affairs made simp

8/14/2019 Affairs Made Simp

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AFFAIRS MADE SIMP

DON'TNO

zOIH (ENTURYSYSTEMS NEED

EVOLVE TO MEETTENTURY NEEDS

ARTS EDUCATIONOUR TIME?HEADHUNTER FAIES OFF

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slEDUIHE GREAT SOOAL

EXPERIMENT

RETHINKELITE

scH00Lsr55Ur 6 / 54.502008 r"uca(r calrolzoor)IIH THE ASIAN PARENT


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THEEDUCATIONISSUEBROIDER PERSPIOIVIS IS PUB1ISHED 8Y S(HOOT O] OUGIIT420 Nonh Bridge Rood #06"21N0r1h Bridge tenlre,Singopore I 88727, ww.sthoolof thoughl om.ssrel:*65 6334 87/3.lox:"65 6337 2434tuBs(RrPTtot{ RArrs ron 2008542 (12 issues,lonuorylo 0dober)Iorsubsoip]i0n "'nquirie!0nd b0(k isere5, em0il:[email protected] IROIDER PER9PECTIVES TIAITtdilor.in Chief fln0belh i{on, [email protected] ShiooYintuik,[email protected] &Subxrlpllon!I,\0n0ger YeeTong,[email protected] ng vvrile6 Xioo(hing Ling, J0selin B0u, YeeT0ng,N0di0l\40h, M0r(u5T0n, (herrvYjWei,lenyl{eierlntern Amellio RozokPrinler lobez PrinlinU HouseSole Dislribulor Righh0us lnlern0li0n0l Sub5(riplion Servi(es/l Ubitres(enl #05 09 Sing0pore 408571rel:*65 6323 1833. lox: t65 63211838emoil: [email protected]


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5 IflINGS TO l(Nt)WFrvr c00t s(H00r_sNot all schools ar about boring exams, crunpcd classrooms andstifling dress codes. Find out which schools arc pushing thboundaries of what modern education should reallv be about.

FEAIURE ARTICLTWE DON'T NEED N() EDUCATI()NModern education sAstems maA not be as releuant ostheg think. What are the ztst century skills that educatiotTneeds to import to tomorrow's leaders?ON 2ND IH()UGHIRITHINK EI.III SCtlOOTNobody likes a snob, least oI all an acaclemicsDob who thinks he is too good for society.Or so we think.ESSAY MAKIOVIRUNDIRSIANDING (ONSIANTSAND VARIABI-ESWhy do students flucluaie so nuch irl theirgrades? Is it a question of skills or smarts?A MATIIR OF OPINIONTHT HEAD-HU]'lTtRV5. THE ASIAN PARENTOur writers squ.T offon the issue ofwhetherthe study of arts ard the humanities has anyrclevance ir modn society.

t0(Atvs. Gt08AtSINGAPORTS EDUCAIION SYSIIM:THI GRIAI SO(IAI TXPIRIMTNIAD analysis o{ the reldtionship bctueenSingapore's education slsiem and theworl-force and citizens slni wants to tmin

(UTTURIWAI(HRtAt GtNluS: "NATURT OR NURIURI?Pop crlltlue's tale on the eternal puzzleofwhether talert is innate in our natureor recds to be nurlllred lry a teacher-

EDUGIION FOR AtI?How lar is UNESCOfTom itsdreanto achieve universal primarycducatior for all by 2(J15?

t4RTE(){)TYOUR MIND


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5IHINGS TO KNOW

ABOUTTHiWRJTTR

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5/36

YOUIUEITHI5

1826 VAIFNCTAuNIftrD S |ATES OF Ar\'rr.rRr(r\v[LTOMIT1]SIllOMIPAR(

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2ScIIOIIE,SF(]o\ID T,TFFWATIH IHIS

LITER.{CY 1'HROTJCII APPRENTIC!]SH IP /Bcst-sclling i!lho.l)a\e lgg.rs bclicr.s l|trt $.lthontht.ji.!, . .alio,r srcrls lcss nrfbnrcd. if.orati\e andpolil i(lh rdult - which is ilhl r he funrer caftoonist.r..r l- r ,.il ., rr il. I -:.,\1t", i.x r1or1 trofitt iti.n..rtrc th.rl rnnsto hcb.hildr..fuD 8 to 18 darlotr their talcni lor wrili.g. lheu rr,!.'1, .'1 l\^, c.,ut|. hisllst (diibre, from dis. jo(l,evs arddocrLirrnLrry tilnmxkcrs to llt., ui1 sulerstrrslikcDalid Sedalis. Zrdi. Snrilh, Aurv laD a!d Isah.lNlendc. Iirti..d br ll)e proDrise of ftc tlition. ileUtips and r\orkslro|s l1rrrging tioni fictjon It ti.g toS,\T pr.frhljon, roung pcoplc rrc also ldrrl h b\' \. ,',.'1.-i,,. .. L.'.',' idormaJ)t sense of\uxlcr. Occrfving liresrDle spaccrs Liggers s lite[{ fub]isbing s(trip Nlcswccn.r\.U26 \ialcncia liatrn.s 1,r l,e Lres, La$cr chrns, Ii.ldtrltrrfdoors .Dd slrr.ge lioranls. 816 \:.lorcj.r lir\sincc cvrn.l.d 1o ser en chtLptc'N thrt .ko host bizafierctril slores: t|e origiDllSan Fran.is.o chapter sellsfj..1. supl)lies ivhile iis N.$'york.hpler oreets thcdaih leed 01strDe rcro.s. CouDled $ith their nei{\febsitc (hcc l]l).n A S.hool thrl colltcts iDstiringidcas to rcloluli.dise the school c\f..lc,rce.8:6 Vaien.la is,n! ils Na\ to chansing t|e w.,ld. at

\IIRTUAL EI}UCA'I'ION FOR A VIRfUAI,COMMUNI I Y/ O! a prilrtc ishnd bongil in lhe\i)tnililorld olpop ld lIllORlC Seconl Ljle withrurl li,flnrs hom (h.D Uni!.Nlt\. rrir thu 10oleeDage$ frrn -\nrcri.. s N{tional Associati{D lorliifted rDd Talcntcd YoLrlh, rre beirg trtrght h icoDlplctch !i,1u.rl scLool rallcd SchoDrc i !porhDa.tearL oJ school and homc ). S.ho.rcopcmt$ in leen second Lifc, r Rr.rio. lIar lJlocksort rhe lrore srhci(Ns contc.l rsso(irrel $irh thcresl ol the StcoDd Lif. r..hr ,ra,rrelr cas rs andoutrageors scxu.l hiiinks IIere, iders crn bc tdcdout in r ival th.t \ronld be \en erpcnsi\'. or diflicnltto do nr r..lilr. Classes iD arcl .olo$ tal. ph..,),,.r.r ^'^ll ,1 . ' \\ |\',,r.r,ll, 'l'1"\.' u,.' P,.,..' .\''r,, I l^ r, \ !,r. islL,(lenLs coDduct cxlrlnnorls 1. (!lcllate the lahcol gralitr $'ithin Second Lite. ]\lso. rs thcresponsibilih of policiirg t(t goveDing Sclonre la.ltfalls in t|c hr.ds ol llre dudentsthcnF.hcs. strddrlsunc.rs.iorsh pichup tht skills ols..iiljsatior udlcados|it [jer]rwhilc. as olhcr rcal liI sr,derLs getdlsln(led liom their shrdnrs ]),rcause ol hrling t{rs restle with judsdncDr nl t)eeN lu ugtheusbicirsoftc'cnagc ac!. and p,,p!! lat. being ablc to fl!rmundsith a Iill.a pajr of Gotliic $ings nu. does. l h!r1. ft

DAVIIGGIRS'WI!ll

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6/36

YOUTUBT]lIIS

}]AND IN H,{|lD

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PA]R tK IWUAI] OIl IVHYtf Rt(AIlItDS NtW Lt4UtRSvolrh?v-l.Kl(x(oDVA

ARAR F,DI I'ATTON. ISRAF,T,HAND IN IL{ND: CENTRE FOR JtrWISH4OPRAH \,!'INFREY LEqDERSIIIP ACADIJMY

FOR GTRI^S. SOIITH AFRI(]A

INTI,RCUL TUR.AJ, I]NI)ERSTANDING/ h Aregion nrore comnonly associated with suicidebonbiDss and deep sealed poljtical and rclisi.usdisputes, Hand iD Hrnd stands as a beacon ofholr.Supportcd by foundations, donors and parerts leenon building cornmon srormd, HaDd in Hard hassro$.n inLo a nelNork of forr bi]nisrial (Hebrerv'Arabic) schools Nhere oser r,ooo Jc$'ish aDdPalesti a! citizens o{lsraelcan sludytogether. Thisiniisuins setup was the brahchild ollsraeliArabcducator -dnin Khalaf ard Israeli American educarorte Cordon in r 997 $ith 5(l students at tro canrpuses.The peace bujldirg nission of Hard nr HaDd iscteliberate aud obviousr all classcs aE co-tauslit by.r, Ar?b -r,. J-s.'l, ar.\'r. Fi I I' J I jr s rl .1,. rnativ. language withoul translation. providilg a

sirong impetN to stli.lents to altain lluencl in ih.second lansuasc. whcre nnrst of their peers livesegregaLed lrom onc anoth.r, Jc$'ish aDd Arabchildrcn ni this schoolsiL as equak lriihin ihc same. .'.rr 'L,r.:rno:Lir.; 'F. I I'rF ^ ,,d' -'Jrd rtsand coexistence. While Hand i Hand |as Dotattractcd the sanie furore that li.rs plagued sinrilarintercultural schools in Aneica like New York sKltaLil Cibmn Irtematjonal Academy, concems havnevertheless a.isen withnr dre rispcctilr commuDities,,oo rl ll p , siuilil) ol in , ,1d, , pp id a\'',1rhlrnrbetwccn Jcss aDd ceDtiles.It

AGAINSl GINI)IJR I)ISCRINlINATION/roo Dillio olAliica s.hildr.n lmostb s s) do nothave access to e!en basic cducatioD rDdsocioccoDomic factors eDsure thaL halfofthcm doD'tp' .r 8. l,"t nr ,l frirn".-ruul . r.,l o, Bill,oriirpmedia mogulOprah winfrey launched heracadnJin 20o7 wilh a simple but contmversial strategJ:target academjcallr" siftcd Souih AfricaD sirls rndiDspire them sith lhe besl edLtcational cnf iroDmeDtrl l t il out. lle \.id4m\ i. a


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5A,SHESI U^_ IVIiF-SITYGHA\A. !VI.]S'T AFRTCA

CRL{TINC lll.ll-fl'R LLADERS/ lhouijh lic'hadspcnt r5 lucmtive lears living a,rd $,orhing in t|cU.iled States thanks to a lull scholarshit aLSwarthmore Collcgc. Nlicrosoli etrginccr P.L cliAw ah nercr forgol his natile homcland Chara.Xlo\cd by the laclt ofeducati.Dal opl)orr niriesthercand knos,irg llrsthrDd tbc nnpacl of educatidr onhis o\n late,,\wurh cntcrcd Berkelets Ilaas Schooiol Brsirress to evahatcthe leasibilih of lris drc.m tori,n .'r 'l , 1a-,i osr f .l, ' r\,-.it "Lil.,,.\.'.,r. \', i ,ri.\ \'r,. l,"i ,ni ,"nith.Akan langlase), r\$uah and his tearD beliercdl \'i..lrr'r'..rlc,r' ,16r ..1 .1,.r rrr',goI a new gen.ration oJ ethicrll) rniDded,enlrepreneuial busnress leaders rttLrncd lo the:np.1.'r.. ' ,^1.,, 1 ,, .-.r '.,ii . i "' .1.;!.I rilt rh .t"r .,, in .r.... a". nr i. ..1- .r ...." ,.,\raah b!ill a uniyersit] nr thc T|n.d World on First\{orld busjress aDd p.dagosicil prircittcs. LikeLJJ,'r' \','l r ' . \ i . i I . r . - , . \ . J I r.ti r"abe ation in rpoorco.tinent:r privatc, liberal aftscollc'Sc cquifxrd \!iLh crtliDg cdgc.onrpute$ aDdJ, ';.,'.!'uo./,r",i, rg,.1 i' ulb. I'i,rb'ith prolessors frcm Bcrkeley and SwartlrmorcCollege. ComplcmcDtcd by i schooi culture t|al,l\u. ., nr , J.,i^, , "l ". '.'; . ,l .'r,it" '. '- ;is b Dgnrg Af|ica one sniall step close. lo a bettertuturc.It

It's getting harder toenter Harvard!

]'R TiI'. AND IT'S NOT' AIWAYS YOUR FAT] I ,'t'lIew compctitions are nore c tt|.oat and Dioreheatbrc.king lo )ouDg hearts t|an the collegeNdmjssions garne ,\1d thc most nr lense battle is foughtat Harlal.(] which lias thc greatest brand namc andendowrnent ofall th. hf l.eague Colleg.s. Accordingto a .IaDuar\' 2oo8 Nerusue.ft articlc, Harva isbecoDlnrs aD nnobtiinable drc{m for manr becruseof "snnflc de nrr il.rplijcs '. 2oo9 will see 3.33 niilli.m]\ncdcans gradurtirgfiorn higl school thaDks n) thcpoprlalion bulse cruscd br lhe children of bablboo,r)ers. setting up t|e largst group ofcomfetitorstor limitcd unilcrsjtt spaces $ yct. Harward accepteda mere 2,1oo ofthe 23,ooo applications ir received forits class of2oro - niakiDg it the nrost selectile collegeiD Anerica. l he yield ratc is eq ualll inpressilc: 8.)%of lhe cliosen i{ill ltiDatelr choose to go HaNardconiprrcd to t|c Iickl rates ofTo% forYalc and Shniordand 50% for Da rrouth aDd Dukc. HaNard e,o.kshard to .chj!e this, buling t|. narues of^ne ca\tot s.orerc lion the Collcg. l,oaJrl that adnriDist$st]r,r SA l ard ACT t.sts aDd se nd irLg o(t 70,ooo lcrter ssugilestirg thev corsider a pplvilg to thcnation s n)ostprestigious school.'l}is nt hrs heen cast.\rsets aswell:thc HaNad adnissions tcanr touNAnerie{ asncll.s Latir Alerica, Euro|.. Af'.ica ard the Far Easto, ll- r.r,, it .rit 6ir ..r Ir..,' .,r, B ''lhe IIaNr tcan also i,eeps constant vigilance onath and scjcDc. contests, talent'scoutnrg for llLiklprodigics. Aiding the quest to fish ibr lhe best areHaNa s 8.ooo alunmi lolurt.os \ldo nlertit andr..r'ril proDiising hig| s.|ool students in thcirho.,eto\!ns. E .l1' atplicnnt is then foughi for andconsidered br subconr nrit tee rftrr bconnnillee{ithrlNost as much.igour rs r conrt casc. ft

05 SR0ADtR PtRSPtoVt5 tif dd!.r,ri,,r isJ,tu,


8/36

T,FIATURI


9/36


10/36

FEATURE ARIICL[

BLrtiheworld \2s oDce morcturned on itshead at tlie cusP of the 21st cenLory asd.a atically as it $'as in lhe 2oth ln lhc199os, with ihe doublc$'hamnyiNntionsof both thc personal couputer aDd theWorld Wide wcb, ever-v industrial secior ofe!ery ccono y exrcrinced boili terdlj'it1sdislocations and unimaginableopportunities. This rvxs rnatched bvrphealals in slobal politics LikethedecLineofhardball Connnunism that led io Russinard China s cmbrace of capitalismThe opening up of both the lror aDdErnboo Cu ain scverely challensed thcdynamics of the slobal wortforce Also,fopuloos dcvelopins count.ies like lndjaandVietnarn $'ere gaining their econoDliclegs andbLossomed as potcDtiai challeDseNto devcloped nations, elfectivelv creatirsDew rnarkets and new tradc partrersThey had adopted the develop.d iv.rrld sindustrial cducalioD Policies aD.t wereappl)ing them to their oirl conmunities.When such ncw affordabte and equaUyedLrcatcd labour sotrrces wcrc combnrcdwith high-speed communicationstechnologies. allowins all so s of hbour toh. done rouDd the clock. offsite, or ni lowr{age areasi the era of outsourcing,otfshoing aDd rapid slobalisation hadolficially rrned.2rST CIiNTURY Sl(ILLS I'ORA 21Sl'CF.NTURY PEOPLFI/r\ erst ccntu.]education system mrst iake into accountthrec nrior strands of recenl slobaldevelopnent: thc dawn of a klowledgc-based globatised economy that calls tor ancw breed ofintellii


11/36

rLr(onul..lrorLlsih q)lr..d \f.Lh., iL i\,Ls.,l 1,) i.,L.,Lgt rn l.,li,,iL (iLLL ( ilrr.rcg,,tirte r i,illlii,,r doll!r (rrLrrct jr lleiiirgrir rrebcrsl or lol)b\ tur 1)Q( ir Israclrnuir dispr[tr intcr.stgronfs \ir cmxi]Unglis| rcmri.s th. Itr.rro /1r,n.,,.1'idLd!rti.nil b,6j..ss. \ i,r!1. Lrrl ri)Log\r!rd N\ j.1i1ni lhrrL\l.lrrs \Lrnll Nrr'l\!o\\Iesterr (loi,il,rrtiol l)uL !bscNers ofcurcnl g..l)!lilicrl toitr ihilts rlso rdliscthrt stndents \orld do n.ll tosi.rultrn.onslv l.rnr tb. lrngrNsu .lk)nr.rnnvs 0.n.r b,,)l.N liL, (-l)i,,ese,liri si, Ai i,lJi('. ltossi.,r Ii(l I l i,,d!. / or.iq,Poli(r/ r,rgr/l,re e\ef poit!lrted thrl,\meriQ $as donrij so br(th nr its n)tisnfoli(r b.!!us. thc ClIs lrcsh ghdnrt(:ndlils hrd no kD.\tl.d9. .l lon ig.lNns,,rgt \ r.il lrcted i.le.(!lt!ralse,rrlti\iLr. rerderlrr! lIenr useless {tintelliijence ijrthe ng u.L ditionLc!.I-astlt. thc miDdsct to crcatc r dirDrolatc rcnrains as ah{iss thc ostlscl-u1 and dil-licull sl(ill *e cancultivate ilithin tdno.ro$'js leadcrs.Prrlticallv sterking. morc pcofl. rrcgrrdurtiDg lron xnncrsitics ill o\$ l|.\rorld t|r. .1.r 1).for. d.sfi1. lh.ir.n Nsj.g.ljlln Li LL\ ()l e\.i,r!rrllons rrid!itj\r,s h erL,rr(e req!irenrerls. Bar.irgihe bp hl Leagrc scliools aDd th.irequilrleDts, thc laluc ol a rDi!.$it1 d.grccis Dow ivofth lcss rnd ]css. tr{ost studflrls$tosit jn th. nrid.llc zoDe,nusl depend oirlheif c,eatj\jtt. i,rI\o\atio! an.iconnrunication skills 1o stald out fun thcrcst of tireir peers $.Irc are lviDg for thcsrDrcjobs. Asi(]c tiom l|..br i.!s b.n.li1sol .r.rLlDB nror. r.rlt.N 1o sI0l)o11 Llr.ertJidlr gr.\! jrr! $oi ld ol rrr'rll\ e i,rdrstieslilie r oirlnler grririrrg ai(i erLertrjnrDert-the possible long tern lossc's lron h!\irgrn ulcrQtivc socicn ocsobcriDg. ProlissorIti.hr Fltni.ii s th.oN.rr 1b. \.1,,.iollhc(r.rllr. clrss rn(l r iiies !sserts thrtrel,i)tri,ljtri, re!iors $ith hirh(rceDl|rtions ofhigh tech \forkcrs. altists.rnd Dlusicians oftcn corclat.$ith rlrighcrlc!.I of lons t.!n c(nromnrdcrulot.rcnt.a.l.N1i\c 1)..p1. li)s1.,e.l iir otx.. d\.rf rlc,c!ll!rrll\ ri(1, ar(l feh!urlcr\iurneDtthrl lLrel noe t,cofle. busirtss rDd crpiiiln) flltrr ln rrxl f,rr \h in ,n l,r'rl.

R0^ !)Btrr\rPs fti,\l li]juP trsNIO\!N(i l:Oltl\',\RD/ Yrt. if$'.raDt n)sec nrre crcxlivc. risk tNkiDg. tolitir'rlh.ccoDomicrlli rndcrltlnrlh r.l.\ml.iriTorsi. th. hrtur.,,!. find o,L,$.lrs (nmu,rlq hgs..r. $ilicirl rorlbu,rps ir lhe rer!ja!r rtioD oiour educatiotr srstcn$. hr rr)rcL huded spterh at thc:0()6 TEDCldrfercnc.. rducitidrist Sir Ko Ro|insordcchrcd. \rc |rre sh i| nrincd.L,r.hiklr.ntbr r singnl[.onrrrodil\. Sir Robinsonobsr'ed LIat most Dode r eduratiulsrstenrs had the srDie alarmhs hirurchtof subjects: mathcmatics iDd laD$ascsfirst, hunlniiics sccoDd nDd dts iD a distxntthird. Ev.n withil thcarts ltsell l|ere$nsaD nnspl.. hicr.hy \!he.e talert jrr thellne.rJ1s arrd Nsi! $.rs mrked abole talentlor dran! rnd d{nce. llis mifthfulconclLrsidr $'rs thrt it iLrs rs il t|. $lctnrfosii .Dd r.ivrrd of tubli. .d(L.ilil)nti,d.! wrs to pnr.l!.c .nli,.iri:rsll\0NI ss.rs. r(rde,i,ics ri,d \rhjle colhrDcspitc .laims to cml)racc holisticdcvclopncnr, manr moderdcdu.arion slslcnsslill lalte the e{sjer.ontc ofp.io lisjng the developmentofthe head orer the b(xly. spidt andheart..\Dd rlcn i{ithi! this hcrd brs.d.nnnllnm , iv. nt rn o\. .\clot)frnl ollh.l.ji bmin Jt Lilnr ro,lcrelof.,e,rt o1 therighl lJraj,r. C!Jlrrjti\e sciertists lilicfs\clrologist llo$ard Gardner hatr loDg|(^eD ihrt nust iftlilidurls hav. r distinctfrcf$crcc lor cithd right or lctt l)rrlnt|i.kilg and tlrrt h{L.rNn h.iings Dosv.\s,, j(lre i,rlelligeire i,r lorrrairs. SoDre e\relrt lell Lni,, srbiects lilie Nrtlr. scienre rtrder en luijnrgcs. sIc'cirtising in intclliijcnc.that ii logi.!1. s.qurDiirl. rxtioDrl.rnrhticrl, objccrir r rnd dctrilcd. Bnl thoni!|o.x..lrl righl lrNi. s!bi(1s lilt LlreItr.,.ri'jlies sfe(irljse in dillerelt hntequrlL\ rihl nrttlligdrcc': iDtLriti\'., holistic,s\nlhesisnrg, suljectn! and good rt l@knrgrt thc liggcr pi.trr.. Too oftdr to ourdctrinrcrt hrrc $'. li|.llcd 1.11 1)min$rl)icds rs b.init .rojt !seli,l r d fnclicalrl,ile stigurrtisirig liglrt bnireN rs tdrch!leelr' aD(t ldLtr dorn th. acadcDric totcmpolc. Ilor. dncrsilicd. l.:ss lcli brrinori.ntcd s]st.Ds (hl. thc br..ahnr..t.sl]1. ffhr.rlion).\isl b,,l is e\cet)1jo.s.09 ER0ADIR PtR5PttTVtS l/rr.rlkdri.in iJr!r

No luttcr i{li{t $r iLc oc in. r |..lth!minds.:t for l.arning I.s ilwrrs n..dcdor.oumg.Dr.nl o1 .\0lorr1ir). rI(l theloler.rd(.e ol frxl!cli!e Iristrhes Lhrt lielpfeoirle disco!er their farticuhr strriD oliDtelligeDcc' anct Sifting.1\'t hrvc conditidr.dhrt.nmrnvldrt]rsio])clid.thd r,c.olnrt.llig.nt.nongh and.o.r]rrndcd lheiJs.ns. oi l:ril!r br dos.i)la\nrg tl,eir uluallxle,,ls, llt!s fotcntirlh liniitiDS theirn,((ess ir lhe worliiLrg \!orld. Such ronthsnra! gror! into rdnlts liling lir.s of qui.t(lcspcrlti.m stcnnning f|onr thc lrrsisl(rrlnlsc olirad.qlrr.) lhel l[.r ljrsl Lr rt i|s.hool. No $o.der lh,rl lhough \\'esterrl'lgI s(lrooleh ruli sigrili(anth ldLer iDnulhs rnd science e\rm scorcs than thcif\i!n pc.rs, thc \Vcst - in fartidrlrr Anrc r'ihls let its .ntFuur.Lrriil .dite .rnd..onoDri.id\anligco\e, Asia lre(ruseoiils lireless lrr.se. Lo lr\e.L. otate an.l taltcrisks. Lell untette.ed, Asir's culturalte!den(,! to stigDutise nistrkes lnd b.ar

spicio tdrards outmgcous nrdi\idualisnl$'ill cifplcAsia's abiliB lo nratc| tie \!est

IN_l I]LLI(iENCE IS D\lAlIIC/ Thereis still much rLe car hopc for. Throushthc 2oth ccntrn, s'c lrxlc sc.n !i olscdn.riors fronr div.N. $'hook ol lh.rshlrrlse a,rl succeed in pro(iucirg lrotivrtedrikldrrru)i(stL ents thrcugh self cLire(t.d,crerti!e rD.L.tivtrsific.l r.iucrti(D. ThoushDDst ofth.sc cuttingcdgc rncthods.r. stillconsidcr.d rltor.tna.. lonnd onlr' l.ind.|..dcrls.hoolsa.dslilL usllrja(uselo curh (lill(llrood elucrlior (lilie theNlontessori xnd Rtggio Imilir mcthods),tlit! foint us to l'h!t is ll)ssiblc tur thcrrholc ofcdtrcrtnm. Thcm has Dclcr bccna bcttcr tinrc thaD thc 21st ccnrul Lo rcalisr|riIum.r intellig rce ard b\ e\tensjorrlheeduruLion slste N Neset up to Nllilatethis .esource must not be keft rcadcnic.static and onc


12/36

ON ?ND THOUGHT

ABOUT Tl]I UJR IIR

l0 0R0ADLR PtRSPttTlVtS l/).?dr.urn'r 6s!e


13/36

\i,'4T01T 5

ltt fl,{PtR0R 5 ollB (20021

Ilirl Tr imrrro. ( ul;

"Let's abolish elite schools!"lX)N"l ltt. ltlDICLiLOf:S/ Instercl of l)einClre ldd as lhe pln nr.l$ .l.x.cl1cncc !ndthctiumpliofoppotunitr. elile schools Irre conr. lo b. llrc.rs!scrpegoats ofrll that is\!rurg aboul educrlion \slems

sradc infl ati(D, iDlicrited r)irileite, discriniratioi,.'9.', .1, -,, r' r li rll,, li I \ r . r.Llhis gulJ bet$.en l]re I.!. rxnhiDgs and thc liarc-the'$tol \!or'ld on r sih'.r |lattcrs hrs long t(rltcdrnnxls ald inflrnrert ofi,rlr,rs on bolh sid$ of thctoliticll dilide.,\J a sigl ofpoljticalco e(li)essg,one!rNd. somc$'rDt lll clitc schools close(lrnd tlle enllres.boolnrg slst.m lNcllcd ont.Irfici eves, elite schools',d igi il .' r. Jd ' r,i l t... r, 1' Ll r 'ectual educalion lbr all t|en nrere cxistcnc. s.cD asr-s.u.s' .'.jl.r' '' i. .'-rrttlashnsnr thcir rcademic recLisrce ancL aurolelevalds..lalstihN do not hclf $hcn the'snccr at those ther\ic\ as fulg.r rnd nnintbnncdrlcbcirns i{lio $rnttr) eichinge hllh stardrrds lor. durnrcd do\rr s] stcDthat pronxrtes.mt j er(elled.e.tit-,..rii ^ f , -..qi"I I trhavnrg lhe bcst r.(t brigntcst rising nr thr t{)p. an.l-r 'l"l Lr,, -',r,

there such a Lne je,k,e,rclion to thcm? soDr.ho$'something abort crern risirg to lhe top riles a lot of]rofl. and binss out lisceMl emotioml ksporses lodo wit]r ]rcopl.'s aDrbivrleDcts and Nspicions aboutLhe ris ol, ..N.ristocnc! of $'.rlth an.l trililege.1,, rr inoeasineir nriddl. clnss soci.t\, chtc schools,like cars aDd sood addresses. are the siitN svrrbolsof choice. The fear is that elit schools guarantec agildcd path to upper class geDtiiiv ard thei. g duates$'ield d isfrofofiionatc iDflucnce aDd adrzDtage lrterin ljle, lilther exace$.tiDg thc nr.quatiiic's in socier]_.\fler rll lhere is $.re ele.renl ol lrulh about tlrcad'rntlgrs that elitc schools brirrg A q!icl, scan of.lit. schools rnd thcir illustrnms ahDni willrcad like

a Who s [Jho ol polfti.al .Dd trofcssi{rul pronnlence.ltosl ilove .r.1mi.is1ers in dcrclop.d Dxtnms comclron selecl scl,ools. as do a hrgc troponion ofitsirtelligentsi.t. r\li '\nrerica prsidents o!er thc last2o Iclrs hrlc becn e.tucaled at elile !ri!aLe sclro.ls.r hl Lcagnc collcgcs. Elit. schools do come acrossas lbJ1rsss olnr.irllr cxclusi!c cliqrcs rnose socialdmibnrs drdnel$orkrLrg adnnlagcs.an Dr.r'L][opl. splth aDclidentity for lile.

ll nl0ADtR Pll\Pf(IIVA thr.htuni,i i\*x


14/36

li/ATTH THI5

5(H00L15lr9n)

Itlite schools art also percci\ed as bastiotis ofh]Poojsvan.L pn\ilege that practice an unfair and discriminato ,-.selection lolicy thatkeePs thc poor and the ursashedai its ivort' gates, forever doomedio fcering jn. srNrathleies coast in without wonling about grades, orsports scholarships arc otrered for prepDv slorts lik'fencnrs, sailing, iding, solfand lacros\e and polo.,, rh l,.'\ r lL!..h,,|-nr' \\, J i.a 1 r "'l' L rl , 'in!reith social capital.lreferential entr] for childrcn ofalumDi andteachers at tlie schools enclosetlis tight

Yes, making qrality educxtion accessible to all is apriori!-'v but nal.ing thaL happen by either t.tling a$'ay"ir*1,^.1 ur otrl,e, ir'rra oelrri '.\o^l' I'thc w.ong manner will not solve thai ProblcmCurrentl) laddish p ractices like admission quotas ar.erroneous s,ays to get foo. or minoritv kids inroschools. '\dm ission of slndents wilh l6{e. scores lia\seen thcm.lrcpping out ofschools latcr becausc theycannot coPe. Students are either patronised or havelhir ightful places taket ai{ay fron ihem w]rilstschools are too busy fighiitlg lolitical bal tles to att m 'ithe bcst sludcnts. this is an illusioti oi equaliB' thatonly foste.s nredioclily.llniversal access Lo schoolsto fill socitl quotas does not solvc deeper so'irltroblelns. Such overconipensation lbr the failings ofcompreliensive schools onlv uDdermincs tDv r"lefotto raise staldads ir all schoolsSurely improling schools are orc inPortaDt th'Infiddling access Lo clite ones.ItNtead oflighlingtiredold wars about class, sovernrnents should look intoways to laisc the quality ol tcaching and tackl.underFdornrance in statc or poor schools Goodandinnovative teac.hins should be rclv,rded and suporled/,r!1d 1, r'hl.\{LhL,u rl_s"- 'ndlr''Fr r"-l i'Pdonol always harctobe seeD as hindshakes \iif ihedcvil. Sclools should {]so be accuratclv tiered aldbande.l so Lhat top mnks ofstLtdeDts from all schools-,F,1 1./r nn\i l'lpr 11 ruc ''?"iI" l'i'"'The s'atchwords for thc fulurc are iutonomv,conipeiition and norc selection, not less.The merjtocmtic ideal o{ education onlv works whenthere is equality of opportunity io serve mor peoplewell, not an uDderachieving svstem of universaladmission that seNes nobody well

ln today's globalised ecoDonv. fulminating againstelite sc.hools nay also bebcsides thc foiLll The faceof elite schools is .hansing TheJ are bcconits 'rorediverse and cos opolitan lhaD popular disdanr wol dhalc them, transibmiDg lron ossified svsteirs thatchurDed oLrtgradLraies all bLrjlt from the saDe nouldConccmed lhxi they arc i{innins the Slobal war lortalenL, such placcs labout rnightilv to attract thebrightestchild.en, no altershat th.irbacfti+onndsor cNio.Drerts. Eliic schools and colleges d matinghrarcial aid ^vailabl. to a s'ider pool ofaPPlicaDtsand take p dc inlhediversil) and vibraDcv of th eir'To.iay's society also ttrvards a rvider range oltaleDtsCompanies are mor. nnrltinaiional and bigger thaDthcy used to be and \i11look outside ihe standadtalent pool rvhcn need bc. SPorls sta.s and entertainerscan nrake rnjllions. Specialised laleDts do noi hale tonn alongthelincs of la!v]-'c., dc,ctor, erginecr - no\)ou have wel-paid and lan)ous fV hosts, chefs,'deven eating clian[ions. What this globa]ised \do'l'lcan do is notjust bencfii ihe rich ud thc cducatedelitc aldie but aiso broadeD theforces olnrcritocracvand socirl obililt. And at the end ofthe dav, it isstill talent and hard work arld gumption that defeatihe odds ofpovertyand bad nvironments The cleverand ihe ambjiious and the driven wiil do alwavs welin societv whether elite schools are abolished or not-ln today's (BE and th. iDlrovation economv'abolishins elire schools seem lil(e a case ol cuitnis ofyour nose to spite your face. Societies canDol flourish{itlnNt sonrc measurc of inLellcctual elitisn a d thc}nnrst maintain that .igour if the) arc going to Ncceed.lnking the ersy populisi posilion of alLackiDg eliteschools is nol only spurions but also danagirg tosociety in the long nn. Admissjon mav also meancrclusion blrt elite schools ha\theirflace in societ!.'thefactthal BaMckObama,alLrnlriofColL nbiaandI Iarlatd, livins in a rnce fraught land, can ascend lotlie positjon olpresidential nomince and can ar thesame tiDc be a synbol of clitis dnd oplortuDitvshons thai the choice laid out be{orc us is not assnnple as anti-elitisln versus anti-excellence ]\nd ihat'ifiothingelse, Dc sliould DC\er punish success lt

RIADTHII

st0llTUR0ws0 t tTIHfTURBUItNTTRUISTORYOfAIIRsTYIAR AT I]ARVARD IAW

siH00L (1994

Ilrl)Lrlf ollhor kol iu olr

l? ER0ADlR PtR5PtOlV6 Ihe..fu.alio,r 6sue


15/36

RITITTHIS

"Elite schoolshave moret,resources.UNFORTUNATELY TRUts]. RUf DON'IDESPAIR l'ET/ B rard nan re schools otrer prestigeand su!e.io. edrcation arcl are usually backed brheft\' tuition lees and endowmenis (topfcd p bv rsuccessful ard srateflrl alumni). Such rnoney allorvsthcsc schools to build better scieoce labs, sportsfacilitics aDd ncN slude.t anrenities. ]jlpansion sDdbuildins prosrnnrllres h tliese schools and collesescangoi to lhe lens and hundr e.ls of niliors of dollarsand sonretimes they eveD o$I thc land ihe schoolsare built oD. Bettcr qualificd tcachcN can be hiredand hishcr sala cs ofiir.d to Fachers \dho teich oredifficulr subi ects ljle p|ysics nnd loreign lansursc's.Such insLil!Lions also hare a nore a.lniMble teacherstudenl.aLio and evn hare grrntnonevleft oler forculting edge research.such an cnbauassncnt of chcs frnther enables eliteschools to nraintain lhei, leader ol lhe pack status'rC-, J l.l , i." r , L'3...1. f .r.r ll-\.'rr illhe belte. positiotl to attract better students, highcrprolile laculty nembe$, ru1.t have ldrg qucu.s foradnission Iear after year. Compam this picture tothe parloas strtc of fublic or iDr.r citl sc.|ools $Iercshabbv, olcrcro\dcd blildinss are acconrprnied bJloi{lercher salaries ind missiDg stationery'.]]ducation obvious\'cauot be goton thc chcap andgovrnment none) needs to be moregcDcrotrsl] an.leffectively spcnt to lclcl somc of thcsc resourcejncqualitics. Thcrcith.r nced to provide lhe necessarynmds fas the Scandi.alian cou t.ies do such thatmosl gorernment schools hrve very little dif{ercnccsbet{eer thensehes) or rlloN schools to charscrealistic 1ees. BritaiD's school bll.lgct has incrcas.d41% siDce 1997. Thc Dnmcvjs Dot onl) to stm.e Lrlschools. mnch of it has goD. to hi ns more teachers,1r9l'rr-,'er 'n-n-F t.n lp t, ;r.i L.r..p.'.i,rlbr sradu,rles i{ho nali m 'career s\i'itchc's to

Yel all Lltat spending iends to be either tm spread outtbraDy.eal imp.ession to bc madc or not cfticti\r\'speDt. Shrdcnts do not ali{ays favfccs aDd even 1eeincreascs do trot coycr thc real cosi of a studeni\cducation. T|. rroblems wi(h public schools anduniversities in Eu.ope also sten fron the frct thatlher, ar co rpletl," .eliant on or beholdeD togovenuert mo.el. Schoi)ls sonrctimcs do n6t g.t asrl in stLrdeDt NdDrission or find it h.rd io lireincffcct!al icachcrs.IIoner'' helps bui iL is the orgrnisrtion ard_ .'a.'". r-llulr,ur . r\r'\-lp \ 'n rlui. \rn, r.:,is lr case in point. The countN has a Dcar DroDofolyon the wo .l s bcst uDivcNitics and is aLrle to prolidea broader rang. of quality educalio. ior a Ia.ge.troportion of studenls. lhis js bcaus AmericanuDncrsitiesha! a more diversilied source ofnlcoxreand a larBer proportion of private moDcI.'lhey derivethei. iDcome filDr a $'ide laicV ofsourccs

t'ee-pavnrg studcDis [.spccia]lv foreign studentspayiDs markct raics), alumni, bllsiness re a dSoDre poor aod lajlhg Anrerican state schools areli,rdirg theirteacliirg ard infiastruchrc rcforDN byworking with rlcaltliy thilaDthropists. friv.tecnteryisc andparcnts. Ilillions ofdollaJ:s are dr,Iratedat anD al Robin Hood ]]oundatio auctions andcomrnunitv bus iness lende.s hav crerted t'irnds liketie Renaissance Schools l\u iD Chicrgo to brckthese philaDtliropic fturcial parlnerships. Privatcsponso$ hale also furded nbrc tlraD 2,ooo scboolsir Britrin for srccialist D.cds in subjects likelanguagcs, sports or scie.ce. Bul nore inrpo antl)',thc rutoDoDry that the school gai s ftonr pivate sectorrnoney is acconpanied b! .rccountabilit\'. Standardsare sel and schools.tssessed each year to see ifsuchpartnerslrips shoukl continue.Gr)od cducaijon caDDot coDre ivithoul properttsoxrccs. Bnt conpelilion is also ncessaryto provideschoolsNith an inrpetus to use liiei..esources siselland ellectivly. Schools Deed r niersurc of porlr an.lirdependence to coDtrol budgets and deci.le ivlio tohire aDd fire ard horvn chtopat th.Dr. oDl] t|.Dcan the schools outsidc of thc elite nex{ork sLa{diff.rcDtiatingthemselves and conce.LrnLe o the real\^\^ | i.ropd i.io. |||,.I|..In|.'L'.IIj

DIAD P0fl 5 500tTYlt989)

r10r!a usA sMllt (2003)

l3 ER0lDlR PtR5Ptolvt5 thc.l"t tti,1 i\\1t.


16/36

ESSAY MAKIOVER

UnderstandingConstantsand VariablesWhy siudertts fluctuate so much in their essay grades'By TongYee

.i$ ucommon belief among students and tcachers alikeis that essay matking is sometimes subiective andtherefole it can be ultimately unpredictable hou' aperson might score in any given essay. This is

probably most tlue when I'c take a closer look at top-end sc pts,B0UTTlltllRTlRtb Tatlg regr.ts Lharhe Llirl at hanLl nl iiinqlc.cons.ss.ll! .ushott hG ,Ic liIc,os h. r.dilvtnds e.ors/osctndnns nourhdl/r..loes n'l n.al ro sir /0r

'Io g Yee is u lbrndnttpd.lner.ldrdredcncrdt S.lo.l o/ T/ro"ght

and.. of course the other extreme, the l'eakest ones Both theseertremes tend to produce the most controversial scripts u'ith peopie


17/36

so wlien a convention{llt, strong studert suddenlydips in his score, or coDrrsely a$eakstudent suddcnly cxperiences a three gr.djunrt in his essat- score, we arc tempted io'unrd-'l\d.c,4dli o hp u ..li\ lrurr.r r"in8More impoftanily, ihc mid range student (\rhich fonns t|e bulk ofour candid.tes) is ofienoverlooked. Simp! because the ndian is generally lhe least cont.oversial, it is often simpllexplained to studeDts that their average grades arc causcd by mediocre languagc, ruD-of'the rnill points, or the fact that they h ale n o l really addressed L| e question . Althorgh,this is largely true- the distu.bing thing is how students have come to respoDd to theseconnneDts. Without the strDg enrctiinial rcactioDs a failure or distnrctbn gmde brjng,students easily learn to be conie.r s'ith their average itrades as nrenlors seem to lackanswers to how thel can practically improve. ]'here are certaiDly occasioDal spurts of desi.eto do wcll, but too oftcD studcnts rccciR standard instructioDs on bo$'to imPl ovc, suggcstiDglhev rcad mo.e and wdLe.rore".Wc havc to bc careflil ofihc acadcmic rhcioric ihat has built up ov$thc ycaN in tcachingand leahing. l.il


18/36

ESSAY MAKTOVER

l\

Dhat ;s a nslanl ?A coNtant is a key arsumeDt that needs to be addressed in everf paragraph. These kelargurncnts so beyord thc staDdard polattv (ycs or Do) in a qucstbn lt is possiblc to fitidmore than one constant, but uliimatelv o e ofthcse constants will take precedence olcrrll others as ihe deterntiner ofNhether the studcnt has furrdamcntallv ^ddressed thcquestion. The rnore constanls iherc arc iD a question the nore challengirg the questionbecones as studeDts are expected to address most. if not all, these argumtDts in thei.pausuphs. If studenis fail essays, rhey usualy do so as they have Dot consistenilv addressedthe constants, thereby leaving irrelevant paragraphs (usually content o. exampledJiven points that have no awareness of the argument.) that do not address the questionE)'{MPT,E/ r-,n/..1" a.,h{-ratu 5h-t//,t }"

..-hs1...1 . -,51,h1 .t/t-,D. t-/.t)11Ithe n.1. .;a -l.r/ s,1A--/3 q-,-, {a ;3 tht:; lta-"7

So iD this casc, a student would hale to prinrarily argue wlieiher conforniitv should orshould not (an idcal lersus realitt arsument) be Lhe main or secondarv ({ conparisoncompoDenL) aim of all (an absolutc tern thit needs to be addressedl or ollv somcschools. 3 co stants to address in a qucstion demands strong focus on thc lart oftLestudcrlt. One suggested i{ay is tc, address the should compoDent iD the iolic scDtence,compare conpetjng aims in the elaboraiion and give a ranac of ditre.enL schools nr reexample. h that way, the studcDti{ould have addrcssed allconstants in eacli paragMphThis is Dot hr tion wliat is beirs taught in class.oorns but for sorne rerson this doe! notsecm to be a conscious faradign in the rnin.l ofnnny candidates rs nn.v still believe thalGP is a cortert driven subject tliat sirnlly rcquires more contcnt Gailing an awarcnessthat argunert requirerncnts (the less the bctter) must be addrcssed nl everv Paragraph$'ritlen Ielps strdents slay focused aDd relevaDt in thei. discussioD And using .atch'phrases like this has ben i azingly effective in crcaiiDg tliis iu'arencss aDd bri !,jnil itfoMard into the actir consciousness of students undctcxam condiLions

l

l6 BR0ANR PtRSPtO VtS fic edrcdtio/r iss!?


19/36

fr 4

ilhal ;s a varia,//u?\,'ariables .efer to the kelalords iD a questioDthat need to be expandedto develop pointsin our essay. Ullike constanls, lariables need to change in elcry paragrrph-'l h,r! i{ork iD combiDation e,ith consiants to crcate paragraphs thaL spe.ificalll addressthe questio| rrqnncmcnts lconstmts) and !ele\p]orcihe questionliorn se!eral diff$cntblt rele\.arL !dsles 6'aliabl.s) w'e rill often be able Lould morcthan one larialrle in anygivc! quenior. lt is imtortant to Dotc thrt ore o1 Lhese lal.i.blcs is i{here $'e dYeiop oLrrc\am es tuonr. All oLh er lrrirbl.s cln seNe aspoteltjalareas tiom ir'here we lan deYelopfhe mosl commoD problem in manv GP essays is whcn a student uses lheladable meaDifo. expanding her ex.nples to develop herpoiits. lhis results nr craDple driver faragraphstliat i{ill ler lo over'hp wit| thc points she raises. SlrdcDts will rcrlise (often too laie)drattireirpoi s ak repealing thcnrscllcs, dmnirg upon dillerent cxamples but ultinatel!

rnnnrg thc same lojrt. il js nlso important to un.lerstand Lhal $itcrs oftQ scripts whogeddatc original lroirts a.e able to spot potcntirl taiables 1.olr Nor.ls in a rniquc rndi!teresling fishion and therefore able lo exflorc ihe question liorrr relevant btrt tcr!

i: -'

..t-...t 2-/.,t,1/1./--,, /),r ). 1lr:i 1tu"2

HL'rc' are 2 variables ftonr s'hich fotuts can be de'eloped. Ti']rically studeDts $ould uscschools rs their \ariable rnd discuss the different t)les oi schools that should or sholldnot hAvc confornitv as tbe tiain aim.lt is a strong \ad.rble as schools clD bt ev ualedvia t|. tytc of schooi, the le!l ol sc|ool or cvcn which co!.lrr/cont.xt thc school issilunled in. Bni uDfolunately schools should bc uscd as the vadable lo devclop cxamples,as considering th. laluc ofcoDfo.nit) .rcross all edLtcational tlpes $.ould possib\'tcsultnr siDrila. corclusioDs dcspit. the attenpt to rarr idcrs. Whcrcas, if $'e chose Lo usccoDlirrDrit) {s the ker ra|iibl. thcD $'e $ould think ol lbe diticreDt rca$Ds rs to $hyconforniitt is laluable an(l bi.k ii uf with vuting extniirles liom dilTcrcnt scliools.

17 BR0ADIR PIRsPICT li5 ./rr r.fu.dti.,r iss!!


20/36

I55AY MAKEOVTR

M-AIiEOvllR/ Lel s stlrd,v chloe so.iginal tcxt to understand thisfu her. Thc argurnent to addresshe.e in every parasraph is a verystraightforward one. llssenliallyChloe Deeds to sinply aryre whelherour education s)stem can succeed orcannot succeed in trouldiDg thef,,rlre of this Dation. Yet. Chloe sscript demonstmtes that \ry classicmistake in mixins up variablcs.Instead of developiDg points aboutLle future of oLtr natior, Chloedevelops toiDts about the Sirgaporeeducation s,vsten. I ler essay did Passbltd nol score as rvell as she plac.dsinply too much emphasis ondevcloping the ritons lariable.

QUESTION ANAINSIS/First, rve looked for constints andvariables within Cliloe's essay

P-AX.\GILA P H I/Nolice thc fe\r lines that $'ehishlighted in Chloe's introdLrction.Ii is oblious liom ih. stail that Ch]oehas already set hcr nind ondevelopnrg tlie idea ofSiDsapore seducation systern. Wlat nccded tobe done $'as to further deUnc forrcaders what is needed to mould ourfutrre. She should have brought inid.,q ofrhe need to have rcnewableleadership, the gro$.tb of frtureindustrics so tliat we stay relevantas a .ation, ihe increased nccd todevelop civil society and a lcssatathetic electorate or evenSingatore s part lo plar- iD ${itchingto renoerble eneqty. Instead Chloeexpands upoD th breath of theSirgaporc education systen.This wjll ultimaiely rnean thai shewill lose awarencss of the moreimpoftart variablc, as we will

1 tC rrn SinS4tzorn'1 e/ztc,ali,:>n sy;lea S1'laaeeJ

1;ri aouU;tl7 lh" {zzlztru 6f lfip atllin7

7L" m-,-t// th" fznztr" J 1'4e ^/;-.h ;5 the (ey .ia or s;ryt,Par./s-Jzz.-,l)-h,.t61en I' -) J"r l- eJz(ale g"ftra1;a'3 .; 9ia7-re,t*)n1o tlp falztte pi//a,s -/ ',ryry'-r", //rc MO{ h,,s te'/.aP-J thesyslum o/l.n ta neel 1lp """Js -/ th" fztzt" Flv" ar"ta th"MOf h.,3 ,--*"J -h ,nc/ztJe Trasraames conlzc1eJ alrociJ, co-cztrt)czt/ar .t l;f;1;e3) c-aazh;1y )*o/vemenl TtcSramme't lt aje.1--rk .-t the increase ;n th- lr"r,Jzh -f s'tl,;"czs ta(". lyslztJehls D;l/1 1/tes. /lve .tt eas ) 5,,411/'at e'3 -Ja...l;an 3/31eacah ;hJeeJ 511c.eeJ th mozt/C;ry the falzlre of lhe n,1;on

S/'r.tV srlo,ll,o!, PI IoTo cIuiDI rhd! ..lnDl.css, flitr(' .,rdn? (r.ornrns

i8 ER0ADlR PtRSPttTlvt5 ri. cd!(oii.,r tssrc


21/36

l*1//, the NO{ 7/zices ea?h.6;3 -n {-r"\. "*chaa3"ttosral4l4es ah)e/t ,rou/J h"/7 sh,V" s,ry.jeareE ,112te.r'-r";5. "xcha9" Trajra4aes .aa" ;h the {arm of ca/turz,/">chr.n7" 7rqram/4es ) -rer'ea'' caaauh;Il ;hvo/l/eaeh1pt-granl4es, -rerseas lle/J1t;P'' c aalet,{ozs .|hJ 3l-r1.5"xc/tztrye 7t1t ann.s 71t" dm a{ the3- tr-jraaaes ;3 1alr-;,J"n l,tp J/-1.,/ perstecl;r'e -f slztJenls 4s S;"3,g-r"lec-aes ;hcreas;h7/y q/-la./;s"J ' lhete ;3 4 n""d Lt y-un3p"-p/. ;n the . -1lhtiy' 1o Sa;h a, ;hlerhd;aha/ -u1/--k ahth;rys. Th&e ?rosrazaes prat';Je a 7/at/-ra lor us 1ozt'letstd,v1 tea/e /r-.2 J;t'T"r",1 laek3r-utJs z)it/t ,nc rcaseJa'JeEla.d;ry) th-re @2/J k /65 *tr' 'olrcn ;ieraeling 'o;l/tlar-bhers tlpn ae enl"r 3a.;e1r/ a3 lear sleas lraa lAe/...t af ahJersla'J,.5. 7V"s. Trlyaa4es arc ..1/e 1o sh.feS;aSaVare/s lzrlure 3;^.e @ arc a easnoP-/;1.1h s.t:;ely that;> -g.t/. d-p-...i-h/ -" .-/,l -a' ^; 1 a/,- eota-t . -r" 'pr.Srdmaes .//od z/3 1a aa;hta;h +;ed/r, l;es D,th fateb@s,/tex:e, Sizt:1a7are's eJzt..l;oh 3t/'3lez1 c La .511".e-J ;h aozl/J,.gth" tzzlztt " c'{ th- za7'on.

4,E1h"r .t"a th" MOt a-rts -. o-a/J l" t/tn c o-c z.tt )czt/rt',icl;v;1,4 (CCls\ Ih s;ry4ear.,;1 ;s coala/sory lor tJ/s-.dhJaty s?ltaa/ .a,l Ja.;-r C-//"3" 31u,lehl3. ia" l- 1/t-Vtugndi. ,n 1are ol5;e3pateat6, a.,/y llnl 1/ul co'cut;czt/tra.l;il'tes Ja tul sh+'e o* t2.4ttte s,'r.e a-31 -/ th"n g"7.arnot 1o hate ,2ry 7racl,ca/ as" 'z l/te /zz1ar. r'/--er'et,lA;3;s hBh/l uhttt/e s;nce CC4s he// us lo Jeve/of c-nzton.ut.,t/;h a1lt .a/a'*3..1;-h5 zr;1/1 a1hes. Ca/3 ;h S,g+.ore,,'c /ztJ" p"rf-ra;.5.".13' 3por13 ) uh;laraeJ jt auls r',,,J c/als.i^l sd:;el,es. tach orl everylyVe./CC'1 a//- ; z.zs1- /";"'n;h ohe ,-.9, -r a.-1h"r. t-r "xa,z7/" ' the 7-r{arm'n9 z:,rts.a.1u../// st;az1/a/" our lra".s 311ch *t..1 ^'" ca, l--11"r .zt*"ase of oz/r J z.s {-r J/T.reht .te.6 ;n /;{e. S7orts he/Vus a. h;efe h"J1/n:"r 1.J"5 ,-/1;./1 .a//-4 25 lo lR 4- 3lr-53,dA;/- uh;tataeJ gaups serre l- J3.'i"/rhe. v/",.c", CC4s J-h,it" pr,ctie,t/ sk//s lot zts lo /e.1"h,1he5e .ale 3(;//3 4h;./1ar" h"/7{zt/ eten ,n t/te {ztlz.te. -l7er"f-re, the eJ.1...1;.'h3y51en.i.t,,:h *.1 .th..7e s;3.ro-te'3 /L.t11t e.

PARAGR APH 2/Notice how Chloe slalts he. fiNt pointtalking about the Singapore edu@iionsystem. There $'as generally nocomment from her tutor but at thetwojunctures we highlishted on herscdpt, Chloe has cornments on hers$ipt that said good, you areaddressins the qrestion". We caDclearly sce that both ligllighted paftsare wben Chloe defines the needs ofrhe tuture and explains how oureducation system fulfils that. Muchof the rest of her paragraph was notneeded, and even bordelins theirrelevant. It is-obvioLrs that herteacher was lookins otrt for refrencesto Singapore's fiture and how itseducation system rnct those needs.Chloe slrculd have developed hcr topicsentence from the highlishtedseclionsi eDphasising the needs ofSingapore's tuture and then in lheelaboration argue s'hether oured cation system meets ihese needs.PAX-A.GRAPH 3/'lhis is \rhcre our $'anings take on astrong sense of rcalilv. cHoe has gonecompletely ofi back in her discussionNithout realising it. Becauseshe hadnot shoMl awareness ofthe fact tliatshe rlas expaDding on the wronsvariable. Chloe sperds this entireparagraph discussins the Singaporeeducation system, someihiDg that shebelieves is relevant (as defined by herin the introduction). The tcacher'scomncnts here asked whai thisparagraph had to do with the question.conftrsed, chloe apprcrched us andsked us to clarit lvhy slie did not doNell, it was more apparcnt to her horvshe could do better oDce sheunderstood she was develophs thewrong variabte. What should haleperhaps been discussed $as the needfor us to more broadly defin oureconony in the fuiurc and e\pandinto increasingly niche narkets inboih soods and services. and thenexplainnrs hore the CCA progranmecan expose and train strdents whiledeveloping their owr nrdividujl niche

l9 BR0ADtR PtRSPttllvtS 1i...1!r(rt.n 6sr.


22/36

TSSAY MAKTOVIR

WANTUS TOlv-{KEo\aER

r4-{KnOWR"

IN SUMMARY/We have found that anal)tical study ofquestions done in this manner have bcncfited studeDtsimmensely. Thre are indeed constants ard vaiables in everl GP question set so far- ADd with anastery ofthis system, it becomes apparent to our sttrdents how to Llse it to cloose questions,stratgise, develop original points, stay relevant aDd even peer mark sometimes. GP essayMiiirs thereir becomes objective, fair and has clear instructions otr how to improve.Choosing Questionsshould we learn how to ideniit and distins ish betrveen constants and variablcs, 1ve wjll thentrnderstand that easy questions are defined as questions with no constants and many vaiables. ThismeaDs that there is only a rudinenta[' po]a ty based argument to address, ]t lots of scope fi omwhich to develop points. Adilficult question is therefore the opposite, having many constants toaddress and few vanables by wlich to explore points and devclop scope.Slaying RelevantAs long as students continue to address the key constants in every pamgraph they do noi fail (u essof course you express yourself jn uniniellisible sEnmaD. Irrclevant paragraphs usualty occur whcn$ude s have no consciousness ofwhat exactlyto arsue for in their paragraphs, and sinply spillconient in the lain hope ofscoring some marks.Bains orisinallfall students do inded develop iheir essays from tlie same question. then $'hy is it some caDproduce such original and interesting poinis? It is not simply the case thal these students have morecoftent or read more. Although true, many of theD look at a question and zoom in on !a ableswith the puryosetul intent ofdefining them 1'rom a fiesh and interestins angle. Reading helps. Butconsciousness ofthis as a skill develops consistency.Taie out your ten year series and study each question, applying lhese skills. You will fiDd that thereare consistent ways ro coming up with points as lory as yo discover what the most common vaiablesare in all ihe questions set- Butthat is something io share arother day.It

20 ER0ADIR PtRsPtOil/tS fiee.fucdton 6sre


23/36

A MATITR OF OPINION

CONTEXT / The 2oth century economy was nn*edby indusirialism aDd faciory assembly lines. Bot inlh. / rs. ce ,, urt. s....I'Fopl- rnrurr 'lrFFtu in rr.r 'riil! ol nFh la, g-, d h"Js: Tak n; mu\i-\' umpuing mLci' . Ca\'gir rg d, .'rah p lFchlolugir.like the ipod, acting, penning the nerl Harry Potter-Creativitt aDd nDovaiioD are the new buzzwods onthe iips of elery pohticia! aDd co.poration.But are today s parents and studcnts aware ofhowru.h .l'- horld . e onony ha\ chanscd. AJ. .h"rrchoices about what to studv in university still basedoi r rre.sinri hnri d-crJ-. JJui ArF $F {ill.lingrrgonto old stero\'rres about the ans Dd tlie humanitiesbeing impractical subjects that lcad to finaDcial

EXAMPLES /a) The rclationship between grcat cities and crealiviw:

The Jall of Flarcnce, vientlo, Manchester andGlasgoa to Shatryha| Londotl, NeLu York aildttut o Kano

b) Dr Richard Floida's theo.y on the se of thccrFalive d.s\.r'd l\ rplJliur.h p .o e.onomi.development aDd Davjd Brlolc'3o6os in Par .rdise

c) Crtting edge conpanies thai promote crcativity:3M, Apple, IDljO s concept abafi 'T-ShapedP, nt.l, o,d Goagh \ toh rrpotit trnp pal'cL.

dJ The realityofthe stan'ing arlisi ste.eol,r?e

ABOUTTHTScoLrMN /

NOSTEREOTI?ESATLOIVDD /

4 coMMoNLXA}TPLES /

r).dnce PHoTo cREDIf/ r{+Fa n.h The Sastent t! t. ., Fli.kr Credhu CoDnons7l BR0ADIR PfRsPtUlVts th."dr.nth issLt.


24/36

A MATIER OI OPINION

An Asian Parent AnswersMuch ofmodern Asian culture is shaped by a strong streak ofplacticalif, a keenawareness of econon.tic reality and a sense that the individual's desires shouldnever supplant the greatel good. What might a typical Asjan parent think oftheir children making a career in the arts? -ds conceived by Chew Yi Wei

pri i g .,reer. Thcytcrd to Mlue rrhiteroll!r iotrs lilrmcdi.ine. engnree.inglnd laN he.Nse thes.jobs .r re..eird asbnlg lrstigious classnisc lnd i sale choirceconomicrlh. 1h arltor l)unranities .rcp.r.cirednnpmcti.al ields lhdllead to une.rploymentor dr.n end jobs.To Lhcf,,s long !s on.isootsuF.ltheerlcntol o.e s.rertni1l andtllcnt, ir is aD unsrtchoi.c.ndidedlsaboutthc .rts nrsr bcstrbsu red ro thcprartical n.ture ol th.no rld. l-he Asr rnPrrctr mar-'a(hDoNledge th.lcrealirig,ddsraluc tociti$ .nd .,n Nint outrhat (tutrivitl addscolorrlolile xrd leisurebut is .or somerhnrsyou candefinireltnak.

Is the Study of Humanities & the Arts a viable option today?

deep intercst ir these ide.listic ald cerebral ficlds,I am, rt lheieatofit. give loascnseofdisquieiand$or .1 be exl rcnrcly circumspecl in cncouragi g lhenrto cmbarh or aD Lurest.ained pntsuit of suchdisci nres.I anr well a$'are of the erits the-^ns andIlunraniii.s offeri lhcy proDiise one idcas aDdkDowledge, but what the!- do nottrornise is siaid andsnrefooted pmgmatisn.'lhatth.Ans and HuDraDities are resNnsible for the.ise of a distiDct urd relollrii{rnat creatilc class toda}is no sLrrprisc. These nre thc hcroes responsible for'i r.'1..,, l i,.1 r.." i, r d l "'l l'lre,r'rJq r'.':thcy are the ones$fu labou.long hours e$udnil thatLhen crcatioDs reap intangible benefits; the) eDablea thinkiDg aDd crealive socicty, a society artisticalLtfecund and librarl. Singapore's icorric toy dcsigner

,nd Iounder of Slikfas. Ban YinI Jhcow isirternationally.ecognised todav xs a uniqtrely5 r,J.'pure r' ri \ rtr* r "i I h .r' ,li 'n r_ \.1 'r tto cverv toy inrtoftirg coulllry coDceivable. lhuscnrriDg a nio.e inventiv. cdge to the clcaD andefticie.tcill . Becanse of the IlLtiditr- and slon tancity of tharts, companies like that necd to be adaltable aD.Lclastic lo thc unceasjng Navcs of globalisationThis Ne$ Creative lvorkcr is seetningly thcinDovative daredcvil of the 21st ceDturr and thcconrpanies th.rt hn. hiD {re sinrultaneousl) tlreno\ers and shak$ of any siveD socieq lroping tol,r.'^ rl ,o,ig\ r' o1.F.,.r.-J r.J.'lupl fl'rLriar_.of the quolidiaD 'rorking class.Rccognising lheir contibLrtjonsto societl is withontdoubt fair aDd deseMng, yet i{e musi Dot forget Lhatwhile drcl bear the tinnnings olsociell., tirev ar nolthe ones who keep its closcd circuii iunninS Howmary YJ Bans do rv ha!e? Ho$'manl cr.ativeconpanies lil(e Srikfas crD wilhstand a tu$ulent and

Ie ]urc ofthe,Arts and Hunrarities isboth coDfourldi g and iDtrepid. Whileit lllk mc with astmngcpride that mychildren arc da rg enough to take a

7? BR0ADfR PtRSPtfilvtS tite cdu(dii.rr tssLc


25/36

'fhey'nerely

fomr a dnnniutive palt ol lbe fopulation.xlost would cop oui aftcr awhile rndjonr the rnnksof nore stable i.slitLrtions. MI children don't se lhe'' ,E- ,'runorni.Srot 1^fa drr,t L r1r 1. r .;A dcgrtc in the hunanities will most likcly lc{d pcoplenrio carccr impasses. What car on. tossibly leaDliom Literalucor Hisn)N? Writi S, inalllical skillsaDd teachinil one to think out of the box? Sur.:Donetheiess, these slallsare noi targcted at rryspecificlocationi degree holders in thc lib.rxl arts andhnnraDities rcnai! less occu pation ally nDbile thaDprclessjonal dcsreeholders. Awriler can ncvcr be alnwyer, doctor or cngiDee., but the latte. drree can.rlrJ\ o- rr;l, r \l d., rr'.l \.'rJ L.r-i FA i, "arc professions e.ell respected and admired. xlostinpoftantly, they pal well and arc cconomicalhsustailablc and safe; ther will never bc obsolete.With great ffeativiti comes great cities. Cilis arcgilen their distirct identity fron their people, so mtc|ildrcD tell me. QuotingArisLode who intinied thrt''a ciryis its feople", ni] childrensticl tohis maDtr{,aspi.init to cnntribute to the vibrancy and robusincssofthe city sone day. The crcativc dass indubitablyaids in the enbellishing ofa citl'i thet are the lillleBolutiomries who give a ci\'iis lisibiliti . New Yo.liis a shinins exanple of hc,w dazzhrs and creative a..lr'.d, l" r,. 'r. 'l 1..'r ; i ,,r. -..r"denize s. As an ccoDomic liub, it md(es u! a bis ficccofthe global economic pic. If rn)thirg at all, NewYo.k seems to be (he epitomc of r\ristotle s dictu .T|en again,will New Yorlt remain as it is intheagesto corre? Jnst as empires rise and l:ll, grcat citiescone and ito as $'cll. Think llerlin, lstanbul andFloreD(e. HisLory has rroveD tlie ebb and flow ofgreatDess and deleattbuilding a g.eat city does notncccssarily niean that one s crcation xill last. AIL thaLmattcrs is Dot how great a cir!'can b.:ivlut nattersis lhal a city is functional and iLs cilizcns kett safeand well fed. Thc crcativc class is itself a bubblcfhcnoneDon: once capital dcpletes, o.igi alitydampens and innovit ion diminishes, thisbubble willburst. SusiainabiLity thn becomcs thc order oftheLd'..i' h....'.\ '.a'. ' r',h".1\drr.,tperilous limes? One can oDly wonder al dre crl.nt of

ADother t.ope ol such afparcDt courage is thestereotypc ofthc staniDg artisl. It\ cool to beoneollhem. WagiDg the n'ar againsL minion hoodisiDdeed a.omaniic and gloifyiDg eldeavour, brtrcally, the glal)rourisation oftlis Dotior is a loolh dyonc. \'outh can aftbrd such loft! drcams but age andrcalitJ i{ill seep $.ith a slap irDmiN'nt. Doctots,la$rers and cnsinee.s will ever halc to cone p'.ih a 1o"r r'..r'.. u':"1) . lr.r ..'..The starvirg arlisl can onl) feffonn slaNntion to afoirlti afte.rvliich, he lvill fiDd hnnselfquixotic andrno\c or1 with life. PliLher a cubicl. slave than a patrler,

I applaud the A s and Humrnilies lbr lhei. high'nrinde,l noble intentions and have no $.ish lo sc.tbcm abolished fronr lhe school curricuhni.ltamleloncc lamcntedthe futility ol words, \tords, \t!.ds".lronically, this could ilell be lhe casc for the r\tsand Hurnaniticsi thc,v a.e all talk and no actton.ll,l.rgon" pl.rt' n '. L'1 .or. l'.\p-dd'J r'tsabout thought and life is ccrtaiDl) irtellecluallygrati{ying. but ultimatel! naivc, sclf-indulgeDt lrnd

WAGI]IG THE WA

RIIATEDISSLJES5itfi,rcr & s0fltTYBUSTNISS & t0RP0R{]t0N5ARTSURE,\tI DIVILl]P]!lINTIDU(ATIOI{

WATTH TI]I5

fru?THE01t 0FtsA0ltt.

IHtJ0Y LUtK OLiE {r993)

]1EOUiTt I I'iR IIR

AGAIt{SI ill1ll0H()(lD IS IlIDEEDR()MAlIIICGT(lRIFYE1{DEAV()U

?3 8R0A0[R PtRsPltllvts rh. ?.ll.dtion issr.


26/36

A MAIIER OF OPINION

A Head-Hunter AnswersOn behalf of talent-hungry MNCs, head-hunters scout the world for thebest and brightest among the world's workers to slot into key corporatepositions. Are creatives on their hit list? t .""."i"ed by r{arcus ran

Is the Study of Humanities & the Arts a viable option today?

i{ s -\ -t/i

coDtestable qualificrs, ihey r.e often eqnatcd Nithsuccess iD th conlentional fiekls ola sci.ntific andtechnical educatioo (after ^ll rre a.e in lle .sc oftechroscicnce ortechk o$teds/). Yet the vilue ofa'hunan educaiioD'- one ofthe Hur.aDities and theAr-ts'cannot and should Dot be undenatcd for th'ncw $'orkl order'rcquircs i.leas ard innovaiion topavc the $'a] for abettertomorow.The tradiiioDal vie$,s olan artistic cducatiolr havc.t$'ai$ been onc of frxgmatic concrn. I-caniDg abou I.\F \Jl..'n,l H.r ,i ,r'i'.lJi .". .Jt,l o "d \. -.t, iponc su{ficjentlr tor the industrirl ecoromy and does

n todav s hishlr conpetitiYe econoDry.scckiDg the best and brightest is a itrienscbusincss nr itselt $hile wc woukl cert.rinlyagree that ihe best and tic b glitest are

litlle in contributing to socictt's technologicaladvanGneni. Histoical k owlcdgc is puryoselessfor the prst can nevcr scne aDy practical tunctid fo.thc tresent. lt pales in conpaison Lo.xlcttise thatcan hclp buikL lhe rert Space Station and is nnalleto addrcss the proble.r of dnnnrisliDs lood suffhcs.Studvins thc Fire Arts is.r wotthless pu.suil lor itcaDnol addrcss, Druch less soh. th. fressins issL,eofglobal $.arming. All the r\ts ilrd Humanities canoiTcr is an educalion nr h manist values.'l]re common nispeme!lioD of ihcfateof a edLrc.tioDiD the Arts and Hunianities is that of r starvingartist. An artistic educrtion can b Dg to the tableonlr thebrre necessiti.s oflife and e!n sothcre d.

24 ER0ADIRPERSP[OlVtS the.1]rln,ridt issud


27/36

Yel lhe.vcr crpan.Ling ertedrinnurl nrdustrits oftodtl, $'i1h thcir inccsslnt and irisiliablc ddD.ndfor creaLi\.e lirl.nt f.oplc froDr o iIrry \vNlls oflife turD enlerlIidDr.Di stars of tonor.oN isjdslonc caunple tlut ! lo\ es $r..h a b.li.f to be tallacious.Cr.ati\itr is not the sole domriD ofthc cntcdaiDmeDLjndListr_r.It is r qurlitv LhaL js denrtndc(liI tlc De$.ecorrolr) ol lh. 21st crntuL-a.The competjtive slobrl mrrkcts ofthe nei! centu,l',dritcn ly the e!gires .l nnrolation. inventioD ifrid..s rcquirc' a .Lifteren I sorl ol w.rkd \ith a diflercnt!or1 ofkno$'lcdgc the (.euLi\e t!ork.r. This Ne$O.rlnr \\rd ker thus chrllenges lhc b.lnrf thrtcrexti\e orinds Nill not fnid producti\e hbo$.Inn)vative conrp.r.ies sr.h as IDEO are coDstrnlllon thc hunt for creat ire lale.1. Fonncd iD 1991,IDLOis i dcsigD firm thaL hebs o.uaDizations irnulrlethrough dcsign. It hrs been nnked b) glob.lb$nrcss..1.\.1.conpanies. ADpl.\ UFt nrouseandthe Pal VPI)Arrc nne oflDiio s .rost notablc works of ut.'Iod.t. knoilledge olone s lechnir'rl cvcftise is nol rgersufiicicntlortheuods.rllenl lr.itofthcglobalcoDs!mer cnltur. is trod!ct dille..ntiatioD.The entre!re.rLrr .ftodry nceds an irire.tne sDi trnd Dn)re thrn a lash ol .rcrinitt to cceed i| rno!.rli satuated rorrn,o.iilr' mrrkct. lroduciDg atunrtutcr that fluctions is.o longc. snlficicnt: ilhatrrlrie!.rs r.cord sal.s is in nrakl,,s iL diliircnt. ,\ndthe liflere.r|. js thc offspring ol a creulir. miDd.stctc JoLs ol ADr lc c.mDtrt.rs is cedairrL\ .r ne \d|oundostands such r cod..tt. Atflc s contitruedrcidr.ntion of its lro(Lucts ard ils br^nd has cnnuedlllat il hrs str]cd rs one oJ tlr w.rld l.rdcrs ir theronLp ler indnsh,l . Jobs represerts n . ew .oryo nulper class rff.clionltclv termed as bobo (aprtmrDteru ot th $ords lourgcois ard bo|enrian).Olh.rs such xs Virgif\ lti.hrrd Btanson rnd thl]odr, Shof s Anitr Roddilli, alo.8 \'ith Jobs. mtrlitlie risc ofthc (rc.ti\t (la5s. lhisc.cntivcclxss,acco irjl losocial s.icDtist Dr. Richard liloridi.$illl- II l,. I I, r."tl I" r{gro(th inthelost j.dusl al cm. Snch deveLou.'enlcnn b. r.rliz.d $'ith a woJtibrcc ilrt posscsses therttrib!lcs ol an acli!e inaginrlioD. ac ttinlenti\enss. \'iitorous cre{LiteIess ind anrD]'icldnrg sei,se ol .n osit}'.

*-4,THT C(}TPEIIIIYE'GI.()[AI.TARKETs oF rnr fiih.(EIITURY, DRIVEII EY IIIIEilGlllEs 0f illll0vATl()il,rtYBfltot tilt tDEAs Rt0utRt ^lllrrrrREusomorworcftlrTH A DtFtEtHfi S(lH 0rKT(IWITDGT - IHE CNTATIYEtloRlGr"

BcloDd the e(o.o.ric giins, crcrtilit) is t|e rerrsfark that ignites 1l,e vjbmnq chlracteristic oldulcm mcs.Llopolises. fle rclrtnDship betr\c(ngrcat titics and (.cili\ilr is i, r.llrtably afpartnt.t...: rj .lerders lh.rl drc$'drc ltt.Dtion aDl allilirtion ol

nraDt t{lenled potlc s.cking flme rnd lo.lLr.ubohcmian-q and brsnressncn ililc. (;hsgoi!in 1850',,15 . \' "\., l ' .that rrpidl) crfanded bolli fh!si.!ll! andecoro,.i(.1lt as r cons.quence ol r dl n..ric licnz\'burghl o! by thc innolrtivc energies elge.d.rcdfinn the pothl(h ol cr.itivc trlcnt. The !r.rde rnr.gi.itics of New Yorlt. l.ondoD rnd HoDg KonE artbe cont.Drlrral] cquivalerLs ol Dr.trop]iscs thatthri\e on mfid iDfonn{tioD ard olloral c\chxDr.,an e\(lu.ge th.t is founded on ar econoDl .livcnbl kDoNlelf,e ard idcas. Thus cities be(onre g..rt ifthc] rrc ableto crcatelnohtcdgc aDcthanLonise lhco..ti\. to$'ers brouglrt on bt. dikrsctllent pool.ADy co,roratc industN seeliir)!, 1o llrrilc iD tlicse'u,l'.rl." i ' I'r'.l -ri l-r"theconcepl o1 trl.nt. Th. talcnt oftonnJo$ is oncihat musi be libra.l, .\nb.rrDt. i .enli\e rnddrtcrprisilg. The L,ri!,h1cst aDd th. bcst are lhoseI lal tioDccr a frrnising li,tur b) t..rnrg into thelast and ler, ning lnn tlie preserl. And i|.sc rrc|lr..l' | 'h 'r r ,i' l ll, ";rDd thc Afts can hel! .! !re. at

RttAItD lsll[!s(1I (f & 500tTYBU5 NI55 & IORPORAT OI{Sa[rtIIRBAI{ DIl/ftOP]\,IINTIDUIATIOI.I

5L]RITll \TH S IS TI]E IDEO WAY

,,rn"rr.tr**intt,

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I:.;ll:.:;:r I

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28/36


29/36

GljT ME AN EDUCATION/ Historically,devel{rynis human capilal has al$.a)s iDroh.deducatioD as an nNhure.L otsociat eDgnree rgandDcvcr morc litall! lhar iI delelopilg nations..\ftoall,cdrcaIion e ibles the rccunulatioD of knorvledite.,r r ; . thj L I r. J;,, Jr,d .r. L p. 'n 'r.ri"development lnt morc oiticallr, it also buildsattihrles and rahcs tlal ca. di.ert indivnlLr s nrtobclic\iDs aDd follolvinq a connnon visioD that cDnnsthc hcalth o{tbe nation.Si.Sipore lild the a.l.led urgcncr lo quickly traiD asliilled workforcc and dcvelop lo),altr ancl soundnDral ralucs nr Ier ciliTns. |orDul schoohrg $'ashcDcc actno\rledged as the primaN r.c.ns ofcconomic B.owth and charged $ith building nali,)Ilal.ohesion. NatioD buiid g rlas almost synonytuousNith (itjzenship dcv.lofDrcDt. The Iliristrl oflducrtion'smissioDstatdn.nr.rikesrleartliatthefut re of t|c Dation cnn onl) be .Letermiu.d b]motrldirg lhe peoDle $,ho $'jll makc its furlre.Be(ause educrtion $.as so cl.xcb ticd to r|e nition'ssuryilai rrd \rell-beins, it is Do i{onder t|at itspfog.ammes, lroccsscs.nd policies came to be $)closelv couflcd with stnte intervention aDd, \l ^1i ^ \ l - l. -r. 1." J.j r, i I, r'tr'"cnniculo ard school progMnnncs c.me to be thenom. lhis tigliter contri)l also tresuDd that theeducrtion systcm conld thcr.tbre be t\\.ealied ar.tmodified according lo the n.rtjon's Deeds.Pohticai e\iilercies it thrt tnrc'{lso dcmanded aIunctionalist and ivholl) fragmatisi approach toeducntioD. Order and stability were prized and thegoal ofsocial cohesion and harnony meaDt a lowtoleraDce of dcviance. Meritocracy rvas also thelinchpin of a systern that also tried to bring its peopletogether by giving everyone an equat opportunit] to

se up the socio-ecoDomic ladde..'l-IIROUGHTHtBARRICAITI-S/ 11' . ,, rIr'land dc!.lofnrenl oi a corurtrys liuman capitalIrsalwars bee. a slrcng predictor of.conomi. growlh.A rise ol r% in literac) sc(rcs ca! affcct L,pwnrds 1o.': or.r ir I'r"dr.r|I"r,ii r-bir. rr', ircDP.]\ highcr imfrole.rent ir workers skills canlcail to a f.stergroNth as well.

Of thc tunr goals ol econonic developmcnt andn.tional cohesion (evoh'ing cvcntuallr intc)citizenship), tlie nilnoeuvring and Dranageore t ofed u catioD to facilit{tc Snrgaporc's economic rccessrDd stability has more obvious tangjbles achieled.Thc 1960s and 7os saiv ! massification of basic.ducalion and the prolifer{tio! ofyocational nndlecLnicrL irstitutes to makc cdnc.tion ecoromicalh.elevaDt so as to cffcctivcly b.clt the gove.nDient s!ush into thc glob.l economy. lhe r98os saw thcfuth.r div$sificalion ol education rDd a grcaimcmphasis on scierrce, niatheDatjcs and ad!a.cedrpc\ 'ol '$-.,nr- -h,l l., l^ JLro, ro ,.r 'inecono.iic gftx'th. Thc b.t ftal the Sirgaporegovenment placcd lvas t|a1 n hig|\'ljterate aDdtrrined Norkforce could ahvays adjust the Dostfl.xiblyand nnnbly Lo lnture teclliolosical adlancesand business trnds.ID nere decrdcs, Singafore tmnsfor s into oDe ofAsia's tiger econoDrics aDd is rvjdely praised for itsdiligent lnd cillci.Dl lvorl{jorce. r'he nuintenaDcc ofSiDgatorc s competjtjve (lge lLas become a rnaDh aof sortsi \rllh the worhforce, cvcD in good t.ars.' ^ li ' 11 '. or,i lu l..' - d rr,g, ' lF n irsliiLls. !!d ofcon$c, sct a qood educatir,n.'DO YOU SPEAI( A iIlY LANGUAGE?"/Snrsalnn's biii.ilual l guase poiicies rrc rlso closebti.d to l|e 1\aingoaLs ofecoDomic prosrcss and narionbuilding. Ihe push of thc stLrdy ol Lhe En8lishlbrr, 'J.,r ,\"^ls\.a rr'r-" i-,l r: r...1.1ir.'r'.fiNt link.d to the econonic inperrtitc. As thclanguagc of t'ade,.onuDerce rnd administratio.,ih. Enillislr larg(age expedited Singaforc s enrr'!into and iajntaiDed her nenbcrship h t}e {orldeconomr. Aiso yiei{ed as a Dcntrirl language in ann tiucial aDd DruliiliDgLtal socjett. Lnglish pro\idcda conrmon mode oJ conrnurication anongst itscthnic gronps, crossing dialects aDd differenllrdituages sirnultrreouslr, and u!iting a dile.sepeopl nr a counon r 'fosc ofrvorl and Lrade.The bihrgual foliq,, lbe pronotion ofthe DnnhcrtoDguc langLlages as a 'cauier of vxlucJ shoi{cd thaiSingapore was alwars lmkirg out rt the sanre Je{c.ucial lrolts. It $'as notjrst about eco,ron)ic suc(essalone. but mccess as a nation. y'\lE:E.r{i.kr

2/ ER0AD!R PtRSPttrNts l/t.dr.dtirr1 rsrl.


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l-0tA[ vs. GL0BAI

To ens,,re emotion.l tics to the notlierland. thenainDal heritage languailes $erc dccmcd lital lbr tlietcaching ofp{tiotisn and moral and civic vallres.Still a highl)' contestable position, iL wasbelielcd ihatAsjan languagcs were best placed to teaci lalnes likcllLial responsibilill, looking out for the colleclive goodaDd loving your nation. Sncli enrctional ties to Lhefamily and Dation would then profidc the Decessaryballast agaiDst the inevitable Westem influcDccsth{tcanrewith tradiDg witli the world and jronicrlly, ihcall too successful p sli towa.ds rn X glish sheanr

i{as made to politicalll socialise the r-ouDg: specifictoplcs ir.ludcd the Constitution of Singaporc, thcelectoral proccss aDd the process ol lai{.students were never alloived to forget that their partiD Dation building was alwa-vs tjed in to the strrvivalof a mtion - they were told ceaselssly ihat Singapore\ras a small Dation and that if everyone pursuedexcellence SinsaDorc would do rveL

LIl'TJS AI,I, UNITE \VITH A NtrW SPIRIl'/Nation building also eventuallr- cam. to beqnon)mousrithcitjzeDship development. Citizcnsht)ls a lea-red L"\ 'r':r .'rJl'rr" olrrlFr,.iLior,r ,dai "r, ,' ir. .r/r'. urn,i, gSiDgaporenns inlo nrfonncd, parlicipative aDd nostrmpur r'l.r '-.1,o ,.iLl. a, d ,."tr' .r r/.rb-i;.'n.all kcv to the srNi\ al and success oft|c natioD. Similarto highly controlled nations like Japan and Korca,Sin!,apore s national values {re expressed e{plicii\'ard aLso helplully numbcrcd to prorlote social,' c-..Jr ulh r ll, ," ll,p r JndJ..I l:.. r.'i. ,r..rFrIr).'1llhF.inL,oo,l' rJ,rn,xl rr\rn.i1.,l.nl ,trrrrs.lr '\'l. r ' \' or 'rlr'.".1'r'sof moral yahes ar.t ciiizenship in the cl'ssrooni.Periodsofst tcturtd cilics and Doral education sremade con1pulso, -v thrcng|out frimary and seconda4

Decadcs loDg t$'eakirg of the inslitLttioDaliscdteachins ofcitizcnship and its atteDdint values tookpl.'.r " 'od.""t""rl.r]un 'Ilh'ir pro,'i.Fand the senerations moderniscd and chansed. \raiousincarDatidrs $'ere inplen)ented and displaced ardLexlbooks came aDd$'ent. 1992 saw Cnics and Moralljducation (CME) nnpleDiented. Xlore ol an attemft

ID 1997, National FldLrcation (NE) $'rs huD(lied asthc latest nrtion building salvo to shape rnd affectSingapore's nlcreasingl) apatletic aDd historictllyiilnorant vounger citizeDD,. l he 2oo r inh odtrction ofSocial Studies as an e\amniable a d coupulsorysubiect !'as a sig! ofrnollntiDg coDcern on 1he partofthe goverDrnert.'l he fear oflounger generrtionsliving in a histoical ucuum is lhrt thct will cteDilullttakc Singapore s peace ltnd p.osperitr- for graDtedand, nrorc daDgerously, no loniaer buy into thcsnrsnporcan idcals of DcritocM("/and rucinl ha nony.A la.h oI a sense of Dational consciousness rcouldrcsult ni the lack c,ia shared will to forse oD togetheror thcrc rvor .i rot be e ough ofa collcctivc cnotionalnrveshncnt to fight on in bad ti es.'I'HE \VORLD'S YOTIR OYS'I'r.]l' BUT THEPEARLS AREN'T FREtr/ Tlie rei evolution oltheccononic inLperative inyolvcs {n econom}h ansfonncd by the lbrces olglob.lisatioD. As a small. ii r r-] \,')s l' '.i ,; n ll F 'linsecuritr'-, for.vcr desiined to lill where the globalwhirlivind ofchangctakcs it, formal education in rhc21st certury is aganr taking anothertun in lhe stomr.siDgapore is on a mission to ftcpare its $'o.kers,]onns.Dd old, for a knoilLetlge based econonv\'hichilm.nagcd succcssfully, rDd leL s noi forgct, faccdtogethelas a natioD - will see the sLate (hrough tn ft


31/36

informrtion technoLo!,). {q,lrh we are rade awnrchowwe rre on the cusp ofchrDge, tlis js agau $.hereSingaforc stagDatcs aDd p.ishes or coDtir es to

slate has been underscored over lhe years and anycritical thought encouraged was subsuned insteadinto the ecoDoDric imperuti.Nlost criticisms about Singaporc s citizcnshiped(.'rr^, q ed o, r 'P i. r-' r r-,. rf r\', r. i^ lolsuc| an edLrcalion is nrostlt a top donn af!rcac.hthat .eljes on the pnssivness of the rec'eiver.The lieal,r haD.l and onnipresence of the state alsogcncrat.s a suspicion that cvcrl'tling is ta ght is forpurc p.ofagandist furyoscs aDd hcncc safclvtuncdout. Studenk hrle becorne inxrcd to didactic i{arnnrg.sol econornic and .aciai disasler. Also, lhese nandarol"l/!riods are talght br an inc.easingly harriededucatds $'lD are tlienselves also generrtionallldistanccd from SiDgapore's irlitial groi{irg pains.\"Jr,n-i,.rlr"- r' r- . idu ..,.,rd' ,daq..on thc |ard scicnc.s havc conhibtrtcd to arincreasinitly llnemotional vie$'of cultur andThc icnsion is growiDg as the rise of x hishly educated,i{cll rcad aDd tcchDologicary sa\af middle class leadsto nrore quesLions asked abolt the individual's rolcin lle lvhole process ofbeing a citizen. Having beenexposed lo democ.itisirlS relbr rs ard movementsfron a globalised rnedir, thel coDsequDtly may havediffocDt \icas of tlic rclatioNhirr of the nidividurlio dr. statc, i|eil rolc in dcmocratic frcc.sscs aDdelen the needs of the statc and thc individlral.'lhe government ca.noL attord to ignore t|escReal engagemeDt in nationhood bidlding and identit-vmaking prccesses can only happen wheD civil societyis allowed to flourish and dissent and quesiionins arenot always seen as a political threat. If Sjnsaporeansare to be citizens inthefull senseoftheterm, iftheyare to be .e-engaged and participative, active andcorcemed, they need to pznicipate in complex issuesconcerning norality and politics and ihey Deed to betaughtto handle such debate and discussion. wlratis corside.ed $ucial skills for thc 21st ce.iur,r- criiicalLhinknrg and qustioning, problenr soh,ins can no'.,s-r ' ur \ '.,i-n.l) L, , ,J inroequatiotr, and nmst be applied in the lirll cortext oI

what it rncaDs to bc a citizeD, prad.tlls includect. l lorvSingaporeans rcspond and opcD np to ihis chansernny be the new and erciting, albeitunccrtain, ma*cFof edn.,tion for the frtnre (t

11 the onll co.stanl ol rhis mlhlesslr-.ornDeiihleglobal econo r) is change, (han the nrove lowards aNrrc creative $d tlinkirg cu culum nai(es se$e.Educators no$'Dccd t{r reflect oD how to inculcatetheabiliq to cr.atc, gcncratc, slDthcsis., adapt, and.ela r in t|eir c|argcs. To suffo this, sclroolma agemen( has been decenlralised, autononDgrrDted to experiDrent $ith djlleretlLiated curriculLunsud a lrhole mnse of speci.tised schools benu openedDt to cxploit cv.N diff.rcnt talent thrt will nake anecononric inrfact. If $'c can makc all cducationalinstiLiltions lhinking Sc]rools, then $'c.aD bc aLaming Nation. And il lve can be rhat, ne are wellpositioned forthe next decade aL least.Ofcours. the cruse and effects are Dot $ simple asllie! Lrsed to be. Flncouraging a morc crcativc aDd. tcn d(,Jo. to..l,.,r'^|t....'. i..^.rrrgrowth rnal co e at lhe e\tense ol l]re highl]regr ed stabiLjt) and ordr lhat {as recessary loachieve ecoDoDlic prosperitt in the past.N.N dilennnas h{re been created iD the fornerl)conrforting relaiionship ofonc fart human cafitalinrestment equals ore fart docile, cfficient andpmductiYe Bo.lier. l he irLr re equaLion may be nroreunpredirtable aDd chaotic and the Eovernment rl)ayDeed to ask itselfho$'nacli it can let go.ts MY llDucAt roN \{Ho l A[t Now?/The tu. of the millenniom has lnade ihe issLre ofcitizenslip edrcation even fl)re lopicala.d lerin!,.New questions are roDstanlb bemgnised Lodayaboutho$'to iDculcate in citizens a seDse of belorgliij :indlolrlt! as inteDse globalisation forces thrcaten to tea.llrose ties apaIr. Nlorc and morc nations have tograppLe with lhese inplicaiions; elcn nrorccstablishcdstates need to c.rDstartly evolve and .espond lo lheneeds ofa more local ard $,ell t.avelled cilizenN.s ' L 1- r L. r' r:Ll LJ .' ' ff- .-J (i ,oipu.l \aims ofnational cohcsion aDd Dation buildins. Thisis parLjcularli seen in the gap beti{cen polict' aDdprdctice in cjtjzenship education. l'aining good.. {\':I i rul b' urn' .!r.1,'n'u r I . lh lrJ.r..rrgood citizens and\iceveNa. Dutiful defereDce to tlre

Tllr F RSr YrAR (2001)Wor(h rhi5 h sI y

iourneyr of {Nc begirning

d\rAL Fli.i.

RINIIll]!

?9 BR0ADIR PfRSPfOIVI\ th..dtr\trn,i i\*r'


32/36

(ULIUREWAT(H

Real Genius: Nurture or Nature?It's that elemal dcbate: is genius innate or can genius be fostered? Will bard workcover up for the lack ofinhercnt talent? We find the best irom the teacher sfrld..ntgenre ofmovies and books that exemplii. aspects ofthat argumert. ByNadja Mah

ipiivrrii AMADEUS (1984){;UNIUS \l lLl..\l-\\'AvS Irl{trs l RA ll'l rHE IILDIOCRII/ OrigiDall deidoPedas a pla] bv Peter shiller in 1979, this mo\ie takcs coDside.able a isii.liceDce witlithe ponralal ofthe lives ol tno rcal-life composers, Wolfgang Nlozarl and AntonioSalieri. \{hen Salieihe.trs lrlozart\ composirions, he kro$s he is iD the presencc ofsubhne, even divincly nrspired sen iLrs and all his liar(l$ork andmodesttalent cannorbridse tlie gap. Unablc to reconcile {hy God woul.t sne sucl 'nusical seDius to a ilibehavcdbutroon lite Nfozartirstetd ofa lons standiDs cnlholiclit. bnnscll salierireiects God aDd spends his lifc tr,\iDg lo secreily uDderDire X{ozart's carccr' Salie.jsucceeds soDre$'hat as the.rdstocratic audierceslastcs runtothe si plhri.aidareunnble to aptrcciate I{ozarl-s bdlliantbut comller $'orks However, tillIis dcath.s iei is haonted $-ith the rccog|iiion that rfter daLir, it $ill bc Mozad s worlts thatwill cndure the tesl o l lime, lcaving his own medio.iv {oreter lo rgot len ft

GOOD WILLHUNTTNG (r9e7)

ASI]UTTllIIlIR]IIR

FREED0M WRTTERS (200/)IIN|l RON [lliNI r\Nl) lr,\iU ! l. ! ( lN S t li]\i P '\^_YONl]/a/eedon lriilcls follo$'s the tr{d;lionrl movie trchetrPe of''iDsfiraitunal leacher rcj!vcnates unha!py classroon lorgestablishcd bv novies lik. Ittdnd dnd reliuc/, To st L,itfi lou.,/)cod Poer s.Societ/ and l)ar.rro6Minds. Based on tlrc rcal lifexperien.. ofteacher E.in Gntwcll, areedo rvrilers ccntrcsrround a g|ctto class.oirnl tlat rcflccts the deep racial aDdecoDonic di\isions ofCalifonia. Used to bcing seeD as a dunrpinsgrouDd for stLrdents with acadernic and disciphrary issles, thechildrcD of Roonr 203 opcnly figiit, disobey autho tJ aDd seeLhensclvcs as destnled {b|a litc offrilue. K owingthat she rvrslighting agaiDst an enti.e colnDrlrnitt tliat rinfo.ced such 1{r$'expeclations, Grui{ell used tells likc "fic rn?r! o/,'lrn. F.dnk.tnd tallis by Holocaust sunilors lo insfilc her studerts to fightagaiDst the press|rcs of their iInmediatc .Dvironn1ent.By conceltnting on hard wo*, nuny ofGn lells strdctits fouDderough ability wiihir themselvcs to Sraduate and moY. oD tocollege. (t

tr\rji\ (ll.:Nltls CANN0'I CRO\\$11ltOU l l .OVE/ lvitten by actrlrsNlatt Damon and t en Affleck befo.ethey hit superstardom. this noviecenncs aro nd a slltaught, troublednnlhe atical prodigy $ho worksuDDoticed as a jaDitorin IT.Itis!,eni'Bnc!.r blosson$ dLte to his dystuDctionalDDbriDgirlja. Abused as a foster child,Will is filled sith sell:]ratrcd aDdfea.,oDplnrghis ability to Lrust an!onc xnddestinins hn! fo. a ljfe of bor(tc incpoverty or jail. $'hen will solves asmdtrate le!l math probleni tlraL took\'lIT s fmfes3qrs $o yexN io solve, oneProfcssor LanbeaLr conspircs $'ith atherafist io keep.Will out ofpfison.Once wlill discoveN love, Jt.ows to irusthis therapist more rnd accept ihatpeople a.e naNed aDd imperfect, Willsuccesstull) sheds his tcar ofwhere hisgenius will take hitn and rakcs the fi$t

il

30 BR0ADfR PtRSPtOIVtS lit...lucdiior issr.

6en, s r!!L r{e lxr d,,u r\tcD\ losrrds clJimrnu his luurc.It


33/36

II{RD \'\/ORK CA\- l\'I A I CH C ENIUS/ This lNgeltpopnlar nungr seies b! Masashi lcshnnoto ceDtresirotrndih. cominsof-ase tales ola school ofadolcs.cDtninias. Uniquc porvcrs run in tlte genes of c.rtaiDlamilies and t|c yonngstcr's rre c.,rNtantl) plessuredio outperform eac| othc| bytheDselves. iheir dansaDd thei. sens.,is^. Various rn'al cs ccDtre arourd thedominaDt then1e of na(ural gcDiDs vcrsus sheernrdnstry: seDetically po\ferirl nnri.s fr orn cstablishe.tclans lilc Ncji Hiusa srbscribe to the beljefthat oDc'sge.eiic destiny is inescapable and the weak will ali{r) sbe wak, whereas niDjas fron less gifted lines likeprotagoDist Naru to UzDDaki aDd Rock Lee constaDtl!disprove their "clestinies" by working constantlv tomaximize $'haiever strenslhs thcv posscss. Thestrugglcs ofscleral geniuses in Na.rto .ko ill stratc!|e shlsslcs xith being too sified: Sasuke U.hiha'sr,m ro LF o|F o"l F -' r.lr". .l,Jr'" - ,r.hr'-rir.Shikanaru Nari saboLae,es his oiflr ial.ntbr sheer lackofambitioni Ilinata H)uga s la.k of self-conficLencetrcvcnts her from achieving simil.r succcss as hcrcousin Neji dcspitc sharinstlie saDie lina!,e at

NARUT0 (reee) :

-liriftrfi ToTTo-CHAN (r980)-


34/36

REBOOI YOUR MIND

Education for AllWhile 1/4 of the world debates abo[t pedagogy, virtual schooling and stleaming, 3/4 of theworld strugglcs with basic literaw and nunreracy. FIow far has IINESCO progressed in its prorniseto make uni\ersal primal,l/ education a realjty by 2o$? B] Nadja ]|Iah

!

';

E

E

g..-a*

a c ':, &Fio;iiftGdb&r'fl nid ^Fk! ,i wGF n ' d4.a i! $b-,d,t

GDP per capita. PPP (curtent internation:l $), loq scale ",,-. *-,",.,,,'

teady proitress has been rnade since i998, especially torrardsuni!e.sal prinnry educntion and gende. parity a'Jrong lhe Doorcstcountries, but thepnce remains insufficient for UNESCOs goalsto be met in the renajnitrg 7 years to 2c)15. Somecncouraging trcDds reprcsent coDsiderable achioments iD manylow incomc counhies: Primary-school cnrolmcnrs arc ufsharply nr both sub Saharan Afiica and South and \vest Asia!cirls'primary school enrolments have also riseD rapidl),,especially in solne of the Lowest incone count.ies olsub SahararrAfrica- ard south and west Asia. Gerder and educationalquality neasures are nlcreasirsly visible in national e.lucationpla.s. Puttic spcndins on education has nrcrcascd as a sharcofnational income nr about 7() count es. 5UB-SAIIARANAFRICA, SOUTHAND WEST ASIAAND THE ARABSTATES.

World Education Chart

3? fiRf)lDtR PfRSPFTT WS thppdlmno.iss|.


35/36

50 T+}ATS WT}Y YOU SAVE

MAJOR HURDIES IN IHE WAY OF UNIVERSAL PRIMARY EDU(ATIONt Irlal)ilitl lo nrar)llge (orrllicl, niitur-itl

disastcrs. povcltv ln(l hcillthcarc nlciurtirat UniIeIsiLl Plinurl EcLLrc:rtioI] is slillnot guar|lrtc(l-

11igh fertilit) rates, III\'/^IDS aDd rrm..1 confli.tcoDtjnue to e\ert presmr on cducrtidr svstcnrs in th.rcgi{nN with th. grcatcst c|allcngcs. Contlids aDd lIeirxftcunath s|akc th. tbnndations ol educntion slslefrs-.rrsing lhysical destJ!cllor 01 schools. dislhceDrent oflanriljes a.d causjng tfturnaaDl tear anonglrrents ud(lliLd.e,,. Chronic riolent coDflict iD parts of thcl)e,roc.aLi( Relrublic of the Congo, Bunndi, Somaliaand soutliern sudan signjficantl! rcduc.d rcccss toeducrtion. Thc HI\i/r\IDS prnd.mic nr .astcrn .DdsouthenrfricxhasrcDdocd man\'.hildr.n f .nllessard thus unabl. lo.ontilu. goiDg lo sdDol withoul ol|e.rdtrltsufpot. Th. frnd..ri. is rlso acceirlu.rli,,g lerclre.s]roltrges in Allicr NS lher literalll dje.rll or are disablecL2. ljducation Qualit\. is tor) low.NIan! flnnar_1 s.hool tcr.he.s in de!.ropi.g (oui,LriesLd.',r'.l,r'r. I i..,^r I',.". ,, , .,i' ,leecher n,,nfie.s \!orkl hare to irc.ease b\' 20lo a Iearlo.edrccpupil/lea(l'eruti.rs lo.lo:1 aul to acliieve UPllb\'2015. Ian! sclLools in (Lelelopmii count es rlso lackeven the most basic of school facilit.s and .qnitrDcntlilte frcper tctbooks rnd $'ritiDg D[t.rirl. \Vit]rontchcrf or rchrblc po$'.r surph, soDrc schools clcn l..klightins.

:J. AilLrlt Litclac\. is gilcn thc short shl ifl, ,-. .rlh i r . ,,.r rtr i-. r r',1.r, ,. r' Ipolilical tlitnsitior.771milli(D pcoplc agcd t5 lnd rbolclivc without bNic. ,,r'9.,..g\.insuflicicntp o q rnd fin.nc. tovonth and adull lilerr.rlr^g r 'r r.. t\ 'n" \l^r r^li n '\il , 'a, , r'' ,'rhnned cconomr, p!biic edicalion spendnrs droppedr.d lrrnl yourgrdults ir the Nralareas i{ereforcedtoleave school to he\r their frmilies l@k rftcr noi'lJprilatised livestock. Bv 2o(n, litcmc,l- ratcs xmoDg (rungadnlts (rse.lt5-19) $'.r 1or'.r thaD oldo lloDsolians.ncfor. thc Sorict UDioD brckc np nr 199r. high lit.rac]lc!.k prcvailcd in t|c Trans C.nc.sns rnd Cedhrl Asiabnt. shrmp in indrsr.inl outtuL led to drastjc cuts i.heallh and ed!cition speDdnrS. New h$s rlso ltLlouredlhe use oi naLio.al latrEurEes at the expense ofRnssirDso spealiers ofrational laDsurses becane "fuDctionall!

4. Aid li)r bnsic cdLLcaLion is insullicienl.'Itn.rl rid 1o basi( education accounLs tor oDh 2.6% ofOllicial l)e\elopf,ent AssislrDce. UJhile rid to basiced!citjoD will likel) iDcrerse in hie $'ith overallail- ils shuewould hrre to dorblc'to rerchthe estnnated Us$Tbillion alcar ncccssaN z.ai' ,, r, \,,r J.r- d .,,r\ O FotlJ /ot_

33 ER0ADtR PtRsPttTVtS thr.rlr.dti.,r ssr.

of Timor Leste'sclassrooms weredestroyed in theviolence followingindependence.


36/36

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