The Paradox of Meritocracy: Education, Human Capital Development, and Social Inequality in Singapore

Abstract

This thesis critically examines Singapore’s human capital development model, which has been internationally lauded for its education system, workforce policies, and emphasis on meritocracy. Built on the premise that success should be determined by talent and effort rather than background, Singapore’s meritocratic framework has fueled its economic ascent and cultivated a globally competitive labor force. However, beneath this narrative lies a paradox: while intended to promote equity and upward mobility, the meritocratic ideals underpinning Singapore’s policies often reinforce existing inequalities. Through a qualitative policy and discourse analysis, this study investigates the contradictions within Singapore’s approach to education and workforce development—focusing on key policies such as the Primary School Leaving Examination (PSLE), bilingual education, and the SkillsFuture initiative. It interrogates the state’s evolving rhetoric around fairness and opportunity, revealing how structural barriers related to class, race, and access to resources continue to stratify success. The thesis argues that although the Singaporean government has introduced reforms aimed at mitigating these disparities, these efforts tend to preserve, rather than fundamentally transform, the meritocratic system. By unpacking how policy intent, implementation, and public discourse intersect, this study contributes to broader debates on the limits of meritocracy, the complexities of equity in state-led development, and the global relevance of Singapore’s model. Ultimately, it calls for a more inclusive and reflexive approach to human capital policy—one that balances the pursuit of efficiency with a deeper commitment to social justice.