Abstract:
The aim of this article is a comparative analysis of educational policies in four selected countries with different performances in international tests (Finland, Singapore, South Korea, United States of America) in order to identify the strengths, weaknesses, and unique characteristics of each system and to extract practical implications for improving the Iranian educational system. This research was conducted using a structured narrative review methodology. Data were collected through the examination of official documents, reports from international organizations (such as OECD and UNESCO), scientific-research articles, and related books, and were analyzed across key axes including educational philosophy and goals, structure and governance, curriculum, teacher status and training, evaluation and assessment systems, and educational justice. The findings show that Finland emphasizes justice, a holistic approach, and high teacher autonomy. Singapore and South Korea are centralized systems with an emphasis on standards, competition, and test results, although Singapore has moved towards more holistic approaches in recent years. The United States has a decentralized system with serious challenges in the area of educational justice and a heavy emphasis on standardized testing and accountability. Despite the differences, the importance of investing in teacher quality, attention to preschool education, and the necessity of creating a balance between standardization and flexibility are commonalities among these systems. It is concluded that no single model is effective for all countries, and educational policymaking must be carried out by carefully considering the cultural, social, and economic context of each country. However, key lessons in the areas of enhancing teacher status, paying attention to justice, revising the evaluation system, and developing a curriculum suitable for the needs of the 21st century can be useful for Iran.
Machine summary:
Faculty member of Islamic Azad University, Marvdasht Branch Abstract The aim of this article is to conduct a comparative analysis of educational policies in four selected countries with different performances in international tests (Finland, Singapore, South Korea, United States of America) in order to identify the strengths, weaknesses, and unique characteristics of each system and to extract practical implications for improving the Iranian educational system.
Data were collected through the examination of official documents, reports from international organizations (such as OECD and UNESCO), scientific-research articles, and related books, and were analyzed across key axes including educational philosophy and goals, structure and governance, curriculum, teacher status and training, evaluation and assessment systems, and educational justice.
In contrast, Singapore and South Korea are known for their centralized educational systems, emphasis on effort, discipline, and high performance in standardized tests, although they also face challenges such as high academic pressure and the need to develop creativity (Kim & Lee, 2010; Tan, 2017).
The main research question is: What are the key similarities and differences in the educational policies of Finland, Singapore, South Korea, and the United States in the areas of governance, curriculum, teachers, assessment, and equity, and what lessons can be learned from their experiences for Iran's educational system?
For example, the emphasis on national cohesion and economic development in Singapore and South Korea has historical and cultural roots and has influenced their educational policies (such as a centralized curriculum and emphasis on meritocracy) (Tan, 2017; Kim & Lee, 2010).
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