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Basic Hanja for educational use (Korean: 한문 교육용 기초 한자, romanized: hanmun gyoyukyong gicho Hanja) are a subset of Hanja defined in 1972 (and subsequently revised in 2000) by the South Korean Ministry of Education for educational use. Students are expected to learn 900 characters in middle school and a further 900 at high school.
Hanja terms are also expressed through Hangul, the standard script in the Korean language. Hanja use within general Korean literature has declined since the 1980s because formal Hanja education in South Korea does not begin until the seventh year of schooling, due to changes in government policy during the time.
In Korea, there are the Basic Hanja for educational use (漢文敎育用基礎漢字, a subset of 1,800 Hanja defined in 1972 by a South Korea educational standard), and the Table of Hanja for Personal Name Use (人名用追加漢字表), published by the Supreme Court of Korea in March 1991. [29]
After 8 years of development, a draft for public comment was released on August 12, 2009. It was officially promulgated on June 5, 2013, becoming the standard for the use of Chinese characters in general societal applications, and all previously related character lists were discontinued from that date.
Article 44 of South Korea's Act on Registration of Family Relations [] gives the Supreme Court the power to define the list of hanja permitted for use in given names. Under the Supreme Court's regulations, that list consists of the Basic Hanja for educational use and a list of additional hanja permitted for use in given names.
As of December 2018, regulations of the Supreme Court of Korea permit the following 20 hanja with the reading Jae, plus seven variant forms, to be registered for use in given names. [1] Eleven characters from the table of basic hanja for educational use:
In a survey of 7,800 South Koreans last year by polling company Hankook Research, more than three-quarters said they frequently encounter foreign words in public speech, up from 37% in 2022.
However, due to public backlash in 1972, Park's government allowed for the teaching of Hanja in special classes but maintained a ban on hanja use in textbooks and other learning materials outside of the classes. This reverse step however, was optional so the availability of hanja education was dependent on the school one went to.