Education, Development, and Politics in South Korea

Isozaki, Noriyo

doi:10.1007/978-981-13-2859-6_10

Cited by 8 publications

(5 citation statements)

References 14 publications

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“…The strategic coupling of Korean educational and economic development strategies sought to control the expansion of an educated workforce to prevent it from growing too rapidly or becoming too large to be absorbed by Korea's growing economy, while at the same time providing the nation with the skills needed at each particular state of industrial growth (Jeong & Armer, 1994;Bermeo, 2014;Isozaki, 2019). As Korea opened up access to middle school, secondary school, and eventually post-secondary schooling, the government attempted to expand the education system equitably by removing barriers to student access and increasing capacity at the newly expanded level via a quick response by private education providers to fill the gaps while public financing and provision caught up (Kim, 2002;Lee, 1974;Masoner & Klassen, 1979).…”

Section: The Developmental Statementioning

confidence: 99%

“…The 1969 Middle School Equalization Policy eliminated the middle school entry exam, closed the most prestigious middle schools, and opened a lottery-based selection process for all remaining middle schools including private schools (Isozaki 2019). This was an attempt to mitigate intense competition into the most elite intermediate schools, and to lessen the financial burden of additional tuition which resulted in an uneven playing field based on family ability to pay (Kim, 2002).…”

Section: The Developmental Statementioning

confidence: 99%

“…Higher education expansion and industrial advancement (1981)(1982)(1983)(1984)(1985)(1986)(1987)(1988)(1989)(1990)(1991)(1992)(1993)(1994)(1995)(1996)(1997)(1998)(1999)(2000) Starting with the Chun government, the era of massification of higher education began in 1981. Economic development strategies called for a highly skilled, college-educated labor force aligned with the needs of a growing technology industry (Isozaki, 2019). This triggered a demand for up-skilling workers from light industry to heavy chemical industry.…”

Section: The Developmental Statementioning

confidence: 99%

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Purpose-Driven Education System Transformations: History Lessons from Korea and Japan

Crouch¹,

Spindelman²

2023

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This paper is an essay in comparative educational history and its possible relevance to educational development today. It addresses the question of whether Japan and Korea’s history in using educational development to further national development can be useful as (partial) models for dealing with the educational challenges of today’s lower- and lower-middle income countries. The hypothesis of the paper is that there is much to learn from these countries, but that the lessons one could learn are not at all obvious or superficial, and are only partially about what was done (specific education policies) and are more importantly about how it was done (the high purpose and thoroughness of policy engagement). The paper first characterizes educational development, especially in terms of the intense emphasis on equality of high achievement in Korea and Japan, in quantitative terms, to demonstrate that these countries possess certain admirable characteristics. Caveats regarding learner stress and rote learning are dealt with by looking at the relevant statistics. A framework for assessing the quality of policy borrowing processes is built, based on the literature on this subject. The paper then analyzes the historical development of education as a means of resisting Western colonialist probes into Japan and Korea (end of the 19th C), but also Japan itself into Korea (first half of 20th C). How both countries borrowed from the West, but in a contested and very deep manner, and as part of a resistance to being colonized, is documented. The paper also shows that part of the healthy, contested borrowing was the involvement of teacher groups and civil society. The paper concludes by taking into consideration the fraught issue that potentiating the role of education in national development could be seen as tantamount to using education for nationalism. The paper links to the possibility that there may be a more inclusive and rights-oriented use of the concept of the nation to foster human well-being, and that education could play a role in such processes. Some practical suggestions for taking these ideas forward, or at least exploring them in more depth, are made at the very end.

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Section: The Developmental Statementioning

confidence: 99%

Section: The Developmental Statementioning

confidence: 99%

Section: The Developmental Statementioning

confidence: 99%

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Purpose-Driven Education System Transformations: History Lessons from Korea and Japan

Crouch¹,

Spindelman²

2023

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“…Korea's growing involvement in economic issues has led to more studies on political economy. With the expansion of the processes of globalisation and their impact on Korea, studies on globalisation and the welfare state have also expanded ever since 1998 (Isozaki, 2019), and from the 2000s onwards the Korean government has sent a large number of political science graduates to welfare countries, including Sweden, Norway, Germany, Greece and the United Kingdom to investigate the pros and cons of the welfare state model.…”

Section: Morphology Of South Korea's Domestic and Foreign Policymentioning

confidence: 99%

The Regularity of Political Science in South Korean and Taiwan Academic Contexts: Reasons and Consequences

Beidollahkhani¹

2023

TIP

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The democratisation and economic growth of the Asian Tigers, specifically South Korea and Taiwan, brought structural changes to the academic systems of these countries, particularly in the fields of political science and international relations. The article aims to provide a comprehensive and hybrid view on the regularity of political science in the academic environments (university systems) of East Asian countries with a focus on South Korea and Taiwan through the observational analysis method and a historical-sociological mechanism. The findings are summarised, where it is argued that the pentagonal democratic citizenship system (legal, political, cultural, social, economic) as well as the establishing of structural and updated political-economic relations with the main powers in the international system are the two crtitcial factors that have contributed to the adjustment of political science in East Asian countries, including South Korea and Taiwan. The article concludes that, along with the international and domestic developments in South Korea and Taiwan, political science underwent structural changes and is becoming more regulated and structured. Keywords: South Korea, Taiwan, political science, democracy, institution

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“…Jó példaként Dél-Korea esetét említik, amely ország az egy főre jutó GDP tekintetében a 60-as években még rosszabb helyzetben volt, mint Brazília, 2020-ban azonban a dél-koreai érték már 30600 dollárra nőtt, a brazil pedig 10400 dollár körül maradt. Isozaki [2019] ezzel kapcsolatban arra hívja fel a figyelmet, hogy a minimális természeti erőforrásokkal rendelkező Dél-Korea 60-as évektől megfigyelhető gyors fejlődése a humán vagyonba való befektetéseknek és az innováció ösztönzésének köszönhető. Hozzátehetjük, hogy ezzel egyidőben a kisebb hozzáadott értéket előállító tevékenységeket a dél-koreai cégek elkezdték kiszervezni, többek között régiónkba is.…”

Section: Közepes Jövedelmi éS Közepes Fejlettségi Csapdahelyzetunclassified

Közepes fejlettség, gazdasági szerkezet, termelékenység és az MKKV szektor = Middle level development, economic structure, productivity and the MSME sector

Csath¹

2021

RETP

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A cikk elemzi a közepes fejlettségi csapda és a közepes jövedelmi csapda közötti különbségeket. Rávilágít a fejlettség humán és társadalmi mutatói és a növekedési mutatók közötti elméleti és gyakorlati eltérésekre. Foglalkozik továbbá a termelékenység mérésének ellentmondásaival, különös tekintettel a gazdasági szerkezet termelékenységet befolyásoló szerepére. Érvel végül az MKKV szektor és a családi vállalkozások, mint a teljes értéklánc kiépítésére képes olyan gazdasági szereplők fontossága mellett, amelyek kulcsszerepet játszhatnak a közepes fejlettségi csapda elkerülésében és egy fenntartható versenyképes fejlődési modell megvalósításában. = The article analyzes the differences between the middle income and middle development trap concepts. It hightlights the theoretical and practical differences between the human and social indicators of development, and the growth indicators. Furthermore it discusses the contradictions of measuring productivity, with special focus on the effects of economic structures on productivity. Finally it argues for the importance of the micro, small and medium sized enterprises (MKKV) and family businesses, which are able to develop a complete value chain, and by doing so they can serve as a key economic force for avoiding middle development trap, and for implementing a sustainable, competitive develop model.

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Education, Development, and Politics in South Korea

Cited by 8 publications

References 14 publications

Purpose-Driven Education System Transformations: History Lessons from Korea and Japan

Purpose-Driven Education System Transformations: History Lessons from Korea and Japan

The Regularity of Political Science in South Korean and Taiwan Academic Contexts: Reasons and Consequences

Közepes fejlettség, gazdasági szerkezet, termelékenység és az MKKV szektor = Middle level development, economic structure, productivity and the MSME sector

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