Why do we go to school? Ask any student in Singapore and you are likely to receive a response on the promise of a better future. Reminders from teachers and parents to work hard often follow with this same promise. It is very much rooted in our ethos, as education remains a cornerstone of Singapore’s meritocracy.
For one, grades are a convenient measure of merit. Students with a record of good grades are seen to possess greater merit and are thus deserving of greater rewards and opportunities. Education is the ticket to a better future.
At the same time, this view of education limits the possibility of a better future for individuals who fall behind. The rewards of education risk being exclusive to those who excel; fulfilment arrives mostly to those who have achieved success for themselves. Those who do not then disengage.
As we continue to be inspired by the stories of students who have successfully traversed through hardships, we cannot dismiss others who do not perform as well. Have they missed their chance at a better future?
Education’s promise of a better future need not be constrained to an exceptional few. We need to rethink how we view schools to extend the reach of its promise.
A Better Future Beyond Ourselves
A better future can be narrowly described by a well-paying job, good social status, and a comfortable lifestyle. This is a reasonable incentive for students to work hard in school, given that grades and credentials significantly help to determine later life outcomes — the meritocratic promise.
However, this individualised view of education neglects a crucial reality. We do not exist in silos; our wellbeing is inextricably connected to the overall health of society.
We depend on hawkers for our meals, food delivery riders for the added convenience, and cleaners for the sanitary spaces we enjoy. The role of medical professionals has been pivotal in mitigating the impact of the pandemic. More broadly, in combatting the virus, we depend on the collective responsibility of fellow residents to comply with measures that have been put in place. The list is endless.
Viewing education solely as means for individual advancement dismisses the reality of an interdependent community made up of diverse talents and abilities. Education should nurture the potentials of our young collectively and cultivate in them a desire to pursue a larger good. A stronger focus on these ideals can further inspire our youth to be active citizens, contributing positively to society in their own special way — all participating in the common project of a better future.
A better future is necessarily inclusive, encompassing outcomes beyond one person. A better future embraces all and is embraced by all.
Broadening What Success Means
For a start, we need to uplift a greater diversity of abilities by broadening what success means, beyond academic performance. As Education Minister Chan Chun Sing shared at a recent forum, broadening the definition of success would not only alleviate the stress faced by students, but also complement the increasing need for diverse talents in the economy.
An appreciation for a wider range of talents would encourage students to pursue personal development outside the confines of academics. More importantly, this would also encourage students who may not be performing as well as others in the core subjects to continue participating actively in school, still committed to their personal development.
Currently, grades, typically for a defined set of subjects, remain the proxy for excellence. Students are thus more inclined to spend their time focusing on these subjects, rather than pursuing other interests.
Going further, in recognising the reality of an interdependent community, a broadened definition of success would also reflect outcomes beyond oneself, underscoring the importance of collective progress. We need our youth to understand that success is fundamentally a collective goal, and this shared purpose can direct us all to a better future.
While a true paradigm shift would require a whole-of-society effort, schools would be a good place to start.
Ideals in Practice
How can schools facilitate this shift? We already have the infrastructure — the Character and Citizenship Education (CCE) has long been a staple of Singapore’s education system.
Recent changes implemented by the Ministry of Education (MOE) are promising. Most significantly, recognising the need for specific competencies in discussing sensitive topics, specialised CCE teachers will be placed in every secondary school by 2022 to assist teachers in their facilitation of these lessons. This would provide teachers, inundated with present demands, with the necessary assistance in delivering CCE.
While measuring character and values through grades may not be recommended, we can still ensure that lessons are carried out as seriously as other core subjects. How seriously we conduct CCE is indicative to students of how much we prize its outcomes.
Under CCE, the mandatory Values In Action (VIA) programme tasks students with proposing and implementing programmes aimed at addressing community needs. This is an exemplary initiative which encourages students to participate and engage beyond the realm of academics. Building on this, more can be done to widen the exposure of students to more activities and different segments of society to further support holistic development.
For instance, there could be greater partnership between schools and community organisations, hobby groups, and professional groups to connect students more cohesively to non-academic programmes. Schools could also begin to formally recognise the involvement of students in these non-academic activities, like how co-curricular activities are administered. For this to be meaningful, it should not be imposed as just another mandatory requirement, but an option students are organically encouraged to pursue. The encouragement of parents and teachers would be especially essential.
These additions would provide students with the infrastructure and support to select activities personalised to their interests. Students, for example, could involve themselves in volunteering after learning about it in a sharing session in school, and have that recognised in their records. This would expand the understanding of personal development beyond academics, empowering students to take charge of their own experiences. Such breadth of experiences would help students explore their own inclinations and even chance upon activities that may turn into lifelong passions. A more comprehensive educational record would also allow for students to be assessed not only through grades, but also through unique interests and values displayed through their chosen involvements.
The MOE’s commitment to refining the CCE curriculum is a symbolic shift away from a narrow focus on individualised merit. With the support of teachers, parents, and the community, we can signal to our young that learning goes beyond the textbooks and beyond themselves.
Towards a Common Project
Even in a perfect meritocracy, there will be winners and losers. This meritocratic divide, while functional, is also alienating. It is incredibly dispiriting to those who underperform.
But success need not be limited to a defined set of competencies. Broadening how we view success can uplift all our students, inspiring them towards a shared path of a common project.
This does not run counter to meritocracy. Merit fundamentally manifests in actions, and that can be directed towards the economy, the public, or social causes, depending on one’s vocation — these are all assignments in the common project.
Indeed, we go to school for a better future, but that future is much larger than our own.
Asyraf Jamil is a final year undergraduate at Singapore Management University majoring in Sociology and Political Science. He was an intern at IPS from May to July 2021.
Top Photo from Unsplash.