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In today’s global age many people cross national borders in search of better work and more wages. According to IOM, more than 100 000 000 workers leave their homeland and migrate to another country for this reason. Europe and North America have already experienced increase in foreign labor for many decades but nowadays, it is very common to see foreign laborers in Asian countries. As the number of foreign laborers rapidly increased, however, so did many social problems in relation to these workers. No country is safe from or immune to such social problems in regards to the foreign workers especially with a much easier and more efficient transportation system. In case of South Korea, the history of foreign labor may not be as long as other nations but as of 2007, it boasts of more than 250 000 foreign laborers and is thus facing just as many social problems as well. In order to investigate such social issues, this article explores the history of foreign laborers and their current situation in South Korea. Furthermore, this artticle examines both internal and external factors which may have caused exponential growth of foreign labor market in South Korea in the past decade.

Recent debates about the utility of teacher education have raised questions about whether certified teachers are, in general, more effective than those who have not met the testing and training requirements for certification, and whether some candidates with strong liberal arts backgrounds might be at least as effective as teacher education graduates. This study examines these questions with a large student-level data set from Houston, Texas that links student characteristics and achievement with data about their teachers' certification status, experience, and degree levels from 1995-2002. The data set also allows an examination of whether Teach for America (TFA) candidates-recruits from selective universities who receive a few weeks of training before they begin teaching-are as effective as similarly experienced certified teachers. In a series of regression analyses looking at 4th and 5th grade student achievement gains on six different reading and mathematics tests over a six-year period, we find that certified teachers consistently produce stronger student achievement gains than do uncertified teachers. These findings hold for TFA recruits as well as others. Controlling for teacher experience, degrees, and student characteristics, uncertified TFA recruits are less effective than certified teachers, and perform about as well as other uncertified teachers. TFA recruits who become certified after 2 or 3 years do about as well as other certified teachers in supporting student achievement gains; however, nearly all of them leave within three years. Teachers' effectiveness appears strongly related to the preparation they have received for teaching.