble being experienced as we speak in many of our countries with private and uncontrolled education mushrooming Bulk of education spending not by state but the private sector, draining public finances of much needed reforms in state sector education (state sponsored till end of highschool in most of our countries) Beginnings of


Full Text
Title Human capital policies in Korea
Similar Titles
Sub Title

A response from South Asia

Material Type Proceedings
Author(English)

Weerasinghe, Ruvan

Publisher

[Colombo]:University of Colombo

Date 2015-05
Event

GDLN

Pages 11
Subject Country South Korea(Asia and Pacific)
Southern Asia(Asia and Pacific)
Language English
File Type Documents
Original Format pdf
Subject Social Development < Education
Social Development < Employment
Holding University of Colombo