Policy brief- Enhancing public trust in South Korea’s education system- Education policy insights from Flanders’ education system
Bibliographic Data
| ID | 22328339 |
|---|---|
| Authors | April Kim, A Yeon Kim (The University of Melbourne, corresponding author) |
| Year | 2025 |
| Volume | 17 |
| Issue | 1 |
| Pages | 54-60 |
| Publication date | 2025-08-23 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Australian and New Zealand Journal of European Studies (JOURNAL) |
| Journal identifiers | ISSN: 1837-2147 • E-ISSN: 1836-1803 |
| Publisher | The University of Sydney Library (PUBLISHER) |
| DOI | 10.30722/anzjes.vol17.iss1.20702 |
| OpenAlex | W4413453789 |
| Language | EN |
| References cited | 3 |
South Korea’s public education system is widely recognised for its exceptional academic performance, as demonstrated by its high rankings in international assessments such as PISA. However, despite these achievements, public trust—including parental confidence—remains notably low domestically, even with a centralised education government education system. In contrast, the education system in Flanders, Belgium, takes a fundamentally different approach. By granting schools significant autonomy and implementing education policies tailored to local needs and characteristics, Flanders aims to enhance both quality and equity of its public education system. This policy brief examines key elements of the Flanders’ education system and presents sustainable policy recommendations that align with South Korea’s unique cultural and educational context
Economic growth · Economics · Education policy · Higher education · Political science · Public education · Public policy · Regional science · Sociology · Educational Systems and Policies · Global Educational Reforms and Inequalities · Public Administration
| Highly cited | No |
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