By Dennis Sale
I AM presently in Singapore, working, meeting up with friends, and enjoying the diverse Asian cuisine here. I am also getting an insight into the present status and direction of Singapore’s education system. I worked there for 25 years and saw it go from relative obscurity in the global educational landscape to one of the best in the world. Such framing is based on renowned educational researchers and writers on educational systems (e.g. Darling-Hammond & Rothman, 2015) and established universal quality metrics. For illustration, in an evaluation, which involved 690,000 students in 81 participating countries and economies, Singapore scored highest in all three of the survey’s areas: mathematics, reading and science. These results suggest that, on average, Singaporean students are the equivalent of almost three to five years of schooling ahead of their peers.
In the present context, the Ministry of Education aims to provide a fully holistic education, customised to all students’ talents and interests, as well as a society based on meritocracy, personal responsibility, and social cohesion. Most significant and central to its success is a commitment to an evidence-based approach to educational excellence in all areas of practice. Key thrusts and initiatives include:
- Developing high-level teacher expertise
It is well-established globally that the quality of teaching is the single most important factor affecting student learning outcomes in the school context, and that teachers, like in all professions, vary significantly in terms of their effectiveness. Hargreaves and Fullan (2012), two influential figures in the field of education, documented this latter feature in stark terms:
… the Los Angeles Times reporters gained access to seven years of value-added test performance data for 6,000 third through fifth-grade teachers in English and
Mathematics in the Los Angeles Unified Public-school District – one of the poorest districts in the United States, and passed the data to expert analysts, who came up with a remarkable finding. There were differences of up to 41% in value-added performance between teachers of the same kind of children in the very same school.
From extensive research, they concluded:
Good learning comes from good teaching… So, let’s concentrate our efforts not on bigger budgets, smaller classes, changing the curriculum, or altering the size of schools – but on procuring and producing the best teachers we can get.
It is in the selection and continuous professional development of their teacher force, as well the remuneration system provided for them, that has ensured high quality teaching in all schools. Teachers in Singapore have about 20 hours a week built into their schedule for shared planning and learning, including visits to one another’s classrooms, as well as 100 hours per year of state-supported professional development outside of their school time.
This is further supported by each school being led by a highly effective principal. The training of school principals in Singapore is structured, rigorous, and aligned with the country’s commitment to achieving high standards in education. Aspiring principals typically start as teachers and must demonstrate strong leadership potential and a solid track record in teaching and middle management roles. Potential candidates undergo a selection process that includes interviews and assessments of their leadership capabilities. This is especially important as evidence shows that school leadership is second only to teaching in its effects on student learning. - Personalised learning pathways
The Singapore education system recognises the diversity of students in terms of their different strengths, and right from primary school it offers a wide range of options to enable students to choose areas that align with their abilities and interests. The system also teaches students that it is all right to progress at their own pace to master learning goals, but essential to take responsibility for putting in the necessary effort required. The prime objective is to prepare every student to be self-employable and self-supporting later in their lives. Singapore is presently scaling up the integration of Artificial Intelligence (AI)-driven adaptive learning platforms to create tailored pathways for students of varying abilities. The aim is to ensure that no child is left behind. - A Practical and Meaningful Curriculum
To make the curriculum more relevant to changing times and exploiting technology capabilities, especially AI, the content of all subjects has been significantly reduced and redesigned to encompass essential process skills such as critical thinking and self-directed learning. As assessment shapes what and how students learn, all aspects of the curriculum development cycle (i.e., outcomes, teaching, and assessment) are carefully aligned to facilitate the application of knowledge in real-world contexts. The curriculum has a strong focus on science, maths, technology and language, which explains why many Singapore students are known for their exceptional proficiency in these subjects. Essentially, the curriculum is moving its focus from quantity to quality, from efficiency to choice, and towards developing students who are creative thinkers, problem solvers, and lifelong learners who can innovate, adapt, and thrive in a volatile and unpredictable world.
The curriculum is also spaced out with plenty of exposure to co-curricular activities so that children are not academically overwhelmed. There are plenty of avenues for hands-on, practical learning, which students will need for their future. While academic excellence is a priority, there is also a growing emphasis on holistic development, including character building, leadership skills, and extracurricular activities.
In summary, the Singapore education system is built on the principle of meritocracy, where students can progress based on their academic performance and abilities. At present it is increasingly balancing equity with excellence, ensuring its education system empowers all citizens to become their best selves. Of course, education systems do not exist in social or cultural vacuums, and different societies will work within their societal framing and valuations. However, there is much to learn from the Singaporean model; one based on high achievement expectations, mastery learning, and a commitment to tackling the difficult challenge of providing fully differentiated and personalised instruction.
Dennis Sale worked in the Singapore education system for 25 years as advisor, researcher, and examiner. He coached over 15,000 teaching professionals and provided 100+ consultancies in the Asian region. Dennis is author of the books Creative Teachers: Self-directed Learners (Springer 2020) and Creative Teaching: An Evidence-Based Approach (Springer, 2015). To contact Dennis, visit dennissale.com.
