South Korean elementary students' class hours among lowest in OECD, fueling private education

South Korean first and second graders spend significantly less time in school annually compared to their peers in other developed nations, ranking among the lowest in the OECD. The average annual class hours for these young students stand at 581 hours, a stark contrast to the OECD average of 815 hours, leaving a gap of 234 hours. This shorter school day, which often ends around 1 p.m., creates a substantial childcare vacuum.

“

The annual class hours for Korean elementary students in grades 1 and 2 are 234 hours (28.7%) less than the OECD average, ranking among the lowest in OECD member countries.

The current structure, rooted in the post-war era when school and teacher shortages necessitated shorter days and even split shifts, has persisted despite declining student populations and increased school construction. While total class hours remained static, the distribution of subjects was adjusted, maintaining the early dismissal pattern. This creates a critical "care gap" as children transition from preschools or kindergartens, where care often extends until 4 or 5 p.m., to elementary school.

“

The care gap emerges at the point of transition from infancy to elementary school. While childcare is typically available until 4-5 p.m. before enrollment, regular classes end around 1 p.m., and even Neulbom School finishes by 3 p.m.

The impact of this childcare gap is evident in parental behavior. Data shows a significant increase in parental leave usage around the age of six, coinciding with school enrollment. More critically, this gap fuels a massive private education industry. A staggering 84-86% of first and second graders already participate in private tutoring, with expenses for arts, physical education, and general subjects often driven by the need for "childcare" rather than purely academic pursuits. This burden disproportionately affects lower-income families who may lack the resources to afford extensive private tutoring.

“

The proportion of parents citing 'childcare' as a reason for private tutoring is highest during the initial school enrollment period.

To address these issues, a report suggests a phased increase in class hours for first and second graders, bringing them closer to the OECD average. However, it emphasizes that any extended school day should prioritize play, physical activities, and experiential learning to safeguard children's rights to play and rest. The report also points to the precarious nature of the "Neulbom School" program, which aims to provide extended care but operates under ministry guidelines rather than dedicated legislation, leading to inconsistent quality and staffing challenges.

“

The demand for childcare itself is independent of income, but the ability to afford private tutoring to fill this gap varies with income, placing a greater burden on low-income families.