Mass production of students

By Lee Ja-yoon

Eighty-two percent of high school graduates went to college in 2011. This may seem as a great achievement to be proud of.

However, if we look at this in another way, it means that eight students out of 10 decided to take the same road. In other words, Korea is mass producing similar students.

Problems that arise from this situation are quite serious: not only are students subjected to intolerable stress but opportunities to foster talent are diminished.

Emphasis on university education has reached its peak and so has the stress level of students. According to research from the Korean Bang-Jung Hwan Foundation and the Yeonsei Social Development Institution, Korean students have ranked 2nd place in scholastic aptitude, but also the lowest rank among the OECD nations on happiness.

The main factor noted as a cause of depression was studies (72.6 percent). Students complained of the intense competition they are subject to. Unfortunately, many even turn to desperate measures. Korea’s first rank in student suicide rate attests to the psychological turmoil students endure. Hence, it is clear that Korean students have forgone much in return for higher education.

Because all are expected to go to university, few students are able to foster talent that comes from outside college education. In an assessment of Korean students’ curriculums, one will note their main focus is on subjects such as math, literature and English. There are few subjects that students can select individually.

Especially in high school, there isn’t much variety in subjects with the exception of physical education and art. Even then, those subjects are treated as less important compared to others.

In my personal experience as a high school student, students are rarely told to take music or physical education when there is an upcoming test. It is confounding as to how this sort of “mass production education” will make young adults, who should be trained to become global leaders.

The social perception in Korea treats high school diplomas as failures, and due to such social stereotypes, students are forced through such harsh study. One way to solve this stereotype is to increase the employment of those with high school diplomas.

By giving certain benefits to companies who employ more high school graduates, the government could change social perception.

Lastly, the government could provide more support to vocational schools. By supporting vocational schools the country will be able to foster more professional workers, and if the students show good results in their work due to the support, the social perspective toward vocational schools and high school diplomas would definitely improve.

Our society now is mass producing students, although the factory is slowing down. Our society should change this to accept other talents, and should accept high school diplomas as a simple difference, not a disability or disorder. Then perhaps we will no longer be envious of Finland, where students rank 1st place in scholastic performance as well as happiness.

The writer is a first-year student at Eungwang Girls’ High School in Seoul. She can be reached at jayoon0142@naver.com.