Education Systems in South Korea, Taiwan, and Singapore: A Comparative Policy Analysis

Tesmamu Mirre; Zerihun Tsegaye; Desalegn Beyene

doi:doi:10.11648/j.her.20251002.12

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Education Systems in South Korea, Taiwan, and Singapore: A Comparative Policy Analysis

Tesmamu Mirre^*

, Zerihun Tsegaye, Desalegn Beyene

Published in Higher Education Research (Volume 10, Issue 2)

Received: 2 April 2025 Accepted: 18 April 2025 Published: 14 May 2025

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Abstract

This comparative policy analysis examines the education systems of South Korea, Taiwan, and Singapore—East Asia’s “Asian Tigers”—focusing on their historical development, philosophies, objectives, structures, financing, administration, and teacher policies. Utilizing Bereday’s (1964) comparative method, the study synthesizes secondary sources, including government reports and academic journals, to explore how these nations leverage education for economic and social progress within distinct political and cultural contexts. South Korea’s system emphasizes fierce competition and STEM excellence, driven by high-stakes exams like the CSAT, yet grapples with equity issues due to private tutoring prevalence. Taiwan prioritizes holistic development, bilingualism, and a 12-year compulsory framework, fostering inclusivity but facing rural-urban disparities. Singapore champions meritocracy, aligning its streamlined 6-4-2 structure with economic needs through early streaming and robust public funding, though it risks rigidity. Commonalities include centralized governance, rigorous academic standards, and public-private partnerships, while differences in financing and decentralization reflect contextual priorities. The findings highlight policy coherence as a driver of educational success, offering lessons for developing nations like Ethiopia, such as investing in teacher quality, early education, and equitable access. This study underscores the transformative potential of education when aligned with national goals, providing actionable insights for global education reform in an interconnected world.

Published in	Higher Education Research (Volume 10, Issue 2)
DOI	10.11648/j.her.20251002.12
Page(s)	57-63
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2025. Published by Science Publishing Group

Keywords

Education Policy, South Korea, Taiwan, Singapore, Comparative Analysis, Asian Tigers

References

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[4]	S.-Y. Byun, The state, educational policy, and educational inequality in the Republic of Korea, ResearchGate, 2021.
[5]	P. Hultberg, et al., Education policy in South Korea: A contemporary model of human capital accumulation? Cogent Economics and Finance, vol. 5, no. 1, 2017.
[6]	C. J. Lee, et al., “The education system in Korea,” in Asian Education Systems, pp. 149-168, 2010.
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[13]	C. Tan, et al., The education system in Singapore,” in Asian Education Systems, pp. 129-148, 2016.
[14]	Ministry of Education Singapore, Singapore curriculum philosophy, 2021. [Online]. Available: https://www.moe.gov.sg
[15]	D. Kwek, et al., Singapore’s educational reforms toward holistic outcomes, 2023.
[16]	D. C. Kent, A new educational perspective: The case of Singapore, 2017.
[17]	NCEE, “Empowered educators: How high-performing systems shape teaching quality around the world,” 2016.
[18]	Y.-F. Lee and L.-S. Lee, Eds., Trends and Issues in International Technical and Vocational Education in the Indo-Pacific Region, Online Submission, 2021.
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[24]	UNESCO, “Education Systems in ASEAN+6 Countries: A Comparative Analysis,” Education Policy Research Series, no. 5, p. 87, 2014.

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APA Style

Mirre, T., Tsegaye, Z., Beyene, D. (2025). Education Systems in South Korea, Taiwan, and Singapore: A Comparative Policy Analysis. Higher Education Research, 10(2), 57-63. https://doi.org/10.11648/j.her.20251002.12

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ACS Style

Mirre, T.; Tsegaye, Z.; Beyene, D. Education Systems in South Korea, Taiwan, and Singapore: A Comparative Policy Analysis. High. Educ. Res. 2025, 10(2), 57-63. doi: 10.11648/j.her.20251002.12

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AMA Style

Mirre T, Tsegaye Z, Beyene D. Education Systems in South Korea, Taiwan, and Singapore: A Comparative Policy Analysis. High Educ Res. 2025;10(2):57-63. doi: 10.11648/j.her.20251002.12

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@article{10.11648/j.her.20251002.12,
  author = {Tesmamu Mirre and Zerihun Tsegaye and Desalegn Beyene},
  title = {Education Systems in South Korea, Taiwan, and Singapore: A Comparative Policy Analysis
},
  journal = {Higher Education Research},
  volume = {10},
  number = {2},
  pages = {57-63},
  doi = {10.11648/j.her.20251002.12},
  url = {https://doi.org/10.11648/j.her.20251002.12},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.her.20251002.12},
  abstract = {This comparative policy analysis examines the education systems of South Korea, Taiwan, and Singapore—East Asia’s “Asian Tigers”—focusing on their historical development, philosophies, objectives, structures, financing, administration, and teacher policies. Utilizing Bereday’s (1964) comparative method, the study synthesizes secondary sources, including government reports and academic journals, to explore how these nations leverage education for economic and social progress within distinct political and cultural contexts. South Korea’s system emphasizes fierce competition and STEM excellence, driven by high-stakes exams like the CSAT, yet grapples with equity issues due to private tutoring prevalence. Taiwan prioritizes holistic development, bilingualism, and a 12-year compulsory framework, fostering inclusivity but facing rural-urban disparities. Singapore champions meritocracy, aligning its streamlined 6-4-2 structure with economic needs through early streaming and robust public funding, though it risks rigidity. Commonalities include centralized governance, rigorous academic standards, and public-private partnerships, while differences in financing and decentralization reflect contextual priorities. The findings highlight policy coherence as a driver of educational success, offering lessons for developing nations like Ethiopia, such as investing in teacher quality, early education, and equitable access. This study underscores the transformative potential of education when aligned with national goals, providing actionable insights for global education reform in an interconnected world.
},
 year = {2025}
}

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TY  - JOUR
T1  - Education Systems in South Korea, Taiwan, and Singapore: A Comparative Policy Analysis

AU  - Tesmamu Mirre
AU  - Zerihun Tsegaye
AU  - Desalegn Beyene
Y1  - 2025/05/14
PY  - 2025
N1  - https://doi.org/10.11648/j.her.20251002.12
DO  - 10.11648/j.her.20251002.12
T2  - Higher Education Research
JF  - Higher Education Research
JO  - Higher Education Research
SP  - 57
EP  - 63
PB  - Science Publishing Group
SN  - 2578-935X
UR  - https://doi.org/10.11648/j.her.20251002.12
AB  - This comparative policy analysis examines the education systems of South Korea, Taiwan, and Singapore—East Asia’s “Asian Tigers”—focusing on their historical development, philosophies, objectives, structures, financing, administration, and teacher policies. Utilizing Bereday’s (1964) comparative method, the study synthesizes secondary sources, including government reports and academic journals, to explore how these nations leverage education for economic and social progress within distinct political and cultural contexts. South Korea’s system emphasizes fierce competition and STEM excellence, driven by high-stakes exams like the CSAT, yet grapples with equity issues due to private tutoring prevalence. Taiwan prioritizes holistic development, bilingualism, and a 12-year compulsory framework, fostering inclusivity but facing rural-urban disparities. Singapore champions meritocracy, aligning its streamlined 6-4-2 structure with economic needs through early streaming and robust public funding, though it risks rigidity. Commonalities include centralized governance, rigorous academic standards, and public-private partnerships, while differences in financing and decentralization reflect contextual priorities. The findings highlight policy coherence as a driver of educational success, offering lessons for developing nations like Ethiopia, such as investing in teacher quality, early education, and equitable access. This study underscores the transformative potential of education when aligned with national goals, providing actionable insights for global education reform in an interconnected world.

VL  - 10
IS  - 2
ER  -

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Author Information

Tesmamu Mirre

Department of Educational Planning and Management, College of Education and Behavioral Sciences, Jimma University, Jimma, Ethiopia

Contact Email

http://orcid.org/0009-0005-4345-017X
Zerihun Tsegaye

Department of Educational Planning and Management, College of Education and Behavioral Sciences, Jimma University, Jimma, Ethiopia

Contact Email
Desalegn Beyene

Department of Educational Planning and Management, College of Education and Behavioral Sciences, Jimma University, Jimma, Ethiopia

Contact Email

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Plain Text BibTeX RIS

APA Style

Mirre, T., Tsegaye, Z., Beyene, D. (2025). Education Systems in South Korea, Taiwan, and Singapore: A Comparative Policy Analysis. Higher Education Research, 10(2), 57-63. https://doi.org/10.11648/j.her.20251002.12

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ACS Style

Mirre, T.; Tsegaye, Z.; Beyene, D. Education Systems in South Korea, Taiwan, and Singapore: A Comparative Policy Analysis. High. Educ. Res. 2025, 10(2), 57-63. doi: 10.11648/j.her.20251002.12

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AMA Style

Mirre T, Tsegaye Z, Beyene D. Education Systems in South Korea, Taiwan, and Singapore: A Comparative Policy Analysis. High Educ Res. 2025;10(2):57-63. doi: 10.11648/j.her.20251002.12

Copy | Download

@article{10.11648/j.her.20251002.12,
  author = {Tesmamu Mirre and Zerihun Tsegaye and Desalegn Beyene},
  title = {Education Systems in South Korea, Taiwan, and Singapore: A Comparative Policy Analysis
},
  journal = {Higher Education Research},
  volume = {10},
  number = {2},
  pages = {57-63},
  doi = {10.11648/j.her.20251002.12},
  url = {https://doi.org/10.11648/j.her.20251002.12},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.her.20251002.12},
  abstract = {This comparative policy analysis examines the education systems of South Korea, Taiwan, and Singapore—East Asia’s “Asian Tigers”—focusing on their historical development, philosophies, objectives, structures, financing, administration, and teacher policies. Utilizing Bereday’s (1964) comparative method, the study synthesizes secondary sources, including government reports and academic journals, to explore how these nations leverage education for economic and social progress within distinct political and cultural contexts. South Korea’s system emphasizes fierce competition and STEM excellence, driven by high-stakes exams like the CSAT, yet grapples with equity issues due to private tutoring prevalence. Taiwan prioritizes holistic development, bilingualism, and a 12-year compulsory framework, fostering inclusivity but facing rural-urban disparities. Singapore champions meritocracy, aligning its streamlined 6-4-2 structure with economic needs through early streaming and robust public funding, though it risks rigidity. Commonalities include centralized governance, rigorous academic standards, and public-private partnerships, while differences in financing and decentralization reflect contextual priorities. The findings highlight policy coherence as a driver of educational success, offering lessons for developing nations like Ethiopia, such as investing in teacher quality, early education, and equitable access. This study underscores the transformative potential of education when aligned with national goals, providing actionable insights for global education reform in an interconnected world.
},
 year = {2025}
}

Copy | Download

TY  - JOUR
T1  - Education Systems in South Korea, Taiwan, and Singapore: A Comparative Policy Analysis

AU  - Tesmamu Mirre
AU  - Zerihun Tsegaye
AU  - Desalegn Beyene
Y1  - 2025/05/14
PY  - 2025
N1  - https://doi.org/10.11648/j.her.20251002.12
DO  - 10.11648/j.her.20251002.12
T2  - Higher Education Research
JF  - Higher Education Research
JO  - Higher Education Research
SP  - 57
EP  - 63
PB  - Science Publishing Group
SN  - 2578-935X
UR  - https://doi.org/10.11648/j.her.20251002.12
AB  - This comparative policy analysis examines the education systems of South Korea, Taiwan, and Singapore—East Asia’s “Asian Tigers”—focusing on their historical development, philosophies, objectives, structures, financing, administration, and teacher policies. Utilizing Bereday’s (1964) comparative method, the study synthesizes secondary sources, including government reports and academic journals, to explore how these nations leverage education for economic and social progress within distinct political and cultural contexts. South Korea’s system emphasizes fierce competition and STEM excellence, driven by high-stakes exams like the CSAT, yet grapples with equity issues due to private tutoring prevalence. Taiwan prioritizes holistic development, bilingualism, and a 12-year compulsory framework, fostering inclusivity but facing rural-urban disparities. Singapore champions meritocracy, aligning its streamlined 6-4-2 structure with economic needs through early streaming and robust public funding, though it risks rigidity. Commonalities include centralized governance, rigorous academic standards, and public-private partnerships, while differences in financing and decentralization reflect contextual priorities. The findings highlight policy coherence as a driver of educational success, offering lessons for developing nations like Ethiopia, such as investing in teacher quality, early education, and equitable access. This study underscores the transformative potential of education when aligned with national goals, providing actionable insights for global education reform in an interconnected world.

VL  - 10
IS  - 2
ER  -

Copy | Download