Education is primarily assumed to promoting cultural, social, and economic transformation in times of essential national and world changes. 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.
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.
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.