The Straits Times reported today that the National University of Singapore (NUS) will be introducing compulsory writing modules for freshmen from August next year. The modules will focus on topics like press freedom, information and technology, or the environment. Students are expected to pick up skills ranging from taking good notes, effective presentations, analyzing texts and constructing coherent arguments.

The university’s provost, Professor Tan Eng Chye explained that the university needed to introduce such modules because NUS students have been found wanting in presentation skills, or are inarticulate or unable to write succinctly.

Professor Tan was reported to have said that he had attended presentations where students would read from their notes rather than make eye contact with the audience. He also was reported to have said that:

“I have also read minutes of meetings written by university students that are not clear at all.”

The report reminded me of a book by a Harvard education professor, Tony Wagner, who had argued that secondary students in the US are not “jury ready”. By this, he meant that students leave school without acquiring the skills to be able to analyze an argument, weigh evidence, and detect bias. In his book, “The Global Achievement Gap”, Professor Wagner defines his “Seven Survival Skills” for students to succeed at the university and at the workplace, and in life in general. The Seven Survival Skills are includes problem solving and critical thinking, collaboration across networks, adaptability, initiative, effective oral and written communication, analyzing information, and developing curiosity and imagination.

It seems that Professor Wagner’s view about this inability to produce “jury ready” students is not only true for the US, but also for Singapore, an island lauded for its rigorous education system. One wonders what our students are learning in their English Language classes in our schools?

Why are our students still unable to master these skills by the time they finish their secondary or junior college education? Is the format of the GCE O levels English Language paper to be blamed? Most teachers in Singapore will tell their students to avoid the expository essays for the examinations and concentrate on writing descriptive or narrative essays. This is their “pragmatic” strategy that they teach their students in order to get better grades in the high stakes examinations.

Should the Ministry of Education (MOE) in Singapore seriously reconsider how English Language for the GCE O levels is designed? To be sure, students in Singapore, at the Junior College level are required to sit for General Paper, where they are required to write expository essays  and analyze text more critically, as part of their GCE A Levels high stakes examinations. Many have found this subject “tough”. They are also required to do a Project Work module. In addition, they have also been taught thinking skills in the other Humanities subjects like History and Geography even at the O levels. So why are our students still not “jury ready” that NUS now has to consider compulsory modules to instruct its students in these skills?

I suspect that despite thinking skills being officially incorporated in the secondary and junior college syllabuses, teachers in Singapore have found a way to work around these to prepare students for their high stakes examinations in a very mechanical way. What is supposed to be  the teaching and learning of critical thinking skills has been reduced to rote learning and mechanical operations only.

This is made worse by the lack of interdisciplinary connections across subjects. Students, therefore, think that the skills they have learned are only for use within the specific subject matter. Little transfer of knowledge or skills is emphasized perhaps by the teachers and MOE. A silo mentality is created where little of what has been learned in school is used for anything else. This is despite MOE’s “Thinking Schools, Learning Nation” (TSLN) and “Teach Less, Learn More” (TLLM) drive. Teachers and students still think that what matters most are the grades students obtain for the high stakes examinations that mainly encouraged rote learning and mechanical operations.

The new NUS initiative, while laudable in its aims, is in my view, too little, too late. Our students should be “jury ready” at an earlier stage of their education. All our students should be “jury ready” irregardless of whether they finally attained a university education or otherwise. After the secondary education, our students will be channeled to the university track or the polytechnic track or the technical education institutes. To think that such skills are only required of those in the universities will be folly. We cannot afford to be so wasteful in the face of the challenges of globalization in the 21st century.

Below are some quotes pertaining to the importance of numbers for our reflection. Have numbers distorted our perceptions of reality?

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(Francis) Galton is also known as the founder of “eugenics,” a term he coined, which means the science of arranging marriage and family so as to produce the best possible offspring based  on the hereditary characteristics of the parents. He believed that anything could be measured and that statistical procedures, in particular, were the technology that could open the pathway to real knowledge about every form of human behavior. The next time you watch a televised beauty contest in which women are ranked numerically, you should remember Francis Galton, whose pathological romance with numbers began with this idiocy. Being unsatisfied with vagueness about where the most “beauty” was to be found, he constructed a “beauty map” of the British Isles… If this was not enough, he also invented a method for quantifying boredom (by counting the number of fidgets) and even proposed a statistical inquiry for determining the efficacy of prayer.

~ quoted from “Technopoly: The Surrender of Culture to Technology” by Neil Postman

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Opposition Leader Datuk Seri Anwar Ibrahim’s many recent visits abroad appears to have paid off – the 62-year-old ranked No. 32 in the inaugural list of top thinkers that mattered most this year in the latest issue of the influential Foreign Policy magazine in the United States.

~ quoted from “Anwar listed from among 100 Top Global Thinkers” by Debra Chong, The Malaysian Insider

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Rainer Kalb, a veteran writer who’s spent six years at kicker, once said: “The yearning for grades is a reflex to the debates about school grades in childhood. Now you can once again get upset about what you consider an injustice.” If that’s supposed to mean that the players secretly, subconsciously wish to be graded, it’s rather been my experience that it’s the writers who secretly, subconsciously react to a childhood experience. Now they wield the power to rate and grade and classify, now they are the teachers. WTF.

~ “Making the Grade”, Soccernet by Uli Hesse

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There is a sad joke about a fifth-grade teacher in a ghetto school who asked a grim Negro (sic) boy, during the course of a “science” lesson, “How many legs does a grasshopper have?” “Oh, man, he replied, “I sure wish I had your problems!”

~ quoted from “Teaching as a Subversive Activity” by Neil Postman & Charles Weingartner

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Schools in a nation are viewed as factories of one national industry that produces the product to compete with that of other nations’ education systems, and henceforth should be held to the same standards and produce the same values.Further, schools are considered as businesses and test scores on a few subjects represent their profit margin – the bottom line to judge their performance. As a result, it narrows the curriculum to a few subjects considered essential for competing with others.

~ “Global Competitiveness Reinterpreted: Homogenization vs Diversification” by Yong Zhao

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(Added on)

Singapore had the largest proportions of highly competent students who reached the advanced benchmark in Primary 4 Science (36%), Secondary 2 Science (32%) and Primary 4 Mathematics (41%). For Secondary 2 Mathematics, Singapore’s proportion was the 3rd highest (40%) (behind Chinese Taipei and Korea). [international medians: 7%, 3%, 5% and 2% respectively]

quoted from “Singapore Performs Well Again in Latest Trends in International Mathematics and Science Study (TIMSS) 2007, Press Release from the Ministry of Education (MOE), Singapore

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The top student in this year’s Primary School Leaving Examination (PSLE) is a China national Qiu Biqing, 13, from  Qifa Primary School, who achieved an aggregate score of 290, with four A*s and a Distinction in Higher Chinese.

~ quoted from “Top student in PSLE this year from China”, the Temasek Review

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This post was inspired by my friend, Dennis, whose intelligence is not impaired by his O levels only qualification. He compared the Singapore school system to the English Premier League (EPL).

There are many international schools in Southeast Asia today and more are added each year. This reflects both the impact of globalization which has led to the growth of a large expatriate population in Southeast Asian countries and also a growing demand for good quality education from Asian parents. For many Southeast Asian parents, international schools means quality education for their children.

However, international schools do have a serious problem with regards to their teachers professional development. Many of these schools do not have on their staff trained and qualified teachers. Many of them are taken from the expatriate population that already live in the various Southeast Asian cities. Although I am not implying that untrained teachers make for bad teaching, it would be even better if such teachers are given a concerted and systematic training program with all the basic skills that they need as professional teachers.

Such experience and knowledge can make the classroom learning even more relevant for the students. A widening of the students’ horizons can and should be expected through such teachers. Students will be exposed to a more cross cultural perspective of things. A basic teacher training program can help such teachers be even more effective as agents for a truly global world.

Furthermore, studies have shown that teachers are more likely to stay if they feel that they can affect the outcome of the learning in the classrooms. Trained teachers would be better equipped with the tools and repertoire of skills that will help them exert a more positive impact on what goes on in the classrooms. Teacher training programs although can be costly, can actually contribute positively to the overall quality of the teachers in the school.

Click on this link if you want to learn more about enhancing teacher professional practice.