Burden on household finances posed by private expenses for elementary school education

-9 out of 10 parents satisfied with ‘after school programs'-

  The Korea Consumer Agency (www.kca.go.kr) surveyed 3,000 parents of elementary students on private education expenses and nearly 62.7% replied that it was taking a toll on household finances. Meanwhile, parents were highly satisfied with ‘after school programs’.

■ 74% of parents spend 370,000 won per month per child on private education which exceeds 10% of household income

  Parents of elementary students were found to spend a monthly average of 370,000 won($342) on private education per child. In detail, parents of first to third graders and fourth to sixth graders spent 320,000 won($295) and 430,000 won($397), respectively. 

  In addition, 74.0% of parents responded that the portion of children's private tutoring expenses accounted for more than 10% of monthly household income. According to survey results, 39.0% said spending on private education exceeded 10%~20% of household income, 26% replied that they spent less than 10%, 22.6% and 11.1% said they spent 20%~30% and 30%~50%, and 1.3% responded that they spent more than 50%.

  As can be seen, 62.7% of parents were burdened by private education expenditures.

■ Elementary students mostly receive private lessons on English, mathematics, and arts & sports

  According to a survey on private lessons for elementary students, English accounted for 73.5% (7 out of 10 students), followed by mathematics (54.8%), music (37.6%), sports (32.9%), and Korean language (22.2%). First to third graders mostly received English and music lessons, while fourth to sixth graders received English and math lessons.    

  Furthermore, 41.0% of parents responded that they began private tutoring before their children entered elementary school and 25.2% replied that they began private tutoring at the same time their children entered elementary school.

■ Private lessons 3~4 times a week; 2~3 hours of daily free time

  According to the survey on the number of private lessons per week, 3~4 times accounted for 37.9%, followed by 5~6 times (33.6%), 1~2 times (18.5%), and everyday (10.0%).

  Among elementary students who receive private education, 52.7% are given 2~3 hours of daily free time.
 

■ 9 out of 10 parents are satisfied with ‘after school programs'

  Among the parents who participated in the survey, 78.8% said that their children's schools had 'after school programs'*, of which 68.3% said that they placed their children in 'after school programs'.

  * After school programs: In combining the concept of aptitude education, after school education and extra-curricular lessons, diverse after school programs (other than formal education) have begun to be offered from 2006 in elementary, middle and high schools.

  Among after school programs for elementary students, computer and IT lessons accounted for the largest portion (26.6%), followed by sports (19.8%), science (19.8%), English (18.6%), art (15.9%), and music (13.7%).

  The survey found that 91.3% of parents were satisfied with 'after school programs'.

■ Demands for change in competition-oriented education & entrance exam system and diversity in after school programs to reduce private education spending

  In regard to measures on reducing private education expenses, 62.2% of the surveyed parents replied that 'the current competition-oriented education and entrance exam system needed to change' and 49.1% said that the 'public education-based entrance exam system needed to strengthen'. Other responses included ‘diversifying after school programs focused on skills development' (40.6%), ‘recruiting teachers specialized in various fields' (34.9%), and ’strengthening career and vocational education' (28.3%).

  As part of efforts to ease burden on household finances posed by private expenses for elementary education and strengthen the public education system, the KCA is planning to propose measures to the Ministry Education, such as highlighting the need for diversifying and improving the quality of after school programs through introducing best practices.