Crisis of Domestic Universities and Perceptions of Early Study Abroad [Public Opinion Briefing 16-5]

[Public Opinion Briefing 16] Changes in the Educational Environment and Strategic Choices of Education Consumers

[1] Educational Issues Demand a Paradigm Shift - General Remarks by the Research Team

[2] Strategic Choices of Education Consumers, Overseas Study Abroad - Lim Chun-soon · Jeong Il-jun

[3] Early Study Abroad, How Far Will It Spread? - Seo So-jeong · Jeong Han-wool

[4] The Next Government's Educational Policy Requires Multifaceted and Complex Measures - Lim Chun-soon · Kim Byung-guk

[5] Other Major Findings

5. Crisis of Domestic Universities and Perceptions of Early Study Abroad

Jeong Han-wool (EAI Center for Public Opinion Analysis, Deputy Director)

1. Attention Must Be Paid to the Crisis of Domestic Universities

□ Distrust in Public Education Is Highest as Children's School Years Advance:

88% of parents of university students dissatisfied, 83.5% of parents of high school students, 83.1% of parents of middle school students, 78.4% of parents of elementary school students

Furthermore, a significant characteristic is that distrust in Korean education increases in proportion to the children's age. It is particularly noteworthy that parents of university students express greater dissatisfaction with public education than parents of middle and high school students. A staggering 88% responded that Korean public education is unsatisfactory. While 70.4% of respondents with no school-aged children, including preschoolers, expressed dissatisfaction with public education, 78.4% of parents of elementary school students, 83.1% of parents of middle school students, and 83.5% of parents of high school students responded negatively [Figure 1]. Although the dissatisfaction of parents of university students with public education may be largely formed through their children's university entrance process, dissatisfaction with the quality of university education received by their children may also be a factor. In other words, it could be the result of growing distrust in education as a whole, including university education, due to the intensifying job market difficulties.

[Figure 1] Satisfaction with Public Education by School Level of Children (%)

□ Universities Powerless in the Face of a Tight Job Market

Even after entering university with difficulty, the overall employment rate for university graduates is only 67.3%, and the regular employment rate is only 49.2%

The premium of prestigious universities has also significantly diminished, and the situation is similar, albeit slightly better.

For the top 10 prestigious universities, the regular employment rate is 63.2%, and the employment rate in large corporations is 29.6%

Even after entering university with great difficulty through the university entrance examination, serious problems remain. According to the 2006 nationwide survey of employment statistics for 363 universities released by the Ministry of Education and Human Resources Development, the overall employment rate for four-year universities was 67.3%, and the regular employment rate was only 49.2%. This means that only one out of every two university graduates finds regular employment. In reality, the employment rate may be even lower than this level, as it is calculated by excluding individuals who enlisted in the military or are pursuing graduate studies from the total number of graduates. In the same survey by the Ministry of Education and Human Resources Development, the average employment rate and regular employment rate for the top 10 universities that produce more than 3,000 graduates were 74.7% and 63.2%, respectively. Even among the top 10 universities, four out of every ten graduates either fail to find employment or work in non-regular positions. The average employment rate in large corporations for the top 10 universities was also only 29.6%.

The employment rate gap between top prestigious universities and other universities still exists. When considering the qualitative aspect of employment, it becomes clear that even after entering a prestigious university, one cannot escape the fierce competition for jobs. This indicates that the premium associated with prestigious universities is disappearing, as even among the top 10 universities, four out of ten graduates fail to find employment or must accept non-regular positions, reflecting the shrinking domestic labor market. In other words, university graduation is no longer a guarantee of employment due to the deteriorating employment environment. The increasing preference for foreign universities among the youth and the growing positive perception of early study abroad are influenced by the shrinking domestic employment environment.

[Table 1] Top 10 Universities by Employment Rate for Each Category Among Nationwide Universities and Universities with Over 3,000 Graduates

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2006 Higher Education Institutions Graduate Employment Survey (Ministry of Education and Human Resources Development · KEDI)

2. Status of Early Study Abroad

□ Rapid Increase in Early Study Abroad Students: From 7,944 in 2001 to 29,511 in 2006

: The age range for study abroad is getting younger, with a significant increase in early study abroad for elementary school students

Positive public opinion regarding early study abroad has steadily increased each year, and the number of early study abroad students has also grown significantly year by year. According to the 2006 statistics on overseas departures of early study abroad students, the number of pure early study abroad students, excluding those accompanying family members for overseas migration or parental dispatch, increased significantly from 7,944 in 2001 to 29,511 in 2006. One point worthy of attention is the substantial increase in early study abroad for elementary school students. In 2001, the number of elementary school students going abroad for early study was 2,107, which was less than the number of middle and high school students. However, in the 2006 survey, this number reached 13,814, significantly surpassing the number of middle and high school students going abroad for early study. This trend appears to be driven by expert opinions, which are widely discussed in society, suggesting that the upper elementary school years are the optimal period for English language acquisition. The opportunity for English acquisition is becoming a crucial criterion in deciding the timing and destination country for early study abroad.

[Figure 2] Annual Overseas Departures of Early Study Abroad Students (Number of Persons)

Source: 2006 Statistics on Overseas Departures of Students, Source: Ministry of Education and Human Resources Development Website

3. Strategic Selection of Study Abroad Destinations

□ Desired Countries vs. Actual Countries of Study: Concentration in English-speaking countries, with many also studying in China and Southeast Asia

Respondents considered the optimal destinations for their children's study abroad to be the United States (30.7%) > Canada (20.8%) > Australia/New Zealand (18.7%) > United Kingdom (13.2%) > China (3.7%), indicating a preference for English-speaking countries. This appears to be a result of the increasing importance of English education in the era of globalization, which serves as a direct motivation for studying abroad. However, actual statistics for 2005 show the order of destination countries as United States (34.6%) > China (18.0%) > Canada (12.6%) > Southeast Asia (11.4%) > Australia/New Zealand (8.8%). In the 2006 statistics (surveyed from March 1, 2006, to February 28, 2007), the United States accounted for 31.9% and China for 15.8%, showing a slight decrease, while Southeast Asia saw 14.6%, Canada 13.5%, and Australia/New Zealand 9.4%, indicating a slight increase. The concentration of students studying in the United States persists. However, it is evident that a considerable number of individuals choose China and Southeast Asian countries due to factors such as the cost of studying abroad. China is ranked as the second most popular destination country after the United States. The choice of China as an early study abroad destination may reflect not only cost considerations but also the growing recognition of China's increasing importance in the international political and economic order and the strengthening China-Korea economic cooperation relationship, which is considered important for Korea's national interest. Those choosing Southeast Asia likely considered the geographical proximity and cost advantages, along with the fact that many countries in these regions use English.

[Figure 3] Desired Countries for Study Abroad (%)

Source: EAI · JoongAng Ilbo Public Opinion Poll (2007)

[Figure 4] Top Countries for Study Abroad (2006)

Source: 2005-6 Statistics on Overseas Departures of Students (KEDI)