„In der Republik Korea, Litauen und Portugal wird den Kindern mindestens 5 Jahre lang ein kostenloses FBBE-Angebot (Anm.: FBBE = frühkindliche Betreuung, Bildung und Erziehung) garantiert, das vom Ende des bezahlten Mutterschafts-, Erziehungs- bzw. Pflegeurlaubs bis zum Beginn der Schulpflicht reicht. Im Gegensatz dazu gibt es 17 OECD-Länder, in denen immer noch eine „Kinderbetreuungslücke“ von mindestens einem Jahr besteht, in der Kinder keinen Zugang zu kostenlosen FBBE-Angeboten haben.“
OECD (Hrsg.), Bildung auf einen Blick 2024 (2024), S. 150.
Österreich gehört laut OECD mit einer Kinderbetreuungslücke von 3,8 Jahren zu den OECD-Staaten mit der größten Kinderbetreuungslücke. (Quelle: OECD (Hrsg.), Bildung auf einen Blick 2024 (2024), Abbildung B1.3.)

„Die Republik Korea, Litauen, Portugal und Slowenien garantieren Kindern mindestens 5 Jahre lang ab dem Ende des bezahlten Erziehungsurlaubs ihrer Eltern kostenlose FBBE-Angebote (Anm.: FBBE = frühkindliche Betreuung, Bildung und Erziehung) bis zum Eintritt in verpflichtende Bildungsangebote für Kinder ab 3 Jahren oder den Primarbereich.“
OECD (Hrsg.), Bildung auf einen Blick 2024 (2024), S. 158.

„Länder führen auch Sprachtests bei sehr jungen Kindern durch, um sicherzustellen, dass sie nicht den Anschluss verlieren, wenn sie nicht an FBBE-Maßnahmen teilnehmen (Dänemark, Korea, Norwegen).“
OECD (Hrsg.), Stand der Integration von Eingewanderten – Deutschland (2024), S. 18.

„Insgesamt zeigt sich in 33 von 41 Ländern, inklusive Österreich, ein positiver Zusammenhang zwischen Schülerdisziplin und Mathematikleistung. […] Das Classroom Management der Lehrperson, also die Herstellung eines konstruktiven Lernumfelds mit klaren Abläufen und Routinen sowie einem guten disziplinären Klima im Unterricht, hat sich auch als Schlüsselaspekt für effektives Lernen und die Entwicklung mathematischer Fähigkeiten erwiesen. […] In Bezug auf das disziplinäre Klima im Mathematikunterricht bei PISA 2022 fällt auf, dass sich die Jugendlichen in den beiden OECD-Ländern mit den höchsten Leistungswerten (Japan und Südkorea) von den anderen Ländern abheben. Japan und Südkorea berichten von der höchsten Disziplin im Mathematikunterricht.“
IQS (Hrsg.), PISA 2022. Kompetenzen in Mathematik, Lesen und Naturwissenschaft am Ende der Pflichtschulzeit im internationalen Vergleich (2023), S. 93f.

„On average, after transfers, 31% of total expenditure on tertiary institutions in 2019 came from the private sector. […] The level of private funding relates closely to the tuition fees charged by tertiary institutions. […] In countries where higher tuition fees are charged, such as Australia, Chile, Colombia, Japan, Korea, the United Kingdom and the United States, more than 60% of funding for tertiary institutions comes from private sources. On average across the OECD, 72% of all private expenditure on tertiary institutions comes from individual households.“
Univ.-Prof. Dr. Hatidža Jahić u. a., Alternative financing models and student loans in higher education (2023), S. 6.

„There is great variation in the completion of upper-secondary education across OECD countries. While more than 90 % of individuals in Greece, Korea and Slovenia below the age of 25 graduate from upper-secondary education, less than 70 % in Costa Rica, Mexico and the United Kingdom are able to complete their degrees by this age.“
OECD (Hrsg.), Equity and Inclusion in Education - Finding Strength through Diversity (2023), S. 97.

„Korea has set up new educational institutions for gifted education, which include gifted secondary schools (specialised schools with autonomous curricula not subject to state regulation), gifted centres, and departments for gifted education.“
OECD (Hrsg.), Equity and Inclusion in Education - Finding Strength through Diversity (2023), S. 106.

„Der Anteil der privaten Ausgaben für tertiäre Bildungseinrichtungen wird zum Großteil durch die für Bildungsteilnehmer anfallenden Bildungsgebühren bestimmt. In Australien, Chile, Japan, Kolumbien, der Republik Korea, dem Vereinigten Königreich und den Vereinigten Staaten, zumeist Länder mit vergleichsweise hohen Bildungsgebühren, stammt mehr als die Hälfte der Gesamtausgaben aus privaten Quellen.“
OECD (Hrsg.), Bildung auf einen Blick 2022 (2022), S. 339.

„Außer in Kolumbien, wo nur eine als Mentor dienende Lehrkraft neue Lehrkräfte unterstützt, und in der Republik Korea, wo die Unterstützung ausschließlich durch lokale Behörden erfolgt, ist in den meisten Ländern, in denen es ein formales Einführungsprogramm gibt, mehr als eine Person und/oder Stelle für die Unterstützung neuer Lehrkräfte während dieser Einführung zuständig.“
OECD (Hrsg.), Bildung auf einen Blick 2022 (2022), S. 480.

„Der Anteil der privaten Ausgaben für tertiäre Bildungseinrichtungen wird hauptsächlich durch die anfallenden Bildungsgebühren bestimmt. In Australien, Chile, Japan, der Republik Korea, dem Vereinigten Königreich und den Vereinigten Staaten werden mehr als 55 % der Gesamtausgaben mit Mitteln aus privaten Quellen finanziert.“
OECD (Hrsg.), Bildung auf einen Blick 2021 (2021), S. 304.
In Österreich sind es nur 10,5 %. (Quelle: ibidem, Abb. C2.4.)

PIAAC: „Countries with the highest average scores for literacy include Japan, South Korea, Finland, Netherlands and Austria, whilst those with the lowest scores include Chile, the US, Greece, Israel and Spain.“
Andy Green u. a., The Effects of System Type and System Characteristics on Skills Acquisition in Upper Secondary Education and Training (2021), S. 33.

„The social status of teachers in some East Asian countries, such as Japan and South Korea, are relatively high. In the societies where the teaching profession is highly valued, students seem to be more academically successful, and the teacher workforce is usually more stable and more likely to attract highly qualified graduates.“
Dr. Lixia Qin, Country effects on teacher turnover intention. In: Educational Research for Policy and Practice, 20, 1 (2021).

„Besides several gifted research centres and institutes, Korea has various gifted secondary schools, a majority of which focus on mathematics and science with some also including arts. Those are publicly funded and have a number of teachers who are specialised in gifted education. It also has public schools offering gifted classes to primary and secondary students.“
Alexandre Rutigliano u. a., Policy approaches and initiatives for the inclusion of gifted students in OECD countries (2021), S. 30.

„While some countries such as Korea have focused on gifted education as a separate policy area, allowing separate education provisions, some countries such as France or Portugal are currently making significant efforts towards the design of educational policy frameworks and practices that respond to diversity within the regular school and classroom. In this context, a shift in the field of gifted education towards more inclusive practices in mainstream schools aiming to promote gifted learning for all students is emerging.“
Alexandre Rutigliano u. a., Policy approaches and initiatives for the inclusion of gifted students in OECD countries (2021), S. 54.

„Of the ten countries where reading performance declined over time, most witnessed the steepest declines among their weakest students. In particular, mean performance declined, and performance gaps widened, in Australia, Finland, Iceland, Korea, the Netherlands, the Slovak Republic and Sweden.“
OECD (Hrsg.), PISA in Focus 103 (Jänner 2020), S. 2.

„In Australia, Costa Rica, Finland, Iceland, Korea, the Netherlands, the Slovak Republic, Thailand and Sweden, performance remained stable over time among the highest-performing students, but performance declined among the lowest-performing students.“
OECD (Hrsg.), PISA in Focus 103 (Jänner 2020), S. 5.

„In vielen OECD-Ländern ist inzwischen die Teilnahme an FBBE-Angeboten (Anm.: FBBE = frühkindliche Bildung, Betreuung und Erziehung) ab 2 Jahren die Regel. 2018 nahmen im Durchschnitt der OECD-Länder 46 % der 2-Jährigen an FBBE-Angeboten teil. In Belgien, Dänemark, Island, der Republik Korea, Norwegen und Schweden sind es mindestens 80 %.“
OECD (Hrsg.), Bildung auf einen Blick 2020. OECD-Indikatoren (2020), S. 206.

„Der Anteil der privaten Ausgaben für tertiäre Bildungseinrichtungen wird hauptsächlich durch die anfallenden Bildungsgebühren bestimmt. In Australien, Chile, Japan, der Republik Korea, dem Vereinigten Königreich und den Vereinigten Staaten werden über 60 % der Gesamtausgaben mit Mitteln aus privaten Quellen finanziert.“
OECD (Hrsg.), Bildung auf einen Blick 2020. OECD-Indikatoren (2020), S. 367.
In Österreich sind es nur 8,9 %. (Quelle: ibidem, Tabelle C2.2.)

„In den Vereinigten Staaten verlangen unabhängige private Bildungseinrichtungen von inländischen Bildungsteilnehmern für Bachelor- oder gleichwertige Bildungsgänge mit durchschnittlichen jährlichen Bildungsgebühren von 29.500 US-Dollar mehr als das Dreifache der durchschnittlichen jährlichen Bildungsgebühren an öffentlichen Bildungseinrichtungen (8.800 US-Dollar). In Japan und der Republik Korea liegen die durchschnittlichen jährlichen Bildungsgebühren auf dieser ISCED-Stufe des Tertiärbereichs an unabhängigen privaten Bildungseinrichtungen zwischen 8.500 und 8.600 US-Dollar, in öffentlichen Einrichtungen dagegen näher bei 5.000 US-Dollar.“
OECD (Hrsg.), Bildung auf einen Blick 2020. OECD-Indikatoren (2020), S. 402.

„More than half of the fourth grade students reached the Advanced International Benchmark in Singapore (54 %), and one-third or more did so in Hong Kong SAR (38 %), Korea (37 %), Chinese Taipei (37 %), and Japan (33 %). Northern Ireland had about one-fourth (26 %) of its students reaching the Advanced International Benchmark, and England and the Russian Federation had about one-fifth (21 % and 20 %, respectively).“
IEA (Hrsg.), TIMSS 2019. International Results in Mathematics and Science (2020), S. 37.
In Österreich waren es 9 %. (Quelle: ibidem, S. 38.)

„In 2017, the enrolment rate for children age 2 in ECEC registered services was 60 % across OECD countries, markedly below 87 %, the corresponding rate for children ages 3-5. Importantly, the younger the child, the less likely s/he is to be enrolled in an ECEC service with, across OECD countries, enrolment rates of 40 % for children age 1 and 10 % for children under age 1. […] In Korea and in several Nordic countries, including Denmark and Norway, enrolment rates for children age 2 are around 90 % and close to those observed for older children.“
OECD (Hrsg.), Quality Early Childhood Education and Care for Children Under Age 3 (2020), S. 36f.
In Österreich erhalten 0,6 % der Unter-1-Jährigen, 14 % der 1-Jährigen, 40 % der 2-Jährigen und 89 % der 3- bis 5-Jährigen institutionelle Frühförderung. (Quelle: OECD (Hrsg.), Quality Early Childhood Education and Care for Children Under Age 3 (2020), S. 37.)

„In 2018, Estonian students achieved the highest scores in science and reading from all participating countries, and only students from Korea and Japan managed to score higher in mathematics.“
OECD (Hrsg.), Strengthening the Governance of Skills Systems (2020), S. 40.

Südkorea: „98 % of 25-34 year-olds complete upper secondary education and 70 % of 25-34 year-olds complete tertiary education. This represents the highest share of young people holding a tertiary degree among all OECD countries.“
OECD (Hrsg.), Strengthening the Governance of Skills Systems (2020), S. 83.

„The employment relevant lifelong learning system is supported through the Tomorrow Learning Card, which represents an individual lifelong learning voucher worth up to KRW 2 million (Korean won) (about EUR 1 500) per year, and up to KRW 3 million (about EUR 2 200) for three years.“
OECD (Hrsg.), Strengthening the Governance of Skills Systems (2020), S. 88.

„On average across the OECD countries and economies that participate in TALIS, only 26 % of teachers 'agree' or 'strongly agree' that their profession is valued in society. […] The systems where a majority of teachers (at least 50 %) consider that the teaching profession is valued in society are Viet Nam (92 %), Singapore (72 %), the United Arab Emirates (72 %), Korea (67 %), Kazakhstan (63 %), Alberta (Canada) (63 %), South Africa (61 %), Shanghai (China) (60 %), Finland (58 %) and Saudi Arabia (52 %).“
OECD (Hrsg.), TALIS 2018 Results. Volume II (2020), S. 77.
In Österreich sind es nur 16 %. (Quelle: OECD (Hrsg.), TALIS 2018 Results. Volume II (2020), Table II.2.1.)

„In Japan, Kanada, der Republik Korea und der Russischen Föderation liegt der Anteil 25- bis 34-Jähriger mit einem Abschluss im Tertiärbereich bei mindestens 60 %.“
OECD (Hrsg.), „Bildung auf einen Blick 2019“ (2019), S. 51
Österreich: 40 %. (Quelle, ibidem, Tabelle A1.2.)

„In Australien, Chile, Japan, der Republik Korea, dem Vereinigten Königreich und den Vereinigten Staaten werden über 60 % der Gesamtausgaben mit Mitteln aus privaten Quellen finanziert.“
OECD (Hrsg.), Bildung auf einen Blick 2019 (2019), S. 335
In Österreich sind es hingegen nur 6 %. (Quelle: ibidem, Tabelle C3.1.)

PISA 2018: „Die größten Anteile an Schülerinnen und Schülern mit Leistungen auf Kompetenzstufe 5 oder darüber in Mathematik wurden in sechs asiatischen Ländern und Volkswirtschaften verzeichnet: Peking, Shanghai, Jiangsu und Zhejiang (China) (44 %), Singapur (37 %), Hongkong (China) (29 %), Macau (China) (28 %), Chinesisch Taipei (23 %) und Korea (21 %).“
OECD (Hrsg.), „PISA 2018 Ergebnisse. Was Schülerinnen und Schüler wissen und können“ (2019), S. 114
In Österreich waren es 13 %, im OECD-Durchschnitt 11 %. (Quelle: OECD (Hrsg.), „PISA 2018 Ergebnisse. Was Schülerinnen und Schüler wissen und können“ (2019), Abbildung I.6.1.)

„Extreme Internet use among young people is common in OECD countries. On average, 24 % of 15-year-olds spend more than 6 hours a day on the Internet on weekend days, and a figure that is as high as 43 % in Chile and 37 % in the United Kingdom. Culture may play a role in the extent to which children spend long periods of time online, with the lowest share of extreme users among children in Japan and Korea. The level of educational achievement of parents also seem to be associated with extreme Internet use, with children of highly educated parents less likely to be extreme Internet users in most countries.“
OECD (Hrsg.), How's Life in the Digital Age (2019), S. 60f.

Südkorea: „When tuition fees and foregone earnings during the years of study are taken into account, the financial pay-off from higher education is negative for a substantial share of university and college graduates: three out of ten college graduates and two out of ten university undergraduates earn less than the average of high school graduates.“
OECD (Hrsg.), Investing in Youth. Korea (2019), S. 11.

Südkorea: „Most large employers and public institutions use general recruitment exams to recruit groups of hires. As a result, recent graduates often invest months, and sometimes even years, preparing for those company exams.“
OECD (Hrsg.), Investing in Youth. Korea (2019), S. 14.

Südkorea: „Secondary students spend more hours studying than in any other OECD country that participated in the 2015 PISA programme: 51 hours, compared to the 44 hour average.“
OECD (Hrsg.), Investing in Youth. Korea (2019), S. 14.

Südkorea: „Combined public and private expenditure on primary through upper secondary educational institutions is among the most elevated in the OECD.“
OECD (Hrsg.), Investing in Youth. Korea (2019), S. 22.

Südkorea: „The two most important measures to boost vocational education were the introduction of Meister schools in 2010 and apprenticeships programmes in 2013. Meister schools follow the German/Austrian model of upper secondary schools that focus on practical vocational training in close collaboration with employers, while apprenticeships programmes combine theoretical education at an upper secondary level with practical training in the company that hires the apprentices.“
OECD (Hrsg.), Investing in Youth. Korea (2019), S. 13.

„A considerable share of young Koreans are neither employed, nor engaged in formal education or training (the so-called NEETs). In 2017, the NEET rate reached 18.4 % for the age group 15 to 29 years, compared with the 13.4 % cross-country OECD average.“
OECD (Hrsg.), Investing in Youth. Korea (2019), S. 10f.
In Österreich waren es nur 8,4 %. (Quelle: Eurostat-Datenbank, Abfrage vom 16. November 2019)

Südkorea: „College and university graduates are more likely to be NEETs than those with lower educational attainments are, whereas the opposite applies in most other OECD countries.“
OECD (Hrsg.), Investing in Youth. Korea (2019), S. 23.

„It can take a while for Korean school leavers to settle into a job. In 2017, the average length of time between leaving school and starting a first job was nearly a year.“
OECD (Hrsg.), Investing in Youth. Korea (2019), S. 26.

Südkorea: „Households finance around a quarter of the expenditures for upper and post-secondary education and 45 % of expenditures for tertiary education.“
OECD (Hrsg.), Investing in Youth. Korea (2019), S. 22.

„Nine out of ten Korean parents hope that they or their child will obtain a four-year university degree at a minimum. This preference pushes students to attend even subpar tertiary institutions and puts much pressure on the shoulders of young Koreans.“
OECD (Hrsg.), Investing in Youth. Korea (2019), S. 11.

„The situation has gone out of hand and expenses on private after-school teaching academies (hagwons) and other private tuition now amount to 1.1% of GDP.“
OECD (Hrsg.), Investing in Youth. Korea (2019), S. 22.

„Data from the 2015 OECD Programme for International Student Assessment (PISA) […] indicate that Korea has the lowest share of young people reporting high life satisfaction among OECD countries and the second-highest share of those reporting low satisfaction.“
OECD (Hrsg.), Investing in Youth. Korea (2019), S. 30.

PISA 2018: „Chronic truancy and, to a lesser extent, lateness have such adverse effects on learning that school systems around the globe are constantly devising strategies to tackle them. […] The countries and economies where fewer students had skipped a whole day of school were also the countries/economies with higher average reading performance, such as Beijing, Shanghai, Jiangsu and Zhejiang (China), Estonia, Finland, Hong Kong (China), Japan, Korea, Macao (China), Singapore, Sweden and Chinese Taipei.“
OECD (Hrsg.), „PISA 2018 Results. What School Life Means for Students’ Lives“ (2019), S. 76

„The NEET (not in employment, education or training) rate in Korea, 18% in 2017, is slightly higher than the OECD average, but higher-educated Korean youth are more affected than those with lower education, the opposite of the situation in most other OECD countries.“
OECD (Hrsg.), „Recruiting Immigrant Workers: Korea 2019“ (2019), S. 31

„In 2017, half of middle school students and 30% of high school students were taking private English language lessons. Korea has the highest expenditures on supplementary private education among the OECD countries.“
OECD (Hrsg.), „Recruiting Immigrant Workers: Korea 2019“ (2019), S. 149

„Private English lessons cost an average KRW 210 000 and KRW 256 000 per month and per student in middle school and high school respectively.“
OECD (Hrsg.), „Recruiting Immigrant Workers: Korea 2019“ (2019), S. 180
Anm.: Das entspricht etwa 10 Prozent eines durchschnittlichen Monatseinkommens.

„On average, only 27 percent of respondents believed that students respected teachers. Parents are more likely to encourage their children to become teachers in top-performing education systems like Shanghai, China and the Republic of Korea than in most European countries, where respondents also think that students have less respect for teachers.“
World Bank Group (Hrsg.), Successful Teachers, Successful Students (2019), S. 10.

„In Singapore, the government recruits the top one-third of high school graduates to enter teacher education programs and does not require an entrance exam. In Korea, entrants into teacher education programs are among the top 10 percent of high school graduates.“
World Bank Group (Hrsg.), Successful Teachers, Successful Students (2019), S. 21.

Südkorea: „Approximately half the 2012 PISA participants reported receiving private tutoring, often focused on test preparation. Overall, expenditures on private tutoring added 2.6 % of gross domestic product to the government’s contribution of 3.5 % toward education. One plausible interpretation of Korea’s and other East Asian jurisdictions’ ILSA (Anm.: International Large-Scale Education Assessments) results is that they are not a result of the public education systems but rather this substantial private investment.“

Dr. Judith D. Singer u. a., „Testing international education assessments“. In: „Science“ vom 6. April 2018; S. 39

„16 % of students reported being bullied about weekly, providing ample evidence that bullying is a systemic problem at the international level and that bullying is occurring during the early years of schooling. […] 76 % of Korean students report never being bullied, while only 23 % of South African students report similarly.“

IEA (Hrsg.), „How systemic is international bullying and what relationship does it have with mathematics achievement in 4th grade?“ (April 2018), S. 2

„Using the Internet intensively — more than 6 hours per day — is also associated with less satisfaction with life, arriving late for school and lower education expectations, according to the OECD report PISA 2015 Results: Students’ Well-Being. Maybe Korean and Japanese parents and students know best, and that is why 15-year-olds reported spending less time connected to the Internet compared to students in other countries, particularly on school days.“

OECD (Hrsg.), „PISA in Focus“, Nr. 83, April 2018, S. 5

„Koreanische Eltern zahlen bis zu 20 Millionen Won pro Jahr, umgerechnet 15 000 Euro, für einen solchen Kindergartenplatz. Drei- bis viermal mehr als für eine Vorschule, in der nur Koreanisch gesprochen wird. Schon seit 1995 gibt es in Korea Kindergarten-Versionen bekannter Englisch-Sprachtests.“

Süddeutsche Zeitung online am 23. Jänner 2018

Südkorea: „In der äußerst kompetitiven südkoreanischen Gesellschaft tun Eltern alles für die Ausbildung ihrer Kinder. Sie ziehen dafür sogar in andere Städte oder Stadtteile, falls die Schulen dort als besser gelten. In der Umgebung namhafter Schulen sind die Immobilienpreise deutlich höher.“

Süddeutsche Zeitung online am 23. Jänner 2018

Südkorea: „Wenn Eltern für eine möglichst optimale Ausbildung ihrer Kinder kämpfen, dann nicht nur, weil Bildung in dieser Nation, die den Buchdruck lange vor Gutenberg erfand, einen sehr hohen Stellenwert hat. Sie tun es auch deshalb, weil die Aufnahmeprüfung für die Universität über ihren künftigen Lebensstandard mitentscheidet. Dafür müssen schon die Kleinsten pauken.“

Süddeutsche Zeitung online am 23. Jänner 2018

„Koreas Haushalte geben mehr als zehn Prozent ihres Budgets oder zusammen jährlich etwa 19 Billionen Won, 14,5 Milliarden Euro, für die Hagwon aus, einen großen Teil davon für Englischunterricht.“

Süddeutsche Zeitung online am 23. Jänner 2018

„In Australien, Japan und der Republik Korea betragen die durchschnittlichen Bildungsgebühren für inländische Bildungsteilnehmer in einem Bachelorbildungsgang in unabhängigen privaten Bildungseinrichtungen mehr als 8.000 US-Dollar im Vergleich zu 4.500 US-Dollar bis 5.300 US-Dollar in öffentlichen Bildungseinrichtungen.“

OECD (Hrsg.), „Bildung auf einen Blick 2018, OECD-Indikatoren“ (2018), S. 380

„Students in some of the world’s most high-performing jurisdictions on international large-scale assessments such as Shanghai, South Korea, and Hong Kong have reported 'relatively low satisfaction with life'. Internationally, there is growing concern that excessive pressure for high test scores (and to avoid low test scores) can cause ill-being.“
Univ.-Prof. Dr. Andy Hargreaves u. a., Leading from the Middle (2018), S. 55.

Südkorea: „In 2015, total expenditure on primary to tertiary education is 5.8 % in Korea, 0.8 percentage points above the OECD average.“

OECD (Hrsg.), „Education at a Glance 2018. Country Note Korea“ (2018), S. 3

In Österreich hingegen wurden dem Bildungswesen nur 4,9 % des BIP zur Verfügung gestellt. (Quelle: OECD (Hrsg.), „Ecucation at a Glance 2018“ (2018), Table C2.1.)

Südkorea: „Household expenditure in Korea still accounts for a large proportion of the funding of tertiary educational institutions. In tertiary education, nearly half (45 %) of total tertiary education expenditure is funded by households, compared with 22 % on average among OECD countries.“

OECD (Hrsg.), „Education at a Glance 2018. Country Note Korea“ (2018), S. 3

Österreich gehört mit nur 3 Prozent zu den OECD-Staaten mit dem kleinsten Anteil. (Quelle: OECD (Hrsg.), „Education at a Glance 2018“ (2018), Fig. C3.2.

„Primary, secondary and post-secondary non-tertiary education receive 3.5 % of government expenditure as percentage of GDP, higher than the OECD average of 3.2 %, whereas 0.9 % is dedicated to tertiary level, lower than the OECD average of 1.0 %.“

OECD (Hrsg.), „Education at a Glance 2018. Country Note Korea“ (2018), S. 3

„In Finland, Korea and Singapore, more than 50 % of lower secondary teachers agreed, or strongly agreed, with the statement 'I think that the teaching profession is valued in society'.“

OECD (Hrsg.), „Effective Teacher Policies“ (2018), S. 44

„In some high-performing countries and economies, such as Finland, Hong Kong (China), Korea, Macao (China) and Chinese Taipei [Anm.: „Chinese Taipei“ = Taiwan], candidates must pass a competitive examination to be admitted into pre-service teacher education.“

OECD (Hrsg.), „Effective Teacher Policies“ (2018), S. 46

„Several top-performing countries, such as Finland, Korea and Singapore, build high-quality education workforces by recruiting the best high school graduates into teacher-education institutions and then channelling them into the teaching profession.“

OECD (Hrsg.), „Effective Teacher Policies“ (2018), S. 136

Südkorea: „Educational attainment of the younger generations has risen sharply, and increased competition for regular employment with long tenure and seniority-based earnings and career development. However, an increasing number of high skilled workers end up in non-regular employment and a growing number of their families are poor.“

Dr. Olivier Thévenon u. a., „Tackling child poverty in Korea“ (2018), S. 16

Südkorea: „A comparatively high share of 15-year-olds say they feel like they 'belong' at school (80 %, compared to an OECD average of 73 %), and a relatively low share report being the victim of bullying at least a few times a month (12 %, compared to an OECD average of 19 %).“

Dr. Olivier Thévenon u. a., „Tackling child poverty in Korea“ (2018), S. 35

Südkorea: „Despite the highly competitive education system, only a moderate share of 15-year-olds in Korea report feeling anxious about school tests even when well-prepared (55 %, the same as the OECD average).“
Dr. Olivier Thévenon u. a., „Tackling child poverty in Korea“ (2018), S. 35
48, 82

„Some of the best performing education systems clearly recruit their teachers from the top third of each graduate cohort. According to McKinsey in South Korea and Finland, which perform at the very top of the international assessment programs on pupil achievement, teachers are recruited from the top 5% and top 10% of graduates, respectively.“
Varkey Foundation (Hrsg.), „Global Teacher Status Index 2018“ (2018), S. 63

„In Korea, teachers with more than 15 years of experience outearn their peers in many private sector jobs. In both Japan and Korea, teachers with more than 15 years of experience (and whose performance has been routinely assessed) enjoy salaries that are, respectively, 125 and 140 percent of per capita GDP – far higher than the OECD average of 107 percent.“

World Bank Group (Hrsg.), „Growing Smarter“ (2018), S. 15

„Japan has been a pioneer in private tutoring. In 2010, families spent US$12 billion (0.2 percent of GDP) on private tutoring. In the Republic of Korea, families spent US$20 billion or about 1.5 percent of GDP on private tutoring in 2012; these expenses account for 12 percent of household spending. Some 80 percent of elementary, 69 percent of middle school, and 50 percent of high school students used private tutors in 2014.“

World Bank Group (Hrsg.), „Growing Smarter“ (2018), S. 121

„In Korea, where 77 percent of students in primary and secondary schools have private tutors, the government provides additional public resources to schools to offer extra instruction after school and financial support to poor parents to make private tutors more affordable.“

World Bank Group (Hrsg.), „Growing Smarter“ (2018), S. 123

„A country’s performance in PISA is […] unrelated to the use of standardised testing. Among countries and economies that perform near the top in science, the use of mandatory standardised tests is widespread in Beijing-Shanghai-Jiangsu-Guangdong (China), Singapore and the United Kingdom, but relatively uncommon in Germany, Korea and Switzerland.“

OECD (Hrsg.), „„PISA in Focus“, Nr. 79, Dezember 2017, S. 4

„In Korea […] sind 80 Prozent der Bildungsteilnehmer im Tertiärbereich an privaten Bildungseinrichtungen eingeschrieben, und mehr als 42 Prozent des Bildungshaushalts stammen aus Bildungsgebühren.“

OECD (Hrsg.), „Bildung auf einen Blick 2017“ (2017), S. 238

„In Australien, Japan und Korea betragen die Bildungsgebühren für einen Bachelor- oder gleichwertigen Bildungsgang in privaten Bildungseinrichtungen mehr als 8.000 US-Dollar gegenüber 4.500 US-Dollar bis 5.300 US-Dollar in öffentlichen Bildungseinrichtungen. In den Vereinigten Staaten verlangen unabhängige private Bildungseinrichtungen für Bachelor- oder gleichwertige Bildungsgänge mit durchschnittlichen jährlichen Bildungsgebühren von fast 21.200 US-Dollar mehr als das Zweieinhalbfache der durchschnittlichen jährlichen Bildungsgebühren an öffentlichen Bildungseinrichtungen (rund 8.200 US-Dollar).“

OECD (Hrsg.), „Bildung auf einen Blick 2017“ (2017), S. 261f

Südkorea, Singapur: „In South Korea […] it has been estimated that fully 75 percent of all students attend one of the country’s 100,000 hagwons, after-school private cramming schools. The pressure to do well is so intense that some observers blame it for the country’s suicide rate, which is the highest among all OECD countries. The situation is similar in Singapore, where the press has reported that 70 percent of parents of children from preschool though the secondary levels send them to 'tuition classes', many of which are cram schools for the high-stakes tests.“

Univ.-Prof. Dr. Daniel Koretz, „The Testing Charade. Pretending to Make Schools Better” (2017), S. 22

„In a number of countries, equity outcomes have deteriorated in the last nine years. In Finland and Korea, for example, the gap in science performance between students from different socio-economic backgrounds has widened.“

OECD (Hrsg.), „Educational Opportunity for All“ (2017), S. 20

„In Canada, Israel, Korea, Luxemburg and the Russian Federation, more than half of the variation in mean performance is explained by parents’ levels of education.“

OECD (Hrsg.), „Educational Opportunity for All“ (2017), S. 79

„In Korea, students start to take additional lessons when they are still very young. On average, 15-year-old Korean students who sit the PISA test have already taken 6.4 years of extra courses.“

OECD (Hrsg.), „PISA 2015. Students’ Well-Being“ (2017), S. 77

Shanghai, Südkorea, Taiwan: „In these Asian countries/economies, spending many hours on homework and in additional instruction seems to be central to the life of top-performing students.“

OECD (Hrsg.), „PISA 2015. Students’ Well-Being“ (2017), S. 76

„South Korea’s suicide rate is one of the highest among developing countries, with suicide being the fourth leading cause of death in the nation and the leading cause of death among teens. Moreover, these suicide rates spike in November, when college entrance exams are held.“

Mercedes Schneider, „School Choice. The End of Public Education?“ (2016), S. 3

„Japan and Korea, two top performers in PISA, are good examples of countries prioritising salaries over class size. Both countries pay their teachers relatively well and require fewer teaching hours, so that teachers have more time for activities such as preparing lessons, meeting other teachers and tutoring students who are behind.“

OECD (Hrsg.), „Education Indicators in Focus 46“ (Dezember 2016), S. 4

„Besonders präsent ist Nachhilfeunterricht in der Republik Korea, in Singapur und Kasachstan, wo am Ende der Grundschulzeit mehr als die Hälfte der Kinder außerschulischen Nachhilfeunterricht nutzt.“

Dr. Karin Guill u. a., „Außerschulischer Nachhilfeunterricht am Ende der Grundschulzeit“, in Dr. Heike Wendt u. a., „TIMSS 2015. Mathematische und naturwissenschaftliche Kompetenzen von Grundschulkindern in Deutschland im internationalen Vergleich“ (2016), S. 248

In Deutschland sind es 9,6 %; Österreichs Daten fehlen, weil Österreichs Unterrichtsministerin aus TIMSS 2015 ausgestiegen ist.

Südkorea: „Despite being one of the highest performing countries in PISA, 2012 results also showed that Korean 15-year-olds reported being the unhappiest among all participating countries. This unhappiness among Korean children appears to stem from the education system and, more specifically, from the pressure they face to excel academically.“

UNESCO (Hrsg.), „Happy Schools!” (2016), S. 29

Südkorea: „Although more than 60 per cent of students reported that they hoped to rest at home after school, in reality less than 6 per cent reported doing so. Similarly, while almost half of the children reported that they hoped to play with friends after school, only around 23 per cent did so in reality.“

UNESCO (Hrsg.), „Happy Schools!” (2016), S. 29

„Italy (85.4 %), Spain (82.6 %), Korea (79.4 %) and the Netherlands (71.8 %) have an exceptionally high proportion of adults who scored at or below Level 1 in literacy who came from families in which both parents had less than upper secondary level attainment.“

Univ.-Prof. Dr. Anke Grotlüschen u. a., „Adults with Low Proficiency in Literacy or Numeracy“ (2016), S. 34

Südkorea: „The Ministry of Education requires that there be at least one special school in each province to serve the estimated 2.4 percent of Korean students who need special education.

Weltbank (Hrsg.), „How Shanghai Does It“ (2016), S. 63

„In Korea, for example, 80 % of students are enrolled in private institutions, and more than 40 % of the education budget come from tuition fees.“

OECD (Hrsg.), „Education at a Glance 2016“ (2016), S. 213

„In order to enhance the attractiveness and status of vocational education among young Koreans, a new group of vocational high schools, called Meister schools, was established in 2010. Meister schools are modelled after the German method of training master craftspersons, with emphasis on learning a specific trade or craft that is in demand in the labour market rather than preparing for further academic progression. […] 92.3 % of the 2013 class of Meister graduates were employed in January 2014.“

OECD (Hrsg.), „Education Policy Outlook. Korea“ (2016), S. 4

„Suicide rates among under 30s are highest in Finland, Japan, Korea and New Zealand, with 15 or more suicides per 100 000 youth.“

OECD (Hrsg.), „Society at a Glance 2016” (2016), S. 118

„Several top-performing countries, such as Finland and Korea, build high-quality teaching forces by recruiting the best high school graduates into education institutions.“

OECD (Hrsg.), „PISA in Focus“ Nr. 58, Dezember 2015, S. 2

„Südkorea ist das einzige OECD-Land, in dem Suizid die häufigste Todesursache unter Teenagern ist.“

Berliner Morgenpost online am 12. Oktober 2015

„Das grösste Problem in Korea ist, dass Kinder bereits in den Grundschulen damit beginnen, den Universitätseintritt vorzubereiten. Man klagt viel darüber, dass Kinder zu wenig Zeit zum Spielen haben, aber wegen des Konkurrenzkampfes findet das Thema kaum die nötige Aufmerksamkeit.“

Univ.-Prof. Dr. Lee-Whan Ahn, Neue Zürcher Zeitung online am 4. Mai 2015

„In den oberen 10 Prozent der Einkommensklassen besuchen 80,3 Prozent der Kinder ein Hakwon, während von den Kindern jener Koreaner, die zu den unteren 20 Prozent gehören, nur 55,5 Prozent davon Gebrauch machen.“

Neue Zürcher Zeitung online am 4. Mai 2015

„Suicide was the No. 1 cause of death among teens and young people in South Korea in 2013, with the suicide rate rising over the past decade. […] 61.4 percent of young people between the ages 13 and 24 said they suffered from chronic stress in 2014, with pressure from school and work being the main contributors.“

Yonhap News Agency online am 28. April 2015

Südkorea: „In addition to attending school full time, many students spend several hours every day preparing for the exam, often seeking extra help from so-called cram schools.“

PBS News Hour online am 15. März 2015

„66.5 % of Korean teachers and 58.6 % of Finnish teachers feel that their profession is valued by society – the highest levels in the OECD.“

OECD (Hrsg.), „Education Policy Outlook 2015 – Making Reforms Happen“ (2015), S. 88

„Compared to the international average, a much smaller proportion of Korean 15-year-olds report being happy at school and thinking that school can be useful for their job or decision making.“

OECD (Hrsg.), „OECD Skills Strategy Diagnostic Report Korea 2015“ (2015), S. 50

„OECD data indicate that there are a number of high-achieving nations where many students are not happy with school. These high achievement/low engagement systems include Korea, where students describe their secondary school experience as ‚Examination Hell‘, and Finland.“

OECD (Hrsg.), „Improving Schools in Scotland“ (2015), S. 121

„Including funds from both public and private sources, Korea spent 6.7 % of gross domestic product (GDP) on educational institutions from primary to tertiary levels, against the OECD and partner countries average of 5.3 %.“

OECD (Hrsg.), „Education at a Glance. Country Note Korea“ (2015), S. 2

Österreich: 4,9 %

Südkorea: „The share of GDP devoted to educational institutions (for all education levels combined) is among the highest in OECD countries, with one of the highest shares of private funding among OECD countries, mainly as a result of contributions of households.“

OECD (Hrsg.), „Education Policy Outlook 2015 – Making Reforms Happen“ (2015), S. 256f

„The relative contribution from households to financing education in Korea is one of the highest among OECD economies. High private education spending by households contributes to a low fertility rate as the burden for parents starts when their children are very young and lasts until they find a well-paid job.“

OECD (Hrsg.), „OECD Skills Strategy Diagnostic Report Korea 2015“ (2015), S. 56

Südkorea: „Meister schools have achieved a 90 % employment rate, of which 98 % is full-time regular employment.“

OECD (Hrsg.), „OECD Skills Strategy Diagnostic Report Korea 2015“ (2015), S. 110

„Korea’s 'work-study dual system', announced on 10 September 2013, is a work-based learning model based on Germany’s apprenticeship system. […] The dual system will reach 10 000 companies and create 70 000 apprentice positions by 2017.“

OECD (Hrsg.), „OECD Skills Strategy Diagnostic Report Korea 2015“ (2015), S. 111

Südkorea: „The employment rate of university graduates in 2013 was 56 %. […] For vocational institutions, the employment rate of Meister high-schools in 2013 was over 90%.“

OECD (Hrsg.), „OECD Skills Strategy Diagnostic Report Korea 2015“ (2015), S. 50

Südkorea: „The literacy proficiency of the top 25 % students with tertiary-type A education attainment is among the lowest in the OECD.“

OECD (Hrsg.), „OECD Skills Strategy Diagnostic Report Korea 2015“ (2015), S. 49

„In Korea ist der Anteil der tertiär Ausgebildeten bei den Jüngeren auf 65 Prozent angestiegen, aber jeder dritte Jugendliche in diesem Land, das zu den exportstärksten der Welt gehört, ist arbeitslos.

Univ.-Prof. Dr. Julian Nida-Rümelin in Nida-Rümelin u. a., „Auf dem Weg in eine neue deutsche Bildungskatastrophe“ (2015), S. 39

„Korea had the highest suicide rate with nearly 30 deaths per 100 000 population, followed by Japan, Hungary and Slovenia with nearly 20 deaths per 100 000 population. […] Suicide is the number one cause of death among teenagers in Korea.“

OECD (Hrsg.), „Health at a Glance 2015“ (2015), S. 56

„In 2012, only 42 % of students in Korea reported that they use computers at school – the second smallest proportion among the 42 countries/economies surveyed, after Shanghai-China (38 %).“

OECD (Hrsg.), „Students, Computers and Learning“ (2015), S. 55

Südkorea: „The share of youth not in employment, education or training (NEET) is above the OECD average and is particularly high among youth with tertiary education.“

OECD (Hrsg.), „OECD Skills Strategy Diagnostic Report Korea 2015“ (2015), S. 17

„The share of NEETs among Korean youth with a tertiary education is almost double the OECD average (24% versus 13%), while the rate among all youth is only moderately above average (19% versus 15%).“

OECD (Hrsg.), „OECD Skills Strategy Diagnostic Report Korea 2015“ (2015), S. 39

„Students in Japan and Korea spend many hours in private afterschool programmes drilling and practising, and these countries often have high results in international achievement tests compared with many other OECD countries.“

OECD (Hrsg.), „Education Indicators in Focus 22“ (April 2014), S. 4

„Across OECD countries, 18 % of students skipped at least one class and 15% skipped at least an entire day of school without authorisation in the two weeks before the PISA test. […] In most high-performing school systems, such as Hong Kong-China, Japan, Korea and Shanghai-China, virtually no student skips classes or days of school.“

OECD (Hrsg.), „PISA in Focus“, Nr. 35, Jänner 2014, S. 1f

„Some 7 % of students in Japan and 9 % of students in Korea attend schools where more than 10 % of students skipped a day or a class at least once in the two weeks prior to the PISA test; by contrast, across OECD countries, an average of 73 % of students attend such schools.“

OECD (Hrsg.), „PISA in Focus“, Nr. 35, Jänner 2014, S. 3

„In 2012, 80.9 % of elementary school pupils were estimated to be receiving private tutoring. In middle school the proportion was 70.6 %; and in general high school it was 57.6 %“

Univ.-Prof. Dr. Mark Bray u. a., „Regulating Private Tutoring for Public Good“ (2014), S. 15

„It was estimated in 2010 to comprise 3 % of Gross Domestic Product.“

Univ.-Prof. Dr. Mark Bray u. a., „Regulating Private Tutoring for Public Good“ (2014), S. 33

Das ist das Hundertfache des Anteils, den die Arbeiterkammer-Studie für Österreich ausweist.

„The 419 450 teachers in Korea’s primary and secondary schools (ministry data from 2010) enjoy high respect within society and favourable working conditions. Teaching is one of the most popular career options among graduates.“

OECD (Hrsg.), „Teacher Remuneration in Latvia. An OECD Perspective“ (2014), S. 166

„On TALIS 2013, 66.5 % of lower secondary teachers in Korea agreed that the teaching profession is valued in society. This is one of the highest figures among participating countries and far above the average of 30.9 %.“

OECD (Hrsg.), „Teacher Remuneration in Latvia. An OECD Perspective“ (2014), S. 166

„South Korea was ranked at 64th (Anm.: unter 65 Teilnehmerstaaten) when children were asked how happy they were in school. Other indicators such as suicide rates among children and adolescents have also shown that children in Korea are not happy.“

Univ.-Prof. Dr. Bong Joo Lee u. a., „Children's Worlds National Report South Korea“ (2014), S. 3

„Korea is one of the countries where teachers earn more than other tertiary-educated workers (comparing the statutory wage scale), with the most favourable ratio of all OECD countries in primary education (1.36 at all education levels, far above the OECD averages), which evidences the importance society places on the teaching profession and contributes to its attractiveness.“

OECD (Hrsg.), „Teacher Remuneration in Latvia. An OECD Perspective“ (2014), S. 167

Südkorea: „The share of GDP devoted to education, 7.6 % in 2011, is among the highest in OECD countries (OECD average of 6.1 %) and increased by 1.5 percentage points between 2000 and 2011.“

OECD (Hrsg.), „Teacher Remuneration in Latvia. An OECD Perspective“ (2014), S. 164

„In Korea, 80.9 % of primary school students were estimated to be receiving private supplementary education in 2012. In lower secondary school the proportion was 70.6 %; and in upper secondary school it was 50.7 %.“

OECD (Hrsg.), „Lessons from PISA for Korea“ (2014), S. 89

"The highest-performing educational systems recruit their teachers from the top third of each cohort of graduates (top 5 % in Korea, 10 % in Finland and 30 % in Singapore and Japan).“

OECD (Hrsg.), „„Lessons from PISA for Korea“ (2014), S. 193

Südkorea: „Der Schultag dauert acht oder mehr Stunden, nach dem Abendessen geht es mit Nachhilfe weiter. Wenn die Jugendlichen ihre Hausaufgaben gemacht haben, ist es häufig schon 23 Uhr.“

Univ.-Prof. Dr. Lee Joon-Koo, Die Presse online am 3. Dezember 2013

Südkorea: „Laut der Statistik der Korean National Statistical Office von 2012 erhalten siebzig Prozent der Kinder in Südkorea Privatunterricht.“

Die Zeit ONLNE am 19. November 2013

„Fewer than one in ten students in Korea and Thailand reported that they cannot work well in class because of disruptions.“

OECD (Hrsg.), „PISA in Focus 32“ (September 2013), S. 1

Im OECD-Mittel sind es 19 %, in Österreich 23 %.

„Private tuition is big business in Singapore and other high-performing East Asian countries like South Korea and Japan.“

Dr. Ng Pak Tee, National Institute of Education Singapur, Today online am 9. Juli 2013

„Die ostasiatischen Spitzenreiter in den jüngsten internationalen Schulstudien wie Hongkong, Korea oder Singapur bieten sogar vier oder mehr Tracks (Schulformen) an, was indirekt auch den PISA- und TIMSS-Erfolg deutscher Bundesländer mit gegliederten (Sekundar-)Schulsystemen erklärt.“

Univ.-Prof. Dr. Kurt Heller, „Gymnasium in Niedersachsen“ 3/2013, S. 20

„Besonders hoch ist der Anteil leistungsstarker Schüler/innen in Korea (39 %), Japan (30 %) und Nordirland (24 %). In Österreich zählen hingegen nur 2 % zu Kompetenzstufe 4.“

BIFIE, „Nationaler Bildungsbericht Österreich 2012“ (2013), Band 1, S. 132

Leistungen der 10-Jährigen: „The East Asian countries, including Singapore, Korea, Hong Kong SAR, Chinese Taipei, and Japan excel in mathematics from assessment cycle to assessment cycle, and the Russian Federation and Finland are top performers in reading.“

IEA (Hrsg.), „TIMSS and PIRLS 2011: Relationships among reading, mathematics, and science achievement at the fourth grade“ (2013), S. 14

„The educational achievements of Korea rest primarily on the intense discipline and work ethic of its students, encouraged and pushed by parents and teachers.“

Dr. Randall S. Jones, „Education Reform in Korea“ (2013), S. 5

„A large number of children attend private institutions known as hagwons, instead of or in addition to childcare and kindergarten. Hagwons are primarily focused on academics, teaching children particular skills, particularly in foreign languages and mathematics, as well as music and art.“

Dr. Randall S. Jones, „Education Reform in Korea“ (2013), S. 8f

„More than 70 % of students participating in private tutoring attend hagwons, making it the most important player in this sector. It is not uncommon for students to be enrolled in several hagwons focusing on different subject areas.“

Dr. Randall S. Jones, „Education Reform in Korea“ (2013), S. 18

„Korea currently has nearly 100 thousand hagwons, which must receive a permit from the local education government to operate. […] The hagwons have more teachers than the public school system and attract the best ones with higher salaries.“

Dr. Randall S. Jones, „Education Reform in Korea“ (2013), S. 18

„Admission to prestigious hagwons is challenging and depends on entrance exams. […] Only 14 % of applicants for the Daesung Institute are accepted. After one year of study, 70 % gain entrance to one of Korea’s top three universities.“

Dr. Randall S. Jones, „Education Reform in Korea“ (2013), S. 18

„Korea’s NEET figures are at the top in OECD countries, especially for youth with tertiary education.“

Univ.-Prof. Dr. Günther Schmid, „Youth Unemployment in Korea: From a German and Transitional Labour Market Point of View“ (2013), Abstract

„Private expenditure for primary and lower secondary education in Korea accounts for 21.5 % of the total investment, one of the highest proportions among OECD countries.“

OECD (Hrsg.), „Lessons from PISA for Korea“ (2014), S. 190

In Österreich macht dieser privat finanzierte Anteil 4,5 % aus. (Quelle: OECD (Hrsg.), „Education at a Glance 2013“ (2013), S. 206)

„Recent statistics from the Korean National Statistics Office showed that expenditures of private tutoring in Korea were about 3 percent of GDP in 2009.“

Ji Yun Lee, „Private Tutoring and its Impact on Students‘ Academic Achievement, Formal Schooling, and Educational Inequality in Korea“ (2013), S. 2

In Österreich sind es etwa 0,03 % des BIP, also ein Hundertstel des südkoreanischen Aufwands.

„Participation in private tutoring is the highest among high-achieving students. About 85 percent of students placed higher than the 90th percentile report that they participate in at least one form of private tutoring activities, and this participation rate is twice the rate for students placed lower than the 20th percentile.“

Univ.-Prof. Dr. Ji Yun Lee, „Private Tutoring and its Impact on Students‘ Academic Achievement, Formal Schooling, and Educational Inequality in Korea“ (2013), S. 37

Anteil der SchülerInnen Südkoreas, die Nachhilfeunterricht bekommen

Ji Yun Lee, „Private Tutoring and its Impact on Students‘ Academic Achievement, Formal Schooling, and Educational Inequality in Korea“ (2013), S. 41

„Expenditures on private tutoring have been higher than expenditures on formal schooling since 1995.“

Univ.-Prof. Dr. Ji Yun Lee, „Private Tutoring and its Impact on Students‘ Academic Achievement, Formal Schooling, and Educational Inequality in Korea“ (2013), S. 52

„The curriculum targeting average students does not satisfy others who have different levels of ability. Especially, for high-achieving students with a high probability of taking private tutoring, the curriculum in formal schooling is not challenging and does not satisfy their educational needs.“

Univ.-Prof. Dr. Ji Yun Lee, „Private Tutoring and its Impact on Students‘ Academic Achievement, Formal Schooling, and Educational Inequality in Korea“ (2013), S. 195

„Im Allgemeinen gewinnen Länder, die in PISA gut abschneiden, die besten Studierenden für den Lehrerberuf, indem sie ihnen ein höheres Gehalt sowie berufliches Ansehen bieten. […] So verdienen beispielsweise Lehrkräfte der Sekundarstufe I in Korea und der Partnervolkswirtschaft Hongkong (China), zwei leistungsstarken Systemen bei der PISA-Lesekompetenzstudie, über das Doppelte des Pro-Kopf-BIP des betreffenden Landes.“

OECD (Hrsg.), „PISA im Fokus 13“ (Februar 2012), S. 3

... und damit mehr als Doppelte der Lehrkräfte Österreichs.

„Students attend hagwon after their regular school hours for additional training in all subjects including math, writing, music, science, and perhaps the most common, English. […] Sending one’s child to after school activities has become embedded in the Korean culture as a social norm.“

Dr. Thomas M. Anderson u.a., „Education Fever and the East Asian Fertility Puzzle“ (2012), S. 11

„In the Republic of Korea nearly 90 % of elementary students receive some sort of shadow education; and in Hong Kong, China, about 85 % of senior secondary students do so.“

Univ.-Prof. Dr. Mark Bray u.a., „Shadow Education“ (2012), Executive Summary

Südkorea: „In the highly competitive Korean society, parental pressure is high and the burden of private tutoring increases every year.“

Kyung Suk Chang, „Language education in Japan and Korea“. In: OECD (Hrsg.), „Languages in a Global World“ (2012), S. 284

„Korea, Shanghai and Hong Kong have the smallest distance between highest and lowest performing students.“

IPPR (Hrsg.), „Oceans of Innovation“ (2012), S. 43

„In Korea, a key part of the strategy over decades has been to attract great people into teaching by paying them excellently.“

IPPR (Hrsg.), „Oceans of Innovation“ (2012), S. 44

„Due to the strong bias against manual or technical work, employers in Korea are struggling to find talent for skilled trades. To attract more students for these roles, the Korean government started transforming a subset of existing vocational schools into Meister Schools in 2010.“

McKinsey (Hrsg.), „Education to employment: Designing a system that works“ (2012), S. 64

„Finland and South Korea [...] obtain their annual teacher intake from the top 10 % and 5 % of graduating students respectively. The key to such success is the status in which teaching is held culturally.“

Pearson (Hrsg.), „The Learning Curve“ (2012), S. 25

„The South Korean government uses high levels of teacher pay in this way both to compensate for large class sizes and to indicate the importance it accords to the profession.“

Pearson (Hrsg.), „The Learning Curve“ (2012), S. 25

„In the countries with the most successful public education (South Korea, Singapore, Hong-Kong, Finland) teachers come from the upper tier of university graduates; in Finland they come from the uppermost 10 %.“

Balázs Hornyák, „Pillars of Talent Support in Finland“. In: Győri, „International horizons of talent support. Best practices within and without the European Union“ (2011), S. 54

„Not only in Korea but also in countries such as France, Canada, and Singapore, tutoring has moved beyond being just a shadow of the regular system to become a system in its own right which offers additional learning opportunities.“

Univ.-Prof. Dr. Mark Bray, „Researching shadow education: methodological challenges and directions“. In: „Asia Pacific Education Review“ (2010), 11, S. 10f

„The world’s top performing school systems – Singapore, Finland and South Korea – make a different choice. They recruit, develop and retain what this report will call ‚top third+‘ students as one of their central education strategies, and they’ve achieved extraordinary results.“

McKinsey (Hrsg.), „Closing the Talent Gap: Attracting and Retaining Top Third Graduates to a Career in Teaching“ (2010), S. 5