On the Future of Education
Denise’s Speech on the Future of Education.
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1. Education is very close to my heart. I made almost 30 speeches in this House on education – including on schools for the future; removing the PSLE; on through-train schools; tuition; special education and lifelong learning.
I will touch briefly on the future of education today.
2. Sir, I am excited by the 5 required Key Shifts articulated by Education Minister Chan Chun Sing for the future of education. As always, a visionary.
These key strategic shifts include moving education from the first 15 to the next 50 years; harnessing strengths of the whole of society; and other important strategic moves.
But as we know, behind every big vision, are thousands of plodding steps to make the vision a reality. There are not only current structures, systems and processes but also current mindsets to reckon with.
3. Many of the required shifts articulated by Minister Chan sound like the proverbial NEW WINE that needs to be stored into wineskins.
We have heard of how one does not pour new wine into old wineskins; lest the new wine will burst the old skins and both wine and skins are lost.
Would the Minister share his analysis of what might be the driving and restraining forces of making the KEY SHIFTS (or new wine) in education, and what needs to be done to secure a good future for Singapore’s education system?
4. Next, I wish to offer 3 suggestions today, for MOE’s consideration.
5. ON OVER-EMPHASIS OF EXAMS AND ACADEMICS.
I urge the Ministry to research and develop an alternate system to the current (a) school admission and (b) staff recruitment system which predominantly uses exam grades and paper qualifications as the proxy for competence.
As long as most businesses and schools do not have an effective alternate system of assessing competencies and proficiencies, the focus on the traditional exams and academics will continue.
We already know of tech companies and creative industries which prioritise portfolios, evidence of desired skills and experience over school results; and use these for hiring decisions
6. ON INNOVATION. I urge the Ministry to allow for and support the blooming of alternate education school models. Seriously study the potential of through-train schools without the PSLE; micro schools (with school sizes of say 100 to 300 students); quality home schools; and lifelong learning schools especially for students with disabilities who are unlikely to be well served by the mainstream SkillsFuture offerings.
The use of approaches such as individualized education plans; blended pedagogy; technology; and harnessing the energy of whole of society can similarly be applied and quality need not be compromised.
Let us be bold and take some calculated risks!
7. ON ADULT LEARNERS. I urge the Ministry to conduct a deep study of a specific segment of mid-career and middle-aged Singaporeans and develop programmes to uplift those at risk.
Much has been spoken of the success of Singapore’s 15-year-olds in PISA, the OECD’s Programme for International Student Assessment.
However, not much is said of the PIAAC (Programme for the International Assessment for Adult Competencies ) or the OECD Survey of Adult Skills.
The last PIAAC report was published in 2016 and the next one soon.
Whilst Singapore adults aged 16 to 34 fare well, our older adults aged 45 to 65 performed lower than the OECD average in literacy and numeracy.
As lifespan and retirement age rises, more aggressive steps are needed to uplift this segment of at-risk Singaporeans.
8. CONCLUSION. In conclusion, Sir, for our education system to be relevant and ready for the future, we must identify and work on the game changers to significantly move the needle.
If any country can do it, I believe Singapore can.
Denise Phua, 28 Feb 2023