KNOWLEDGE. IDENTITY. HOPE
Our Future Generation
When we talk about education today, it’s impossible to ignore the quiet, consistent excellence of Singapore’s system. Ranked as one of the best education systems in the world, Singapore has quietly built a structure that is both rigorous and deeply intentional, while many Western nations are still grappling with their foundations. Undeniably, their system is not perfect - no system ever is - yet it still stands as a striking contrast to the direction much of the Western world has taken.
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This isn’t about idolising another country. It’s about learning. It’s about asking: What are they doing differently? What values are they building into their children from the start? And how might we, as parents, educators, and future school leaders, reflect on what’s truly working in a world of broken systems?
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From my research, I have become interested in 3 distinct pillars that hold up Singapore’s education system and that is what this article will be exploring. The aim of this article isn’t simply to observe and state facts, but to learn and hopefully adopt these positive insights into our future education systems and institutions. So, as we delve into this topic, let's ask ourselves "what can we take away from this?" and "what might it teach us about the kind of education our children deserve?"
​Singapore’s education system stands firmly on the principle of meritocracy - the belief that every child should be given the opportunity to succeed based on ability and effort, not background. From as early as primary school, students are encouraged to strive for excellence, with structures in place to identify and nurture talent.
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One example is the Primary School Leaving Examination (PSLE) - a national exam taken at the end of primary six. Based on these results, students are placed into different secondary school pathways that are intended to suit their learning pace and strengths. While controversial in some circles, the PSLE system reflects Singapore’s core belief: that academic progress should be based on performance and that children should be given an environment suited to their individual abilities.
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Another example is the Special Assistance Plan (SAP) schools, which cater to academically gifted students with strong bilingual capabilities, especially in English and Mandarin. Ai Tong School, a prestigious SAP primary school, has long been recognised for its high academic standards and cultural grounding. It blends rigorous academics with a strong moral and cultural foundation - a blend that many systems today have lost.
The Direct School Admission (DSA) scheme also opens doors early on, allowing students as young as Primary 6 to be admitted into elite secondary schools based on non-academic talents, such as music, leadership, or sports. It reflects a broader definition of merit, acknowledging that excellence comes in many forms.
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That said, meritocracy is not without criticism. Studies have shown that families with greater resources may have more access to enrichment programmes and private tuition, giving their children an edge in a system that rewards performance. So is this method really a fair way to evaluate a child's ability, performance and effort or does it actually widen the socio-economic disparity from an early stage in their academic journey? Families with greater financial means can afford private tuition, enrichment classes, and coaching for DSA interviews - giving their children a head start before the race even begins. As such, children from lower-income households may find themselves competing on an uneven playing field, despite policies designed to level it.
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This tension should not be ignored. If we truly value fairness and equity in education, we must ask: How do we protect the heart of meritocracy while guarding against the silent creep of privilege? This is a question not just for policymakers, but for all of us who care about raising a generation shaped more by truth and character than by circumstance. Singapore has maintained a high standard of equity and consistently ranks among the top in international assessments - proof that when done thoughtfully, meritocracy can still be a powerful tool for lifting children up irrespective of background.
Furthermore, if a school is the soil in which children grow, then its teachers are the gardeners. The heart of any education system is not its buildings, curriculum or test scores - it is the educator who stands at the front of the room, shaping minds and modelling character.
In Singapore, this truth has not been overlooked. It has been systematised. The country’s commitment to educational excellence begins at the point of entry: only the top one-third of each academic cohort is eligible to apply to become a teacher. As of 2016, there were approximately 33,378 teachers in Singapore, with about 30,008 being graduate teachers. That accounts for approximately 90% of educators in Singapore. This is not merely a filter for academic performance, but a reflection of the nation's deep respect for the teaching profession. Candidates are not just evaluated for their grades, but also for their values, communication skills and ability to inspire. Teaching is seen not as a back-up plan, but as a first-choice profession, one worthy of the nation’s best. Those selected undergo training at the National Institute of Education (NIE), where the process of formation begins. It is not simply about learning how to manage a classroom or deliver a lesson plan; it is about forming a professional identity - rooted in empathy, rigour and a commitment to lifelong learning.
In 2009, Singapore introduced the Teacher Education Model for the 21st Century (TE21), a transformative framework designed to prepare teachers for the complexities of modern classrooms. TE21 emphasizes the development of teachers who are not only subject matter experts, but are also skilled in critical thinking, innovation and adaptability. The model integrates values, skills, and knowledge to equip teachers for the demands of 21st-century education. It doesn’t just train them for today’s classroom - it prepares them for tomorrow’s complexities simultaneously.
But the reflection here runs deeper than Singapore’s methods. It asks us to reconsider what kind of people we entrust with the minds of our future generation. Do we measure educators by credentials alone or by their convictions? Are we willing to wait longer, pay more and search harder to find those who will not just teach, but transform? In a world rushing to digitise learning and automate instruction, Singapore reminds us of something profoundly human: that no app, platform or innovation can replace the steady hand and wise heart of a good teacher. If we are to build a better future for children, we must begin by choosing and training better teachers!
Finally, Singapore's education system is renowned for its commitment to academic excellence and its forward-thinking approach to curriculum design. This commitment is evident in the diverse range of curricula adopted by top schools across the nation, each tailored to prepare students for the challenges of a globalized world. Here are some examples...
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Singapore American School (SAS) offers a comprehensive American curriculum from Pre-K to Grade 12, emphasizing inquiry-based learning and critical thinking. The school integrates the Reggio Emilia approach: an educational philosophy for early childhood education that originated in the town of Reggio Emilia in northern Italy after World War II. It is widely respected and has influenced early years education globally with a focus on child-centred learning, teachers as co-learners and researchers, strong parental involvement and much more.​ Schools around the world, especially those with an international or progressive outlook, adopt Reggio-inspired practices to promote creativity, independence, and collaboration in the early years. In Singapore, international schools like the SAS and Blue House Nursery & International Preschool incorporate elements of this approach in their early childhood programmes. In the upper grades of SAS, students have access to Advanced Placement (AP) courses, providing a rigorous academic experience that prepares them for university-level studies.
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St. Joseph's Institution International (SJII) adopts the International Primary Curriculum (IPC) and the International Middle Years Curriculum (IMYC) in its elementary and middle school programs, respectively. These curricula emphasize thematic, interdisciplinary learning to encourage students to make connections across subjects. In the high school years, SJII offers the International General Certificate of Secondary Education (IGCSE) followed by the International Baccalaureate Diploma Programme (IBDP), promoting a well-rounded, globally recognized education.
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Dulwich College (Singapore) provides a blend of the English National Curriculum and the IGCSE, culminating in the IBDP. This combination ensures a strong foundation in traditional academic subjects while fostering international-mindedness and critical thinking skills. NPS International School also offers the IGCSE and the IBDP by following the Cambridge International curriculum. The school emphasizes a balanced education, integrating arts and physical education alongside academic subjects, ensuring holistic development. One World International School (OWIS) offers the IB Primary Years Programme (PYP) in the early years, transitioning to the Cambridge Lower Secondary Programme and IGCSE in the middle years, and culminating with the IBDP. This progression ensures continuity and depth in learning, with a strong emphasis on inquiry and global perspectives.
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These are just a few institutions which exemplify Singapore's dedication to providing diverse, high-quality educational pathways. By embracing various international curricula, Singaporean schools cater to a wide range of learning styles and aspirations, preparing students to thrive in an interconnected world.
On the whole, Singapore's education system exemplifies what is achievable when a nation commits to excellence, equity and innovation. Its consistent top rankings in international assessments, such as the 2023 Trends in International Mathematics and Science Study (TIMSS), where Singaporean students achieved the highest scores in both mathematics and science at the fourth and eighth-grade levels, are a testament to this commitment. Central to this success is the rigorous selection and training of teachers. Only the top third of each academic cohort is eligible to apply for teacher training, and of those, only one in eight applicants is accepted . This selectivity ensures that educators are not only academically proficient but also deeply dedicated to their vocation. Moreover, Singapore's curriculum is continually evolving to meet the demands of a globalized world. Innovative programs and diverse curricula, such as the International Baccalaureate and the Integrated Programme, are implemented to foster critical thinking and adaptability among students.
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However, it is important to acknowledge that no system is without its challenges. The emphasis on meritocracy, while promoting high standards, can inadvertently widen socio-economic disparities. Students from more affluent backgrounds may have access to additional resources, such as private tutoring, giving them an advantage in a performance-based system.
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So, as we reflect on these insights, the question arises: How can other education systems learn from Singapore's model while adapting it to their unique contexts? It's not about replication but about inspiration - identifying the principles that underpin success and considering how they might inform reforms elsewhere. In a world where educational inequities persist, Singapore's approach offers valuable lessons. By prioritizing teacher quality, embracing curriculum innovation and striving for academic excellence, we can see that systemic improvement is possible.
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Let us take these lessons to heart, advocating for educational systems that are equitable, forward-thinking and committed to nurturing the potential of every child!
References
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1. Anadolu Agency (2024) Global TIMSS 2023 results reveal Singapore leading; France ranks last among EU countries. Available at: [https://www.aa.com.tr/en/europe/global-timss-2023-results-reveal-singapore-leading-france-ranks-last-among-eu-countries/3413774]
2. Ministry of Education Singapore (n.d.) Direct School Admission (DSA-Sec)*=. Available at: [https://www.moe.gov.sg/secondary/dsa](https://www.moe.gov.sg/secondary/dsa)
3. National Institute of Education (n.d.) Teacher Education Model for the 21st Century (TE21). Available at: [https://www.nie.edu.sg/teacher-education/initial-teacher-preparation/te21]
4. OECD (2019) PISA 2018 Results. Available at: [https://www.oecd.org/pisa/publications/pisa-2018-results.htm]
5. Tan, C. (2015) ‘Education policy borrowing and cultural scripts for teaching in Singapore’, Asia Pacific Journal of Education, 35(2), pp. 217–233. doi: 10.1080/02188791.2015.1022674.
6. World Bank (2012) *Singapore: A Global Hub for Education Excellence*. Available at: [https://documents.worldbank.org/en/publication/documents-reports/documentdetail/628021468103751091/singapore-a-global-hub-for-education-excellence]
