Madam, beneath the observable 10% of an iceberg above the water level, is an important 90% of its total mass. It is this 90% beneath the surface that the ocean currents act on and causes the iceberg's behaviour at the top. I would like to apply the analogy of the iceberg to explain why it is still very hard for Singaporeans to believe that every school is a good school.

First, what is observable at the top of the iceberg. The drive to get into what are perceived as the better schools is still relentless. This is despite all the good work that Minister had done. Top PSLE scores are no longer announced. Ten-year series assessments are made easily available for all. More education awards for good character; ASPIRE and even plans to replace the PSLE T-score system to one that is less competitive. Yet, the belief that some schools are more desirable or better than others, still remain.

Cut-off points to enter junior colleges last year went as low as 3 points for schools such as Raffles Institution and Hwa Chong Institution. The tuition industry continues to thrive to a size of probably more than $1 billion now. Even Polytechnic students go for tuition these days. The Direct School Admissions (DSA) was not encouraging. Parents and students soon found out the best way to ace the DSA system by excelling in certain CCAs that will put them ahead of other candidates. Popular schools now not only attract the best brains but also the best brawns.

Back to the iceberg analogy. Beneath what is observable, there are underlying structures and strong beliefs and mindsets that continue to feed the undesirable behaviours.

In the interest of time, I will name just a few:

Many Singaporeans hold dear the mental model that for a good life, you will need good academic results to get into good schools so that you can get into a good university which is the passport to a good job, good salary, good spouse, hopefully good children and the cycle repeats. This is a mental model that cannot be coaxed away. People can only be convinced if they see and encounter sufficient evidence and personal experiences to replace it.

Another mental model, this time held by employers including the public service, is that graduates from top schools are more desirable and their academic scores are the key determinants of their ability and potential. Their hiring system reflects that accordingly.

The education landscape itself too is shaped by a system which primarily promotes students through academic scores and mainly assigns them to schools based on academic results from high-stake exams.

Many of these deep-seated mindsets originate from well-meaning intent. Education is after all the most obvious and empowering way to social mobility. But unless these underlying structures and mindsets are addressed, it is futile to try to get the buy-in that every school is a good school. And schooling will continue to be a pressure cooker.

There are several ways I would like to suggest to get rid of these unhealthy symptoms at the tip of the iceberg.

One, get rid of unnecessary high-stake academic exams such as the PSLE. Too much time in a primary school is spent preparing students for this.

Two, pilot a 10-year integrated through-train school without compromising rigour in both academics and character building.

Three, develop a solution-based approach to organising schools and education programmes. Make solid good subject modules available to all schools whether they are academic or not, from foundational to typical to advance levels.

Four, exit schools such as the gifted schools or the SAP schools in the system. Instead of congregating students of the same abilities in one geographic location, assign students of mixed abilities under one roof in classes led by teachers or life coaches. Students can belong to one same base class, but they follow their Individual Education Plan; and in the course of the day, take classes suitable for their own ability and pace with other students of similar learning needs. Part of this is already what we see in the Polytechnics and Universities.

Five, be more aggressive in the use of technology to make available the best education practices and packages available to teachers, students and even caregivers to level up their playing field.

And lastly, much more must be done to provide the evidences and experiences that prove that there are many pathways to a good life. Employers including the public service must lead the way to find more progressive ways of hiring, promoting and recognising employees beyond the usual academics. Parents who have enjoyed the success of taking the path less travelled, must share their experiences.

The vision of making every school a good school is a progressive one. It will however remain a dream unless all of us in this country work with MOE to make this happen.