The track of policies for educational equality and its implications in Korea

Jo, Seog Hun

doi:10.1007/s10833-012-9190-5

Cited by 5 publications

(2 citation statements)

References 23 publications

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“…Social inequalities derive from the facts that rich households can afford more and better quality shadow education than can poor households, and that these investments translate into educational achievements and subsequent lifelong earnings (see e.g. Bray 1999;Jo 2013;Jokić 2013). Another challenge, prominent among discussions in Shanghai, concerns the burden on students who have heavy schedules of supplementary lessons on top of their standard school days.…”

Section: Global Patterns and Implications Of Shadow Educationmentioning

confidence: 99%

Micro-neoliberalism in China: public-private interactions at the confluence of mainstream and shadow education

Zhang

Bray

2016

Journal of Education Policy

101

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With its shift to a market economy gathering speed from the 1990s, the Chinese government embarked on an agenda that brought neoliberal forces into almost all sectors including education. The policies underpinned China's spectacular economic growth, but in education have had consequences that arguably are problematic. Drawing on a mixed-methods study in Shanghai, this paper examines 'micro-neoliberalism' in China's education system, i.e. privatization and marketization at the individual, family and institutional levels, with focus on blurring boundaries between public schooling and private supplementary tutoring. Some dimensions of these processes resulted from deliberate macro-level policies to decentralize control of schooling, raise performance, and empower private education. Other dimensions arose from the market behavior of individuals, families and institutions that countered government efforts to steer parental choice of schools and to reduce disparities between schools. Education policies are enacted not only in schools but also in the shadow sector which is commonly overlooked. This paper focuses on Shanghai but has implications for other parts of China; and since shadow education is expanding as a global phenomenon, it also has relevance to many other countries.

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Section: Global Patterns and Implications Of Shadow Educationmentioning

confidence: 99%

Micro-neoliberalism in China: public-private interactions at the confluence of mainstream and shadow education

Zhang

Bray

2016

Journal of Education Policy

101

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“…From educational dimension, the Kim government tried to link education policy to "marketism" based on "productivity". The benchmark of the political shift was when the nation's Constitutional Court declared in 1990 that the restrictions on private lessons were unlawful as they violated the personal freedom and right to education (Jo, 2013). This declaration demonstrated a political and social shift in the perception of shadow education from being viewed as a social ill to a legitimate social norm.…”

Section: Comparing States Policiesmentioning

confidence: 99%

A Comparative Study of State Social Policies on Education and Its Shadow in South Korea and Iran

Arani¹,

Kim²,

Malek³

2016

RES

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Education and private tutoring activities particularly are under influence of state social policies. The paper uses term "social policy" to show macro social and political attitudes of each state toward education. This paper compares social policies concerning education and its shadow in six states of South Korea with their four counterparts in Iran from 1980 to 2010. An overview of each state's policy in both countries provides two main similarities. First, during the last three decades, policies did not control the rapid expansion of the shadow education system. Second, the state policies indicated a contradictory situation which simultaneously limited and accelerated the expansion of private tutoring activities. Despite these similarities, state policies necessarily did not lead to the same results. While, change and transformation in the political structure in South Korea (i.e., from a totalitarian toward a neoliberal system) presumably has redefined the role of the shadow education system as a tool in the service of social and economic development of the country; In Iran, however, the political system, through a cyclical policy process (i.e., closed to semi-open to closed), seems to have accelerated a "brain drain" phenomenon as the outcome of private tutoring activities.

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Educational inequality during the COVID-19 pandemic in Vietnam: Implications for disadvantaged children

Thanh,

Tram,

Tung

2024

Children and Youth Services Review

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The track of policies for educational equality and its implications in Korea

Cited by 5 publications

References 23 publications

Micro-neoliberalism in China: public-private interactions at the confluence of mainstream and shadow education

Micro-neoliberalism in China: public-private interactions at the confluence of mainstream and shadow education

A Comparative Study of State Social Policies on Education and Its Shadow in South Korea and Iran

Educational inequality during the COVID-19 pandemic in Vietnam: Implications for disadvantaged children

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