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International perspectives on Korean educational achievements

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Frame of Image  science and reading literacy. Korea’s results are also equitable in the sense that overall differences in social background are not strongly related to differences in educational achievement, though there are marked differences among schools in the social background of students enrolled. In achieving these results, however, young Koreans spend a great deal of their lives on school work, in and out of school. A key issue is whether Korean young people could spend more time in other childhood activities while maintaining their high-quality outcomes, as their counterparts in some other countries do. Key words: quality, equity, international comparisons, private tutoring
KEDI Journal of Educational Policy-ISSN 1739-4341-ⓒ Korean Educational Development Institute 2005 Electronic version: http://eng.kedi.re.kr Corresponding author: Email: barry.mcgaw@oecd.org, Address: Organisation for Economic Co-operation and Development (OECD) 2 rue André-Pascal 75775 Paris Cedex 16, France
Barry McGaw
Korean education stands out in the community of OECD countries. Korean society displays an extraordinarily high commitment to education, Korean students work very hard and Korean schools are of high quality. Clear evidence for these judgments lies in the international education statistics and indicators with which OECD countries compare themselves. Korean education is, of course, not without its challenges and difficulties. Some of them are shared with other countries and some of them are, perhap


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Title International perspectives on Korean educational achievements
Similar Titles
Material Type Articles
Author(English)

McGaw, Barry; OECD

Publisher

[Seoul]:Korean Educational Development Institute

Date 2005
Journal Title; Vol./Issue KEDI Journal of Educational Policy:vol. 2(no. 2)
Pages 18
Subject Country South Korea(Asia and Pacific)
Language English
File Type Documents
Original Format pdf
Subject Social Development < Education
Holding Korean Educational Development Institute

Abstract

Korea values education. Among OECD countries, it has the highest participation rate in upper econdary education and among the highest in tertiary education and it commits the highest percentage of GDP to expenditure on education. Its 15-year-olds are the best in the world in mathematics and problem solving and close to the best in science and reading literacy. Korea’s results are also equitable in the sense that overall differences in social background are not strongly related to differences in educational achievement, though there are marked differences among schools in the social background of students enrolled. In achieving these results, however, young Koreans spend a great deal of their lives on school work, in and out of school. A key issue is whether Korean young people could spend more time in other childhood activities while maintaining their high-quality outcomes, as their counterparts in some other countries do.