I refer to two insightful reports in TODAY: “S’pore education system has capacity to take more risks: Expert” and “Allow discussions, Internet use during exams, says education prof” (April 10).
Finland’s flexibility and willingness to review and adjust its pedagogies is encouraging. Even in the years when it topped the charts for education systems — before the recent decline — it encouraged national discourse on curriculum and pedagogies among policymakers and educators, while preserving non-discriminatory, relaxed school environments for its students.
In contrast, the aversion to change and risk is pervasive in Singapore, as is the aversion to failure. While the start-up ecosystem is slowly humming to life and more are becoming entrepreneurs, schoolgoing youths or undergraduates appear to want to adhere to well-defined pathways, seeking one qualification after the other.
When risky proposals or criticisms are made, supporters of the education system as it is point to Singapore’s success in the Programme for International Student Assessment (PISA), although this is but one indicator of whether an education system has been successful.
Perhaps small changes to examination formats could be a good way to start embracing some risk in our education system. Allowing the use of the Internet and discussions during exams, as suggested in one of the reports, may sound absurd to those who grew up resigned to the monotony of rote learning and regurgitation of memorised facts, yet they reflect the demands of the modern environment.
Massive open online courses facilitate further dissemination of knowledge and also disrupt conventions established by universities. Digital information repositories have become ubiquitous and success stories around the world are often the result of collaboration, but the acquisition of skills has not gained adequate prominence.
Taking risks is not about blind emulation of other successful systems. Ultimately, the aim is to strengthen our education system, and better prepare students for the future.
Finland’s flexibility and willingness to review and adjust its pedagogies is encouraging. Even in the years when it topped the charts for education systems — before the recent decline — it encouraged national discourse on curriculum and pedagogies among policymakers and educators, while preserving non-discriminatory, relaxed school environments for its students.
In contrast, the aversion to change and risk is pervasive in Singapore, as is the aversion to failure. While the start-up ecosystem is slowly humming to life and more are becoming entrepreneurs, schoolgoing youths or undergraduates appear to want to adhere to well-defined pathways, seeking one qualification after the other.
When risky proposals or criticisms are made, supporters of the education system as it is point to Singapore’s success in the Programme for International Student Assessment (PISA), although this is but one indicator of whether an education system has been successful.
Perhaps small changes to examination formats could be a good way to start embracing some risk in our education system. Allowing the use of the Internet and discussions during exams, as suggested in one of the reports, may sound absurd to those who grew up resigned to the monotony of rote learning and regurgitation of memorised facts, yet they reflect the demands of the modern environment.
Massive open online courses facilitate further dissemination of knowledge and also disrupt conventions established by universities. Digital information repositories have become ubiquitous and success stories around the world are often the result of collaboration, but the acquisition of skills has not gained adequate prominence.
Taking risks is not about blind emulation of other successful systems. Ultimately, the aim is to strengthen our education system, and better prepare students for the future.
