Education has been present in our society for hundreds of years. However, it was only in the 18th century, after the industrial revolution that there was mass education. The purpose of education has evolved over the years from one that produces philosophers and prophets to one that imparts skills and knowledge to people so that they are able to meet the need of the society. The needs of society- peace, economic growth, stability and social welfare- are never stagnant, they are ever-evolving. While the highly regulated education system in Singapore has produced desirable results over the past fifty years, it has been slow to adapt to the changing needs of modern Singapore. The dawn of the fourth industrial revolution will very well render obsolete the rather stagnant system we use today. The nineteenth-century education system we use today will be unlikely to meet the changing needs of Singapore’s economic, social and political landscape.
Firstly, over the past fifty-years of self-governance, education in Singapore has been able to produce a well- educated population to face a rapidly globalising world. In the early 1990s, after Singapore’s independence, the goal of the city-state was to become a globalised country with a strong, vibrant economy with strong bilateral ties with countries around the globe. There was a problem- a lack of an educated population that is able to carry out routine work in factories and other sectors of the economy. To ensure that the island produces individuals with such skills, public schools were quickly built and the educated population rose exponentially, thereby satisfying the demand for workers. Without a doubt, the system was able to churn out highly educated workers to supplement the developing economy back then. By the early 2000s, Singapore has grown to become a sprawling metropolis, attracting large multinational corporations (MNCs) to its shores. Here’s the caveat, with the influx of MNCs, the economy is evolving from one that focuses on manufacturing to one that is diverse and require creativity. 21st century Singapore not only requires graduates, but also creative intellects who are innovative. The systematic education system that emphasises rote learning developed over the past fifty years has oppressed creativity and exploration. The system is, however, slow to change and right now, it is unable to meet changing societal needs. At Deputy Prime Minister Mr Tharman’s speech at Singapore Management University’s education fair this year, he emphasised the need for radical reforms in the education system. It may be irrevocable that education has met economic needs over the past 50 years, however, without change, it may be unable to fulfil society’s needs over the next 50 years.
In the same vein, education in Singapore has taught Singaporeans the importance of racial harmony, ensuring peace and stability within the cosmopolitan state. Singapore in the 1960s was plagued with racial and religious tensions. Social discord was commonplace, and riots among, different ethnic groups were not uncommon. The Maria Hertogh and 1969 racial riot between Chinese and Malays led to curfews and tensions within the tiny nation. There was a need to promote better understanding between different ethnic groups. The government tapped on education to do just that. Many public schools were set up by the government, providing a place for students of different ethnic groups to interact and learn together. Social Studies is mandatory where Singaporeans learn the importance of racial and religious harmony. The indoctrination of a need to interact with different races in youth created a population that is able to accept differences in the society. Notionally, education is able to achieve social harmony, an essential societal need in early Singapore, but not now, where many have already developed tolerance and acceptance of differences.
Nevertheless, while it is agreeable that education has satisfied the socioeconomic needs of Singapore over the past fifty years, it is flawed to think that it will transcend the next fifty years. The world is changing fast and our snail-paced education system is unlikely to meet the changing demands. Over the past five decades, education has not been able to solve a core problem in our society- equity. Income inequity has been a pressing problem for our government. This is especially so as our government has a moral obligation to ensure that all Singaporeans can achieve a decent standard of living and afford basic necessities in Singapore. Education, once touted as the great social leveller has failed miserably. Back in the early days, higher education was a privilege for only the wealthy. This was especially so as there were few educational pathways and institutes, where placements were limited and prices for education was expensive. Even with subsidies, higher education can cost over $8000 a year- a huge sum for low-income families. While there were scholarships aimed to develop outspoken youth, they were usually attained by students from better-off families. Furthermore, there were a disproportionate number of students from higher-income families compared to lower-income families. This causes the rich to receive higher education, while the poor are (mostly) devoid of the opportunity. It is quite evident as seen by our increasing Gini- Coefficient – which measures inequity – increases from about 0.38 in the 1960s to about 0.60 in 2016. It is, therefore, a testament that education failed to address the vital need of society – equity- and instead serves to aggravate it.
Additionally, the 21st century requires people with high adversity quotient to face the increasingly volatile and uncertain world, and this is something that education in Singapore cannot provide. Singapore’s notorious education which overemphasises academic results has neglected teaching students survival skills. Our complacency in relative peace for fifty years has bred generations of people who are unable to withstand hardship and adversity. Students are frequently being mollycoddled throughout at home and in school, they never have to face hardship or despair. They have become weak and unable to deal with failure. In schools, students cry after failing an exam, and they succumb to failure, unable to stand up again. In the face of a national crisis- such as a terrorist attack or a financial crisis, which are highly plausible- the majority will be unable to cope. In 2013, when haze due to forest fires in Indonesia made landfall, many were left clueless and unable to make sound choices. Instead of taking action to alleviate the situation, many keyboard warriors took to the net and flamed Indonesia. Only a handful were able to take the initiative to help those affected by the haze. Due to an inability to cope with adversity, when unity was needed most, people were broken. Once again, the bubble-wrapped education system had failed to deliver.
On that note, it may be true that education had solved or at least alleviated some of the socio-economic challenges faced by Singapore in the past, however it is unlikely to deliver for the next fifty years. Education in Singapore has failed to address the pertinent issue of inequity and a lack of resilience in Singaporeans. If education in Singapore is going to meet the needs of the volatile, uncertain and ambiguous twenty-first century, radical reforms must be made to the archaic system we use today.