South Korean Grandmothers Sign Up for Courses to Support Schools in Areas with Low Birth Rates

In recent years, South Korea has encountered a demographic issue, reporting the lowest percentage of children among countries with populations over 40 million, with merely 10.6% of its populace being minors. This concerning figure has resulted in specific challenges, particularly in rural regions, where a dearth of children has led to school closures. In response, a groundbreaking program in South Korea has surfaced, revolutionizing elementary education by enrolling elderly women who never had the chance to learn literacy skills.

These educational establishments are now acting as focal points of learning not only for kids but also for women aged 56 to 80, granting them the long-overdue opportunity to seek education. Schools such as Daegu Elementary in Gangjin County and Bangrim Primary School in Gangwon province have welcomed this transformation with enthusiasm. This intermingling of age groups in classrooms not only keeps these schools alive but also narrows the generational divide in their communities.

For these grandmothers, attending school has been a lifelong aspiration. Many were barred from education due to the conventional patriarchal customs during their upbringing. For example, Hwang Wol-geum, who is 70, shared her happiness at finally being able to hold a school bag, a long-desired dream. Likewise, Park Go-ee, aged 72, is learning to read and write in Korean for the first time, gaining newfound autonomy in daily activities, like reading bus signs.

The initiative also highlights the interconnectedness of education and community vitality. By populating classrooms with enthusiastic learners of all ages, these schools continue to function, fostering a sense of community and continuity. The schools play a crucial role for families thinking about moving back to rural areas, a sentiment shared by inhabitants who acknowledge that children and education are essential for the liveliness of towns.

Beyond tangible advantages, gaining an education has empowered these women, instilling in them dignity and ambition. They are reclaiming positions in community leadership and personal independence, with newfound self-assurance stemming from their literacy. For example, Park Kyung-soon now enjoys the ability to read bus routes by herself, while Hwang aspires to seek local leadership roles, opportunities that were previously out of reach for her.

This uplifting transformation underscores the wider societal advantages of inclusive education, where lifelong learning encourages empowerment and revitalizes communities. As South Korea navigates its demographic shift, this initiative serves as a hopeful testament to the resilience and innovation present in its rural education system.