This National Day, I want to talk about what I know about education systems.
When scholars from China are asked about books that shaped the country's evolution, they often point to books about Lee Kuan Yew. So this National Day, I'm going to talk about this book entitled The Highest Exam, which really taught me how to think about Singapore and the way we structure Singapore society.
For a start, the Chinese have been taking Imperial exams for thousands of years; this is a timeline that is way longer than that of the Chinese Communist Party or Singapore, for that matter, so countries with a large population of ethnic Chinese would naturally try to structure society using what the book describes as a "centralized hierarchical tournament".
The version of this tournament in China is the gaokao, one of the most gruesome exams in the world. Singapore's PSLE is also a centralized hierarchical tournament, but even some mainland influencers consider making 12-year-old kids go through our version of gaokao to be exquisitely cruel and would remind PRCs thinking of settling down in Singapore that our academic system is no cakewalk either.
From the Chinese perspective, the Gaokao is a great system because it measures everyone based on a single, transparent standard. In a corrupt society where money can buy favors, this is probably a better alternative than the US system, which prefers a multi-dimensional, holistic assessment criteria that can be gamed with money. Consequently, the proportion of urban elites in places like Beijing and Tsinghua University is smaller than in places like Harvard and Yale, which welcome legacy admissions.
Of late, the Chinese have been expressing some regret over their system.
This is because the Chinese now feel that the latest Fields medallist, Prof Wang Hong, was only able to win the award after she left Chinese academia and settled in France. The academic environment in China may mean that she would be constantly overlooked, and some of her research might actually be stolen by her superiors, as she has stayed.
But the Western system has its own hobgoblins. Look no further than Cambridge Professor of Sociology Jason Arday, the DEI wunderkind, who is also a plagiarising fantasist.
Looking at the lenses through which the Gaokao matters, I can now see why the PSLE makes sense to us. Even though we are not (that) corrupt, a tournament gives everyone some kind of a hedge in case corruption rears its ugly head in the future. It's also a powerful way for the government to determine what is rewarded in society in the future.
How can we improve the system?
Right off the bat, eliminating the T-Score in favor of Achievement Levels does nothing for parents or kids because the PSLE remains a centralized, hierarchical tournament. I might even argue that A levels would be even better if they were T-scores, as that would provide greater transparency in determining who gets into top professions.
Reforms would be better if we examined the ITE and Polytechnics, and disabused this notion that investing in Poly and ITE is like "throwing good money after bad," as allegedly said to the Education Minister in the 1990s by Tony Tan.
If the median GPA of a polytechnic graduate is higher than that of a university A-level graduate, then it makes sense to reduce A-level intake and increase polytechnic intake for that degree course. I'm seeing decent ITE students performing in a polytechnic, and perhaps a similar adjustment can take place for those few elite diploma programs.
So any alternative to the A-level system should not be another centralized tournament like the IB (which is like rich people paying to avoid A-levels by picking an easier alternative); it should be a brutal tournament based on a single score, with exams designed locally. The most direct road to a middle-class lifestyle and a profession should remain a tough road of pain and struggle.
On the other hand, Poly and ITE can have their own assessment systems, and universities need to constantly adjust their admissions based on alumni performance. Continuous assessment, project work, and skills development, rather than a winner-takes-all exam, should be a valid option for smart, ambitious Singaporeans to achieve a middle-class lifestyle. Our universities should also consider alternatives to the PhD. Keep two research universities, but some kind of new accreditation system should award doctorates for practical inventions, patents, and even for producing jobs for the economy.
Finally, I don't think any educational reform can address the major lack of social and cultural capital among Polytechnic students compared to JC students right now. This has always been a problem hidden in Singapore. Despite many attempts to make our society more inclusive and equal, we can only measure things like salaries and personal wealth.
Parents are not dumb. If my child does well in both JC and Poly and eventually gets into a University, I will still choose the option that exposes them to more peers who may end up as doctors, lawyers, or businessmen. And even with a strong social network, some environments simply allow a person to develop better "taste".
Policy makers have a tough nut to crack.
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