Building a cohesive twenty-first century learning-orientated community in Singapore--Summary and conclusion

Abstract

Singapore’s education system is internationally acclaimed; however, the driving force behind the success might not always be focused on the intrinsic purpose of learning vis-à-vis academic performance in schools. Students are required to sit for examinations that would determine their prospective development pathways even at a young age, and this may not always work well for all kinds of student needs and profiles. Multiple initiatives were announced by the Ministry of Education (MOE) to address these issues with increasing customization of learner needs. Yet, true change remains elusive as Singaporeans’ excessive fixation on grades is deeply rooted and hence would require more time to change cultures. In this concluding chapter, we will be using the SCAEL model (Chap. 3) to examine how the discussed education innovations, system reform and case studies meet the diverse needs of Singapore’s ever-changing education system. The intents for change and reform are built on substantial and sustainable school innovations, with the view towards more diverse measures of merit that is more adaptable to change and globalization.