Staying Sane in an Insane World: Performance and Academics

When I first heard the term ‘PhD factory’, it took me a few seconds to realise what it meant and was immediately privy to the precarity of academia. A Doctor of Philosophy or PhD degree connotes a certain level of prestige. It is the pinnacle of learning. You might make friends for life, and friends who challenge your way of thinking. You get to meet and work with professors whose interests align with yours. Securing an opportunity to do a PhD is not easy.

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Two Years of the COVID-19 Pandemic: What Have They Meant for Education in Singapore?

In July 2021, the United Nations Children’s Fund and the United Nations Education, Scientific and Cultural Organization issued a joint press release calling for the reopening of schools across the world. The press release lamented the fact that over 156 million students were being adversely affected by the continuing closure of schools in 19 countries as a result of the COVID-19 pandemic. Both organisations expressed concern that “the losses that children and young people will incur from not being in school may never be recouped”.

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Dreams Realised, Dreams Deferred: Understanding and Addressing the Racial Gap in Educational Achievement in Singapore

Many students in Singapore’s Normal (Technical) (or NT) stream do indeed have specific dreams and aspirations.

Some of these students fail to achieve their dreams, but many others succeed – with the help of specific kinds of interventions.

Singapore’s Institute of Technical Education (ITE), commonly derided as “It’s the End”, might be better celebrated as “It’s Truly Excellent”.

The ‘Malay stereotype’ – that Malays lack motivation and aspiration – is just that, an unfounded stereotype.

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What is the Foundation of Singapore’s Education Policy?

The Report on the Ministry of Education 1978 or the Goh report, endorsed by parliament on 30 March 1979, was the first to propose an explicit form of ability-based streaming. It is underpinned by the ‘fundamental belief’ that ability grouping is responsive to learners’ diverse capacities and would better fulfil their ‘inherent potential’ (Ng, 2008, n.p.). The education system externalises at the level of this belief. That is, this central belief system creates the conditions of life, to which we structure our lives around.

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