Not only Finland stands out among the most successful countries in education as we try to demonstrate in our article Finland: education paradigm in the world published on the website <http:>. South Korea and Japan are also well placed in the world rankings of education.

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SUCCESS BASES OF EDUCATION IN SOUTH KOREA AND JAPAN
Fernando Alcoforado *
Not only Finland stands out among the most successful countries in education as we try
to demonstrate in our article Finland: education paradigm in the world published on the
website <http: fernando.alcoforado.zip.net>. South Korea and Japan are also well
placed in the world rankings of education.
Education in South Korea
South Korea is admired worldwide because it occupies a prominent place in the PISA
(Programme for International Student Assessment) conducted in 2010 for its quality of
education. In its latest issue, South Korea won the 5th position in the overall standings
which tested won the 5th position in the overall standings which tested the knowledge
of their students in math, science and reading [See Article PISA - Coreia do Sul,
campeã em Educação (PISA - South Korea, champion in Education) published on
website <http://educarparacrescer.abril.com.br/indicadores/coreia-do-sul-pisa-
762270.shtml>]. Meanwhile, Brazil ranked 58th among 65 countries assessed. This is
the result of much effort by the government, parents, students and especially teachers
who face a demanding training and difficult tests to enter the career.
The high quality level of education obtained by South Korea was reached thanks to a
massive investment (in 2009, according to the World Bank, this investment was 5% of
GDP- Gross Domestic Product, or US$ 47.1 billion) - mainly in teacher training,
investment in collateral and improving the structure and functioning of schools -
combined with the Asian culture of discipline and enhancement of education. The
development of education in South Korea was one of the factors responsible for the
rapid economic growth of the country. Shortly after the Korean War (1950-1953), GDP
per capita of the country in the period was US$ 883. In 2004, its GDP exceeded US$ 1
trillion, and currently, the country stands as the 15th economy in the world, and high-
tech exports [See the article Investimento e disciplina fizeram da Coreia do Sul uma campeã em
educação (Investment and discipline have made South Korea a champion in education)
published on the website <http://ultimosegundo.ig.com.br/educacao/2013-06-
05/investimento-e-disciplina-fizeram-da-coreia-do-sul-uma-campea-em-
educacao.html>].
In South Korea, the system gave priority first to primary education. Only when it
became universal, the government started to allocate funds for the second and third
degrees. In addition to a consolidated career plan, South Korean teachers receive high
salaries and there are investments and appreciation of their means of work. Being a
teacher in South Korea, according to experts, it is to have a prestigious career. Teachers
are seen by the authorities as crucial to national development project, which are highly
trained even before they begin teaching.
Like other Asian countries, South Korea conducts competitive public examinations for
selection and for social mobility, with the entry into a good school or college depending
solely on performance on tests. Classes of children in South Korea begin at 7:30 and
end at 17h. At 18h, all children go to a private school, pay for their parents, in which
there are classes until late at night. The high degree of dedication to teaching by
students has, however, a downside. According to the Ministry of Education, 146
students committed suicide, including 53 in high school and three in primary in 2010 in

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the country. Children in South Korea complain of sleep deprivation, lack of time and
pressure. There are concerns that a system such as South Korea, very focused on the
result of trials and tests, jeopardize critical thinking and creativity of students.
Education in Japan
The articles Educação no Japão (Education in Japan) published on the website
<https://pt.wikipedia.org/wiki/Educa%C3%A7%C3%A3o_no_Jap%C3%A3o>,
Educação no Japão (Education in Japan) published on the website <http:
//www.infoescola .com / education / education-in-japan /> and Sistema educacional
japonês (Japanese educational system) published on the website <http://www.por-
toyohashi.jp/vida/pages.php?p=72> report on education features in Japan today a
summary of which is presented in the following paragraphs.
The current Japanese educational system was established by the US government, based
on its own system, after the 2nd World War. It consists of 6 years of elementary school,
three years of gymnasium, three years of high school, and 2 more years of higher
technical education, or 4 years of university. In Japan, since 1947, compulsory
education in Japan includes early childhood education and primary education which
lasts nine years (from six to 15 years). About 75.9% of secondary school graduates are
at the University and vocational education or other post-secondary courses. The
curriculum of each series is determined by the Ministry of Education, Culture, Sports,
Science and Technology.
The educational training is free and compulsory for all who are in the age group located
between six and 15 years. Learning material is constantly subjected to analyzes and
assessments. When changing educational institution, students must take exams to get
into gymnasiums, colleges and universities. In the case of public schools and
universities, students always have to make entrance exams. The health check is
performed for all children who will enter primary school. This test serves to meet the
conditions of the child's physical and mental health and the proper advice during the
school year.
It is estimated that 99% of the country's schools are public. Primary school begins at 6
years of age whose standard academic curriculum includes Japanese language, social
studies, arithmetic and science supplemented with other subjects such as moral
education, arts, crafts, music, housework, physical education and English language.
Secondary school begins at 12 years old. It is estimated that 95% of middle schools are
public with the average of 38 students per class. Unlike elementary school, in middle
school students have different teachers for different subjects. The high school
curriculum includes Japanese language, social, arithmetic studies, science, music, arts,
health and physical education. There are also classes of domestic and industrial works,
along with moral and civic education. There are also groups of special activities in
schools.
In Japan, approximately 94% of high school students go for higher education. Higher
education is paid for, including public representing approximately 76% of students. The
higher education curriculum includes academic subjects such as Japanese language,
mathematics, science and English, history, geography, civic activities and domestic
economy, more disciplines for specific areas, and the economic and industrial areas are
the most sought. The Japanese education is also characterized by a radical discipline and
a fierce tradition, factors already repeatedly blamed for the high rate of suicides among

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adolescents and young people who are psychologically pressured by families and by
this highly demanding educational system.
*Fernando Alcoforado, member of the Bahia Academy of Education, engineer and doctor of Territorial
Planning and Regional Development from the University of Barcelona, a university professor and
consultant in strategic planning, business planning, regional planning and planning of energy systems, is
the author of Globalização (Editora Nobel, São Paulo, 1997), De Collor a FHC- O Brasil e a Nova
(Des)ordem Mundial (Editora Nobel, São Paulo, 1998), Um Projeto para o Brasil (Editora Nobel, São
Paulo, 2000), Os condicionantes do desenvolvimento do Estado da Bahia (Tese de doutorado.
Universidade de Barcelona, http://www.tesisenred.net/handle/10803/1944, 2003), Globalização e
Desenvolvimento (Editora Nobel, São Paulo, 2006), Bahia- Desenvolvimento do Século XVI ao Século XX
e Objetivos Estratégicos na Era Contemporânea (EGBA, Salvador, 2008), The Necessary Conditions of
the Economic and Social Development-The Case of the State of Bahia (VDM Verlag Dr. Muller
Aktiengesellschaft & Co. KG, Saarbrücken, Germany, 2010), Aquecimento Global e Catástrofe
Planetária (P&A Gráfica e Editora, Salvador, 2010), Amazônia Sustentável- Para o progresso do Brasil e
combate ao aquecimento global (Viena- Editora e Gráfica, Santa Cruz do Rio Pardo, São Paulo, 2011),
Os Fatores Condicionantes do Desenvolvimento Econômico e Social (Editora CRV, Curitiba, 2012) and
Energia no Mundo e no Brasil- Energia e Mudança Climática Catastrófica no Século XXI (Editora CRV,
Curitiba, 2015).