College Education Impact On Korean Women

College Education Impact On Korean Women


Education is primarily assumed to promoting cultural, social, and economic transformation in times of essential national and world changes[1]. Practically, transformations in education have vied as a common theme in many world plans and, more so, the education systems for school’s development. As observed by Seymour, education transformation history has been associated with disappointment as well as failure in attempts to achieve the intended objectives, not forgetting the implementation of new developments. From back in the early 1960s, the transformations in education have passed from several phases as far as development in the sector is concerned[2].

Educational reforms date back in the early 21st century with many transformational strategies, all of which have enhanced successful changes in the education system. My thesis is to discuss various phases of educational reform as well as provide an explanation of the impact of college education on job and marriage rates in as much as Korean women are concerned.

Phases of Educational Transformation In Korea

The 1960s so the first educational transformation when changes in education more so western countries were viewed as “externally mandated substantial-scale changes “that effectively aimed at reevaluating and renewing instruction and curricula in the education system. The second educational transformation is based in the early 1970s, a time that most associated with elevating dissatisfaction of government and public leaders for education as well as decreasing school performance and decreasing school financing all lead to massive educational transformation[3]. 

Later on, more consideration was based on granting the power of making decisions to the local schools and making them accountable for their deeds in such institutions. From this time henceforth, education reforms gradually became a susceptible area that required much attention. They were to be managed by authorities from school heads as well as communities that were based around the schools, and this is what marked the third educational phase.

Later on, the government, as well as those given the responsibility to overlook issues that could enhance the education sector found that accountability alone and schools managing themselves were not sufficient to bring the transformation that was required to make successful progress in education. Besides, the government went on putting more emphasis on systematic reforms, organizational learning as well as large scale reforms initiatives not restructuring the fields that were isolated in the educational sector. According to Shlomo Shoran and the group, an educational transformation has evolved from the linear techniques to nonlinear approaches, all of having emphasized transformational processes complexity.

On the same note, reforms focus has now shifted from preplanning single aspects in educational systems in response to changing institutional cultures that are existing in school systems and towards improving more considerable school sections as well as systems but not distinct schooling components.

Emerging Theories in Educational Transformation In Korea

It has been generally accepted that massive educational transformation is difficult to achieve with only a mere linear technique that is regarded by many as the” Recipe like” method in the 21st century. Different views among practitioners and theorists are developing against traditional methods of educational change.

These are because they do not apply or else provide firm conceptual components that boost multi-dimensional requirements. The primary limitation of educational transformation is getting an understanding and coping with massive reforms in an unknown turbulent world. New emerging theories in educational change have started employing ideas and ideas from chaos sciences as well as complexity[4]. 

The new approaches are associated with processes of linearity and educational purposes considered as an open mechanism as well as the impact of the operations of reforms itself. Even though and the fact that education systems develop in every part of the world, the people responsible for education reforms do not discuss it systematically or also analyzed by educators or researchers around the globe.

This is more so seen, especially in states or countries who are still undergoing economic or political transformation, having the education sector remaining as a plan for politics but not an adequately managed engine that will help in achieving success in institutional culture. Educational transformation effectiveness may be effectively achieved through learning at personal or communal levels[5].

All these mechanisms will help boost all that is needed and thus obtain an ethical culture in education. Although most countries do not embrace different opinions given by scholars on the mechanism that would transform this field, they should at least buy these ideas as it is only through communal views that the education sector will revive and develop like other sectors.

 Like other sectors, the issue of education change should not be left as a political aspect but should also be based on other factors such as the economy and religions. This means that the education sector will receive support from social, economic, and political aspects, and it is through this that massive transformation will be seen.

Also, very importantly, the kind of education or success of individual qualification should not be based on an overall grade as a pass mark but should be gauged on what he/she is best in. This will bring in the case of specialization, thus boosting economic transformation around the globe. When an individual is given a chance to do what they are good at, then things become easy and less costly. Practically, the social being can be promoted through an efficient education system[6]. 

This is true because individuals will follow their passions. For instance, the mortality rate can only be reduced by deploying only those who have adequate qualifications as well as a calling to that profession. Because of lowering markets of some other businesses, many groups of individuals find themselves doing wrong courses, which even they feel they are not worthy of doing such.

However, they have to do them because they are regarded as the most marketable ones. These only bring in a case where individuals are not self-motivating, and thus the end will always be ineffective. Therefore, it is high time that people work hand in hand to promote education reforms since an effective education system enhances compelling social, economic, and political aspects of a company.

Impact of College Education On Job Rate Among Korean Women

Globally college education has been significantly impacting individuals’ employment as well as earning prospects. Bachelors, degrees’ holder, is far much likely to be employed as compared to high school diploma holders and have high levels of income as compared to their peers. It has been estimated that around sixty percent of degree holders are likely to secure employment while only forty percent of high school diploma holders. Research has shown that the gap between the bachelor’s degree holders and those with less education continues to widen.

Practically it is assumed that individuals with higher educational accolades are likely to perform jobs even better compared to their peers. In most cases, many organizations managers prefer to work with individuals with skills such as better communication skills ability to learn new and emerging talents as well as with human relation skills. To be more specific these skills are likely to be seen with those people with university degrees. Also it is evidenced that new skills, techniques or knowledge are likely to brought in in an organization as a result of employing degree holders.

Recently research had shown that the millenniums with only a diploma certificate earned on a sixty percent of what their counterparts earned. In 2019 it was estimated that graduates earned at least forty-four thousand dollars in a year for those aged between twenty-two and twenty-seven. On the other hand, individuals with only a high school diploma certificate were seen to obtain around thirty thousand dollars annually for those individuals aged between the age of twenty-two and twenty-seven[7].

The college degree holders are expected to enjoy even more benefits primarily as a result of economic recession as compared to high school degree holders. In the year 2010 a year that is mostly associated with rise in unemployment levels college graduates were seen to have experienced at least a seven percent unemployment rate with a consequent fifteen percent rate touching the young employees.

 Recently it has been observed that only two and a half of college graduates are faced with unemployment issues. Also the poverty incidence among the college degree holders is much less as compared to high school diploma holders. With time it is expected that college education will be more valuable mainly due to embracing economic recession[8]. 

Thus, individuals who have the highest accolades in pieces of training are expected to receive a high amount of salaries with massive benefits compared to their colleagues with only high school certificates. Much to get higher wages, various scholars have associated college education with high life expectancy levels. Research has that “those who have attended at least some college can expect to live seven years longer than their peers with no post-secondary education” this statement shows how valuable college education can be.

Also, very importantly, life at college gives an individual a valuable opportunity to interact with diverse cultures and thus prepares one for the future, which holds onto so many different cultures. With rapid and rising need for education, most Korean women are now learning hard to ensure that they obtain the highest accolades in education.

They have transformed from the tradition way where men were the sole blead winner and now take opportunity to attend schools and even do better than their male counterparts. For this reason, in many organizations in Korea many of the employees are women.

Also to be more specific the most institutional heads are female and this shows how Korean women have progressed as a result of embracing college education. As a matter of fact, there is a diverse difference between Korean women who has had an opportunity to attend college education as compared to those who only have a high school diploma certificate.

Impact of College Education On Korean Women Marriages

It is estimated that at least half of marriages in Korea are more likely to be successful in twenty years’ age as per the estimates of the government. Permanently, as per the demographic group, it Is proven than marriages will last longer for most college women for a chance rate of about eight out of a possible ten points still in companion even after two decades[9]. Scholars in National center for health statistics have obtained that around seventy-eight percent for women with college degrees and to be more specific for those who got engaged in roughly 2006 as well as in 2010 their marriages are expected to last at least for twenty years as may be compared to those women who only have less or high school education while their weddings scheduled to remain at forty percent.

The probability of measuring the success of the marriage rate for both college graduates and individuals with only a high school diploma was obtained from a national survey history for family growth. The sample was a representative of both men and women aged 15 and 44 back in 2006 as well as in 2010. Practically individuals who have gone up to college levels have had at least a good interacting with other fellows from vast cultures. This means that they are likely to solve different issues in marriages when they arrive.

On the contrary, for people with only a high school diploma, they had reduced chances of interacting with people from diverse cultures. For this reason, it could prove difficult for them to solve issues when they appear in their marriages effectively. Thus, one can effectively see the differences between the two groups with individuals who have at least gone to college levels having expected to have a friendship that will last longer. One critical aspect of this argument is that, as stated earlier along, most people with college degrees have a high rate of employment as compared to their counterparts[10].

For these reasons, they are likely to live a better life than their colleagues who went up to college levels. Thus as per the research, most women are likely to have a successful experience while in a better and appealing life than from a marriage that encounters a financial crisis. Thus it is evident that college education not only boosts the social status (successful marriage) but also enhances the economic status of an individual (high salaries and massive benefits).


In conclusion, the education sector has transformed from the lowest form to the compelling way as time goes. Through different phases, the industry has evolved to a now efficient form of education that encourages specialization, thus economy efficiency. Also, it is right to say that college education on Korean women has impacted the work-life as well as married life. Both of which appears capable when an individual has achieved a college bachelor’s degree as compared to a high school diploma holder.

Like other sectors, the issue of education change should not be left as a political aspect but should also be based on other factors such as the economy and religions. This means that the education sector will receive support from social, economic, and political aspects, and it is through this that massive transformation will be seen. Thus, harmonizing all sectors can help reduce the issues that curb the education sector.


Buckles, Kasey, Andreas Hagemann, Ofer Malamud, Melinda Morrill, and Abigail Wozniak. “The effect of college education on mortality.” Journal of Health Economics 50 (2016): 99-114.

 Cheng, Siwei. “The accumulation of (dis) advantage: The intersection of gender and race in the long-term wage effect of marriage.” American Sociological Review 81, no. 1 (2016): 29-56.

Lundberg, Shelly, Robert A. Pollak, and Jenna Stearns. “Family inequality: Diverging patterns in marriage, cohabitation, and childbearing.” Journal of Economic Perspectives 30, no. 2 (2016): 79-102.

Nikolaev, Boris. “Does higher education increase hedonic and eudaimonic happiness?.” Journal of Happiness Studies 19, no. 2 (2018): 483-504.

Piotrowski, Martin, Arne Kalleberg, and Ronald R. Rindfuss. “Contingent work rising: Implications for the timing of marriage in Japan.” Journal of Marriage and Family 77, no. 5 (2015): 1039-1056.

Trostel, Philip A. “It’s Not Just the Money The Benefits of College Education to Individuals and Society.” (2015).











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