Thursday, December 12, 2019

Secondary Education UK and South Korea

Question: Discuss the comparision and contrast the secondary UK education system to a country of your choice. Answer: Introduction The comparison is set between the education system of UK and South Korea where there has been a clear examination of the OECD league table. UK has been considered to be on the 6th position where the education of South Korea is best in the world. At the time of the league history, UK is seen to be ahead. With changes in the Korea political leadership, there have been setup priorities and the requirements which direct to the ranking as per the education world. (Park et al., 2004). UK has been considered to be the leading change for handling a better standard in education along with the legalised system and the economic world. The world has been trying to drive the force through United Kingdom and South Korea is setting a change and development with a serious competition. The work will focus on the two systems and the factors which determined the dramatic turn of the different events in both the countries. Compulsory Education (Similarity and difference) Considering the history of education, UK has been going reforms after First World War and Second World War. In 1918, there were only education for 5-14 years. In 1947, the workforce saw the change for school leaving age is 16. These changes have been beneficial for recognising the achievers. Around 37% of the middle 25-35 year old people have been able to complete their secondary education. The major difference has been the reflection of standards of educated workforce system and the economy. (Cowen, 2000). In South Korea, in 1945, the population could not receive the formal education and by 1960, there were some normal enrolments. The compulsory education started with the setup of tuition fees criteria for supplementing the government funding. There have been highest education enrolments in the world where the population is based on Higher Education. 97% of the people between 25-34 years have been able to complete their secondary education. Funding The primary and the secondary education cost has been seen to be almost free in UK. The tertiary costs have been around $9000 in a year as per the course. The funds have been setting up for a higher education in order to enable the students towards a better and a higher education system. The history has clearly specified about the elitist which is seen to the post-war standards. (Park et al., 2015). The applicants have been seen from the educated middle or the upper class families. The Higher Education in South Korea is seen to be low with the maximum fees of the tuition of around 7600$ per academic year depending upon the course. This factors have been set a cultural belief influence with 4.9% GDP in UK and 7.6% GDP in South Korea which is above the OECD average of 5.9%. As per the higher income and status, the teachers have to go through a higher competitive process for becoming recognised for the best graduates. Quality of each system The accountability in UK has been set under the outperformance of international competition. The teachers design appropriate lesson with the diplomatic immunity. The progress is based on handling the analysis for accountability, assessments for the children. (Lindner, 2016). This will help in driving performance with aligning better to the governments with the secured best outcomes. The schools in South Korea are evaluated through the external monitoring groups which have been developed by the other provincial offices. There is a need to set the appropriate directions and the standards in order to work for the school based performance. Organisation In UK, the social economic divide has been a major issue in education. There has been a major relative gap between the parental wealth and the background that directs to the strong problems. The measures are based on variations where the schools have to work on the challenges like the gender stereotypes and the gay teenagers. This also points to handle the higher rates of suicide and the distress. The exacerbated patch by marketization is due to the middle class people who are free to make the efficient choices in UK. (Lee et al., 2016). In South Korea, there has been social economic divide which received funding from the government and accentuate for the class difference. The people without the education are considered to be unworthy. The education has been only focusing on the qualification rather than the skills of the lower class student. The parents try to prepare their children but the educational cost burdens have become so colossal that this has declined the national birth rate of the country. Conclusion The education has been the most important structure which every country should follow. This is only possible through some government operations as well as other budgetary and hiring decisions for the different respective regions. (Choi, 2016). Considering the system decentralisation of South Korean, the school needs to work on the professional development along with budget planning process to work for the country. The Metropolitan and Provincial Offices of Education are likely to spend money on the funds which are being transferred depending upon the same level organisation. Hence, UK has a much effective education system as they have been able to handle the different aspects of education with a long term understanding with the citizens of UK. Reference Park, S. J., Abelmann, N. (2004). Class and cosmopolitan striving: Mothers' management of English education in South Korea.Anthropological Quarterly,77(4), 645-672. Cowen, R. (2000). Comparing futures or comparing pasts?.Comparative Education,36(3), 333-342. Park, J. H., Lee, J. Y. (2015). School-level determinants of teacher collegial interaction: Evidence from lower secondary schools in England, Finland, South Korea, and the USA.Teaching and Teacher Education,50, 24-35. Lindner, M. (2016). What is the perception of foreign talent and its implications for the economy in a Japanese Korean comparison. Lee, H. S., DeWolf, M., Bassok, M., Holyoak, K. J. (2016). Conceptual and procedural distinctions between fractions and decimals: A cross-national comparison.Cognition,147, 57-69. Choi, T. H. (2016). Glocalisation of English language education: Comparison of three contexts in East Asia. InSociological and philosophical perspectives on education in the Asia-Pacific region(pp. 147-164). Springer Singapore.

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