In this blog post, we examine how South Korea’s policy to abolish specialized and autonomous private high schools and convert them into general high schools affects educational fairness and equity.

The Concepts of Specialized High Schools and Independent Private High Schools

Recently, there has been active discussion regarding the abolition of specialized high schools and independent private high schools. In fact, the issue of abolishing these schools has been a topic of debate for a long time. In this blog post, I will discuss the pros and cons of maintaining versus abolishing specialized high schools, foreign language high schools, and independent private high schools. Before that, I will examine the characteristics of these schools and the key points of the arguments currently under debate.
First, let’s look at the characteristics of each type of school.
Specialized high schools, an abbreviation for “special-purpose high schools,” refer to high schools operated with the aim of providing specialized education in specific fields such as science, arts, and physical education. These specialized high schools were formally established in 1998 with the enactment of the Enforcement Decree of the Elementary and Secondary Education Act. Specialized high schools implement gifted education programs to identify students with talent in specific fields—such as science, foreign languages, arts and physical education, and international studies—at an early stage and foster their creativity. They also aim to cultivate specialized personnel for national key industries, including manufacturing, agriculture, marine, and fisheries.
Specialized high schools are divided into gifted and special talent tracks and national key industry tracks. Specialized high schools in the gifted track are permitted to operate curricula and student selection methods that differ from those of general high schools. However, some specialized high schools, such as science high schools and foreign language high schools, have come to focus more on college entrance exam preparation than on fostering creativity, leading to a situation where their autonomy is restricted. Opinions were raised that gifted education also required institutional improvements. With the enactment of the Gifted Education Promotion Act in 2000, gifted schools could be established, and in 2003, Busan Science High School was converted into a gifted school and has been operating as such. Specialized high schools in national key industries were promoted to diversify vocational high schools, and under the 2000 Vocational High School Development Plan, the state is required to support workforce training in these fields. Among specialized high schools, foreign language high schools focus on foreign language education, with students primarily studying English and selecting a second foreign language as a minor.
Autonomous private high schools (APHS) are schools established to allow private schools to autonomously manage their curricula and academic operations in accordance with their founding principles. Introduced in 2010 during the Lee Myung-bak administration, these schools operate on tuition fees and foundation contributions without government support, and may charge tuition fees up to three times the level of general high schools. Designation as an APS is decided by the Superintendent of Education in consultation with the Minister of Education, and re-designation is determined through evaluations conducted every five years.
In accordance with the “High School Diversification 300 Project” and amendments to the Enforcement Decree of the Elementary and Secondary Education Act, the goal was to allow private schools to autonomously operate their curricula in line with their founding principles, thereby fostering creative talent and meeting the diverse educational needs of students and parents.

Controversy over the Abolition of Specialized High Schools and Autonomous Private High Schools

Controversy over the abolition of specialized and autonomous private high schools is intensifying. In response, the government announced in 2019 that foreign language high schools, international high schools, and autonomous private high schools would be converted into general high schools starting in 2025. The Ministry of Education plans to convert 79 schools—including autonomous private high schools and specialized high schools such as foreign language and international high schools—into general high schools as part of the full implementation of the high school credit system. However, gifted schools, science high schools, arts high schools, and sports high schools will be maintained. Once autonomous private high schools and foreign language high schools are converted to general high schools, they will be able to maintain their school names and operate specialized curricula, but they will lose the authority to select students and will instead operate on a system where students apply and are assigned just like students at general high schools. The Ministry of Education will provide 1 billion won in support over three years to autonomous private high schools and specialized high schools undergoing conversion, and plans to change the student recruitment scope for nationwide autonomous private high schools and general high schools to the city or provincial level.
The government stated that it decided to convert these schools into general high schools to ensure fairness in college admissions, as it views autonomous private high schools, foreign language high schools, and international high schools as exacerbating private tutoring and causing educational inequality based on parental income. On the other hand, there are concerns that the abolition of autonomous private high schools and specialized high schools could lead to the resurgence of the “Gangnam 8 School District.” However, experts are dismissing these concerns, stating that the impact of the high school system reform on the real estate market is merely a psychological concern. In a national public opinion poll, 51.3% supported the blanket conversion while 40.6% opposed it; although support is in the majority, the controversy continues.

Opinions for and against the abolition of specialized high schools and autonomous private high schools

Those in favor of abolition argue that specialized and autonomous private high schools hinder social integration through education and lead to educational inequality. They point out that the real reason autonomous private high schools intensify college entrance exam preparation is to select top students, and that their high tuition fees exacerbate inequality in educational opportunities. They also cite the fact that autonomous private high schools lead to a hierarchy among high schools, causing the “slumification” of general high schools.
On the other hand, those opposed to abolition argue that autonomous private high schools and specialized high schools should be maintained because they complement the high school equalization policy and expand students’ freedom of school choice. There is also the view that autonomous private high schools strengthen public education, instilling pride in students toward their schools, and that they are a system that guarantees the inherent autonomy of private schools. Furthermore, they argue that the perception of autonomous private high schools as “elite schools” is a prejudice, and that these schools contribute to countering the “leveling down” effect caused by high school standardization.

Analysis of Pros and Cons by School Type

The pros and cons of each high school type are important considerations for middle school students and parents facing college entrance exams. Specialized high schools are evaluated as having the freedom to design their own curricula, allowing for diverse programs. While managing internal grades may be more challenging compared to general high schools, they are considered advantageous for preparing for the College Scholastic Ability Test (CSAT).
Autonomous private high schools are the school type with the most freedom in curriculum design, enabling student-tailored classes and diverse programs. They offer flexible learning even if a student’s career path changes. Both specialized and autonomous private high schools generally possess favorable conditions for the comprehensive student record-based admissions process, thanks to their excellent faculty and autonomous curricula.

Conclusion

The controversy over the abolition of autonomous private high schools and specialized high schools, one of the major issues in Korean society, remains heated. Middle school students are facing significant stress due to intensifying college entrance competition, and the perception that these “privileged schools” offer an advantage in admissions is subjecting students to excessive pressure. In particular, while these schools claim to promote educational diversity, it is undeniable that they have effectively established themselves as elite high schools for college entrance. The impact of privileges based on economic status on the education system is significant, and this calls for reflection on the role of education, which should pursue fairness.
The government has announced plans to convert autonomous private high schools and specialized high schools into general high schools starting in 2025, and opinions for and against this move are evenly divided. We hope that these differing viewpoints can be reconciled to create a society where all students can receive a fair education.