[Industry] Half of major firms’ board members come from SKY, overseas schools
http://t.co/3xs99IH0pG #industry pic.twitter.com/KhJUgtcVgv
— 코리아헤럴드 Korea Herald (@TheKoreaHerald) October 10, 2014
This is what happens when everyone goes to college and want the same jobs:
Last year, 71 percent of high-school graduates went on university, but only 59.3 percent of university and college graduates were able to find jobs. The number of unemployed people between 15 to 29 years of age has surpassed 400,000.
Now young jobless people often cause a headache for their parents who still have to support them.
Yet young graduates continue to insist on jobs with major conglomerates in Seoul, which are not only growing scarce but extremely competitive, while small businesses have a tough time finding people to work for them.
A study by the Ministry of Employment and Labor shows that there will be a shortage of high-school graduates to the tune of 320,000 by 2020 and more than 500,000 excess university graduates.
Unless university graduates lower their sights and seek a wider range of job options, the day may come when a degree becomes utterly useless. (Chosun Ilbo)
You can read more at the link, but I think it is arguable that college degrees with a few exceptions in both the U.S. and Korea have been devalued to where they are becoming glorified high school diplomas.
Schools in Broward and Palm Beach counties are tapping a new source of teachers: South Korea.
The Asian nation has more teachers than it needs, and the Korean government is helping them find jobs abroad, said Andrea Seidman, president of Teachers Council, a nonprofit agency that helps place instructors.
Teachers Council has helped Broward and Palm Beach find Korean teachers in recent weeks. Broward has hired three for next year; Palm Beach likely will hire five, recruitment director Marcia Andrews said. Representatives of both school districts say they want to start with just a few to see how they adapt to American life.
I wonder if we can expect to see charming and artistic works of art from the children of Florida such as this seen in South Korea:
Or how about the teachers teaching facts such as this to the children of Florida:
Consider the following question, posed to 400,000 Korean students in a grade school exam: Which of the following descriptions of Iraq after the Gulf War is incorrect?
A) Due to economic sanctions, infant mortality increased by 150 percent, and in some areas, 70 percent of newborns had leukemia.
B) The United States and Britain conducted a bombing campaign against Iraq for 11 years after the war, causing terror among the Iraqi people.
C) Cancer among Iraqi children in 1999 was 700 percent because of depleted uranium left from the bombing.
D) The infant mortality rate of Iraqi children in 1999 was 300 percent higher than it was a decade earlier.
E) Not a single Iraqi starved to death after the Gulf War because of the extensive food relief program.
This question, and many more like it, comprised a supplemental teaching package on the second Iraq war that was distributed two years ago by the Korea Teachers and Educational Workers Union, the Los Angeles Times reported in July 2003. The package allegedly included graphic photographs of child casualties and urban destruction from the 1991 Persian Gulf War.
According to national education law, teachers who belong to unions are permitted to incorporate such supplemental teaching materials into the mainstream curriculum. School principals technically have the power to regulate what is used, though this rarely occurs.
In one controversial instance, a teacher leading a class on the U.S. military role in South Korea showed her seventh-grade students a police photo of a naked Korean prostitute who was murdered and sexually assaulted in 1992 with an umbrella by an American serviceman.
The offending teacher, who subsequently did not lose her job, argued that such material was widely available on the Internet for public viewing. She echoed the opinion of other unionized educators who contend they oppose war of any kind, and are not waging a targeted smear campaign against the United States.
South Korean President Roh Moo Hyun — who dispatched the third-largest contingent of foreign troops to Iraq — supported the union’s position, saying that “antiwar education should be encouraged but only as long as it is not anti-American, in consideration of our diplomatic relations.”
Even better yet they can teach this:
Today’s texts contain pictures of North Korean food shops (“A lot of women,” reads the caption, helpfully, “are participating in economic activity”) and suggest students practice writing letters to their counterparts across the border (without mentioning that North Korea prohibits mail from the South.) In today’s classrooms, you can find a third-grade textbook with a cartoon of two boys from either side of the border deciding not to throw rocks at each other.
Northern Boy: I’m sorry I threw the rock at you first.
Southern Boy: I’m sorry, too. It is not right for brothers to throw rocks at each other.
Northern Boy: Our parents and ancestors would be grieved to see us fighting.
Southern Boy: Speaking of which, do you want to participate in the international Ping-Pong game together as one team? … If we become one team, we can make up for our weakness and no other country will be able to beat us.
Teachers need little encouragement to use such texts. Park Geun Byung, a teacher at Song Chun elementary school in Seoul, uses a storybook that instructs his fourth-grade class in the tale of an evil dragon that prevents a Romeo and Juliet on either side of a river from marrying. The river is plainly the DMZ. The evil dragon is meant to represent the U.S. Park is a believer in what he calls “unification education.” “Teachers,” he adds, “don’t have to be neutral.”
