Rethinking the Developmental State Framework in a Globalized World: Insights from the Singapore Education Policy

Abstract

The Developmental State framework was a dominant framework for both theory and policymaking in theorizing late-developing countries like Singapore. However, it did not go uncriticized. Free market scholars argued that it does not explain the so-called “Asian Miracles." Contemporary critique argues that globalization has eroded state capacity, hence rendering the model unviable. In this article, the author draws from the experience of Singapore, specifically the education policy as a subject of study, to understand whether the developmental state framework remains to be a viable policy and theoretical tool. The author revisited the development of Singapore from a colony to a modern-day globalized city-state. Through analyzing secondary literature, policy pronouncements, and policy developments, the findings suggest that state-led education policy still has a significant role in the economic development of Singapore. The economic landscape of Singapore has shifted towards a knowledge-based economy with the introduction of globalization. It is argued that the education policy regime of Singapore has evolved along with the changing economic landscape through internationalization. However, despite a liberalizing economy through globalization, state capacity of Singapore remains salient in relation to shaping education policy to maintain a hold on the economic development of the country. This goes against what globalists and new governance theorists argue. Instead, new modalities of governance were developed by Singapore to continue its developmental strategy. Insights from this study demonstrate the continuing relevance of the developmental state framework, specifically state capacity, as a conceptual tool in understanding the role of government in an economy.