Singapore

EducationforAll2015NationalReview

ThisreportwaspreparedbytherelevantnationalauthoritiesinviewoftheWorldEducationForum(Incheon,RepublicofKorea,
1922May2015).ItwassubmittedinresponsetoUNESCOsinvitationtoitsMemberStatestoassessprogressmadesince2000
towardsachievingEducationforAll(EFA).
The views and opinions expressed in this document are those of the authors and do not commit UNESCO. The designations
employed and the presentation of material do not imply the expression of any opinion whatsoever on the part of UNESCO
concerning the legal status of any country, territory, city or area or of its authorities, or concerning the delimitation of its
frontiersorboundaries.

The paper can be cited with the following reference: Education for All 2015 National Review Report: Singapore. For further
information,pleasecontact:efa2015reviews@unesco.org

NATIONAL EFA REPORT - SINGAPORE

CHAPTER 1 INTRODUCTION
DEVELOPMENT OF THE EDUCATION SYSTEM IN SINGAPORE
Singapore has come a long way since its independence in 1965. In the first two
decades of independence, our primary concern was to survive and build a nation out
of immigrants. The government had to quickly recruit enough teachers and build
enough schools to cater to the entire population, so as to equip everyone with basic
skills that made them employable in labour-intensive industries that were attracted to
Singapore. In the next two decades, the focus shifted to improving customisation of
education to reduce drop-out rates. The system was thus geared to become more
efficient despite limited resources, through streaming and provision of a standardised
curriculum to safeguard a baseline quality of teaching and learning for all students.
Since the mid to late 1990s, the focus of the education system shifted to developing
a broader range of skills such as critical thinking and creativity as the country
transited into a knowledge-based economy. The Ministry of Education (MOE) also
devolved more autonomy to schools to encourage innovation and cater to a wider
variety of interests and aptitudes in students. Thinking Schools, Learning Nation
was adopted as our vision in educationdescribing our desired outcome of a nation
of thinking and committed citizens, nurtured in an education system capable of
meeting the challenges of the 21st century. Efforts were started to nurture a stronger
spirit of Innovation and Enterprise among our students.
Teach Less, Learn More was a movement that was introduced in mid 2000s for
teachers to spend more time preparing for their lessons so that they can teach each
lesson better, and in so doing allow our students to learn more. Besides improve the
quality of interaction between teachers and students, there has been a shift in focus
towards equipping students with knowledge, skills and values that prepare them for
life, rather than to be focused only on the imparting of content knowledge. Teaching
thus became more focused on developing understanding, critical thinking and the
ability to ask questions and seek multiple solutions.
Currently, MOE, in partnership with our schools, is moving towards developing a
more student-centric, values-driven education system, guided by the need to
cover the three key dimensions of breadth, depth and length1, and characterised by

1
Breadth: Broad in providing opportunities and multiple pathways, in an open and inclusive system,
to develop different talents in each child to the fullest. Broad and holistic education, to allow each child
to discover their interests and strengths over a wide range of disciplines, and create connections
across different domains of knowledge.
Depth: Deep values and a deep commitment to Singapore and fellow Singaporeans, built on a strong
core of values and character. Depth and rigour in the foundation of numeracy and bilingual literacy, in
critical and inventive thinking, in communication, collaboration and information skills, and in civicliteracy, global-awareness, and cross-cultural skills.
Length: Lifelong Learning, with age-appropriate learning at each stage catered to the childs pace of
development. Learning for the long haul of life and not just for exams.

four key attributes: Every Student, an Engaged Learner, Every School, a Good
School, Every Teacher, a Caring Educator, and Every Parent, a Supportive
Partner.
OVERVIEW OF EDUCATION SYSTEM IN SINGAPORE
There are opportunities for every child in Singapore to complete at least ten years of
general education, with drop-out rates before the completion of ten years of
education at less than 1%. The school system features a national examination at the
end of the primary (6 years), secondary (4 to 5 years) and junior college (2 to 3
years) stages. Besides the junior colleges, there are also many diverse opportunities
in polytechnics and the Institute of Technical Education (ITE) providing secondary
school graduate with non-academic progression pathways. In recent years, we have
also moved towards a more porous, flexible and diverse education system, aimed at
providing students with greater flexibility and choice at all stages of their education
journey. Upon completion of their primary education, students can choose from a
wider range of schools and programmes that cater to different strengths and
interests. There are more lateral bridges, with bridging programmes that allow
students to transfer across parallel courses of studies. To allow a greater range of
student achievements and talents to be recognised, secondary schools, junior
colleges, polytechnics and universities also have flexibility to admit a percentage of
their intake using transparent and meritocratic school-based criteria in the form of
direct or discretionary admissions.
A cornerstone of Singapores education system has been and remains the bilingual
policy, which aims to help each child learn English and his Mother Tongue to the
best of his abilities. Being proficient in English allows them to plug into a globalised
world. Being proficient in Mother Tongue provides a link to their heritage and Asian
cultural roots, and provides them with a competitive edge economically with the rise
of China and India, and the integration of ASEAN.
In Singapore, the education system is set up to bring out the best in every child, in
every domain of learning, in every school, at every stage of their education journey,
whatever their starting point be they children with different types of aptitudes and
different levels of potential, children from lower socioeconomic backgrounds, children
with special learning needs or children from different ethnic groups. Statistics show
that our education system provides opportunities for every child to advance based on
merit, regardless of family background. Financial assistance is provided to needy
students so that all Singaporeans, regardless of their financial circumstances, can
benefit from the best opportunities in education. At the same time, both Special
Education schools and mainstream schools collectively cater to the educational
needs of students of school-going age who have a range of special learning needs.
MOE has also taken steps to be more inclusive in its bilingual policy for students of
different races, such as introducing non-Tamil Indian languages and other languages
that students can take as the Mother Tongue language in schools.

CURRENT DEVELOPMENTS
Some of the specific areas which are being looked at include government-run preschool education, programmes that provide holistic support to level-up all students,
expanding post-secondary options, and supporting students with special needs. At
the same time, the education system is being recalibrated towards a more holistic
education centred on values, while refreshing approaches to achieve the basic goals
of education. These developments are very much in line with the Millennium
Development Goals for education and the six Education For All (EFA) goals, which
Singapore supports, and which Singapore has by and large been achieving.

CHAPTER 2 TRACKING PROGRESS

2.1 BRIEF INTRODUCTION TO THE PROCESS
PROGRESS TOWARDS ACHIEVING EFA GOALS

OF

ASSESSING

This assessment is conducted by the MOE in Singapore. It draws mainly from policy
documents and statistics produced by MOE, the Ministry of Finance and the
Department of Statistics in Singapore. The main limitation of this report is that some
of the data for the indicators associated with each of the six goals are not published.
2.2 PROGRESS TOWARDS ACHIEVING THE GOALS
2.2.1 GOAL 1: EXPANDING AND IMPROVING COMPREHENSIVE EARLY
CHILDHOOD CARE AND EDUCATION (ECCE), ESPECIALLY FOR THE
MOST VULNERABLE AND DISADVANTAGED CHILDREN
Singapore sees the value of a good pre-school education to help children develop
self-confidence and social skills; to nurture values such as sharing, taking turns and
being responsible; to build a good foundation for the learning of languages; and to
develop the disposition for learning, such as curiosity and the courage to try new
things. The Singapore Government as a whole is investing significantly in pre-school
to provide opportunities and enhance social mobility for all Singaporeans, particularly
for those in lower income groups who may need more support initially. The current
priority is thus to raise the quality of programmes while keeping fees affordable.
Recent initiatives in this area include the introduction of an accreditation standard,
SPARK, in Jan 2011 to assess the quality of ECCE providers, as well as a national
curriculum framework for ECCE in Singapore. All pre-schools can participate in
SPARK for self-assessment to improve the quality of their own programmes, and
seek external assessment by MOE-accredited assessors when they are ready.

The Early Childhood Development Agency (ECDA), reporting to both MOE and the
Ministry of Social and Family Development, was recently set up to integrate the
Governments approach towards ECCE. MOE will oversee the development of
kindergarten curriculum and educators guides, sharing of teaching and learning
resources to complement the revised curriculum framework for kindergartens and
leveraging on existing programmes in our institutes of higher learning to provide high
quality training and professional development for kindergarten-level teachers.
Participation in ECCE programmes is optional, but participation is close to 99% for
the year just before the start of primary school.
2.2.2 GOAL 2: ACHIEVING UNIVERSAL PRIMARY EDUCATION
Compulsory Education was implemented in Singapore in 2003 to ensure that all
children of compulsory school age born after 1st January 1996, and who is a citizen
of Singapore residing in Singapore, attends a national primary school regularly,
unless he/she has been exempted from compulsory education, e.g. a child with
special needs, a child attending a designated religious school, or a child receiving
home-schooling. A child of compulsory school age refers to one who is above the
age of 6 years and who has not yet attained the age of 15 years. The Compulsory
Education Act is enforced by officers from the Compulsory Education Unit, MOE.
Currently, almost the entire cohort attend the 6-years of primary education, with less
than 1% of each cohort dropping out in the secondary education school years, as
compared to 5% ten years ago. More than 95% of each cohort progress on to postsecondary education, compared to around 85% a decade ago. Moving forward, the
government will aim for every student to complete secondary education, and go on
to pursue a post-secondary qualification.
2.2.3 GOAL 3: ENSURING THAT THE LEARNING NEEDS OF ALL YOUNG
PEOPLE AND ADULTS ARE MET THROUGH EQUITABLE ACCESS TO
APPROPRIATE LEARNING AND LIFE-SKILLS PROGRAMMES
For youths who have completed secondary education, post-secondary education
options include pre-university courses, polytechnics, ITE, tertiary arts institutes
(LASALLE & NAFA) and private education providers. Pre-university courses prepare
students with sufficient academic rigour to access university courses; polytechnics
provide applied-learning environments in market-driven and career-oriented courses
but also allows some of its students to further their education in universities in related
fields; ITE aims to equip its students with technical skills and knowledge to meet the
workforce needs of various industry sectors but also allows some of its students to
further their education in polytechnics in related fields; tertiary arts institutes offer
specialist creative education, including degree pathways; while private education
providers offer yet another pathway for those who wish to upgrade their knowledge
and skills in areas not covered by the publicly-funded institutions. Enrolment rates for

pre-university courses, universities, polytechnics, LASALLE, NAFA and ITE can be

found in the Education Statistics Digest 20132.
Singapore supports those wishing to continue their Continuing Education and
Training (CET) through the Workforce Development Agency (WDA), set up in 2003.
WDA was set up to help the workforce cope through training and skills upgrading as
the economy continued to restructure in the face of rapid technology advancements.
It was given a clear mission to lead, drive and champion workforce development,
enhancing the employability and competitiveness of Singapore's workforce. WDA
has significantly expanded the CET infrastructure over time, which now includes a
network of five career centres; more than 40 CET Centres offering quality training
and career services; a national Singapore Workforce Skills Qualifications (WSQ)
framework, covering close to 30 industries and the Institute for Adult Learning (IAL),
which aims to enhance the capabilities and professionalism of adult educators so as
to broaden and deepen their expertise.
In 2008, the CET Masterplan was launched to prepare the Singapore workforce for
the future and maintain a competitive advantage for Singapore. The programmes
form a lifelong learning system that enables workers to stay relevant, find their niche
based on their past experiences and seize opportunities in new growth sectors. The
plan aims to enhance the careers of all Singaporeans. As of 2013, there are 33
Singapore Workforce Skills Qualifications (WSQ) frameworks introduced by WDA. In
addition, there are now more than 1,000 training programmes available island-wide
within the WDA network of CET centres, which cover new growth sectors such as
finance, information and communications technology, tourism, hospitality and digital
media. New CET centres will also be set up to provide for key growth areas including
aerospace, precision engineering, process manufacturing, portable manufacturing,
service industries, logistics and supply chain management, allied healthcare,
community and social services, workplace safety and health, and adult training.
Besides WDA programmes, working professionals wishing to further their studies
while balancing a career may also undergo CET at the post-secondary institutions
including the ITE, the polytechnics, the universities, the private education providers
and the IAL.
To smoothen the integration between applied learning in education institutions with
industry-led skills certification in adulthood, MOE has set up a CET Office within the
Higher Education Division (HED) which works closely with the Work Development
Authority (WDA). The main role of the CET office is to evaluate, review and develop
policies to support CET implementation at ITE, polytechnics and universities. At the
same time, they engage economic agencies and the industry to identify the scope of
CET conducted in ITE, polytechnics and universities, recommend CET initiatives and

2
Ministry of Education, Singapore. 2013. Education Statistics Digest 2013. Pp 33-35, 39-41.
http://www.moe.gov.sg/education/education-statistics-digest/files/esd-2013.pdf (Accessed 24 January
2014)

facilitate collaborations involving the post-secondary education sector, school sector,

industry bodies and economic agencies.
2.2.4 GOAL 4: IMPROVING ADULT LITERACY
Adult literacy is not a major issue in Singapore. For adult learners who wish to
resume or continue with academic upgrading at the secondary level, ITE offers
MOE-subsidised lessons for levels from Secondary One Normal to GCE N and
GCE O levels, under its General Education Programme. Enrolment and completion
of these programmes are not publically available.
Table 1 shows the literacy rate and percentage of residents with secondary or higher
qualification in 2012. Singapore has attained a high literacy rate for women, with
literacy rate for resident females aged 15 years and over improving from 90.6% in
2004 to 94.4% in 2012. Detailed statistics and analysis of education attainment of
Singapore Resident non-students from 2002-2012 is available in Profile of
Singapore Resident Non-Students 2002-2012 (2013).3
Table 1: Education and Literacy (%, 2012)
Literacy Rate among residents aged 15 yrs & over

96.4
Male

98.5

Female

94.4

% with Secondary or Higher Qualifications among resident

non-students aged 25 yrs & over

67.7

Male

70.8

Female

64.9

Source: SingStats, 20134

2.2.5 GOAL 5: ACHIEVING GENDER EQUALITY IN EDUCATION
Singapore has ensured gender equality in education with every child given equal
opportunity to access education and to pursue their goals within the education
system, based on the principle of meritocracy. Enrolment indicators disaggregated
by gender indicate a healthy balance of male and female students at all levels of
education, as seen in Table 2 below. International benchmarking studies such as
TIMSS, PIRLS, PISA, etc., have also consistently demonstrated that female students
in Singapore are even able to outperform male students in certain learning domains.

3
Zhiwei,
T.
2013.
Profile
of
Singapore
Resident
Non-Students,
2002-2012.
http://www.singstat.gov.sg/Publications/publications_and_papers/education_and_literacy/ssnmar13pg1-7.pdf (Accessed 24 January 2014)
4
Department of Statistics Singapore, 2012. Latest Data for Education & Literacy.
http://www.singstat.gov.sg/statistics/latest_data.html#16 (Accessed 24 January 2014)

Table 2: Gender Parity Index for Primary, Secondary and Tertiary Students (2007
2012)
Gender Parity Index (GPI)5

2007

Primary
Secondary
Tertiary

2008

2009

2010

2011

2012

0.99

0.99

0.99

0.99

1.01

1.03

1.01

1.08

1.1

1.09

Source: Ministry of Education, Singapore, 2013

In MOE, special attention has been given to educational materials and curriculum to
ensure that gender stereotypes are not perpetuated and that girls and boys have
equal access to various educational resources and opportunities. For example,
textbook illustrations depict a balanced image of men and women, where women
engage in activities and occupational groups that may be traditionally associated
with the male gender (for instance, science, engineering, medicine, soccer, etc.).
In terms of curriculum, girls and boys alike are free to choose either the science or
arts stream in secondary school; while in primary school, all students take the same
core subjects. Home Economics previously taught primarily to girls has now been
renamed as Food and Consumer Education at the lower secondary, and as Food
and Nutrition at the upper secondary level. These subjects, as well as Design and
Technology, are now electives which both girls and boys are able to study.
2.2.6 GOAL 6: IMPROVING QUALITY OF EDUCATION
Much of the governments efforts in education in recent years have been to improve
quality of the education system. This includes improvements to the physical learning
environment, provision of resources and introduction of intervention programmes.
In terms of the physical environment, MOE initiated a major Programme for
Rebuilding and Improving Existing Schools (PRIME) in 1999 to redevelop schools to
the latest standards. New and upgraded facilities include computer laboratories,
media resource libraries, IT learning resource rooms, pastoral care rooms and health
and fitness rooms. Classrooms and staff-rooms would also be bigger with more
interaction areas. More recent efforts include the new provisions in primary schools

5
GPI is the ratio of girls enrolment ratio to boys enrolment ratio in primary, secondary and tertiary
education

based on recommendations of the Primary Education Review and Implementation

(PERI) committee, including the provision of indoor sports halls, outdoor learning
spaces, venues for performing arts, specialised music rooms, after-school student
care centres, etc.
Currently, 28% of primary schools and 20% of secondary schools are equipped for
Barrier-Free Accessibility (BFA) compliance, providing access for students with
physical disabilities. These include toilets, slope ramps on every level, and lifts that
are geographically distributed so that students who need to use the facilities are able
to access them easily. Since 2008, all new schools have been built with barrier-free
accessibility.
At the same time, MOE will resource schools with more teachers who will work with
our senior specialists, as well as researchers from the National Institute of Education
(our teaching training institute) to constantly improve programmes and approaches
through action research, and determine the relative effectiveness of each of these for
different students. Pupil-teacher ratio in primary schools in 2013 has improved to
17.6, down from 25.9 in 2000. In secondary schools, it has improved to 14.2 in 2013,
down from 19.2 in 2000. Detailed statistics on teacher numbers and academic
qualifications can be found in the Education Statistics Digest 20136.
Singapore has been building up the quality of teachers since the early 2000s and the
latest Teaching and Learning International Survey (TALIS) 2013 findings show that
the teaching force in Singapore is well-trained and supported, dynamic in its practice
and committed to the profession. Recognising that teachers are key to the delivery of
quality learning experiences for all students, MOE has put in place strong
professional development support for teachers to upgrade their teaching skills
throughout their career.
In Singapore, 98% of teachers had received their pre-service teacher education at
the National Institute of Education, which equips them with knowledge of the learning
process and a repertoire of pedagogical skills and classroom techniques to help
students learn, in addition to systematic training in content and pedagogy for the
subjects that they are deployed to teach. Beginning teachers are supported in their
transition from their pre-service training to becoming full-fledged teachers through
induction and mentoring programmes overseen by more experienced teachers in the
schools to which they are deployed.
98% of Singapore teachers take part in professional development activities, which
include courses and workshops, peer observations, education conferences and
professional learning networks. To better support our teachers in their core work of
teaching and learning, MOE has also taken steps to ease their administrative duties
and support them in various functions.

6
Ministry of Education, Singapore. 2013. Education Statistics Digest 2013. Pg 15.
http://www.moe.gov.sg/education/education-statistics-digest/files/esd-2013.pdf (Accessed 24 January
2014)

The national curriculum at every level and in every subject is reviewed once every
six years, with a mid-term review in the third year of implementation. This ensures
that the curriculum meets the needs of the nation, community and the individual.
MOE has processes to ensure that textbooks and learning materials used in schools
are aligned with the national curriculum. In Singapore, curriculum and pedagogy for
each subject area are reviewed in tandem, with curriculum planners tasked to
develop learning and teaching strategies appropriate to the respective syllabuses.
Generally speaking, teachers are encouraged and trained to create student-centred
and engaging lessons through pedagogy that considers the following:

Students readiness to learn and their learning styles;

Experiences of learning that stretch thinking, promote inter-connectedness
(synoptic abilities) and develop independent learning;
A tone of environment that is safe, stimulating and which engenders trust;
Assessment practices that provide information on how well students have
performed and provide timely feedback to improve learning; and
Relevant and meaningful content that makes learning authentic for students.

In the Primary Education Review and Implementation (PERI) Committee Report,

some examples of pedagogies that apply across subjects include learning by
inquiry, learning by interacting, learning by doing, learning in and of the real world
and learning by reflecting.
At different levels of the education system, various means have been utilised to
improve the quality of education offered to all students. In pre-schools, the
government provides literacy assistance for children from lower-income backgrounds
from a non-English home environment. In schools, students learn better through new
pedagogies verified by research - such as the recently introduced Strategies for
English Language Learning and Reading (STELLAR) for English Language literacy
and the Concrete-Pictorial-Abstract Approach for numeracy.
For students with weaker foundations, there are specialised early intervention
programmes such as Learning Support Programmes for English and Mathematics to
help them level up. Schools are also encouraged to offer different teaching methods,
different teaching arrangements and personalised learning resources to better
support learning of all students. Allied Educators (Teaching and Learning) have been
recruited to co-teach with trained teachers to help students with different learning
needs learn better.
International comparative studies such as the Trends in International Mathematics
and Science Study (TIMSS), Programme for International Student Assessment
(PISA) and Progress in International Reading Literacy Study (PIRLS) indicate that
student outcomes generated by the education system in Singapore is of high quality.
The same studies also indicate that the results of the low-performing students have
been improving over the years. A summary of Singapores scores and ranking at
some of recent international benchmarking studies is given in Table 3:

Table 3: Singapores performance in TIMSS, PISA & PIRLS

International Benchmarking Studies
TIMSS (2011)

PISA (2012)

PIRLS (2011)

Score

Ranking

Grade 4 Maths

606

1st

Grade 4 Science

583

2nd

Grade 8 Maths

611

2nd

Grade 8 Science

590

1st

Paper-based Reading

542

3rd

Paper-based Maths

573

2nd

Paper-based Science

551

3rd

Computer-based Reading

567

1st

Computer-based Maths

566

1st

Computer-based Problem
Solving

562

1st

Grade 4 Reading

567

4th

Source: Ministry of Education, Singapore

2.2.7 RESOURCES AND FINANCIAL MANAGEMENT TO ACHIEVE THE
GOALS
The government has doubled the investment in education over the last decade
from S$6.5 billion in 2003 to S$11.6 billion in 2013. Table 3 shows the public
expenditure on education from 2007 to 2013. It also shows that the percentage of
government expenditure on education remained fairly constant at about 20-23%, and
constituting about 3% of GDP over this period.
Table 3: Public Expenditure on Education (2007 2013)
Financial
Year

Public expenditure on
education

% of Government
expenditure

% of GDP

2013

S$11.6 billion

21.8%

3.1%

2012

S$10.5 billion

21.0%

3.1%

Financial
Year

Public expenditure on
education

% of Government
expenditure

% of GDP

2011

S$10.7 billion

23.1%

3.3%

2010

S$9.9 billion

21.8%

3.1%

2009

S$8.7 billion

20.7%

3.1%

2008

S$8.2 billion

21.6%

3.1%

2007

S$7.5 billion

22.8%

2.8%

Source: Ministry of Finance7

Further breakdown of government expenditure on education development and
recurrent expenditure by level of education is available in the Education Statistics
Digest 20138.
2.3 SUMMARY OF GAPS AND REMAINING ISSUES
In summary, the Singapore education system has progressed significantly since
2000 in terms of the six EFA goals. Of these, the government is currently paying
more attention to Goal 1 in improving provision of ECCE. Quality of education, with
reference to Goal 6, will continue to be a focus of the governments agenda as MOE
strives to bring out the best in every child. In striving towards a student-centric and
values-driven education, MOE is currently aiming for every student to acquire a
broad and deep foundation for his lifelong journey of learning and life. As such,
adjustments are being made to the education system for schools to provide breadth,
depth and length in the childrens school experience.
Breadth refers to valuing every child, ensuring that we provide opportunities and
multiple pathways in an open and inclusive system. Breadth is also about giving
each child a broad and holistic education for them to explore and discover their
interests and talents. Depth is about developing deep values, a deep commitment
to Singapore and a deep foundation of literacy, numeracy and 21st century
competencies. Length is about lifelong learning as learning never stops, schools
should plant in our students the seeds of lifelong learning and learning for life.

7
Ministry of Finance, Singapore. 2013. FY2013 Budget Highlights Statistical Annex. Pp 8-9.
http://www.mof.gov.sg/budget_2013/download/FY2013_Budget_Highlights_Statistical_Annex.pdf
(Accessed 24 January 2014)
8
Ministry of Education, Singapore. 2013. Education Statistics Digest 2013. Pp 45-49.
http://www.moe.gov.sg/education/education-statistics-digest/files/esd-2013.pdf (Accessed 24 January
2014)

2.4 RECOMMENDATION AND FUTURE PERSPECTIVES

In terms of future perspectives, MOE recognises that each child is different, and the
system needs to be flexible enough to allow each to learn at their own pace,
customised to their different learning styles and learning needs at that point in time.
MOE is also increasing its focus in character and citizenship education to develop
students with empathy for others, a regard for the common good and a shared sense
of responsibility for Singapores well-being and future.

CHAPTER 3 REVIEW
MANAGEMENT

OF

EFA

STRATEGIES

AND

SECTOR

In Singapore, education development has enjoyed strong political support which has
translated to financial support for programmes and initiatives. The strong tri-partite
relationship between the Ministry, the National Institute of Education and schools has
ensured strong alignment between policy, planning and implementation. These are
crucial factors that have had significant impact on our efforts to improve the quality of
the teaching profession and the education system in Singapore.

CHAPTER
4
PRIORITIES

EMERGING

CHALLENGES

AND

GOVERNMENT

4.1 MAJOR EMERGING DEVELOPMENT CHALLENGES

Some emerging challenges that will affect education development in Singapore
include:

Volatile and uncertain globalised and information-rich world there are many
more millions joining the global marketplace, each wanting a better life, and
technology is driving changes fast than ever. In education, we need to equip
our next generation to be highly skilled but also flexible and adaptable.
As Singapore develops and a larger proportion of our population becomes
better-off, further improvements to our peoples social-economic well-being
will be more incremental and high social mobility that we had experienced in
the past will become harder to achieve. Our education system must continue
to provide opportunities for all regardless of their starting point. We must
remain inclusive as a society and provide opportunities for our children from
different backgrounds to grow up together.
Singaporeans are a competitive people and our expectations and aspirations
are much higher today than ever.
Our aging population and tightening labour market as a result will make it
harder to attract and retain the right people in the teaching profession.

4.2 EVOLVING SHIFTS IN NATIONAL EDUCATION POLICY DIRECTIONS

IN LIGHT OF RECENT DEVELOPMENTS AND EMERGING CHALLENGES
AT OUR STAGE OF SOCIO-ECONOMIC DEVELOPMENT
Other than the areas of improvement already identified in Chapter 2, there are some
other key areas which MOE has identified for future development, including reducing
the over-focus on examinations and grades, ensuring continued social inclusion and
mixing, further efforts at improving special needs education and increasing industry
involvement in applied education pathways.
REDUCING OVER-FOCUS ON EXAMINATIONS AND GRADES
Consequences of an over-focus on examinations and grades could include:

Students are not developed as well-rounded individuals, as there is less

emphasis on values and character;
Students study to the test and teachers respond by teaching to the test
rather than stimulating their curiosity and a lifelong love of learning;
Students choose subjects and schools offer subjects based on how easy it is
to score good grades, and not on their intrinsic value;
Lack of recognition for other forms of talent in the arts, sports, music,
applied skills etc.;
Stress related to competition and high stake examinations; and
Proliferation of the tuition industry to help students improve their grades.

To address this, MOE is broadening the scoring system for the Primary School
Leaving Examination (PSLE), to use broader grade bands rather than the digital
scoring currently used. This would help reduce excessive competition to chase the
last point, and provide space to educate and develop students more holistically.
ENSURING CONTINUED SOCIAL INCLUSION AND MIXING
There are concerns that in some schools, students admitted in a meritocratic way
are nevertheless increasingly tending to come from similar, higher social-economic
backgrounds, and have primarily strong academic abilities but may be lacking in
other areas of their holistic development. Without the opportunity to interact with
students from different backgrounds and academic abilities, students may not be
able to develop empathy, and society may lose its cohesiveness. To address this,
some changes have been made to the admission procedures to enter Primary and
Secondary schools to allow for a continued diversity of students in our schools.
Within schools, there has also been effort to encourage greater interaction among
students with different strengths, including the introduction of subject-based banding
in primary schools to replace academic streaming of students in Primary 5 and 6.
Subject-based banding provides flexibility for students to take a combination of

standard or foundation subjects, depending on their strengths in each of these

subjects. MOE is currently piloting subject-based banding at the Secondary level too.
IMPROVING SPECIAL NEEDS EDUCATION
MOE will also continue to support children with special needs. Government funding
for this area has progressively increased in recent years. Now, the funding per
student in a special school is much more than in a mainstream school. MOE also
provides professional support to Special Education schools to refine, customise and
implement their curriculum. For children with mild special needs in mainstream
schools, allied educators (learning and behavioural support) provide support to
teachers, to help these students learn better. All schools will also have a core group
of teachers trained in supporting students with special needs.
INCREASING INDUSTRY INVOLVEMENT IN APPLIED EDUCATION
As the economy evolves and the economic environment becomes more dynamic
and complex, demand for a wider range of skills, competencies and expertise will
increase. To prepare and empower our youth to thrive in the economy of the future,
MOE is currently looking to strengthen the applied education model in Singapore.
This will likely include the strengthening of industry linkages to provide work-relevant
training for students, enhancing educational and career guidance, and the pursuit of
industrial research, innovation and enterprise activities in educational institutions.

CHAPTER 5 CONCLUSIONS AND RECOMMENDATIONS

While Singapore has achieved healthy indicators for Goals 2, 3, 4 and 5, we will
continue to work towards improving the outcomes under Goals 1 and 6, through wellconsidered policies, sustainable effort and careful implementation of the plans as
outlined in this report. The government would also be seeking the views of other
stakeholders in planning for Singapores future educational development, and to
more deeply involve parents and the community, in delivering the desired outcomes
of education together.

Prepared by:

Ministry of Education, Singapore

Date:

Jul 2014