By Shin Young-jun

For the past half century, the Korean education industry has grown markedly. However, despite the growth, there still exist major inequalities. Let me highlight two examples of the problem.

Firstly, educational expenses differ depending on districts schools are located in. Schools in richer areas get higher budgets. For example, in 2010, the Gangnam District in southern Seoul, the relatively richer area, had a $25 million budget; while the district Eunpyung, which is relatively a poorer area, had only $3 million.

With its ample budget, Gangnam provides a greater budget to schools for the residents of that area. Whereas in the poorer area of Eunpyung, the quality of schools gets much lower. Of course, this example shows the two extremes, yet it is still an interesting statistic which points out the widespread extent of the problem.

The problem is also made clearer by the fact that many parents in the affluent areas also send their children to expensive private institutes or private tutoring.

This means a disadvantage for those living in poor areas who fall behind and are unable to achieve the grades other better-performing students achieve.

In addition, too much emphasis on college entrance exams creates a problem with the equality of education because it puts pressure on students who are not well suited to exams.

Students in Korea go through the constant examination process, the so called ``examination hell.’’

Not every student is going to be at the same level when it comes to taking examinations, with some students better suited to other activities such as performance of projects.

However, this is not considered when assessing students and so a great number of students suffer and don’t get the grades that they might otherwise be able to get. Therefore, they cannot go on to the universities that will give them greater chances to get well-paying jobs and the best quality of life available.

Another problem is that only the major subjects such as mathematics, science, English, and Korean are seen as necessary, whereas other subjects including drama, music, art and physical education are not.

Therefore, the students who might be strongest in those subjects are treated unfairly.

It is clear from these two issues that there is a problem with the equality in the Korean education system.

It is unfair for the parents in the richer areas to be able to afford only the best education for their children, while the poorer parents must work their hardest to give their children even the very basic education.

The chances for the poor kids to get good jobs and break out of this poverty become more unlikely. This then leads to another generation of poorer people not being able to afford the best education for their children.

Lastly, high schools do not help the situation by placing so much importance on passing exams. Exams are not for everyone, and when some students struggle to achieve success because they lack the extra-tuition, or because they do better in other subjects, then this is a problem. These students will not be able to go to the best universities which lead to the best jobs and the best quality of life.

It is obvious that Korean education has greatly developed over the past few years. However, it still has inequality through unfair educational allotments, too much emphasis on college entrance exams and too much pressure for students. A fair, equal education should be for everyone, not just for the fortunate few. That is a matter of basic human rights.

The writer is the junior at Korea University High School.