History And Current Model Of The Korean Educational System

Howard (2010) quickly changes gears in Chapter two, Changing Demographics, to look at the differences in language, ethnicity, race issues, culture and classism when regarded and compared to those who achieve on level and those who fall in the achievement gap. Howard examines the quickly changing face of America with the increase in Latino populations across the nation. Positing that teachers must adapt to understand and connect to students of diverse populations or there will be a great disconnect and divide that could be disastrous for the growing number of students that are part of the achievement gap, as well as the negative ramifications that could come from not evaluating the needs of those in the achievement gap. Howard (2010) also speculates the long term negative aspects that could come to the United States, especially in global market, if we as a country do

After reading the introduction and first chapter of The American Dream and The Public School, I don’t know whether to be more encouraged, more determined, more excited to be a teacher in a time where the future of public education needs strong student advocates, or to be terrified as I am reminded of the ever-growing disparities for children based on their socioeconomic standing, race, and ethnicity. Though strongly backing the project II topic my group presented in explaining how those who are morally educated well become better, more productive members of society, the authors of these chapters reminded me that for all the lip service Americans give to this topic, they do little to back it. I certainly agree that a good educational base generates

The education system in America has a long history of struggle and change, as we have grown as a nation we have experienced an ever-increasing rise in diversity. This diversity has caused rigidities between groups and all stratus of society and has been a major impact in debates concerning the educational opportunities in America.

The educational system of the united states is not capitalizing on the full potential of its people. Jonathan Kozol in his article “Still Separate, Still Unequal: America’s Educational Apartheid”, discusses the drastic difference in the quality of education based on a family’s income. Kozol discusses how economic disparities usually coincide with race, but focuses on the economic gap of education. Malcolm Gladwell’s podcast “Carlos doesn’t remember”, gives a story and a personal touch, to the issues low income students face. Kozol writing and Gladwell’s podcast, both show that the quality of a child’s education is pure chance. A lottery of being born into a high or low income family dictates the outcome and capitalization of a child’s future.

The greatest country in the world still has problems evenly distributing education to its youth. The articles I have read for this unit have a common theme regarding our education system. The authors illustrate to the reader about the struggles in America concerning how we obtain and education. Oppression, politics, racism, and socioeconomic status are a few examples of what is wrong with our country and its means of delivering a fair education to all Americans.

This statistic is important because it shows how much Chicano students have struggled in school at every grade level. Compare these numbers with the white community, “84 graduate from high school, 26 graduate with a bachelor 's degree and 10 earn a professional degree...Chicanas and Chicanos, have the lowest educational attainment of any group” there is great cause for concern (Marquez). These realities have a variety of causes as these students “usually attend racially segregated, overcrowded schools” and with “poorly maintained facilities, students are often enrolled in classes where undertrained, under credentialed faculty attempt to teach with minimal resources” many as "tracked into remedial or vocational program” (Marquez). David Scott ran data in academic performances by ethnic-studies students and states that Chicano students do better in school when having these programs available because they are a "substantial boost" for those poorest students (Scott 2012). If they don’t have these programs the result then is that “they drop out, or are pushed, out of the educational pipeline in higher numbers than any other group” (Marquez). While enrolled, “students often describe graduate school as a place where they feel invisible” as most programs “tend to be racially exclusive with predominately white students, faculty and curricula that omit Chicano histories and perspectives” (Marquez). For this reason, it is suggested by Scott for imperative

“Each household pays 288.000 Won (about 250 USD monthly), which is about 8 percent of household income, for their children’s private tutoring. As a whole, Korea spends about 2.2 percent of GDP on private tutoring.” (Nakamura 43). The aspiring universities are usually located in the capital and big cities, which are the center of business trading and academic training. It is not surprised when lots of parents want their children to study and achieve academically in there. For instance, in South Korea, the capital Seoul has been a place for people who wanted to work in academia or government. “Many parents in rural areas or small cities have been sending their children to schools in bigger towns or large cities. As people, especially younger generations, move to Seoul to study or work and then settle in/near Seoul metropolitan area, rural areas are becoming “empty nests.” Schools in rural parts of Korea are now being closed in rural parts of Korea due to an extremely low number (or none) of school-age students; meanwhile, many schools in Seoul and vicinity are overcrowded.” (Nakamura 33). After graduating, students will also face with a tight contest of getting a good job with the limited number of positions. One of the qualifications required by most employers is English proficiency, which is evaluated through some exams such as TOEFL (Test of English as a Foreign Language), IELTS (International English Language Testing System), TOEIC (Test of English for

America’s education system is one of the most respectable, reputable and sought after commodities in our society, but it is also the most overcrowded, discriminatory, and controversial system ever established. Most people yearn for a higher education because it 's what 's expected in this society in order to get ahead. It means a better job, more money, power, prestige and a sense of entitlement. But this system has let down the children that are supposed to benefit from it. Education discriminates against minorities, and poorer class students are not expected nor encouraged to attain a higher education. The education system is set up to ensure that every child get a basic

The findings of this study strongly support the hypothesis that a large majority of children of color do not possess access to the same educational resources as White or Asian children. Likewise, former Arizona Governor Janet Napolitano stresses the importance of America reforming its current system, “… America couldn 't lead the world in innovation and remain being competitive if we didn 't have an internationally competitive education system.” The long term economic impact of having citizens who are no longer able to compete on a global scale would be devastating. One source contributing to the inequality in the present day educational system stems from poor education policies enacted in the early eighties. While education policies during the seventies began to give students of color the opportunity to receive an equal and expanding education, cuts to several federal assistance programs in urban and rural areas under the Regan Administration erased much of the progress that had been made (18). As a result of the cuts made by President Regan, states were unable to properly fund urban and rural schools which resulted in many having poor teaching and learning environments (20). Unfortunately, discrepancies as a result of the federal cuts under President Regan are still prevalent thirty years later. However, many experts, such as Hammond and McShane, have devoted their professional careers to finding solutions to end the inequality in

Education is a fundamental aspect of society in the United States of America. In order to comprehend how the current education system is at its present state, one must observe the major factors that have affected the education system. Demographics are leaving an everlasting imprint on U.S. education, spanning back to the late nineteenth century at Harvard University (Du Bois 364). According to Norman Eng (Adjunct Assistant Professor at Brooklyn College and education researcher/writer (Eng 282)), “Simply, demographics tell us what issues we are dealing with and what kind of society we are becoming” (Eng 272). It is the guiding factor in determining what course of action is

South Korea and America are two pressing and influential countries in the world, both with an expressible different history back grounds and present day cultural life style. While most of South Korea is notably similar to America in architect and popular culture, there are some huge divergences in our education system such as classroom atmosphere and student conduct, what a prototypical school day looks like and how many hours we study, and our college placement assessments.

The United States is shaped by its cultural myths. Cultural myths are widespread views or notions that are held and propagated by a nation to enforce its values. Among the great American cultural myths is the cultural myth of “educational empowerment” (Mann 110). It is the idea that the quantity of schooling is the yardstick of intelligence and the singular predictor of success. The notion that children fed into the machinery of education at an early age will be extruded further along the process equally and efficiently educated. However, like all cultural myths it is misleading, if not outright false. Problems in education throughout American history have made access to a good education difficult, if not

Social, cultural and political changes have immense influences on the education sector. This has been witnessed from the onset African and Asian immigration into the United States from 1954 till present times. During the last quarter of the 20th century, immigrants to the US were denied education and those who received education did so under great threats. The dominant view of society about immigrants during this period was extremely negative and rejecting; thereby not deserving of an education. Currently, the education has been made affordable to everybody due to changing atmosphere of unprecedented social change. In education, this change resulted in the legal dismantling of segregated education for African American children (Collins, 2008). As African American children integrated the schools in the United States, they came to school with the stigma of slavery and the negative attitudes held by the agents of the educational institution. Attitudes and held perceptions were the catalyst for constructions such as biased assessment and the retardation paradigm. From these constructions emerged practices in special education that held large numbers of African American students captive in not only the educational milieu, but also limited their work potential. For this reason, the sociopolitical landscape as a context for curriculum, instruction, and assessment has continued to play a significant role in the education

American Citizens success is directly correlated to the quality of education they receive. The quality of education changes with location, and location is determined by income. Even if by chance an individual is able to locate a viable institution. The curriculum may harm a child intellectual growth more than it would stimulate it. John Taylor Gatto argues that standardized curriculum is boring our students, and crushing originality. While Jean Anyon states that a person social class is a reflection of their schooling. Both pedagogues have experience in this field, and have looked closely at course work and student teacher relationships. Ostensibly Gatto’s and Aynon’s publications intends to convey the flaws ingrained in the education system. It’s feasible to first examine each social class’s academic curriculum in order to understand if schooling is thwarting success.

South Korea’s social structure revolves around the individual’s professional, family, and education background. People who have attained prestigious job titles, graduated from a first-rate university, or was born into an influential family are placed very high on the social structure. People who do not have a respectable education background are usually on the bottom of the status pole; however, it is possible for social mobility. The South Korean education system is similar to the one in the United States. Even though the years of attendance might be dissimilar from the US, the education system still consists of an elementary, middle, and high school. After graduating from high school, most students apply and attend universities from all across the nation.