ScholarWorks@중앙대학교

초록

[Purpose] The purpose of this study is to derive implications for improving the Korean university admission system through a comparative analysis of university admission systems in the United States, France, Finland, and Japan. [Methods] This study applied comparative educational analysis to government documents and existing literature based on four criteria: university admission selection methods, the role of standardized testing, alignment with secondary education, and policies supporting socially disadvantaged groups. [Results] The analysis indicated that while central governments in France, Finland, and Japan actively set the admission framework, all four countries ensure substantial institutional autonomy. Additionally, reliance on standardized tests is declining due to their limited predictive validity and their role in increasing social inequality. Each nation has also enhanced the connection between secondary education and university admissions to reduce private education dependence. Lastly, all countries employ policies supporting disadvantaged groups to improve higher education accessibility. [Conclusion] This comparative analysis suggests that Korea’s university admission reforms should enhance institutional autonomy, decrease reliance on standardized tests, strengthen ties with secondary education, and reinforce effective support for disadvantaged groups. Future studies should assess the effectiveness of these reforms and develop tailored policy recommendations.

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