This study identifies necessary and sufficient conditions of education institutions for human capital reproduction and human-centered development. Using fuzzy-set Qualitative Comparative Analysis (fsQCA), four countries were examined: Iran, Japan, Finland, and South Korea. The theoretical framework integrates institutional theory, capability approach, and human capital theory. Data were collected from educational policy documents, international reports (PISA, OECD, World Bank), and human development indicators (2010-2023), operationalized through fuzzy-set calibration. Nine variables were analyzed: teacher education quality, school autonomy, continuous assessment, technology integration, modern curriculum, international cooperation, educational investment, equity of access, and labor market alignment. Findings revealed three necessary conditions: teacher education quality (consistency=0.91), equity of access (consistency=0.88), and continuous assessment (consistency=0.85). Three sufficient configurations were identified: the Japanese model emphasizing high investment and strong teacher education (consistency=0.93); the Finnish model focusing on school autonomy and equity (consistency=0.89); and the South Korean model prioritizing technology and labor market alignment (consistency=0.87). Iran's analysis demonstrated that absence of continuous assessment, weak teacher education, and labor market misalignment constitute primary gaps. Iran shows significant deficits particularly in continuous assessment (0.28 vs. 0.85), teacher education (0.42 vs. 0.86), and labor market alignment (0.32 vs. 0.86). Results indicate multiple pathways can lead to human-centered development, contrary to linear models. The study provides policy recommendations at macro, meso, and micro levels for educational system reform.