Dear Prime Minister,
Subject: Proposal from Educators for Reforming Primary Education in Singapore
In your 2020 speech at the NUS115 Distinguished Speaker Series, as the former Minister for Education, you had highlighted the critical importance of “needs-based resourcing” for a more inclusive and future-ready education system.
In line with your vision, we, the undersigned teachers, wish to share our on-the-ground experiences and propose reforms to enhance our education system, particularly concerning primary education and the Primary School Leaving Examination (PSLE).
The Current Landscape
Singapore’s education system is globally renowned for its high standards and academic achievements, as evidenced by our consistent PISA rankings. However, this success has come at a cost. The intense focus on examinations and the growing tuition culture have created an environment where children, even as young as four years old, are pressured to excel academically. Parents, particularly from middle to upper-class backgrounds, invest heavily in tuition classes to prepare their children for the PSLE, viewing academic success as a gateway to prestigious schools, scholarships, and social networks.
This pressure to perform academically often leads to burnout, anxiety, and diminished intrinsic motivation for lifelong learning among students. The emphasis on rote memorisation and exam preparation undermines the development of critical thinking, creativity, and emotional resilience, which are essential for thriving in an increasingly complex world.
Challenges Faced by Teachers
The challenges teachers face in Singapore’s education system are multifaceted, and the demands of the current curriculum exacerbate these difficulties. As educators, we are increasingly feeling the strain of balancing the need to cover extensive syllabi with the equally important task of addressing the diverse needs of our students. The curriculum is often so demanding that it leaves little room for us to provide the necessary pastoral care and individualised support that many students require. This is particularly concerning when it comes to students who are struggling academically or behaviourally, as they often need the most attention and guidance.
As you would have been much aware, class sizes further complicate these challenges. In Singapore, lower primary classes typically have around 30 students, while middle and upper primary classes can have up to 43 students. Managing such large groups makes it extremely difficult for teachers to give individualised attention to each student. With so many students in a single class, it becomes nearly impossible to address the unique learning needs of every child, especially those who may be falling behind or dealing with behavioural issues. The larger the class, the more challenging it is to maintain a productive learning environment and ensure all students are engaged and supported.
Beyond the rigorous curriculum and large class sizes, the burden of administrative duties further detracts from our ability to focus on meaningful teaching and support. Teachers are required to participate in numerous committees, manage a significant amount of paperwork, and fulfill various other non-teaching responsibilities that, while important, do not directly contribute to student learning. This administrative load reduces the time we can dedicate to lesson preparation and student interaction and diminishes our capacity to intervene effectively when students face difficulties. As a result, students struggling academically or exhibiting behavioural challenges may not receive the timely and focused support they need, leading to disengagement, frustration, and a gradual loss of motivation.
Moreover, the competitive nature of Singapore’s education system means many well-resourced students receive extensive private tuition outside school hours – some had already been going for tuition even before they enter primary school! While this additional support can help the well-resourced students excel, it creates a widening gap in the classroom. These students often come to class already well-prepared, having reinforced what they have learnt, or learning ahead of their class, through private tuition. While this undoubtedly benefits them, it can demoralise their peers, who may not have the same access to such resources. The latter may feel inadequate or less capable, discouraging them from participating in class discussions and engaging fully in the learning process.
This situation creates a classroom environment where the less-prepared students may begin to internalise feelings of failure and low self-worth. They might become increasingly reluctant to contribute to class for fear of making mistakes or being judged by their peers. Over time, this can lead to a vicious cycle of disengagement, where students who feel left behind become progressively more disinterested in their education, further widening the gap between them and their more advantaged classmates.
Our Proposals
Reducing Class Sizes
Reducing class sizes is crucial to creating a more effective and supportive learning environment in Singapore. Smaller classes allow teachers to provide individualised attention, better understand each student’s needs, and foster a more engaging learning experience.
While the specialised early intervention programmes in primary schools, such as the Learning Support Programme (LSP), Learning Support for Mathematics (LSM) programme, and School-based Dyslexia Remediation (SDR) programme, are a step in the right direction, they are limited in scope and do not address the broader issues across all schools and subjects. Moreover, as LSP and LSM are pull-out programmes, students in these programmes will continue to lag behind their peers academically and, more often than not, take mostly foundation subjects and subsequently take up the Group 1 (G1) subjects in secondary school. The Subject-Based Banding (SBB) initiative in secondary schools is a good attempt to cater to diverse learning needs within existing class sizes. However, SBB alone cannot replace the benefits of smaller classes, where teachers can provide more personalised and responsive support.
Globally, countries like Finland, South Korea, the United States, Australia, and Japan have successfully implemented policies to reduce class sizes, particularly in primary education. Finland’s average class size is around 20 students, enabling teachers to focus on each child’s unique learning needs. Similarly, South Korea has reduced primary school class sizes to about 23 students, which has enhanced interactive and student-centred teaching. The United States Project STAR demonstrated that smaller classes, with 13-17 students (compared to 22-25), significantly improved academic performance, especially for disadvantaged students. Australia and Japan have also seen positive outcomes from reducing class sizes, including better student engagement, improved teacher-student relationships, and more effective classroom management.
Smaller class sizes boost academic performance, strengthen teacher-student relationships, and increase student engagement. Teachers can provide more personalised instruction, cater to diverse learning needs, and create a more supportive classroom environment. As demonstrated in these countries, reducing class sizes is an investment in our students’ academic success and overall well-being. Adopting this approach in Singapore could contribute to a more equitable and holistic education system, ensuring every child has the opportunity to reach their full potential.
Promoting Flexibility and Creativity
Promoting flexibility and creativity in education is crucial for equipping students with the 21st Century Competencies needed to thrive in an ever-changing world. Traditional, rigid educational models often limit creative thinking and critical problem-solving, focusing too much on rote learning and standardised testing, such as the PSLE. Even though the PSLE model was revamped in 2021, it is still a very rigid and demanding form of assessment. While the Achievement Level (AL) system broadens differentiation for most students, it still results in intense competition for top schools among students aiming for the highest AL scores (AL1 to AL4). The marks required for AL1 (90-100), AL2 (85-89), AL3 (80-84), and AL4 (75-79) are extremely competitive, with just a few marks determining whether a student moves from one band to another. This intensifies the pressure on young children to perform well for PSLE, leading to stress and anxiety, particularly for those aiming for top schools.
To address this issue, more comprehensive changes would be necessary, focusing not only on standardised testing but also on embracing more flexible and innovative approaches to teaching and assessment. By doing so, education systems can foster environments where students develop the ability to think independently, collaborate effectively, and engage in lifelong learning.
For example, Finland and New Zealand take a significantly different approach to standardised testing. Both countries delay formal standardised testing to focus on holistic and formative assessments that support student development. Students in Finland and New Zealand do not face national standardised tests until they are 15 to 16 years old.
Finland’s education system prioritises broad-based learning over standardised testing, allowing teachers significant autonomy to adapt lessons according to student’s interests and needs. Project-based learning, a core element of the Finnish curriculum, encourages students to engage in interdisciplinary projects that cultivate creativity, teamwork, and practical problem-solving skills. For example, students might work on designing sustainable models, integrating knowledge from science, mathematics, and social studies, reinforcing academic concepts and nurturing their ability to apply these ideas creatively.
Similarly, New Zealand’s curriculum emphasises flexibility by focusing on developing key competencies such as critical thinking, creativity, and communication rather than solely on content knowledge. Teachers in New Zealand are empowered to design lessons that resonate with their students’ diverse needs and interests. This might involve exploring local environmental issues through science, social studies, and the arts, encouraging students to think creatively about real-world challenges and solutions.
Promoting flexibility and creativity in education has far-reaching benefits. These approaches allow students to move beyond traditional boundaries, fostering innovation and adaptability. By incorporating project-based learning and interdisciplinary methods, educators can create a more dynamic and personalised learning experience, enhancing student engagement and equipping them with the skills to tackle complex problems in the future. This shift towards a more flexible and creative education system is essential for preparing students to navigate the complexities of the modern world with confidence and ingenuity.
Addressing the Tuition Culture
The current curriculum often heavily emphasises content mastery and examination performance, which drives the demand for private tuition. By redesigning the curriculum to focus on project-based learning, collaborative activities, and interdisciplinary studies, the focus can shift from rote memorisation to developing critical thinking, creativity, and practical skills. These changes would make learning more engaging and relevant to real-world contexts, reducing the need for additional tuition to achieve academic success.
Countries like New Zealand have successfully implemented a curriculum prioritising key competencies over content knowledge. By focusing on skills such as critical thinking, communication, and problem-solving, the New Zealand curriculum encourages students to engage with their learning more meaningfully. This approach enhances educational outcomes and reduces the pressure on students to seek external tuition to excel in traditional exams.
Changing the tuition culture also requires educating parents about the long-term benefits of holistic education. Many parents view private tuition as a necessary investment to secure their children’s future academic and professional success. However, this belief often overlooks the importance of fostering a life-long love of learning, emotional resilience, and creative thinking, which are equally crucial for success in life.
To shift this mindset, schools and community partners can co-organise interactive workshops, seminars, and community outreach programmes to educate parents on the value of holistic development. These sessions can highlight the potential downsides of an overemphasis on exams, such as burnout, anxiety, and a lack of intrinsic motivation for learning. By promoting a more balanced approach, parents can be encouraged to support their children’s overall growth rather than focusing solely on academic achievement.
Rethinking the PSLE
The high-stakes nature of the PSLE has long been a source of significant pressure for students, parents, and educators alike. This intense focus on a single examination at the tender age of 12 often detracts from the joy of learning, reducing education to a race for grades rather than a meaningful journey of intellectual and personal growth. The anxiety associated with the PSLE can lead to burnout, stifling creativity, and a reduction in students’ intrinsic motivation to learn. To address these issues, we propose a comprehensive rethinking of the PSLE, moving from its current form towards a more holistic developmental approach that better reflects our students’ diverse talents and potential.
One alternative approach is to make the PSLE optional or replace it entirely with a more holistic and developmental model. This would involve making hands-on experiential learning, learning journeys, and project-based learning the main curriculum. These methods engage students in active learning and help them develop critical thinking, problem-solving skills, and a deeper understanding of the world around them. By shifting the focus from rote memorisation and standardised testing to practical, real-world applications, students can cultivate a love for learning and better prepare for the complexities of the modern world.
For formal assessments, we propose adopting innovative technology, particularly Computer Adaptive Testing (CAT). CAT is an assessment method that adjusts the difficulty of questions based on a student’s previous responses. This allows a more accurate and personalised measure of a child’s understanding and abilities. Unlike traditional exams, which can be intimidating and stressful, CAT provides a more nuanced evaluation, reducing anxiety by tailoring the challenge level to each student’s current capabilities. This approach helps build confidence and ensures that assessments are fairer and more reflective of individual learning progress.
To replace the PSLE as a method for allocating students to secondary schools, we propose introducing a “through-train” system from primary to secondary school. Under this system, students would progress from primary to secondary education without needing a high-stakes examination like the PSLE in between. Instead, students would be assessed continuously through formative assessments, projects, and other learning activities that provide a broader picture of their abilities and development. The through-train model, already implemented in some schools in Singapore and other countries, offers a more seamless and less stressful transition between primary and secondary education. It allows students to focus on deep learning and developing essential skills rather than preparing for a one-time exam that may not fully capture their potential.
The through-train approach also aligns to reduce the reliance on private tuition, as it diminishes the need for intensive exam preparation at a young age. A continuous assessment model encourages students to engage with their learning consistently rather than cramming for a single exam. This could lead to a more balanced and equitable education system where all students, regardless of their background, can thrive based on their unique strengths and interests.
Conclusion
As educators, our primary goal is to support and uplift every child, helping them to achieve their full potential. However, the current pressures and demands placed upon us – exacerbated by large class sizes, a demanding curriculum, and extensive administrative responsibilities – often make it challenging to fulfil this mission effectively.
While our education system has achieved much, and the implementation of the Applied Learning Programme (ALP) and Learning for Life Programme (LLP) allows students to be exposed to different areas and niches, helping them discover interests and passions that are not necessarily academic, it still does not change the fact that most students – and parents – continue to prioritise the PSLE. The PSLE remains the determining factor for students at the primary level.
It is time to reassess aspects that may no longer align with our evolving societal and economic landscape. By prioritising the holistic development of our young learners, we can ensure that education remains a joyous and enriching journey for every child. Smaller class sizes, innovative teaching methods, and a reformed PSLE are critical steps toward this vision.
We urge you, along with our fellow educators and policymakers, to consider these proposals seriously. Together, we can create an education system that truly prepares every child for the challenges and opportunities of the future.
With our best regards,
(Supported by 74 educators – MOE, ex-MOE and private education sector)
