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In conclusion one could say that education is accorded a high priority in nation building in order to cater for socio-economic as well as political needs and requirements of the society, which is undergoing a rapid socio-economic change. With this respect, 11 years of education system is aimed at providing a sufficient pool of well-educated, highly-skilled and strongly motivated labor force as well as to produce responsible citizens with high moral and ethical values. The government is facilitating change and seeking innovative approaches to expand the education base. With the adoption of corporati zation, a market sensitive education is evolving, giving chance to private sector to participate in nation-building by providing education in areas of high demand, and where government is not efficient enough. The effectiveness of governmental policies on education is very much reflected in the social and political stability of the country, which is on the way of establishing itself as fully industrialized country in the 21 st century.
Though the country is presently undergoing an economic slowdown, the government sees its success in education of the population and therefore allocates financial support accordingly; more and more classes and schools are built, more institutions of higher learning are expanding themselves due to the high demand, which is increasing throughout the country. (Adams 44) The main differences between the school systems of the United States and South Korea, as seen form the above research, are the differences in approaching the chorography of education, and specialization of the school system as whole. Korean schools introduce more precise science (including math) courses and provide a deeper insight into their core ideas. At the same time the successful secondary school performance is very often a great chance for advanced education for the students of poor families. The scientific approach to education is, in some part, innate to the Korean people. The national policy of the country and overall socio-economic situation in the Asian region promotes the idea of top-level specialists and simply well educated people.
Recognizing that the explicit statement of shared values underpinning secondary education can make a difference to the policy and practice and may make a difference to outcomes we can state that the performed research can provide a valuable addition to the overall idea as to the approach to secondary education. However we can fairly say that this investigation has shown that both system of secondary education the American and Korean - are good. But in my opinion there is no school system that is the best in the whole world. This I say because I believe that every system has good things and bad things. There is, according to me, no education system that is good enough. I think that it should be in every state interest to make a strong effort to improve their schools, because I believe that the most important aspect for a society's progress is education.
As one of the limitation of the study I must note my inability to research the material aspect of the secondary mathematics education. Being a precise science, the study of mathematics requires some financial investment into it. The methods and ways of funding of secondary education practical research and field studies are of particular interest to me. At the same time I am interested in the question of cooperation between the secondary schools and higher educational institutions. Reference: Adams, Donald K.
Education and social change in Korea. New York: Garland Pub. , 1993. Farrell, M. and Farmer, W.
Secondary Mathematics Instruction: An Integrated Approach. Reading, MA: Addison-Wesley, 1988. Hirsch, E. D. Jr.
The Schools We Need and Why We Don't Have Them. New York: Doubleday, 1996. Kaebarwon, Hang Kyoyuk Curriculum development for population education in elementary, middle, and high schools, Seoul: Korean Educational Development Institute, 1998. Kim, Nan-su. Korean education in research perspectives. Seoul, Korea: Jong Gak, 1985.
Li, Yong Bok. Education in the Democratic People's Republic of Korea. Pyongyang, Korea: Foreign Languages Pub. House, 1986. NCTM. Principles and Standards for School Mathematics.
Reston, VA: NCTM, 2000. Yonguso, Changing Kyovuk... Rebuilding secondary education in the Republic of Korea. Seoul: Central Education Research Institute, 1962.
Free research essays on topics related to: socio economic, secondary education, nation building, republic of korea, make a difference
Research essay sample on Rebuilding Secondary Education In The Republic Of Korea