Ambassador Adolfo Carafi: “The keys to success in Korean education are family, school and teacher”

By David Azócar

Ambassador Adolfo Carafi currently represents Chile in South Korea. From his post in this Asian nation, he has gained insight into many facets of Korean culture and society. In his opinion, the key factors, which powered Korea’s unprecedented progress during the last century, have been its educational system and family-centered society. South Korea went from being a war-torn nation in 1953 to one of the top 11 economies in the world. Its students have consistently been ranked number one in international testing, particularly in mathematics and science.

South Korea has become one of the world’s largest investors in education, as well as its biggest user of new technologies in the classroom as part of its strategy fopr the development and training of its human resources.

Although he confesses to be no expert on education, Ambassador Carafi said that his experience in the country allows him to comment on Korea’s successful school system.

Carafi was consul in La Paz, Bolivia between 1998 and 2001, before being appointed Coordinator of the Rio Group between 2001 and 2004. At the same time, in 2001 he was appointed Director of Asia-Pacific Affairs at the Foreign Ministry. He was appointed Ambassador to Korea in December 2004.

Korean education is world-renowned for its quality. Can you name three keys to its success in the field?

Korean education, at both the elementary and secondary levels, is recognized as one of the best in the world. In some subjects, such as math and science, indicators rank Korea and Singapore number one in quality of education in these subjects. The latest TIMMS assessment, from 2003, said Korea was the second-best performer in elementary school math (after Singapore). In science, Korea placed third (after Singapore and Taiwan). I should add South Korea has a population of 49 million, so the achievement is even more significant than it may seem.

These results are essential, since a good knowledge of science and mathematics in fundamental to the technological advancement of a nation. Korea is ranked fifth among countries registering invention and industrial patents. This certainly develops from learning the scientific method at school and from the overall structure present in the Korean educational model.

In my opinion, the keys to success in Korean education are as follows: family, school and teacher.

Could you explain these keys?

First, we have the family. The primary destination for family income in Korea is the children’s education. Parents make every sacrifice possible so that the next generation is better off than the previous. Koreans spend a very important part of the family budget on education, tutoring, study tours, foreign travel and museums. It is the primary destination of family income, as I said. Spending on housing, food, clothing, entertainment, car or vacations come (after education); the biggest expense being a university in Korea or abroad.

Many parents save a lifetime so their children can study the best possible English, often sending them abroad for many years. Korea is the country with largest number of nationals studying a master’s and doctoral degrees at U.S. universities. This shows the priority families put on education. It also represents a sacrifice shared by mother, father and even the grandparents. On average, parents visit their children’s school eight times a year in order to check on their progress, resolve any problems or see what contributions they can make (to their child’s academic progress).

Parents volunteer at school in order to support on issues such as monitoring vehicle traffic around the school and during arrival and departure times. They also help out with libraries, extra curricular activities, field trips and visits to places of interest, etc. If need be, parents receive classes on how to support their children with homework.

Secondly, there is the educational establishment itself. Koreans, who are 50 years old, studied in classes of 90 students. Today, the classes only have 30 students. And even this is considered too many. Korean children have about 80 more days of school per year as compared to Chilean students. Classes are held from 8:30 to 3:30, after which they usually attend language classes, practice playing a musical instrument, science or math and sports. All Koreans know how to play a musical instrument. Most schools have bands or orchestras and hold competitions quite often.

At school, children and teachers wear special shoes to avoid noise. Children are responsible for cleaning up most of the school. Attendance is 100%, except for special reasons. The time that a teacher spends (at the beginning of class) on taking role and calling for order is one to three minutes. Homework is always assigned.

The entire curriculum is online. A child who misses school due to flu may follow along at home via the Web. Parents know what material their child is studying in a given week, because the curriculum is online. The curriculum is strictly adhered to. Grades, tests, etc., are accessible to the students and their parents online. There are no student strikes at primary or secondary schools. They don’t look for holiday excuses to miss class. In fact, they attend class two Saturdays per month.

Educational establishments are extremely clean; especially the bathrooms and kitchens. For example, children are taught to brush their teeth as part of primary education. The school delivers the materials and makes periodic checks to ensure what is being taught. Companies are not allowed to sell food at public schools. A small breakfast is provided mid-morning and lunch is served every day. Schools have abundant libraries, theaters, music and laboratories.

Third, we have the teachers. Being a teacher in Korea is a position of high prestige. A teacher who begins classes at a public primary school earns about $1,000 per month (or twice the Chilean wage). The principal of a primary school earns $5,000 per month. It is an obligation for teachers and principals to take a state-run evaluation every three years. The test is run by a separate entity than the Ministry of Education. It is the National Assessment of Education, which is the same as the NGOs in Chile which offer the SIMCE and PSU. Teachers who teach in private schools are not required to sit for evaluation.

The teacher is always respected by pupils, parents and the community. Their profession is viewed as being a very dignified undertaking in society.

Korea’s educational model was built on these foundations. But there are also those who consider the educational model has its problems: excessive authoritarianism, rigorous discipline (punishment), too much pressure from parents on children and so on.

Let’s compare Chilean and Korean education. What do you think are the main shortcomings of the Chilean education system and which Asia’s strengths might remediate them?

Undoubtedly there is a huge difference in the allocation of resources, quality and encouragement of teachers, and the level of parental involvement in supporting the educational process. The existence of a public television station that supports the process of education and culture of the Korean people is essential. Many of the most watched programs in Korea are knowledge competitions.

Are you aware of any national or private initiatives (grants, exchanges, etc.) by Chileans interested in learning about Korean education?

In 2006, the embassy (of Chile in South Korea) sponsored a special project on education in Korea. Two experts came from the Curriculum and Evaluation Unit of the Ministry of Education, which submitted a report. We are also trying to get the Ministry of Education to access IDB funds to build cooperation programs Korea.

In your opinion, how can we improve the quality of Chilean education vis-à-vis the Korean model?

I believe the attached report from the two experts at the Ministry of Education is the best, technical opinion of what should be done.

What role has Information Technology played in the success of the Korean educational system?

Information technology plays a crucial role. Korea was the first country in the world to provide cost-free broadband in all its primary and secondary schools. Korea is a leading producer of computers and IT products. Therefore, information technology plays an essential role in the education and training process. The teaching of English is equally important.

Taking into account cultural differences, what lessons can Chile learn from the Korean system? And how should we implement said solutions in Chile?

The Korean model of education cannot be transplanted, en toto, to Chile for many reasons. But much can be learned. Therefore, we should to establish a link between the Ministry of Education of Chile and Korea. We have a great deal to learn from Korea.

The embassy (of Chile in South Korea) laid the cornerstone with its Special Project in 2006. We hope to be able to structure a systematic process of collaboration through scholarships, exchanges and visits. Next year a scholarship program will start for masters and doctorate programs in Korea. I think this will be of great importance in the training of Chilean specialists.