This is the first in a series on the educational systems of Singapore and Finland. Both countries are have highly regarded educational systems which have become the subject of much study in the world of education. Both countries have a comparable population size although they differ markedly in terms of land area. While both countries do display similarities, in my view, the differences are more obvious and interesting. I will start off by just sharing a simple comparison chart between the educational systems of both countries. I will proceed in forthcoming posts to discuss the two systems using this comparison chart as the basis of my discussion. I hope you will look forward to my posts and you will also contribute actively to the discussion later.
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There really isn’t a comparison. Singapore is a capitalistic phenomenon that is doomed to fail in long run. It would be nice to compare Finland with other Scandinavian countries to find the best practices. Its not even a discussion to compare singapore with finland.
Thanks, minhaaj for your comments and I understand your point of view.
Thanks again for your comment 
However, I know there are people out there who think I have been overly and unfairly critical of the Singapore system of education in this blog. Some have even said that I take “pot shots” at the Singapore system. I suspect they also think that there is none worth comparing it too. This series is meant to let these people think a little more about it. So please bear with with me a little
I suspect the real key to good performance, more than anything else, is successfully getting students to think more. It may be that it doesn’t matter how it happens.
Thank you for the comment, John. I am inclined to agree with you that getting students to think is key to education. If you read my blog, you will see that I have written quite a bit about thinking and the need to teach for deep meaning and understanding. But I am inclined also to think, the way the education system is structured has an impact on the amount of time given to thinking. For example, if the learning of thinking is not assessed seriously, little time will be given to its teaching, much less its learning. This is happening in systems with an emphasis on high stakes, Trivial Pursuit like examinations
Once again, thanks for the comments and I hope you will read my posts about thinking and understanding.
Hi Amran. Do you have any data on gender performance in the Singapore education system? How many boys do degrees vs girls as a percentage? I am interested as Cambridge designed education systems are not usually biased to promote one gender over the other. Finland has one of the highest disparities of male and female participation rates in higher education, i.e far more females do degrees than males. The OECD does not seem to care about this problem however and rates Finland as having the best education system in the world (if it were the other way around, i.e more boys doing degrees that girls, the OECD would throw a tantrum!).
Hi Nathn T
Interesting perspective on Finland’s disparity with regards to gender achievement in education. I may want to read up on that. As for Singapore’s, you may want to look at this document:
http://www.singstat.gov.sg/pubn/papers/people/cp-education.pdf
I hope that helps. Thanks for dropping by.
You may also want to look at this document:
http://www.unesco.or.id/reports/Gender_Equality_in_Education.pdf
Hi Amran,
Thankyou for your links. You may be interested in reviewing page 4 of the document linked below. Similiar graphs sourced from Finland, often try to mask the fact that there is a large disparity between the genders in doing tertiary education, by lumping in Tradesmen under “Engineering”. Finland is like many of the Nordic countries, where males are disadvantaged in tertiary education.
http://www.dius.gov.uk/research_and_analysis/~/media/publications/D/DIUS_RR_08_14
Thanks again, Nathn T. Sorry for the late reply to as I have been away from my PC for a number of days.