In keeping with my recent posts’ international bent, I would like to travel halfway across the world to take a look at South Korea’s education system and explain why it is so successful, as well as some of its shortcomings. I will address its unique features, and also identify how some schools in Canada already share similar characteristics. For my popular post on Finland’s School Model, please click here. In case you were wondering, the featured image of this post is the Korean Bell of Friendship in California.
As in Finland, teaching is a highly respected and desirable profession in South Korea. Their teachers receive competitive salaries and job stability, in return for acquiring rigorous academic credentials and professional qualifications. Due in part to South Korea’s complex job market, elementary teachers are from the top 5% of the high school academic cohort. The Korean government encourages teachers to undergo professional development throughout their careers by favoring candidates who receive additional certification with promises of promotion. This is in contrast to Ontario’s education system, whereby a candidate who graduates teachers college is considered “done”, having “finished” their qualifications. But continuing to receive training and professional development throughout their careers ensures that Korean teachers will never become complement at work, and instead adds new skills to their arsenal to adapt to our rapidly changing Digital Age. That is why I wanted St. Jude’s Academy to be an IB World school. In order to teach at St. Jude’s, our educators had to undergo additional training to become IB certified. This is to adhere to Switzerland’s strict international teaching standards, and to ensure the students will receive an international standardized education.