This article discusses the constraints of methodological individualism embedded in competency-based education in the mainstream South Korean educational policy. As an alternative, this study explores the concept of agency and that of identity suggested by Critical Realist Relational Sociology(hereafter, CRRS) and suggest their implications for the future education policy in South Korea. In this paper, the concept of agency, conveying relational properties, is defined as an emergent power resulting from the interplay between agents and diverse strata of reality(natural, social, practical, transcendent). According to CRRS, identity is defined by a reflexive relation with the Other, which generates identity as an emergent effect. Based on these concepts of agency and identity from the CRRS perspective, this study argues for future education policy oriented towards fostering reflexive relational subjects who are willing to transform his/her actions and identity for the betterment of the Other and the reality. This can be achieved by offering more public education in which students are able to share common goods and to experience ‘We-relation’ as corporate agents. This contrasts with the current education policy geared at developing competent, self-actualized individual subjects and national human resources.