Singapore’s formula is to value teachers, says author – 01/03/2024 – Daily Life

Held in 2022 and released at the beginning of December, Pisa (International Student Assessment Program) confirmed Singapore as the leader in the ranking of 81 countries and regions in the three subjects covered, mathematics, reading and science. Brazil was 65th in mathematics, the main focus of this edition of the exam applied since 2000 to 15-year-old students.

Author of the book “Learning from Singapore”, learning with Singapore, Ng Pak Tee points out the appreciation of education and teachers themselves, for historical reasons, and the permanent search for improving the education system as significant characteristics of the country. But he avoids defending the system as a model for other countries. “He’s not perfect, and our context is different.”

Since the country of 5.9 million inhabitants began to attract attention in Pisa, there has also been criticism, such as the focus on assessment exams, which encourage looking for extra, paid classes. Ng acknowledges that Singapore was like this “in the past”, but emphasizes the changes made, aimed at the well-being of students and a quest to “learn with joy”, as Confucius wanted.

Asked what would explain the performance of Macau, Taiwan and Hong Kong, three other regions of the so-called Greater China that appear just below Singapore in the latest Pisa ranking, Ng responds that he doesn’t know in depth, but ventures: “My guess is that , in general, perhaps education in these places is more valued by society as a whole.”

Read edited excerpts from the interview below.

How did Singapore become an example in education? How did it start?
Personally, I wouldn’t call Singapore a model education system or an example in education, as you put it. It is not perfect, and our context and trajectory are different from others. In many areas, such as early childhood education, it is still trying to catch up and learn from other advanced systems. If it is because of Pisa results, then my opinion is that Pisa is a good reference, but it is not our report card. We are much more concerned with children’s education than with Pisa results.

I suppose the easiest way to understand is to start with 1965, the year Singapore became independent. The challenge at that time was to survive. The country was poor and there was a high unemployment rate, many Singaporeans were illiterate. There was a general attitude among people of that generation that “let’s send our kids to school so they can have better lives than we did.” Education became hope. Singapore is a very small country, with no resources, no oil, rubber or land for agriculture, except the people. We value education, I think that was the starting point.

What is the most significant feature of the educational system today? And is it viable to reproduce it outside of Singapore?
A fundamental philosophy in Singapore is that as time progresses, changes are made to keep up. Regardless of where you stand in international comparative tests, you will always try to improve education. But there are timeless constants that serve as beacons, to help navigate the waters of change safely. A constant in the system is that education is an investment, not an expense. Resources were not spared for education even when the economy was hit hard, during several global crises, so that children would not be left behind.

Mr. Do you believe that the value given to teachers, in salaries and in their selection and preparation, plays a role in this?
Yes, in several international reports this is cited as a key factor in Singapore’s high educational performance. Teaching is a respected profession. A lot of effort and resources are invested in the professional development of school leaders and teachers. We were able to recruit teachers from the top third of their academic classes. The starting salary is comparable to other professions, and there are different paths for development and career advancement. We carefully interview candidates to recruit only those who are truly interested in teaching. The government covers the cost of training teachers, and when they intern they receive a salary. All teachers and school leaders are trained at the National Institute of Education, where I work. We try to prepare future-ready teachers who are adaptable to change but anchored in principles.

Does this appreciation reflect society itself, the way it views teachers?
Yes, in general terms, society values ​​teachers, but deliberate efforts are also made to care for and protect the image of the profession. For example, there is a prestigious award that honors exceptional, inspiring and caring teachers, which the President of Singapore personally bestows, and large advertisements are painted on the outside of buses to remind the public that education is “Shaping the Nation’s Future”. .

Regarding Singapore’s position in Pisa, there is criticism of the weight given in the country to private classes and education that is very exam-oriented. That is true?
Student well-being is currently a hot topic in Singapore. In fact, schools have always been concerned, extracurricular activities and physical education have always been an important part of teaching. More recently, more efforts have been made in areas such as character and citizenship education, social learning and digital well-being.

Our system in the past was very exam-oriented. What we are doing now is moving away from focusing on test results and focusing on the quality of learning. The number of exams students take in schools has been reduced, but more importantly, changes are being made in education to support a healthy childhood or adolescence. Students spend part of their time at school. What we want is to ensure that they really benefit and enjoy their time learning at school. This is a crucial part of student well-being, that children develop the habit of studying with less stress on learning.

You already wrote that Confucius, talking about learning, asked: ‘isn’t it a joy?’. Is it a joy in Singapore? Are you becoming happier?
I hope so. The emphasis on grades as a measure of student success was reduced. In primary school leaving exams for 12-year-old students, the statistical measure for classifying students’ grades was replaced by broader achievement bands. In doing so, the message to students and parents is that exams are still important, but they are not the only or most important thing in life. There is no need to be so anxious to pursue the goal. So now we need to ask ourselves: is it necessary to take private lessons? Can the time be used for something that leads to more complete development? Is it necessary to study repeatedly just for exams, taking time away from other, more creative applications of knowledge? Practice is not wrong, it is necessary for learning. We are concerned about excessive practice, to the detriment of the child’s holistic development.

Learning comes to life when students feel that what they learn is useful and meaningful in their lives and have the opportunity to apply their knowledge and skills in real-world situations. Recently, all schools have been encouraged and supported to develop an applied learning program for their students. The approach to student wellbeing is not to overprotect them from challenges. Holistic education is emphasized to prepare students with values ​​and skills to overcome difficulties and setbacks.

What does equity look like in the Singapore school system? Do children from poor families have access to good education?
The goal is an excellent school system for all children and young people, not a few excellent schools for a few. The philosophy is that all schools are good, regardless of academic results. May they all have good leaders and teachers and be safe environments for children. If you teach at a top-notch school, it doesn’t mean you’re a better teacher or have a brighter career. In fact, we appoint some of our best teachers and principals to less privileged schools because they can improve those schools. Regardless of family context, children can have access to a good education. All schools matter, they are places for children to learn and build relationships in a safe environment.

Different pathways are being developed so that different students with different aptitudes can find fulfillment in their own way. In a way, this describes equity in Singapore. The results may not all be the same, but they are all good enough as a basis for leading a life, raising a family, being a citizen. The different paths also allow children to experience the joy of learning. They engage, they find meaning and pleasure, they work hard to achieve. It is the confluence of equity, excellence and well-being.

How was the experience with Covid-19 in Singapore?
When Covid-19 hit, it was, of course, a crisis. The impact on human lives, livelihoods and lifestyles has been tremendous. During the lockdown period from April to June 2020, when home learning was implemented across the country, teachers continued teaching and learning using online tools. Given the sudden change at that time, schools, teachers and students really adapted. Teachers learned to operate online, made calls to take care of their students. These, of course, had to make a lot of adjustments too, they had more screen time and less in-person socialization, but they did their best. The result was that learning continued in Singapore despite the pandemic.

Post-Covid, looking ahead, these online teaching skills pave the way for pedagogical advancement. Teachers now have a better understanding of the benefits and pitfalls of technology tools. We are taking advantage of the fact that teachers are now more competent with them to move towards hybrid teaching. Some regular homeschooling, done online, supplements in-person classes. During these homeschooling periods, students will take responsibility for their own learning and engage in some topics outside of the curriculum.

X-RAY

Mathematician from the University of Cambridge, England, Singaporean Ng Pak Tee is a professor at the National Institute of Education, Nanyang Technological University, a college that selects and prepares the country’s teachers. In 2017, he published the book “Learning from Singapore: The Power of Paradoxes” (Routledge, 2017), in which he points out the positive effect of paradoxes on the country’s educational system, such as the coexistence between centralization and decentralization.