There are discussions underway in South Korea regarding the shift from relative to absolute evaluation in education, but concerns arise about the implications for specialized high schools and the potential for increased educational inequality.
In South Korea, the Ministry of Education and related educational organizations are beginning discussions on transitioning from relative to absolute evaluation in the school system. The shift aims to alleviate the harsh competition among students by assessing their individual capabilities and achievements rather than pitting them against one another. However, a significant concern surrounding this transition is the status of specialized and self-governing high schools, which may exacerbate educational disparities as students could flock to better-performing schools under the new evaluation system. This would likely intensify the competition for entry into these institutions, countering the intended benefits of the absolute assessment model.
While Education Minister Choi Kyoh-jin has been supportive of moving toward absolute evaluation, calls for a thorough examination of the necessary budget, preparation time, and strategies to decrease dependence on private education have been emphasized by the National Education Commission. Additionally, some regions are witnessing discussions about expanding the establishment rights for specialized and self-governing high schools, potentially contradicting the goals of equitable educational reform posed by the absolute evaluation system. This contradiction raises concerns that even if the absolute evaluation is implemented, the reform might remain incomplete and fail to address the fundamental issues of educational inequality.
The National Education Commission has recently released proposals suggesting that the shift to absolute evaluation for school grades and the college entrance exam is essential for normalizing public education and reducing admission competition. Yet, the fate of specialized high schools, which are seen as top contenders for students seeking quality education, has been overlooked in these discussions. Without addressing the intertwined issues of specialized education institutions' continued existence, the policy change could lead to a situation where educational reforms only partially fulfill their objectives and leave significant disparities in the education system unresolved.
