Table of Contents Education in the book “Poor Economics” Supply and Demand Argument of Education Analysis of the Korean Education Policies Compulsory Education and Enrollment Rates Female Participation in Education Literacy Rate The Book’s Success and FailureEducation mentioned in the Book “ Poor Economics” Supply-side Advocates Demand-side Advocates VS. Government Intervention is necessary Basic Infrastructure Well-trained Teachers Parents and students must feel the necessity of education Laissez-Faire Natural CompetitionAnalysis of the Korean Education Policies After the war, compulsory education for primary education started Korean War destroyed all the basic infrastructure for educationAnalysis of the Korean Education Policies Compulsory Primary Education Policy Enrollment rate was higher than many countries 65% of education budget was spent on primary education Other developing countries invested more in secondary and higher educationAnalysis of the Korean Education PoliciesAnalysis of the Korean Education Policies Female Participation in Education Female enrollment rate was similar to developed countries Influenced by Japanese females who had high levels of education Contributed to expanding the labor force of KoreaAnalysis of the Korean Education PoliciesAnalysis of the Korean Education Policies LEARNING High Enrollment RateAnalysis of the Korean Education Policies Korean Government Actions to Increase Literacy Reeducation of adults who were educated during the colonization period Installing schools in factories and prisons Educating soldiers in the militaryFinding from Korean Education Policies Supply-side Advocates Demand-side Advocates VS. Demand is formed after supply of schools and teachers Ways of thinking and culture must change on education Supply-side must come FIRST Winner Faster to implement Successful examples like Korea and many East Asian countriesFinding from Korean Education Policies Accumulation of Human Capital Government Intervention High Enrollment Rate High Literacy Rate High Female Participation in Education Economic DevelopmentThe Book’s Success and Failure Success Failure Pinpoints exact factors of education such as compulsory education, literacy, and female participation in education Praises NGOs too much and puts emphasis only on conditional cash transfers Emphasizes the quality of learning is important rather than just simple enrollment rate increases Does not give specific policies that governments in poor countries can implement The book concludes by mentioning that: Every child can master basic skills with education Teachers can be trained relatively easily to provide good education Children tracking based on ability is helpful Changing the expectations of parents can help with education The right amount of compensation gives incentive for children to learn Use of technology in teaching can enhance educationThank you!! {nameOfApplication=Show}
In many poor countries, many people are robbed of their education because they cannot live a single day without working on a farm or in factories. The same goes for their children because it is more beneficial for children to work instead of getting an education. This story was the case for Korea in the 1950’s. After the Korean War, basic infrastructure of the Korean economy was destroyed. Many people considered Korea a hopeless country and that it would never be able to achieve economic growth. However, Korea rose to become one of the most developed countries today. Many economists gazed in awe as this happened and they tried to determine the direct cause of this growth. One of the factors that led to this marvelous growth was the successful implementation of education polices. An analysis of education policies in Korea, when it was a poor country, would give insight to what must be done in poor countries that are not seeing economic development.One of the first things that the Koreanse problems arise because there is something that is not functioning properly with the supply side of education and the demand side of education.The supply side of education refers to the necessity of government intervention to build schools and other various basic infrastructures for people to acquire education. Advocates of the supply side of education believe that the supply side must come before the demand side because once the government creates basic infrastructures of education, and supply schools with well-trained teachers, the education system would work efficiently on its own.On the other hand, the demand side refers to the necessity for parents to feel the need to send their children to school and for students to want to learn from schools. The demand advocates believe that government intervention is not beneficial and that education must be left for the market. They also claim that once people feel the need for education, parents will force schools and teachers to become cobudget only on primary education. They didn’t mind so much about the secondary and higher education at that time. This is a remarkable difference in policy compared to other nations. Chile for example, at that time, invested only about 35% in primary education and 25.6% in secondary and higher education. India, also, invested only about 23.3% while investing 42.5% in secondary education and 24.6% in higher education.Due to this dispersed investment in all three levels of education, many developing countries in the 1960’s did not see an increase in enrollment levels. However, in Korea, after the majority of students got a primary education, investment started on educating these children in the secondary education level. This happened in the 70’s. Finally, in the 1980’s, the investments in higher education started which increased enrollment rates again. You can see this effect in the graph.Another amazing fact about the Korean education system is that the percentage of women who have enrproblem with the quality of education. However, there was a fundamental difference. The government actively took action in order to get rid of illiteracy from 1954 to 1958. Some of the policies that the government enacted actions such as: a reeducation programs for adults who learned Japanese during the colonization period, education of prisoners, creating Korean language schools in factories, and even educating soldiers in the military.As a result of these active policies, the Korean government saw a dramatic decrease in illiteracy. In 1945, the illiteracy rate was 78%. However, after active programs to increase literacy, the illiteracy rate fell to 12.4% in 1975. This dramatic decrease was fundamental because economic growth was impossible without a high literacy rate.I have said that the supply-side of education needs to be changed in order for education to be successful. However, I am not denying the fact that the demand side also played a crucial role in the development of Korean high female enrollment rate in primary education, were the crucial factors for Korea’s economic development when talking about the education. All these results were possible because of strong actions by the government that enhanced the supply-side of education. Poor countries must also pursue similar goals. They should try to take one step at a time by first making sure that many students are enrolled in the primary education level. Then, once they learn the actual basic skills, they must move on to their respective higher levels. Also, governments must try to make various programs to increase the literacy rate and encourage women to learn more so that they can expand their human capital.Finally, I would like to end my presentation with an analysis on the book. I believe that the book does a good job in pinpointing the main factors that determine the success of education policies. For example, the book talks about compulsory education, literacy rates, and women’s participation in educr
한국 교육이 경제 발전에 끼친 영향에 관한 피피티 (영어 발표)
한국 교육이 경제 발전에 끼친 영향에 관한 리포트 (영어 리포트)
