Typically the Post-Confucian systems progress rapidly in both the quantity and quality of schooling and higher education. The GTER exceeds 85% in South Korea and Taiwan. It was 26% in 2010 and the target for 2020 is 40%, which would bring the nation close to the OECD average. The challenge is to improve other institutions and lift participation in the poorer provinces. So far the Post-Confucian systems have avoided the trade-off s between advances in educational quality and advances in quantity that seem endemic to Anglo-American systems. Government and households share the cost of expand ing participation. A feature of Post Confucian systems in marked contrast to the European world is that many very poor families invest heavily in the costs of schooling and extra tutoring and classes outside formal school. 7% of all costs of tertiary education institutions are paid by the private sector, including 52. In Japan the private sector share is 66. Levin (conversation with the author, 2011) estimates that in Korea it exceeds 3% of GDP
