교육시장 개방과 교육 관련산업

Input-Output Analysis of Education Related Industry for Market Liberalization of Education

The purpose of this study was to exanline the impact of market liberalization for education on the education related industry by Leontief's input-output analysis method (based on the 1995 INPUT-OUTPUT TABLES published by The Bank of Korea) The major conclusions reached from the study were: 1. It is possible that many educational institutions could be established directly by foreign investment through the process of market liberalization for education. However, due to the high 1isk associated with investment in buildings, school facilities, and equipment. it is expected that most foreign investment would be teamed with domestic educational institutions. In serving foreign educational investment, it may be preferable to make use of existing personnel or transferees rather than commercial resources. As seen in 1995, employment increased by only 36.4 persons when an additional one billion won was spent. Based on this, it is expected that the increase in employment resulting from foreign investment in education would be minimal. This is especially true given that labor requirements in the future are likely to decrease due to the development of labor saving devices. 2. Opening of the educational market could encourage consumers of international education to look domestically. As foreign educational institutions enter the domestic market, the number of students going abroad for study should decrease since similar programs of study (e.g. foreign language training) will be made available locally by these institutions. Thus. the resulting increase in domestic educational consumption will affect education related industries as well. In 1995, the spreading effect of the education industry in comparison to the education related industry, per unit of educational consumption, was OH) of the index of the power of dispersion. This was far below the average of the entire industry. However, it is expected that this index would improve moderately due to the increase in domestic educational consumption due to foreign institutions. 3. In 1995, the input coefficient of the education industry was 18.48% and the import input coefficient was 1.45%. As foreign investment in the domestic educational market increases, the input coefficient should improve greatly since it is expected that the introduction of foreign teaching methods should positively impact industries such as precision machines, computers, office machines, and printing. 4. The education industry in 1995 was primarily focused on the production of intermediate goods which had low index of the power of dispersion and high index of the sensitivity of dispersion. Therefore, because the spreading power of the education industry in comparison to the education related industry was low, the increase in production resulting from foreign investment in the educational industry may be greatly limited. In 1995, the index of sensitivity of dispersion was 1.050, which was high in relation to other industries that produce intermediate goods.