Educational 2000), “40 students are committing suicide every

Educational
globalisation aims to interconnect
many different countries; by contributing advanced knowledge and solutions for
educational limitations regarding policy and systematic issues. However, it is inevitable
to discuss severe matters, such as mental well-being in education; a sector
that is mostly disregarded in educational globalisation topics and still continuing
to impact students to reach their full potential in academia. United Kingdom,
for example, scored the 21st place in PISA (OECD PISA, 2000), faces
problems, such as student suicidal rates which has increased by 210% from 2016 (BBC,
2015). Compared to this, South Korea, scored 6th in PISA (OECD PISA,
2000), “40 students are committing suicide every day” (Lee, 2010). There is a significant
difference in PISA results for both countries; yet the death rates are
practically similar and continuously developing. It is essential to analyse both
countries’ educational policy and system; to acknowledge the limitations and provide
an advanced solution for the future.

 

Firstly, the United Kingdom of Great Britain and
Northern Ireland, also known as UK or
Britain, is situated in the
north-western coast of Europe with a population of over 67 million people (The
World Bank, 2017). United Kingdom consists of four different countries;
England, Scotland, Wales and Northern Ireland, all applying different scholarly
rules for each of their education systems. According to Unterhalter (2014), England’s
education policy gives a specific emphasis on equality, diversity and
inclusion; all students are eligible to attend free education until 16 years of
age. All students in England are eligible to start their first years of
schooling before the age of five.

 

The national curriculum for England is organised into
two main aspects; Key Stage 1 covering the first years of pre-school and Key
Stage 2 which is covered during Years 3 to 6. Throughout Key Stage 1 and 2,
students are assessed and required to study three main topics, which are
English, maths and science and as they progress and develop throughout the
years, students are obligated to also study topics, such as art and design,
computing, design technology, geography, history, music and physical education
(DfE, 2017). Academic levels for individual students are assessed through Key
Stage 1 and 2 SAT exams from Years 3 to 6 and this leads onto choosing their own
secondary school years in different secondary schools (DfE, 2017).

 

On the
contrary, there is a significant difference in South Korea’s education system
compared to the UK. South Korea, also known as the Republic of Korea, is situated in East Asia with over 25 million
residents living in the capital city, Seoul (Kweon, 2014). That escalates to
almost half of England’s population situated amongst South Korea’s capital
city. Out of the 25 million residents, 5 million residents are students who
live in Seoul, which also means that the population is hardly dispersed to
country sides and urban areas. Unlike England with a vast range of diversity
and dispersal across the land, the educational policy for South Korea does not
emphasise strongly on diversity, equality or inclusion. Khang (2012) stresses
that “the government has activity promoted English proficiency as an indispensable
tool in ascertaining competitiveness or individuals and the country”. This statement
suggests that, Koreans emphasise more on promoting competitions in schools,
rather than co-operation skills and rather than advertising inclusion for less
advanced pupils, the country is better known to develop students who are gifted
in predominant subjects (Khang, 2012).

 

In
England, students are eligible to attend free education before the ages of 5,
up until the ages of 16. However in Korea, education is paid for and the
majority of working class parents will send their children to school from the
ages of 0 years (2 months +) onwards (Park, 2006). All educational
institutions, including private schools in South Korea follow the same national
curriculum. Students start primary school from ages of 6 ranging to 12, with
constant monthly assessments and mock exams to develop their learning (Park,
2006). Unlike the Key Stage procedures in England, Korean children are intended
to develop through grades; grades 1 to 2 focusing on main topics such as,
Korean and mathematics and focuses more on personal development through topics,
such as a ‘disciplined life’ or an ‘enjoyable life’ during pre-school (Park, 2006).
However, once a student reaches Grades 3 to 6, the topic become more intense,
similar to England’s national curriculum topics. Students in Grade 3 begin to
study Korean, English, science, maths, moral education, social studies, art,
music, practical arts and physical education, with on-going exams that prepares
them for secondary education (Park, 2006).

 

There are
significant psychological differences that impact student’s well-being in
England compared to South Korea. Students in England compare their academic
results to themselves; comparing their previous results to observe the level
and extent of improvement compared to the past. However, South Korean students
are embedded with the idea of a ‘competitive
society’; comparing their results to other people in class (Park, 2006). The
grades in Korea are given out by reading the name of the person with the
highest grade in class, and then later bulleted on walls for everyone else,
including senior years to see. This triggers students to ignore the self fulfilling
prophecy; instead they are reprimanded by teachers and parents to do greater
than other students (Lee, 2010).

 

Compared
to this authoritative system in South Korea, the students in England do not feel
the same academic pressure from their own results (Lee, 2010). However,
statistics prove that mental dissatisfaction and student suicidal rates still triggers
within the UK, which impacts the entire education system. According to the
general statistics shown for mental health in OECD countries, England is the 5th
highest in student satisfaction within education (OECD, 2014). Also, the statistics
for the most employable graduates of the world, England takes the 3rd place after
US being 1st statistic results (UNESCO, 2016). These statistics demonstrates
that the students who live in England are highly satisfied with the existing
education system and will face less pressure, compared to other countries
regarding employability.

 

However,
according to BBC (2015), the average of three pupils in every classroom face
mental issues that impact their health and well-being in education. This leads
onto the inevitable purpose for professionals to discuss why these results
contradict with previous results portrayed in OECD charts. Student suicidal
rates in England have increased by 33%, with almost 150 pupils committing
suicide from online scams and dating fraud (BBC, 2015). It is inevitable to
discuss teenage suicidal rates occur through media, genuinely distinct reasons in
relation to academic issues. However, this still yet impacts the education
system in England as a whole and professionals who work within the educational
field should consider these critical issues that impact individual students. There
are studies to investigate the impact of student suicide and mental dissatisfaction,
which distresses and impacts teachers who felt that they needed more support in
handling these critical situations within education (Unterhalter, 2014). In
fact, student’s mental health impacts the whole education system in England, as
this causes high levels of distress amongst teachers and parents (BBC, 2015). Student
suicidal issues related with media should be considered in a higher extent, as
this will impact the school, then the community and leading to impacting the
education system in England as a whole.  

 

Nevertheless,
in South Korea as mentioned before, students are more aware of other student’s
results then their own, due to the fact that they live in a ‘competitive society’ (Lee, 2010).
Students in England will attend 8 hours of regular class hours, possibly
attending extracurricular activities but will be insured to have at least 8
hours of sleep, when they are following the correct educational policy and
procedures (DfE, 2017). However, South Korean students attend school in average
of 13 hours, also attending extracurricular classes and are estimated to have 4
hours of average sleep every day (Mckay, 2017). Parental issues in Korea also
have a direct impact in mental satisfaction for the students in South Korea.
Students who are gifted in authentic subjects will attend arts schools, which
are frowned upon by the society, causing labeling and otherness from their very
own parents and related family members (Mckay, 2017). Korean students are
expected to achieve much higher than their expectations and will be pressured against
their own will, as South Korea’s employability is 20%, rated 5th
lowest across the world (UNESCO, 2016).

 

Therefore,
South Korea is ranked 6th highest in reading and writing across the
world (TIMSS and PIRLS, 2015) and United States (ranked 16th) has
also stated “that education system can’t compete with
the rest of the world” (Mckay,
2017). Not only the parents, but the community and even the whole country
itself has neglected self value and health care issues against keeping their
main focus on keep their place ranked as a country. The mental dissatisfaction
and the lack of health care are still to be processed and advanced in
educational policies since the 80s (Lee, 2010). The educational policy in South
Korea currently focuses on keeping their place and neglects the critical issue
of how this issue impacts the education system. Professor Park from Yeon Sei University,
recommended training programmes for residential families and elaborated that
focus should be on promoting the end of mental health and hearing the voice of
suffering students in mental illness (Mckay, 2017). However, Professor Park and
the majority of the Korean community agreed to the fact that no improvement
will be made in the near future.

 

Overall, England
and South Korea both face critical issues of high suicidal rates by students
who are dissatisfied with their personal lives which significantly impacts the
education system. However, both countries have severe differences in policy
which should be considered by the world’s leading educational professionals
that should create a new legislation that could benefit all countries and save
individual student’s lives. South Korea, a democratic country is formed of
legislations which were made by the countries very own citizens, rather than
government decisions or political choices (Park, 2006). Park also argues that, the
countries legislation and policy is correlated personally by the people of
South Korea, they should consider and discuss the critical matters by prioritizing
issues regarding education.  This
statement clearly suggests that, the majority of adults in South Korea,
including all parents are more interested in improving their child’s academic
results, than putting a focus on other issues such as mental health, which has
delayed this legislation process for years.

 

 

 

 

On the
other hand, England’s mental services are beyond compatible, as for the country
being a part of the National Institute of Health (NIH) who provides a comprehensive
study for mental health services all around the regions of England (BBC, 2015).
England has emphasized the importance of investment for research programmes
regarding mental health; however still fails to indicate the actual reasons behind
student dissatisfaction and expresses a reluctant manner to promote this issue using
the media approach. In comparison to this, South Korea has remained the highest
in student suicidal rates for 10 years in OECD and “29.1 people out of 100,000 are
committing suicide” (Mckay, 2017). Nevertheless, the people in South Korea are
well aware of these problematic issues and the main cause however is reluctant to
supply any financial budget for research programmes and promoting services (Mckay,
2017).

 

In
conclusion, the mental health analysis for both countries has expressed the significant
use of advanced and comparative educational globalisation. Analysing such comparisons,
have clearly shown that the results portrayed in PISA charts, may cover hidden issues
within a countries education system and the significant duty for practitioners to
encounter all these issues to produce a better learning environment for all students.
Deeper analysis and research should formulate better and advanced solutions, particularly
in the areas of mental health and this matter should promote critical issues and
lead onto providing a better education system all around the world.