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SINGAPORE: Capping results and limiting opportunities at the top to fill performance gaps go against a fundamental philosophy of the Singaporean education system, said the minister. Education, Ong Ye Kung, Wednesday, July 11. In response to a parliamentary motion tabled by five appointed MPs on "Education for Our Future," Mr. Ong explained that the easiest way to close that gap is to cap, and some public suggestions go into that Sens. This includes the prohibition of classes and enrichment classes, or the redistribution of resources from popular schools to less popular schools.
But he stressed that it is better to raise the bottom, and the resources of his department reflect this approach. In a major speech outlining the key principles of the education system, Dr. Ong revealed that the highest level of resources – about S $ 24,000 per student – goes to specialized schools like Crest, Spectra, NorthLight School and Assumption Pathway. School. Students in the normal (technical) and normal (academic) streams earn about S $ 20,000 and S $ 15,000 respectively in resources.
On the other hand, a student who takes another course at a government, government or independent school receives In addition, he said, the Ministry of Education regularly rotates its staff to ensure that teachers and directors are well distributed in different types of schools
PSC) also addresses students from different schools and pays special attention to applicants from low-income families. As a result, he said, the percentage of PSC fellows from two junior colleges – the Raffles Institution and the Hwa Chong Institution – dropped to 60% last year, compared to over 80% in 2007.
also undergoing adjustment, he added. "Recognizing that students from disadvantaged backgrounds tend to be less eloquent, the Commission assesses candidates beyond their communication skills, but on the substance of their ideas and thoughts."
"SIGNIFICANT RESULTS"]
The government's approach to raise the bottom, said Mr. Ong, resulted in other significant results. On the one hand, he said, opportunities formerly reserved for students from wealthier backgrounds have become more accessible
Most schools now organize learning experiences abroad and schools offer a wide variety of extracurricular activities. ), like fencing and sailing. NorthLight School also has an equestrian program for its students
There are also smaller classes for weaker students
M. Ong explained that the additional resources for the special schools and the students in the normal course come in part additional teachers.
"Sometimes there is the perception that students are studying in a classroom and that it is a certain size," he said. "The reality is that students move regularly and join different groups, and there is no single class."
"With good teachers, smaller classes help students."
The Secretary of Education, Muhammad Faishal Ibrahim, also noted in his speech that the Ministry of Education is committed to ensuring equal opportunities for all children , from kindergarten to adulthood.
students: those from disadvantaged families, students with high needs, and students with special educational needs
TWO PARADOXES OF EDUCATION ]
In his speech, Dr. Ong highlighted two paradoxes of education: meritocracy and inequality.
Meritocracy, he explained, has raised many families over the decades and these families are sparing no effort to invest in their children's abilities. But this has allowed students from affluent families to have a head start and do better than their peers from low income families.
"Meritocracy, the result of a belief in fairness, paradoxically led to systemic injustice". With regard to inequality, Mr. Ong explained that the more successful poor families are, the more poor people face more difficult challenges, which translate into the educational performance of their children [19659020]. Mr. Ong noted that as these paradoxes are confronted, one wonders if the MOE's policies and approaches have run their course and whether a "fundamentally different" approach should be adopted. to be taken – where sacred cows will be slaughtered.
"It depends on which cows you think you are cutting down," he said. "For some, my answer is no."
The "sacred cow" of the PSLE, he said, survived for some "very valid reasons".
"But what I think we need to do The stakes of examination, and there must be many ways to do that," he said.
He agreed that the PSLE It's not a perfect system and adds stress to some parents and students. "But it turns out that it's the most meritocratic and probably the fairest system of all," he said.
"If we abandon it, everything we replace with secondary positions will probably be worse.
There was another suggestion, he added, to set a quota for low-income students in the popular schools, but he pointed out that many popular schools are already making extra efforts to attract eligible students. of low-income families. "And we should encourage them to do more," he said.
"But setting a quota sends a bad signal," he added. "I do not think that's a good thing." it is aligned with our societal philosophy, and could even be considered condescending. "
At the conclusion of his speech, Mr. Ong stated that the fight against inequality is an unfinished business, but he stressed that There is no contradiction between meritocracy and equity, nor the reduction of inequalities and the rise of collective norms.
"Instead, we should double meritocracy, broadening its definition to encompass di to talents and skills, "he said. "We should not limit success to the top, but continue to strive to raise the bottom."
NUMEROUS PATHS OF SUCCESS: INDRANEE RAJAH
Weigh on the discussion, Second Education Minister Indranee Rajah pointed out that, like the various members of Parliament who have took part in the debate, the Ministry of Education aligns with the various general objectives that have been mentioned.
"We also want all children to have a bright future. . Like the MPs who spoke, we want them to have a wonderful school experience, "she said. "We are also concerned about vulnerable people, and we want integration and inclusion to be at the heart of our education system."
"We may differ on some aspects of the strategies or solutions, but let me reassure the House that we really agree on the general objectives of the program. education. "
In her speech, Ms. Indranee noted that much of the stress in question is due to the assumption that there is only one path to success, which is the academic path, but in fact, she pointed out that there are many different paths to success.
"Different children have different personalities, talents and abilities", she said, "Some are more inclined to study, others are much better with their hands, or are more creative and artistic."
Citing a report by Dell Technologies that 85% of jobs in 2030 have not yet been invented, she said that the future economy will be more di versified that today. And when the next generation of students enters the job market, she might well accept jobs that have not even been designed today.
"For that, you can not have a single system. Nor is there a single measure of success, and learning must last a lifetime, "she said
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