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[09/04/21 ÄÚ¸®¾ÆÇì·²µå] 1Çгâ 2¹Ý ÀÌÀÎÈ­ Çлý ±â»ç
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2009-06-17

Differences in Korean, English school systems
For those that have experienced education in Korea, you are probably of the mind that going to any school in the United States or the United Kingdom is better than the education students receive here.
But it is not true that all schools in foreign countries are better. I know this because I have experienced two types of education systems; the United Kingdom and Korea. I was born in Korea and was attending an elementary school in Korea until Grade 5, when I went abroad to the United Kingdom to study.
The Korean and English education systems have pros and cons. The education in England, though it has some defects, is nevertheless very similar to my preference. When I first went to England, I was bewildered because everything was different; the curriculum, teachers, grading systems.
One of the first things I had to get used to first was the schedule. Unlike Korea, a new year starts in September and has three terms. In my school in England, each class was an hour and five minutes long, and we only had two break times: one after the first class and lunch time.
By contrust, Korea''s middle school lessons are 45-minutes long, while the number of classes varies daily. We have to go to school on Saturdays every other week. There are break times between classes for ten minutes, while we have an hour-long lunch time.
The examination system is very different as well. In England, there are generally no multiple-choice questions. In England, there are only examinations once a year. The pressure was piled on when exam week rolled around.
In the United Kingdom, one of the things which made me feel loved was the teachers. They took great interest in the students'' wellbeing. And we had many opportunities to have consultations with the teachers. It was probably easier for teachers to take interest in their students individually because of class sizes. There were only between 20 and 30 kids per class and they had to teach fewer classes. Unlike Korean teachers, English teachers do not tell us what exactly we''re doing wrong. This grants students another chance to learn by themselves what their mistakes are. This isn''t necessarily a good thing though if done over a long period of time.
Something I do not like - along with most others - is how much emphasis is placed on test results. In England, of course test results are given consideration, but so are assignments, class participation, attitude, attendance and others. For example, in physical education class, Brits do not give out grades according to how fast you can run or how well you can play tennis. But all that matters in Korea the "test." Isn''t this unfair for children who were born bad at something? Most people are bad at something or another, so why not include more variables into the grading system?
Humans cannot be perfect and are not perfect. Assessing a person in a rigid, inflexible way is not the right way to do it. Some people may have an interest in a particular subject and know more about it than most people, but still attain a low grade at school. Isn''t it much better for society to support and reward those who have special talents rather than only people that attain high grades only because their parents forced them to study four hours a day, go to regular school, then go to a private school until 11 p.m?
Of course grades are important, but they should not be the only gauge used to judge someone.
By Lee In-wha, Seoul
Lee, 16, attends the Gyeonggi Academy of Foreign Languages. The opinions expressed here do not necessarily represent those of The Korea Herald. She can be reached at inwhalee@hotmail.co.uk. To comment, e-mail mattlamers@heralcm.com - Ed.



2009.04.21
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