Affairs Made Simp

BRO

cTr ES

AFFAIRS MADE SIMP

c00L

WE DON'T

S( HO()LS WHO'S NG EDGE?

NEED NO EDUCATION WHY zOIH (ENTURY

EDUIATION SYSTEMS NEED

IO

sl EDU IHE

GREAT SOOAL

EXPERIMENT

EVOLVE TO MEET

2IST TENTURY NEEDS

RETHINK ELITE

IS ARTS EDUCATION

scH00Ls

WORTH OUR TIME? THE HEADHUNTER FAIES OFF WIIH THE ASIAN PARENT

/

r55Ur 6 54.50 2008 r"uca(r calrolzoor)

THE

EDUCATION ISSUE BROIDER PERSPIOIVIS IS PUB1ISHED 8Y S(HOOT

O]

420 Nonh Bridge Rood #06"21N0r1h Bridge tenlre, Singopore

I

88727, ww.sthoolof thoughl

rel:*65 6334 87/3.lox:"65

om.ss

6337 2434

tuBs(RrPTtot{ RArrs ron 2008 542 (12 issues,lonuorylo 0dober) Iorsubsoip]i0n "'nquirie!0nd b0(k isere5, em0il: [email protected]

IIIE IROIDER

PER9PECTIVES

TIAIT

tdilor.in Chief fln0belh i{on, [email protected]

0e0tiveDireclor ShiooYintuik,[email protected] S0le5 &Subxrlpllon!I,\0n0ger YeeTong,[email protected] Contibu ng vvrile6 Xioo(hing Ling, J0selin B0u, YeeT0ng, N0di0l\40h, M0r(u5T0n, (herrvYjWei,lenyl{eier lntern Amellio Rozok Prinler lobez PrinlinU

House

Sole Dislribulor Righh0us lnlern0li0n0l Sub5(riplion Servi(es

/l

Ubitres(enl #05 09 Sing0pore 408571

rel:*65 6323 1833. lox: t65 63211838 emoil: [email protected]

OUGIIT

5 IflINGS TO l(Nt)W

Frvr c00t s(H00r_s Not all schools ar€ about boring exams, crunpcd classrooms and stifling dress codes. Find out which schools arc pushing th€ boundaries of what modern education should reallv be about.

FEAIURE ARTICLT

WE DON'T NEED N() EDUCATI()N Modern education sAstems maA not be as releuant os theg think. What are the ztst century skills that educatiotT needs to import to tomorrow's leaders? ON 2ND IH()UGHI

RITHINK EI.III SCtlOOT Nobody likes

a snob, least oI all an acaclemic sDob who thinks he is too good for society. Or so we think.

ESSAY

t4

MAKIOVIR

UNDIRSIANDING (ONSIANTS AND VARIABI-ES Why do students flucluaie so nuch irl their grades? Is it a question of skills or smarts?

(UTTURIWAI(H

RtAt GtNluS: " NATURT OR NURIURI? Pop crlltlue's tale on the eternal puzzle ofwhether talert is innate in our nature or recds to be nurlllred lry a teacher-

A MATIIR OF OPINION

THT HEAD-HU]'lTtR V5. THE ASIAN PARENT Our writers squ.T€ offon the issue ofwhether the study of arts ard the humanities has any rclevance ir mod€n society.

t0(Atvs. Gt08At SINGAPORTS EDUCAIION SYSIIM:

RTE(){)TYOUR MIND

THI GRIAI SO(IAI TXPIRIMTNI

EDUGIION

AD analysis o{ the reldtionship bctueen

How lar is UNESCOfTom itsdrean to achieve universal primary

Singapore's education slsiem and the worl-force and citizens slni wants to tmin

FOR

cducatior for all by

AtI?

2(J15?

5IHINGS TO KNOW

ABOUTTHiWRJTTR

02

ER0ADfR

PTRSP[filvtS

th..dt.ttti.,,

issrp

YOUIUEITHI5

2 ScIIOIIE,

1

826 VAIFNCTA uNIftrD S |ATES OF Ar\'rr.rRr(r

SF(]o\ID

\v[LTOMIT1]SIllOMIPAR(

T,TFF

tu163uduro WATIH IHIS

DAVIIGGIRS'WI!ll

e\,y'idlz33

'olly'v

LITER.{CY 1'HROTJCII APPRENTIC!]SH IP / Bcst-sclling i!lho.l)a\e lgg.rs bclicr.s l|trt $.lthont ht.ji.!, . .alio,r srcrls lcss nrfbnrcd. if.orati\e and

i(lh rdult - which is ilhl he funrer caftoonist .r..r l- r ,.il ., rr il. I -:.,\1t", i. polil

r

trofitt iti.n..rtrc

hcb.hildr.. fuD 8 to 18 darlotr their talcni lor wrili.g. lhe x r1or1

th.rl rnnsto

u rr,!.'1, .'1 l\^, €c.,u t|. hisll€st (diibre, from dis. jo(l,evs ard tilnmxkcrs to llt., ui1 sulerstrrslikc Dalid Sedalis. Zrdi. Snrilh, Aurv laD a!d Isah.l Nlendc. Iirti..d br ll)e proDrise of ftc tlition. ileU tips and r\orkslro|s l1rrrging tioni fictjon It ti.g to S,\T pr.frhljon, roung pcoplc rrc also ldrrl h b\ docrLirr€nLrry

.. L.'.','

' \. ,',.'1.-i,,.

dormaJ)t sense

rs

Liggers s

U26

i

of\uxlcr. Occrfving liresrDle

lite[{

spacc

fub]isbing s(trip Nlcswccn.r\. 1,r l,e Lres, La$cr chrns, Ii.ldtrl

\ialcncia liatrn.s

trrfdoors .Dd slrr.ge lioranls. 816 \:.lorcj.r lir\ sincc cvrn.l.d 1o ser en chtLptc'N thrt .ko host bizafie rctril slores: t|e origiDllSan Fran.is.o chapter sells

fj..1.

supl)lies ivhile iis

N.$'york.hpler

oreets thc

daih leed 01strDe rcro.s. CouDled $ith their nei{ \febsitc (hcc l]l).n A S.hool thrl colltcts iDstiring

idcas

to rcloluli.dise the school c\f..lc,rce.

8:6 Vaien.la is,n! ils Na\ to chansing t|e w.,ld. at

03

BR0ADIR

\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 with rurl li,flnrs hom (h.D Uni!.Nlt\. rrir€ thu 10o leeDage$ frrn -\nrcri.. s N{tional Associati{D lor liifted rDd Talcntcd YoLrlh, rre beirg trtrght h i coDlplctch !i,1u.rl scLool rallcd SchoDrc i ! porhDa.tearL oJ school and homc ). S.ho.rc opcmt$ in leen second Lifc, r Rr.rio. lIar lJlocks ort rhe lrore srhci(Ns contc.l rsso(irrel $irh thc resl ol the StcoDd Lif. r..hr ,ra,rrelr cas rs and outrageors scxu.l hiiinks IIere, iders crn bc tdcd out in r ival th.t \ronld be \en erpcnsi\'. or diflicnlt to do nr r..lilr. Classes iD arcl .olo$ tal. ph..,),,

.r.r ^'^ll ,1 . \\ |\',,r.r,ll, ' '1"\.' u,.' P,.,..' .\''r,, I l^ r, \ !,r.

ol gralitr $'ithin

PfRSPttTVIt //r]

r,l((ti.,r

iss!c

0|ltf |]P0 Alcl]oor

'l i

cxlrlnnorls 1. (!lcllate the lahc Second Lite. ]\lso. rs thc responsibilih of policiirg t(t goveDing Sclonre la.lt falls in t|c hr.ds ol llre dudentsthcnF.hcs. strddrls unc.rs.iorsh pichup tht skills ols..iiljsatior ud lcados|it [jer]rwhilc. as olhcr rcal liI sr,derLs get dlsln(led liom their shrdnrs ]),rcause ol hrling t{r s restle with judsdncDr nl t)eeN lu ugtheusbicirs oftc'cnagc ac!. and p,,p!! lat. being ablc to fl!rmund sith a Iill.a pajr of Gotliic $ings nu. does. l h!r1. ft slL,(lenLs coDduct

sURrThtS

Itl]0t\lf 5IU0fl{T8t0Gl

Ihc-srhome Pork blk

YOUTUBT]lIIS

}]AND IN H,{|lD

4

HAND IN IL{ND: CENTRE FOR JtrWISH ARAR F,DI I'ATTON. ISRAF,T,

OPRAH \,!'INFREY LEqDERSIIIP ACADIJMY

INTI,RCUL TUR.AJ, I]NI)ERSTANDING/ h A region nrore comnonly associated with suicide

AGAINSl GINI)IJR I)ISCRINlINATION/ roo Dillio olAliica s.hildr.n lmostb s s) do not have access to e!en basic cducatioD rDd

FOR GTRI^S. SOIITH AFRI(]A

tu=-k2llXlfios&leotu'e

!,w kndlrfordl2

PA]R

o's

tK IWUAI] OIl IVHY

tf Rt(AIlItDS NtW

Lt4UtRS

volrh?v-l.Kl(x(oDVA

bonbiDss and deep sealed poljtical and rclisi.us disputes, Hand iD Hrnd stands as a beacon ofholr. Supportcd by foundations, donors and parerts leen on building cornmon srormd, HaDd in Hard has sro$.n inLo a nelNork of forr bi]nisrial (Hebrerv' Arabic) schools Nhere oser r,ooo Jc$'ish aDd Palesti a! citizens o{lsraelcan sludytogether. This

iniisuins

setup was the brahchild

ollsraeliArab

cducator -dnin Khalaf ard Israeli American educaror t€e Cordon in r 997 $ith 5(l students at tro canrpuses.

The peace bujldirg nission of Hard nr HaDd is cteliberate 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,. r nativ. language withoul translation. providilg a sirong impetN to stli.lents to altain lluencl in ih. second lansuasc. whcre nnrst of their peers live

lrom onc anoth.r, Jc$'ish aDd Arab childrcn ni this schoolsiL as equak lriihin ihc same I'rF ^ ,,d' -'Jrd rts . .'.rr 'L,r.:rno:Lir.; 'F. I and coexistence. While Hand i Hand |as Dot

segregaLed

socioccoDomic factors eDsure thaL halfofthcm doD't p'

.r 8. l,"t

nr

,l frirn".-ruul .

r.,l o, Bill,oriirp

media mogulOprah winfrey launched heracad€nJ

in 20o7 wilh a simple but contmversial strategJ: target academjcallr" siftcd Souih AfricaD sirls rnd iDspire them sith lhe besl edLtcational cnf iroDmeDt

rl l t il

out.

lle \.id4m\ i. a <4 nll.r.a

r'

oflDxury in a state ofgreat por€riy: 52 manicured

nrp. .rir,.r h" n,l- !"..,.in,l

.,burJl, rie, theatres, libriry, log, studio, beautysalon, designer

domi roorns wiLh ligh t|r'cad couDt bed{heets. Its cur.iculLrn is just as aml)itious, cov.ing English. Zulu an.t South Sotho la f,uages togetber wiih arts, cultrre, leadership, rnrilie Latics, nalural scienccs, socjal studics. cconomics rnd managen€ t sciences. Lducation adlocat.s halc cdticisedthe academy as r "va'ib projecf lha r l€stos nrillions that could have beeD

dist.ibuted noreefiicientl] to cDtirc trovinces.

But her defende$ a$ue that if h€ of ihc First

world

attractcd the sanie furore that li.rs plagued sinrilar intercultural schools in Aneica like New York s KltaLil Cibmn Irtematjonal Academy, concems hav€

would Dot be content olleriog bare ninintrnr"

nevertheless a.isen withnr dre rispcctilr commuDities

$.iLling lc, fool Lhe bill, shouldrft

p , siuilil) ol in , ,1d, , betwccn Jcss aDd ceDtiles.It ,,oo rl

ll

04

pp id a\'',1rhlrnr

BR0ADtR PtR55PtOlVt5

Ihe.!lutrrt

educatioD to our o\vn acadenic eljte, whr are ite so

.ri

:.dl "Lou

get the sane

i.'t isstrl

OrrrJl

hy

,Jrs'

l-eague

' l LrorD' i .f-h-

i.

Ai ica's best studeDts lu\Dt- cnjqcd bythc best

5 A,SHESI

GHA\A.

U^_

IVIiF-SITY

!VI.]S'T AFRTCA

It's getting harder to enter Harvard! ]'R TiI'. AND IT'S NOT' AIWAYS YOUR FAT] I ,'t'l Iew compctitions are nore c tt|.oat and Diore heatbrc.king lo )ouDg hearts t|an the college Ndmjssions garne ,\1d thc most nr lense battle is fought at Harlal.(] which lias thc greatest brand namc and endowrnent ofall

CRL{TINC lll.ll-fl'R LLADERS/ lhouijh lic'had spcnt r5 lucmtive lears living a,rd $,orhing in t|c U.iled States thanks to a lull scholarshit aL Swarthmore Collcgc. Nlicrosoli etrginccr P.L cli Aw ah nercr forgol his natile homcland Chara. Xlo\cd by the laclt ofeducati.Dal opl)orr niriestherc and knos,irg llrsthrDd tbc nnpacl of educatidr on his o\n late,,\wurh cntcrcd Berkelets Ilaas Schooi ol Brsirress to evahatcthe leasibilih of lris drc.m to ri,n .'r 'l , 1a-,i osr f .l, r\,-.it

Lil.,,.\.'.,r.

\', i ,ri.\ \'r,.

nith.Akan langlase), r\$uah

l

\'i..lrr'r'..rlc,r'

'

l,"i

"

,ni ,"

and his tearD beliercd

,16r ..1 .1,.r

rrr',g

oI a new gen.ration oJ ethicrll)

rniDded, enlrepreneuial busnress leaders rttLrncd lo the

:np.1.'r.. ' I rilt rh .t"r

,^1.,, 1 ,,

.-.r '.,ii .

i "' .1.;!.

.,, 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. Like LJJ,'r' \','l r ' . \ i . i I . r . - , . \ . J I r.ti r"

abe ation in rpoorco.tinent:r privatc, liberal afts collc'Sc cquifxrd \!iLh crtliDg cdgc.onrpute$ aDd

J, ';.,'.!'uo./,r",i, prolessors b'ith

rg,.1

i' ulb. I'i,r

frcm Bcrkeley and Swartlrmorc

i schooi culture t|al , J.,i^, , "l '.'; . ,l .'r,it" '. ; ". 'Af|ica

College. ComplcmcDtcd by

,l\u. ., is

b

Dgnrg

nr

one sniall step close. lo a better

tuturc.It

05

SR0ADtR

th.

hf

l.eague Colleg.s. According

to a .IaDuar\' 2oo8 Nerusue.ft articlc, Harva is becoDlnrs aD nnobtiinable drc{m for manr becruse of "snnflc de nrr il.rplijcs '. 2oo9 will see 3.33 niilli.m ]\ncdcans gradurtirgfiorn higl school thaDks n) thc poprlalion bulse cruscd br lhe children of babl boo,r)ers. setting up t|e larg€st group ofcomfetitors tor limitcd unilcrsjtt spaces $ yct. Harward accepted a mere 2,1oo ofthe 23,ooo applications ir received for its class of2oro - niakiDg it the nrost selectile college iD Anerica. l he yield ratc is eq ualll inpressilc: 8.)% of lhe cliosen i{ill ltiDatelr choose to go HaNard

coniprrcd to t|c Iickl rates ofTo% forYalc and Shniord and 50% for Da rrouth aDd Dukc. HaNard e,o.ks

hard to .chj€!e this, buling t|. narues of^ne ca\ tot s.orerc lion the Collcg. l,oaJrl that adnriDist$s t]r,r SA l ard ACT t.sts aDd se nd irLg o(t 70,ooo lcrter s sugilestirg thev corsider a pplvilg to thcnation s n)ost prestigious school.'l}is n€t hrs heen cast.\€rsets as well:thc HaNad adnissions tcanr touNAnerie{ as

ncll.s Latir Alerica, Euro|..

Af'.ica ard the Far East

r.r,, it .rit 6ir ..r Ir..,' .,r, B o, ll'lhe IIaNr tcan also i,eeps constant vigilance o '

nath and scjcDc. contests, talent'scoutnrg for llLikl prodigics. Aiding the quest to fish ibr lhe best are HaNa s 8.ooo alunmi lolurt.os \ldo nlertit and r..r'ril proDiising hig| s.|ool students in thcir ho.,eto\!ns. E .l1' atplicnnt is then foughi for and considered br subconr nrit tee rftrr bconnnillee{ith rlNost as much.igour rs r conrt casc. ft

PtRSPtoVt5

tif

dd!.r,ri,,r

isJ,tu,

T, FIATURI

RftATID S5UI5 ARTS

This was the nnrch re.ounred cliildliood evedcnce

ol nrodcm drnce darlnrit Gillian Lvnne, mulLiplc award wiDnirs clio.eog.apher, djrcctor of nultiple theatrical productioDs (ntcludins SirAndrewLlc,rd Webbers Cors aDd Pid,tto,r o/ tne oPera) and r' lr 'r irF '" ' r^I\'- '{n.o,lar\ L".,T{u Productions. In somc not so unthinlQble parallcl universc. this daDce gerius misht have been diagnosed

diso e.. shunted to abottom feeder classroorn, prescribed sonre mood depressant with altention deficit

aDdtreated henccfortli as an acadernic paiali.lti thai sameuiyene, she nrighi hxle fould a biend nr ]ouDs

Ans.l Ad,ms rvho had to be liorne schooled after teachers complaiDed Le was too disNptive and easily .listracted or liitlc -^lbeLl Linstein ltho ofteD skipped

rrd f.ilcd his school e.lrancc cxams afte. peffoDnnrg horrendously in the la.Suagc scctions. Adams $'enl or lo takc sone of th€ 2ol| ccntuy's classes

,,'r..rl lrn !,'ooi

,.1 ,Irrrsl,:l T.i,.l,i,

& IUIIURI

Dut such self madc or lione schoolcd urnderkind arc exceptiors to thc Nle, due to either stroDg fanill suppoft, personal r{ealth, exceptional genius or an

sctEltt &T[(lIt10IOGY

adrnitted sheer strcke ofluck. Disabling the public education system is a moot poiDt for it remains a

Ri,{DAIIDRII{TTHI5

righdul pilar ofour nodem liberat democracier an institution that sets out to enable and emppwer everybody with a sei of relevant skills, be they rich or poo-, sirlg $em an equJl ,u rlomalesor.li:nA ofthemsehes. NeverLhelcss, ne must discover why so many child.en enter tbe system innately miDd_

hungry bui cnd up hating school for being a Dleaningless .xcrcise tliat failed to prcparethem lbr dayno day liling in increasingly lrying times. Thc shcer cornnronality ofthis phenomenon sho d alert us to the facL thai tbc changing iimes halc rendercd ccftrin m€tbods and systems of lbrmal public education obsoLete. Being o\crly protective of this sacred corv scNes

on!

to further

tt0N0t\1t6 & Eu9lltss

ct08fttsaltoN

TEAGH

TTACH

Iffi

FRE:Tllt

YOUR HAIR'S OII

A

MITHODS

D

MnD tSS tNSl0t R00M 56

calcit present THt I]OBART

ctra.ged thc frce ofph$ics tbrcvcr.

SHAK[SPTARTAN {20051

\fORl,I)

SQUARD PIIGS IN ROLTND ITOLES/ By the rules

INDUSTRLq.LAGE ]]DUCATION VS.

ofo r :oth ce. Luf cducation systern, lhese young.sters r{.rc .Lll failu.es a labcl th.v night hale well bclicve.i

2.o/ FoD.al public education s.nerall)'began in tbe developed nations as r Deans io cnable a 19th cenl ury

in ifDoi for t1le inteNentioD ofa fc'$'.Lisc€rning adults. ln modern education's crusade tojam sqLrare pegs

rgrarian colrm Ditv to e\olYc into a newly iDdustrialjsed 2oth ceDtury economy of facto es, ftadirs cornpanies, shippins aDd raihvay finns.

into the rouDd holes defrned by examinatioD systems and university adrnissions requirements, wc nay have

unwitthgly and clunsily nipped many a talent iD the bud before they could cone to ful fruirion. \\'hcn Gcorgc Benard Shaw grumblcd that schools wcr. nothing rnorc than prisons that dcadeDed the sfirir rDd stilled thc intcllect ofchildren, hc Nas not on€ inhis thjnliiug.ll is an open secret that nranr'' siudctlts and teachers lind rheir school experience dccrly unsatisiirs, often lallnrs rvat short o{ their idcals.

Designed to create masses of managers and workers who could read, wnte and calculate independently, rhF

indu\tral nodel ulsrhooling fo.usFd on elurn:ng

out an efiicient, usetul labour force as fairly, quickly

and cheaply as possible. Literacy, numeracy and confomity were the operaiing words - not creativiry, innovation Dor individuality. This $'rs an arguably appropriate rcspoDse to the denrands of the iDdustrial age. hrdeed, thc iDdustrial ecoromic model - and the

Hom. sclrooling ad!ocatcs bchele tliaL public education rcf{rrn is akir lo floggnig a dead horse.

cducrtion systems created to se.te it rcnained csscnti.ilb unchangedloDg irto the nrid 2oth centurl'.

,\fter ail, lhe list offeople nho lbund succcss.Lespite thcir lack olfornral cdlcation is nrllressiv.:director \{oodv AlleD aDd rredia mogul ]'ed lurner s'cr. erpelled from schooli conrputcr guNS St€ve Jobs. Michael D.ll, Bill Gates and Larrrcnce Ellison u'ertl all uni!ersity drop{utsi P.itziier winDiDg arcliitecl Ta.tao and Oscar-winDnlg directot/actor Clint ^rdo Eastwoodwe.e never tbnnaily tmirecl in lheil craft. SingaporcaD celebrit] haill:trcsscr Dav GiIr iound fodune desritc his self confessed illitcracy.

T|e oil shock ofthe mid

197os, econoDic

li!ifg

brgum, sofgr, ord drusr,

etord lonsuost. Dn!over vhy Isquith vo: dubber] by homirrs ti$ish o: r

dowrturDs

ol the r98os, boom in global tlade, nultinaljonal conipelition and g.opolitical conflicts might liale created Der! sLresscs aDd strains but thcse stresses \rr. stillDeL sulficiently crough by a gencml call fo. schools to corne do\tn evcD hader on metdcs thai . Ld .h d Arr l-ir.r, , rJ, dJr'l ' 4 ellF r.' 1

literacr ard nllmera$. 1lii{er ordcr intellectualand social sltiLls $ere pcrccivect rs a luxur! onl)' $'ithnr L.t r1i s ' lllrFel l. rJ r'ul.' na." rr\ rnlr I'S forcibly to the hoipol/ot rct.

07

lcogue univ€r!lliej

ER0ADIR PtRSPttTlVtS

tfi...iu(rrrio,r lssu.

OR HOMRD llINDR

Tta0i

tG T0 ct]AllGt

tKY llvts

FEATURE

ARIICL[

BLrtiheworld \2s oDce morcturned on its head at tlie cusP of the 21st cenLory as d.a atically as it $'as in lhe 2oth ln lhc 199os, with ihe doublc$'hamnyiN€ntions

of both thc personal couputer aDd the

of

World Wide wcb, ever-v industrial secior e!ery ccono y exrcri€nced boili terdlj'it1s

dislocations and unimaginable opportunities. This rvxs rnatched bv rphealals in slobal politics LikethedecLine ofhardball Connnunism that led io Russin

ard

China

s cmbrace of capitalism

lifc ofknowledse, the far'reachins cffects of globdisal ion also contdbute to a

groaitu

conlictiiDthat it is pointless for schools to just lecdknoilledgc - especialll $'hen nmch oftoday s knowledge becomes Icsterdal''s ncws bygraduation year. Thus, the first and most crucial 21st centurv skill is

lhc abiliry to retain the enduring wisdom of thc ases rehile siftiDg through relentlcss wavcs of new' untested krowledse. With web-based tcchnoLogies opening the floodgates ol

The opening up of both the lror aDd Ernboo Cu ain scverely challensed thc dynamics of the slobal wortforce Also, fopuloos dcvelopins count.ies like lndja andVietnarn $'ere gaining their econoDlic

instani access to itfinite facts, lhe rolc of nremorisation for the sakc of a timcd examnration seenN noot and schools havc to lbcus more on r.wa.ding higher order skills such rs disccrDDlenr. analYsis.

potcDtiai challeDseN

synthesis, and ev.tloation. The challenge no$ is to teach students io Inole awal fron

legs andbLossomed as

to devcloped nations, elfectivelv creatirs Dew rnarkets and new tradc partrers They had adopted the develop.d iv.rrld s industrial cducalioD Policies aD.t were

appl)ing them to their oirl conmunities. When such ncw affordabte and equaUy edLrcatcd labour sotrrces wcrc combnrcd

with high-speed

communications

ihe nentalitt' of stockpiling and reSurgitating facts lo thinking phiLosophic,lly, nroralll and indcpendentlv forthe'nsclves. Eeing able to nrcmorise a

limited amount of kno$nedse lbr linited application i{as Do

lo

gel as kev a skili as in infinite anroutit

being able to sift through

technologies. allowins all so s of hbour to h. done rouDd the clock. offsite, or ni low

of knor{ledge and cvalLrate nuliiple wavs and sitrations ir which to afply thenr.

r{age areasi the era of outsourcing, otfshoing aDd rapid slobalisation had

It was enough in the 2oth century to merely

olficially

rrned.

comprehend and compose terl Butthe 21st century's concept of literacy ups the ante

Today, Droblens havc taken on multiple dineDsions th{t require proLrlem'so]!ers to drawupon rnulttrle skill-sets andfacets ol thcir personalities. lnspirirg rn apathctic rvorld to solve Aii ica's polerq required U2 rocker Bono aDd billionaire philantliropists

Bill and Mcthda Gatcs to moryh inlo cntertaincrs, inspiratioDal spcakers, pr.achers, salesnen, losisticians and politiciaDs accord

g

to t|e prcfiLes of thcir

audieDces. The sroutld break g sensuous cun es of the iconic Gcti M seDrn at Bilbao

uas r lestirDoDy to architect l'rankGehry\ abilitl to meld knorvledgc fi on conrplrtiDg, atheDatics, engi.ecriDg, mate als s.iencc. aDd aesihctics.

Thirdly, schools need ro iltlude computer literacy

curriculum.

as

part of thcir core

conDLttiDs has bccotne

ubiquitous in thc rvorld andlearning to be iiteratc iD rl least one cornluter langurgc like basic HTMLorthe rnor€ rclevanl C++ nay become nc,t just advantageous bul

Dccessary

for even

Don comPuting

profcssionals. Beins able to rerd andwite comfuter code makes the world ol high-

bandwidth networks. sophisticatcd simulations, op.n sotrrce frogrammes, $'ikis, blogs id otheri{eb 2.otcchDologies an easjeron. to neilotiatc'ar1d letcrage off

by demanding we now dissect and intelprct

2rST CIiNTURY Sl(ILLS I'ORA 21Sl'

texts through the lenses of religious

CF.NTURY PEOPLFI/r\ erst ccntu.] education system mrst iake into account threc nrior strands of recenl slobal developnent: thc dawn of a klowledgc-

knowledge, philosoph]', ethics, losic and

But lorrthly, alongside wirh

media titeracy- The abiliti to sepamte righl

computcr literacy, schools must reach

from wrong, the significant lfoD the

students how to conducr complex intercultural communication across various plaiforms. Global work tcams

based globatised economy that calls tor a

ncw breed ofintellii<eni, culturalll sa\ay

comn!nicators: !hc revolutioD in communicitions technology that redetuies

c,l'r rclationship rvith inforniation; ncw theories in cognitivc sciencethat question

our initial assumptids about huntan irtellisence. Hisher order skitls that were once only taught io the gift€d elire in societv

who would advarce to a hisher level of vocation are now considered the 21st

spurious, the trale ftom thc false will be a prized skill in whichever field of choic.

thnt span tine 7oDcs, Dations, andculntcs

Secondly, schools musr enable students to conrforrablv navisate multiple knowledge domains rather than specialise in onc keY domain larv"rd Business School p.ofcssor Dorothv Barton Leonard aDd culiiDg edge .ranagement consullancy kleo coincd the phmse "T shaF.t !€ople": indiriduals who I

rvill b€ an ubiquitolrs pa.l oftonior.ow\ realiu for web 2.o tcchnoLogies cDable loial strrngers divited by sptce and time to collaboratc. Horvevcr, etnajls, blogs, messase boards aDd chahooni boxes brnls Dew challenges to

hun r

comrnunication

ard collaboration. ne\e possibilities lor misu derstaDdins aDd ne$' fomls of

century'sbrcad andb iter skils Th€ bar for every 2$t century vocation froni blue

$erc rooted in one corc sPecialised disci nre rnd yet \cre still able to relatc ti) or dra$'frorn tlvo or ore secondal"v

linguistic etiquette that we rnusl leam with each web 2.o invenLion. A decad€ ago,

collar DHL courier to white collar

disciplines. Sucli peoplc arebelieled to have

uneducated use of short {otms, CA?ITAL LET]ERS and emoticons could make or

coryorate lawyer - has been mised.

The ,afidit)' ol change, lhc relenLless advrnce ofiechnolost, the dimirishing haltr

thc cognitivc diversity aDd i tellcctual lexibiliry needcd to {ormulate in ovative and creatile solutiotls iD the lace of irtimidatirg and coniplex problenrs

08

ER0ADfR

PlRSPtfllviS

r/teifurdrn't 6s!r

peoplc would never have evected that the

break a connercial deal. : ( Expcttise in explanrtion, negotialion, aDd enrpaihy in rhe Norld

oleihcr Nill be irvaluable h

a

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 lleiiirg rir rrebcrsl or lol)b\ tur 1)Q( ir Isracl rnuir 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 of curcnl g..l)!lilicrl toitr ihilts rlso rdlisc thrt stndents \orld do n.ll to si.rultrn.onslv l.rnr tb. lrngrNsu .l k)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)tisn foli(r b.!!us. thc ClIs lrcsh ghdnrt(: ndlils hrd no kD.\tl.d9. .l lon ig. lNns,,rgt \ r.il lrcted i.le.(!lt!ral se,rrlti\iLr. rerderlrr! lIenr useless {t intelliijence ijrthe ng u.L ditionLc!.

I-astlt. thc miDdsct to crcatc r d irDrolatc rcnrains as ah{iss

thc

Li

rDi!.$it1 d.grcc is Dow ivofth lcss rnd ]css. tr{ost studflrls $tosit jn th. nrid.llc zoDe,nusl depend oir lheif c,eatj\jtt. i,rI\o\atio! an.i a

connrunication skills 1o stald out fun thc rcst of tireir peers $.Irc are lviDg for thc

l|..br i.!s b.n.li1s r.rlt.N 1o sI0l)o11 Llr.

srDrcjobs. Asi(]c tiom

ol .r.rLlDB nror.

ertJidlr gr.\! jrr! $oi ld ol

rrr'rll\

e

i,rdrsties

lilie r oirlnler grririrrg ai(i erLertrjnrDertthe possible long tern lossc's lron h!\irg rn ulcrQtivc socicn ocsobcriDg. Prolissor

Iti.hr Fltni.ii s th.oN.rr 1b. \.1,,.iollhc (r.rllr. clrss rn(l r iiies !sserts thrt rel,i)tri,ljtri, re!iors $ith hirh (rceDl|rtions ofhigh

tech

\forkcrs. altists.

rnd Dlusicians oftcn corclat.$ith rlrighcr lc!.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\iurneDt thrl lLrel noe t,cofle. busirtss rDd crpiiil n)

flltrr ln rrxl

f,rr

\h in

,n l,r'rl.

Iristrhes Lhrt lielp disco!er their feoirle farticuhr strriD ol iDtelligeDcc' anct Sifting.1\'t hrvc conditidr.d

r

hrt.nmrnvldrt]rsio])clid.thd r,c.ol

ja!r

rtioD oiour educatiotr srstcn$. hr

r)rcL huded spterh at thc:0()6 TED Cldrfercnc.. rducitidrist Sir Ko Ro|insor dcchrcd. \rc |rre sh i| nrincd.L,r.hiklr.n tbr r singnl[.onrrrodil\. Sir Robinson

obs€r'ed LIat most Dode r eduratiul srstenrs had the srDie alarmhs

hirurcht

of subjects: mathcmatics iDd laD$ascs first, hunlniiics sccoDd nDd dts iD a distxnt third. Ev.n withil thcarts ltsell l|ere$ns aD nnspl.. hic€r.hy \!he.e talert jrr the llne.rJ1s arrd Nsi! $.rs mrked abole talent

lor dran! rnd d{nce. llis mifthful thrt it iLrs rs il t|. $lc

conclLrsidr $'rs

tnrfosii .Dd r.ivrrd of tubli. .d(L.ilil)n ti,d.! wrs to pnr.l!.c .nli,.iri:rsll\ 0NI ss.rs. r(rde,i,ics ri,d \rhjle colhr

ost

lscl-u1 and dil-licull sl(ill *e can cultivate ilithin tdno.ro$'js leadcrs. Prrlticallv sterking. morc pcofl. rrc grrdurtiDg lron xnncrsitics ill o\$ l|. \rorld t|r. .1.r 1).for. d.sfi1. lh. ir.n Nsj.g.ljlln LL\ ()l e\.i,r!rrllons rrid !itj\r,s h erL,rr(e req!irenrerls. Bar.irg ihe bp hl Leagrc scliools aDd th.ir equilrleDts, thc laluc ol

R0^ !)Btrr\rPs fti,\l li]juP trs NIO\!N(i l:Oltl\',\RD/ Yrt. if$'.raDt n) sec nrre crcxlivc. risk tNkiDg. tolitir'rlh. ccoDomicrlli rndcrltlnrlh r.l.\ml.iriTors i. th. hrtur.,,!. find o,L,$.lrs (nmu,rlq hg s..r. $ilicirl rorlbu,rps ir lhe rer!

No

luttcr i{li{t $r

iLc

minds.:t for l.arning

or.oumg.Dr.nl loler.rd(.e ol

o1

oc in. r |..lth!

I.s ilwrrs

n..dcd

rI(l

.\0lorr1ir).

the

frxl!cli!e

nrt.llig.nt.nongh and.o.r]rrndcd

lheiJ

l:ril!r br dos.i)la\nrg tl,eir ulual lxle,,ls, llt!s fotcntirlh liniitiDS their n,((ess ir lhe worliiLrg \!orld. Such ronths nra! gror! into rdnlts liling lir.s of qui.t s.ns. oi

(lcspcrlti.m stcnnning f|onr thc lrrsisl(rrl nlsc olirad.qlrr.) lhel l[.r ljrsl L€r rt i| s.hool. No $o.der lh,rl lhough \\'esterr l'lgI s(lrooleh ruli sigrili(anth ldLer iD nulhs rnd science e\rm scorcs than thcif \i!n pc.rs, thc \Vcst - in fartidrlrr Anrc r'i

hls let its .ntFuur.Lrriil .dite .rnd ..onoDri.id\anligco\e, Asia lre(ruseoi ils lireless lrr.se. Lo lr\e.L. otate an.l taltc risks. Lell untette.ed, Asir's cultural te!den(,! to stigDutise nistrkes lnd b.ar spicio tdrards outmgcous nrdi\idualisnl $'ill cifplcAsia's abiliB lo nratc| tie \!est

Dcspitc .laims to cml)racc holistic

dcvclopncnr, manr moderd slslcnsslill

cdu.arion

lalte the e{sjer lisjng the development ofthe head orer the b(xly. spidt and heart..\Dd rlcn i{ithi! this hcrd brs.d

.ontc

ofp.io

.nnnllnm , iv. nt rn o\. .\clot)frnl ol lh.l.ji bmin Jt Lilnr ro,lcrelof.,e,rt o1 the righl lJraj,r. C!Jlrrjti\e sciertists lilic fs\clrologist llo$ard Gardner hatr loDg |(^eD ihrt nust iftlilidurls hav. r distinct

IN_l

I]LLI(iENCE IS

D\lAlIIC/

There

is still much rLe car hopc for. Throush thc 2oth ccntrn, s'c lrxlc sc.n !i ols cdn.riors fronr div.N. $'hook ol lh.rshl rrlse a,rl succeed in pro(iucirg lrotivrted

rikldrrru)i(stL

ents thrcugh self cLire(t.d,

crerti!e rD.L.tivtrsific.l r.iucrti(D. Thoush DDst ofth.sc cuttingcdgc rncthods.r. still

frcf$crcc lor cithd right or lctt l)rrln t|i.kilg and tlrrt h{L.rNn h.iings Dosv.\s

considcr.d rltor.tna.. lonnd onlr' l. ind.|..dcrls.hoolsa.dslilL usllrja(usel o curh (lill(llrood elucrlior (lilie the

j(lre i,rlelligeire i,r lorrrairs. SoDre e\rel rt lell Lni,, srbiects lilie Nrtlr. scienre rtrd

tlit! foint

,, er

en

luijnrgcs. sIc'cirtising in intclliijcnc.

that ii logi.!1. s.qurDiirl. rxtioDrl. rnrhticrl, objccrir r rnd dctrilcd. Bnl thon i!|o.x..lrl righl lrNi. s!bi(1s lilt Llre Itr.,.ri'jlies sfe(irljse in dillerelt hnt

rihl

nrttlligdrcc': iDtLriti\'., holistic, s\nlhesisnrg, suljectn! and good rt l@knrg equrlL\

rt thc liggcr pi.trr.. Too oftdr to our dctrinrcrt hrrc $'. li|.llcd 1.11 1)min $rl)icds rs b.init .rojt !seli,l

r

d

fnclical

rl,ile stigurrtisirig liglrt bnireN rs tdrch! leelr' aD(t ldLtr dorn th. acadcDric totcm polc. Ilor. dncrsilicd. l.:ss lcli brrin ori.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

Nlontessori xnd Rtggio Imilir mcthods), us to l'h!t is ll)ssiblc tur thc rrholc ofcdtrcrtnm. Thcm has Dclcr bccn a

bcttcr tinrc thaD thc 21st

r|riIum.r intellig rce

ccnrul

Lo

rcalis€

ard b\ e\tensjorr

lheeduruLion slste N Neset up to

Nllilate

this .esource must not be keft rcadcnic. static and onc
andi cractilc. Edn.rtio.ist B.F. Skinno .olcd lhrl F:.1,,..11.n is xl)nl s,lNnes \vhe. {h,rl Ias bee,r le.rr)ed has been loriotLer.",\t tile eDd ot lhc:r1st ceDtLrN, will schools iile ut n) thcir crllti) djnanic

cducric

or\illnc

strnd r.cus.jd

ftr|rliDg

mthlcssll sqnandd.d th..oll..1i\.i laL.nls

ON ?ND THOUGHT

ABOUT

Tl]I

UJR

IIR

l0

0R0ADLR

PtRSPttTlVtS

l/).?dr.urn'r 6s!e

\i,'4T01T

ltt

fl,{PtR0R 5

Ilirl

"Let's abolish elite schools!" lX)N"l ltt. ltlDICLiLOf:S/ Instercl of l)einC lre

ld€d as lhe pln

nr.l$ .l.x.cl1cncc !ndthctiumpli

ofoppotunitr. 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.L lhis gulJ bet$.en l]re

I.!.

rxnhiDgs and thc liarc-the'

$tol€ \!or'ld on r sih'.r |lattcrs hrs long t(rltcd rnnxls ald inflrnrert ofi,rlr,rs on bolh sid$ of thc toliticll dilide.,\J a sigl ofpoljticalco e(li)essg,one !rNd. somc$'rDt lll clitc schools close(lrnd tlle enllre s.boolnrg slst.m lNcllcd

ont.Irfici

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 lo do wit]r ]rcopl.'s aDrbivrleDcts and Nspicions about Lhe

1,,

ris€

rr

ol, ..N.ristocnc!

of

$'.rlth an.l trililege.

inoeasineir nriddl. clnss soci.t\, chtc schools,

like cars aDd sood addresses. are the siitN svrrbols of choice. The fear is that elit€ schools guarantec a gildcd path to upper class geDtiiiv ard thei. g duates $'ield

d

in ljle,

isfrofofiionatc iDflucnce aDd adrzDtage lrter lilther exace$.tiDg thc nr.quatiiic's in socier]_.

eves, elite schools

r. Jd ' r,i l t... r, 1' Ll r ' ectual educalion lbr all t|en nrere cxistcnc. s.cD as r-s.u.s' .'.jl.r' '' i. .'-rrtt

\fler rll lhere is $.re ele.renl ol lrulh about tlrc ad'rntlgrs that elitc schools brirrg A q!icl, scan of .lit. schools rnd thcir illustrnms ahDni willrcad like

lashnsnr thcir rcademic

a

',d igi

il .'

recLisrce

ancL

auroleleval€d

s..lalstihN do not hclf $hcn the'snccr at those ther \ic\ as fulg.r rnd nnintbnncdrlcbcirns i{lio $rnt tr) eichinge hllh stardrrds lor. durnrcd do\rr s] stcD that pronxrtes.mt j er(elled.e.

Who s [Jho ol polfti.al .Dd trofcssi{rul pronnlence. in dcrclop.d Dxtnms comc

ltosl ilove .r€.1mi.is1ers

lron .r hl

, -..qi"I

tr I ^ havnrg lhe bcst r.(t brigntcst rising nr thr t{)p. an.l tit-,..rii

-r 'l"l

f

Lr,,

-',r,

ll

nl0ADtR

selecl scl,ools. as do a hrgc

troponion ofits

irtelligentsi.t. r\li '\nrerica pr€sidents o!er thc last 2o Iclrs hrlc becn e.tucaled at elile !ri!aLe sclro.ls

Elit. schools do come across olnr.irllr cxclusi!c cliqrcs rnose social

Lcagnc collcgcs.

as lbJ1r€ss€s

dmibnrs drdnel$orkrLrg adnnlagcs.an Dr.r'L][opl. s plth aDclidentity for lile.

Pll\Pf(IIVA

thr.htuni,i i\*x

5

ollB

(20021

Tr imrrro. (

ul;

li/ATTH THI5

Itlite schools art also percci\ed as bastiotis ofh]Poojsv an.L pn\ilege that practice an unfair and discriminato ,-. selection lolicy thatkeePs thc poor and the ursashed ai its ivort' gates, forever doomedio fcering jn. srNr athleies coast in without wonling about grades, or sports scholarships arc otrered for prepDv slorts lik' fencnrs, sailing, iding, solfand lacros\e and polo.

L rl , rh l,.'\ r lL!..h,,|-nr' \\, J i.a 1 r 'in! "'l' childrcn of for entr] reith social capital.lreferential tight alumDi andteachers at tlie schools enclosetlis

,,

5(H00L15lr9n)

Yes, making

ln today's globalised ecoDonv. fulminating against elite sc.hools nay also bebcsides thc foiLll The face of elite schools is .hansing TheJ are bcconits 'rore diverse and cos opolitan lhaD popular disdanr wol d halc them, transibmiDg lron ossified svsteirs that churDed oLrtgradLraies all bLrjlt from the saDe nould Conccmed lhxi they arc i{innins the Slobal war lor talenL, such placcs labout rnightilv to attract the brightestchild.en, no altershat th.irbacfti+onnds or cNio.Drerts. Eliic schools and colleges d€ mating to a s'ider pool ofaPPlicaDts hrarcial aid ^vailabl. and take p dc inlhediversil) and vibraDcv of th eir'

qrality educxtion accessible to all is a

priori!-'v but nal.ing thaL happen by either t.tling a$'ay

"ir*1,^.1

ur

ir'rra oelrri '.\o^l'

otrl,e,

I'

thc w.ong manner will not solve thai Problcm Currentl) laddish p ractices like admission quotas ar. erroneous s,ays to get foo. or minoritv kids inro ission of slndents wilh l6{e. scores lia\€ schools. '\dm

RIADTHII

seen thcm.lrcpping out ofschools latcr becausc they cannot coPe. Students are either patronised or have

lh€ir ightful places taket ai{ay fron ihem w]rilst schools are too busy fighiitlg lolitical bal tles to att

m

'i

the bcst sludcnts. this is an illusioti oi equaliB' that only foste.s nredioclily.llniversal access Lo schools

to

fill socitl

quotas does not solvc deeper so'irl

troblelns. Such overconipensation lbr the failings compreliensive schools onlv uDdermincs tDv

efotto st0llTUR0ws

0t

tTIHfTURBUItNT

TRUISTORYOfAIIRsT YIAR AT I]ARVARD IAW

siH00L (1994 Ilrl)Lrlf ollhor

kol iu

olr

raise

staldads

ir

of

r"l

a

can nrake rnjllions. Specialised laleDts do noi hale to nn alongthelincs of la!v]-'c., dc,ctor, erginecr - no\

fV hosts, chefs,'d globa]ised \do'l'l this What clian[ions. eating even thc cducated rich ud ihe can do is notjust bencfii

)ou

have wel-paid and lan)ous

elitc aldie but aiso broadeD theforces olnrcritocracv and socirl obililt. And at the end ofthe dav, it is still talent and hard work arld gumption that defeat ihe odds ofpovertyand bad €nvironments The clever and ihe ambjiious and the driven wiil do alwavs wel

all schools

in societv whether elite schools are abolished or not-

are

ln

orc inPortaDt th'In fiddling access Lo clite ones.ItNtead oflighlingtired old wars about class, sovernrnents should look into Surely improling schools

rvider range oltaleDts Companies are mor. nnrltinaiional and bigger thaD thcy used to be and \i11look outside ihe standad talent pool rvhcn need bc. SPorls sta.s and entertainers

To.iay's society also ttrvards

ways to laisc the quality ol tcaching and tackl. underFdornrance in statc or poor schools Goodand innovative teac.hins should be rclv,rded and suporled

/,r!1d 1, r'hl.\{LhL,u rl_s"- 'ndlr''Fr r"-l

i'P

donol always harctobe seeD as hindshakes \iif ihe dcvil. Sclools should {]so be accuratclv tiered ald bande.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,

today's

(BE and th. iDlrovation

abolishins elire schools seem lil(e

a case

economv'

ol cuitnis

of

your 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 elite schools is nol only spurions but also danagirg to society in the long nn. Admissjon mav also mean crclusion blrt elite schools ha\€theirflace in societ!. 'thefactthal BaMckObama,alLrnlriofColL nbiaand I Iarlatd, livins in a rnce fraught land, can ascend lo

well, not an uDderachieving svstem of universal

tlie positjon olpresidential nomince and can ar the same tiDc be a synbol of clitis dnd oplortuDitv shons thai the choice laid out be{orc us is not as snnple as anti-elitisln versus anti-excellence ]\nd ihat'

admission that seNes nobody well

ifiothingelse, Dc sliould

conipeiition and norc selection, not less. The merjtocmtic ideal o{ education onlv works when there is equality of opportunity io serve mor€ people

l?

ER0ADlR

PtR5PtOlV6

Ihe..fu.alio,r 6sue

DC\er punish success

lt

RITITTHIS

"Elite schools have more resources.

t,

UNFORTUNATELY TRUts]. RUf DON'I DESPAIR l'ET/ B rard nan re schools otrer prestige and su!e.io. edrcation arcl are usually backed br heft\' tuition lees and endowmenis (topfcd p bv r

tm

spread out

tbraDy.eal imp.ession to bc madc or not

cfticti\r\'

Yel all Lltat spending iends to be either

speDt. Shrdcnts do not ali{ays favfccs aDd even 1ee increascs do trot coycr thc real cosi of a studeni\ cducation. T|. rroblems wi(h public schools and universities in Eu.ope also sten fron the frct that

lher, ar€ co rplet€l," .eliant on or beholdeD to govenuert mo.el. Schoi)ls sonrctimcs do n6t g.t a srl in stLrdeDt NdDrission or find it h.rd io lire incffcct!al icachcrs.

IIoner'' helps bui iL is the orgrnisrtion ard _ .'a.'". r-llulr,ur . r\r'\-lp \ 'n rlui. \rn, r.:,

successful ard srateflrl alumni). Such rnoney allorvs

is lr case in point. The countN has a Dcar DroDofoly

thcsc schools to build better scieoce labs, sports facilitics aDd ncN slude.t anrenities. ]jlpansion sDd buildins prosrnnrllres h tliese schools and colleses

on the

cangoi

to lhe lens and hundr e.ls of

and sonretimes they eveD

niliors

of dollars

o$I thc land ihe schools

are built oD. Bettcr qualificd tcachcN can be hired and hishcr sala cs ofiir.d to Fachers \dho teich ore

difficulr subi ects

ljle p|ysics

nnd loreign lansursc's.

wo .l s bcst uDivcNitics and is aLrle to prolide a broader rang. of quality educalio. ior a Ia.ge. troportion of studenls. lhis js b€caus€ American uDncrsitiesha!€

a

more diversilied source ofnlcoxre

and a larBer proportion of private moDcI. 'lhey derivethei. iDcome filDr a $'ide laicV ofsourccs t'ee-pavnrg studcDis [.spccia]lv foreign students payiDs markct raics), alumni, bllsiness re a d

Such insLil!Lions also hare a nore a.lniMble teacher

studenl.aLio and ev€n hare grrntnonevleft oler for culting edge research. such an cnbauassncnt

schools to nraintain

'rC-,

J

l.l , i." r

of

chcs frnther enables elite

lhei, leader ol lhe pack status , L'3...1. f .r.r ll-\.'rr il

lhe belte. positiotl to attract better students, highcr

prolile laculty nembe$, ru1.t have ldrg qucu.s for adnission Iear after year. Compam this picture to the parloas strtc of fublic or iDr.r citl sc.|ools $Ierc shabbv, olcrcro\dcd blildinss are acconrprnied bJ loi{lercher salaries ind missiDg stationery'. ]]ducation obvious\'cauot be goton thc chcap and gov€rnment none) needs to be moregcDcrotrsl] an.l

effectively spcnt to

lclcl somc of thcsc

resource

lajlhg Anrerican state schools are li,rdirg theirteacliirg ard infiastruchrc rcforDN by working with rlcaltliy thilaDthropists. friv.te SoDre poor aod

cnteryisc andparcnts. Ilillions ofdollaJ:s are dr,Irated at anD al Robin Hood ]]oundatio auctions and comrnunitv bus iness lende.s hav€ crerted t'irnds like tie Renaissance Schools l\u iD Chicrgo to brck these philaDtliropic fturcial parlnerships. Privatc sponso$ hale also furded nbrc tlraD 2,ooo scbools ir Britrin for srccialist D.cds in subjects like languagcs, sports or scie.ce. Bul nore inrpo antl)', thc rutoDoDry that the school gai s ftonr pivate sector rnoney is acconpanied b! .rccountabilit\'. Standards are sel and schools.tssessed each year to see ifsuch

partnerslrips shoukl continue.

jncqualitics. Thcrcith.r nced to provide lhe necessary

nmds fas the Scandi.alian cou t.ies do such that mosl gorernment schools hrve very little dif{ercnccs

Gr)od cducaijon caDDot coDre ivithoul proper ttsoxrccs. Bnt conpelilion is also n€cessaryto provide

bet{eer thensehes) or rlloN schools to charsc

schoolsNith an inrpetus to use liiei..esources sisell and ellectiv€ly. Schools Deed r niersurc of porl€r an.l irdependence to coDtrol budgets and deci.le ivlio to hire aDd fire ard horvn chtopat th.Dr. oDl] t|.D can the schools outsidc of thc elite nex{ork sLa{ diff.rcDtiatingthemselves and conce.LrnLe o the real

realistic 1ees. BritaiD's school bll.lgct has incrcas.d 41% siDce 1997. Thc Dnmcvjs Dot onl) to stm.e Lrl schools. 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,r lbr sradu,rles i{ho nali€ m 'career s\i'itchc's to

\^\^

l3

ER0lDlR

DIAD P0fl 5 500tTYlt989)

PtR5Ptolvt5

| i.ropd

i.io. |||,.I|..In|.'L'.IIj

thc.l"t tti,1 i\\1t.

r10r!a usA

sMllt

(2003)

ESSAY MAKIOVER

Understanding Constants and Variables Why siudertts fluctuate so much in their essay grades' By TongYee

.i$ u common belief among students and tcachers alike is that essay matking is sometimes subiective and therefole it can be ultimately unpredictable hou' a

person might score /,B0UTTlltllRTlR

tb

Tatlg regr.ts Lhar

Llirl at hanLl nl i iinqlc.cons.ss.ll he

! .ushott os

hG ,Ic liIc, h. r.dilvtnds e.ors

/osctndnns nourhdl/r. .loes

n'l n.al

ro sir

/0r

'Io g Yee is u lbrndntt pd.lner.ldrdredcncr

in any given essay. This is

probably most tlue when I'c take a closer look at top-end sc pts and.. of course the other extreme, the l'eakest ones Both these ertremes tend to produce the most controversial scripts u'ith peopie
problem, using tangiblc band descriptors that encourage mucl'r more uniform expectations of each grade.

dt S.lo.l o/ T/ro"ght

l4

ER0ADtR

PtRSPttTlvtS

i/,r.d!roli.,r asu.

so wlien a convention{llt, strong studert suddenlydips in his score, or coDr€rsely a$eak

student suddcnly cxperiences

a

three gr.d€junrt in his essat- score, we arc tempted io

'unrd-'l\d.c,4dli o hp u ..li\ lrurr.r

r"in8

More impoftanily, ihc mid range student (\rhich fonns t|e bulk ofour candid.tes) is ofien overlooked. Simp! because the n€dian is generally lhe least cont.oversial, it is often simpll explained 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 these connneDts. 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 lack answers to how thel can practically improve. ]'here are certaiDly occasioDal spurts of desi.e

to do wcll, but too oftcD studcnts rccciR standard instructioDs on bo$'to imPl ovc, suggcstiDg

lhev rcad mo.e and wdLe.rore". Wc havc to bc careflil ofihc acadcmic rhcioric ihat has built up ov$thc ycaN in tcaching

and leahing. l.il<e all But tliey also cause

s

otler lorms ol rhetoric, they

are bnsed on some levels ol

lrutl.

to become less cdtical of aDy given siturtion, for oDce we accept the

retoric rle no longer look for alternative tnths ol solutions. lt4rich thereforc leaves us wondering ivhether there are indeed sinrple and practical skills ihat can be appiied to question analysis thatcrn make

a

big difference

n1

ho\r people score.

ll

looli a ltw years to cone to this revelati.Jn b(t indeed, such a thin8 exisls. Oler thc vcars ac halc condnctcd sclcral foc s groups, obscNing ho$'top studeDts think and hying to lind discernable paLterns in lhe lvay lhey analyse quesLions. We tded to understand lioe. original points ilere thought up, aDd nore inpo.tantly, linked to the question. Uliimately all students nere atlemptingllre same quesli

xssarscores are actualLy larless subjective thaD we tliiDk. Butlliesludent who is unaware of the skills they are using to do ivell will Lriderstrn.lably see their g.ades fluctuate as they

cannot consisientl) prodrce thc sanre rcsult. Rathert|an blame ii on the subjectivi\ of marking .,r placate oura

iet)

br readins

a d w.iting

annlesslr. allsludents can be made

conscbus ofwhat i{e call constanis and vaiables, and see thenrselves get coDsjstently better grades. T]]is issue, we use Chloe's essal as

a

prnne €xanrpl€

much better with an rDderstandirg of these principles.

l5

ER0ADtR

PtRSPffllVtl fie edrcdti.rr issre

of. s.ript ihat rill

do

ESSAY MAKTOVER

l \

Dhat ;s a <:,:>nslanl ? A coNtant is a key arsumeDt that needs to be addressed in everf paragraph. These kel argurncnts so beyord thc staDdard polattv (ycs or Do) in a qucstbn lt is possiblc to fitid more than one constant, but uliimatelv o e ofthcse constants will take precedence olcr

thc others as ihe deterntiner ofNhether the studcnt has furrdamcntallv ^ddressed question the question. The rnore constanls iherc arc iD a question the nore challengirg becones as studeDts are expected to address most. if not all, these argumtDts in thei.

rll

pausuphs. If studenis fail essays, rhey usualy do so as they have Dot consistenilv addressed the constants, thereby leaving irrelevant paragraphs (usually content o. example dJiven points that have no awareness of the argument.) that do not address the question

E)'{MPT,E/

"

r-,n/..1

..-hs1...1

. -,51,h1

a.,h{-ratu 5h-t//,t }" the n.1. .;a -l.r/

s,1A--/3

.t/t-,D. t-/.t)11 I q-,-, {a ;3 tht:; lta-"7

student would hale to prinrarily argue wlieiher conforniitv should or should not (an idcal lersus realitt arsument) be Lhe main or secondarv ({ conparison compoDenL) aim of all (an absolutc tern thit needs to be addressedl or ollv somc schools. 3 co stants to address in a qucstion demands strong focus on thc lart oftLe studcrlt. 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 re example. h that way, the studcDti{ould have addrcssed allconstants in eacli paragMph So iD

this casc,

a

is beirs taught in class.oorns but for sorne rerson this doe! not secm to be a conscious faradign in the rnin.l ofnnny candidates rs nn.v still believe thal GP is a cortert driven subject tliat sirnlly rcquires more contcnt Gailing an awarcness This is Dot

hr tion wliat

that 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 be€n i azingly effective in crcaiiDg tliis iu'arencss aDd bri !,jnil it foMard into the actir€ consciousness of students undctcxam condiLions

l

l6

BR0ANR PtRSPtO

VtS fic edrcdtio/r iss!?

fr 4 i:

-'

ilhal ;s a varia,//u? \,'ariables .efer to the kelalords iD a questioDthat need to be expandedto develop points

in 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 address

the questio| rrqnncmcnts lconstmts) and !ele\p]orcihe questionliorn se!eral diff$cnt blt rele\.arL !dsles 6'aliabl.s) w'e rill often be able Lould morcthan one larialrle in any

givc! quenior. lt is imtortant to Dotc thrt ore o1 Lhese lal.i.blcs is i{here $'e d€Yeiop oLrr c\am es tuonr. All oLh er lrrirbl.s cln seNe aspoteltjalareas tiom ir'here we lan deYelop

fhe mosl commoD problem in manv GP essays is whcn a student uses lheladable meaDi fo. expanding her ex.nples to develop herpoiits. lhis results nr craDple driver faragraphs tliat 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 who geddatc original lroirts a.e able to spot potcntirl taiables 1.olr Nor.ls in a rniquc rnd i!teresling fishion and therefore able lo exflorc ihe question liorrr relevant btrt tcr!

..t-...t 2-/.,t,1/ 1

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

I I

HL'rc' are 2 variables ftonr s'hich fotuts can be de'eloped. Ti']rically studeDts $ould usc schools rs their \ariable rnd discuss the different t)les oi schools that should or sholld not hAvc confornitv as tbe tiain aim.lt is a strong \ad.rble as schools clD bt ev ualed via t|. tytc of schooi, the le!€l ol sc|ool or cvcn which co!.lrr/cont.xt thc school is

silunled 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\'tcsult nr siDrila. corclusioDs dcspit. the attenpt to rarr idcrs. Whcrcas, if $'e chose Lo usc coDlirrDrit) {s the ker ra|iibl. thcD $'e $ould think ol lbe diticreDt rca$Ds rs to $hy conforniitt is laluable an(l bi.k ii uf with vuting extniirles liom dilTcrcnt scliools.

17

BR0ADIR PIRsPICT

li5

./rr r.fu.dti.,r

iss!!

I55AY MAKEOVTR

M-AIiEOvllR/ Lel s stlrd,v chloe s o.iginal tcxt to understand this

fu

her. Thc argurnent to address he.e in every parasraph is a very straightforward one. llssenlially Chloe Deeds to sinply aryre whelher our education s)stem can succeed or cannot succeed in trouldiDg the

f,,rlre of this Dation. Yet.

Chloe

s

script demonstmtes that \€ry classic

mistake

in mixins up variablcs.

Instead of developiDg points about Lle future of oLtr natior, Chloe develops toiDts about the Sirgapore education s,vsten. I ler essay did Pass

bltd

nol score

as rvell as she

plac.d

sinply too much emphasis

on

devcloping the ritons lariable.

QUESTION ANAINSIS/ First, rve looked for constints and

S/'r.tV srlo,ll,o!,

variables within Cliloe's essay

P-AX.\GILA

P

H

IoTo cIuiDI rhd! ..lnDl.css, flitr(' .,rdn? (r.ornrns

I/

Nolice thc fe\r lines that $'e hishlighted in Chloe's introdLrction. Ii is oblious liom ih. stail that Ch]oe has already set hcr nind on developnrg tlie idea ofSiDsapore s education systern. Wlat nccded to be done $'as to further deUnc for rcaders what is needed to mould our futrre. She should have brought in

id.,q ofrhe need to have rcnewable leadership, the gro$.tb of frture industrics so tliat we stay relevant as a .ation, ihe increased nccd to develop civil society and a lcss

atathetic electorate or

even

part lo plar- iD ${itching to renoerble eneqty. Instead Chloe

Singatore

PI

s

expands upoD th€ breath of the

Sirgaporc education systen. This wjll ultimaiely rnean thai she will lose awarencss of the more

t

1

C

rrn SinS4tzorn'1 e/ztc,ali,:>n

sy;lea

S1'laaeeJ

1

;ri aouU;tl7 lh" {zzlztru 6f lfip atlli<>n7

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* //rc MO{ h,,s te'/.aP-J the )n1o tlp falztte pi//a,s -/ ',ryry'-r", syslum o/l.n ta neel 1lp """Js -/ th" fztzt" Flv" ar"ta th" MOf h.,3 ,--*"J -h ,nc/ztJe Trasraames conlzc1eJ alrociJ, cocztrt)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(". ly slztJehls D;l/1 1/tes. /lve .tt eas ) 5,,411/'at e'3 -Ja...l;an 3/31ea cah ;hJeeJ 511c.eeJ th mozt/C;ry the falzlre of lhe n,1;on

impoftart variablc, as we will

i8

ER0ADlR

PtRSPttTlvt5

ri. cd!(oii.,r

tssrc

PARAGR APH 2/ Notice how Chloe slalts he. fiNt point

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,/ caaauh;Il ;hvo/l/eaeh1 ">chr.n7" 7rqram/4es ) -rer'ea'' pt-granl4es, -rerseas lle/J1t;P'' c aalet,{ozs .|hJ 3l-r1.5 71t" dm a{ the3- tr-jraaaes ;3 1a "xc/tztrye 7t1t ann.s lr-;,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-un3 p"-p/. ;n the . -1lhtiy' 1o Sa;h a, ;hlerhd;aha/ -u1/--k ah th;rys. Th&e ?rosrazaes prat';Je a 7/at/-ra lor us 1o zt'letstd,v1 tea/e /r-.2 J;t'T"r",1 laek3r-utJs z)it/t ,nc rcaseJ a'JeEla.d;ry) th-re @2/J k /65 *tr' 'olrcn ;ieraeling 'o;l/t lar-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.fe S;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,.g th" tzzlztt " c'{ th- za7'on.

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/tVtugndi. ,n 1are ol5;e3pateat6, a.,/y llnl 1/ul co'cut;czt/tr a.l;il'tes Ja tul sh+'e o* t2.4ttte s,'r.e a-31 -/ th"n g"7.ar 4,E1h"r .t"a

not 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/V us 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 Jh,it" pr,ctie,t/ sk//s lot zts lo /e.1"h,1he5e .ale 3(;//3 4h;./1 ar" h"/7{zt/ eten ,n t/te {ztlz.te. -l7er"f-re, the eJ.1...1;.'h 3y51en.i.t,,:h *.1 .th..7e s;3.ro-te'3 /L.t11t e.

l9

BR0ADtR

PtRSPttllvtS

talking about the Singapore edu@iion system. There $'as generally no comment from her tutor but at the twojunctures we highlishted on her scdpt, Chloe has cornments on her s$ipt that said good, you are

addressins the qrestion". We

caD

ligllighted pafts are wben Chloe defines the needs of rhe tuture and explains how our clearly sce that both

education system fulfils that. Much of the rest of her paragraph was not

needed, and even bordelins the irrelevant. It is-obvioLrs that her teacher was lookins otrt for ref€rences

to Singapore's fiture and how its education system rnct those needs. Chloe slrculd have developed hcr topic

sentence

from the highlishted

seclionsi eDphasising the needs of Singapore's tuture and then in lhe

elaboration argue s'hether our ed cation system meets ihese needs. PAX-A.GRAPH 3/ is \rhcre our $'anings take on a strong sense of rcalilv. cHoe has gone completely ofi back in her discussion Nithout realising it. Becauseshe had not shoMl awareness ofthe fact tliat she rlas expaDding on the wrons variable. Chloe sperds this entire paragraph discussins the Singapore

'lhis

education system, someihiDg that she believes is relevant (as defined by her

in the introduction). The tcacher's comncnts here asked whai this paragraph had to do with the question.

conftrsed, chloe apprcrched us and sked us to clarit lvhy slie did not do Nell, it was more apparcnt to her horv she could do better oDce she understood she was develophs the

wrong variabte. What should hale perhaps been discussed $as the need

for us to more broadly defin€ our econony in the fuiurc and e\pand into increasingly niche narkets in boih soods and services. and then explainnrs hore the CCA progranme can expose and train strdents while developing their owr nrdividujl niche

1i...1!r(rt.n 6sr.

l

TSSAY MAKTOVIR

IN SUMMARY/ We have found that anal)tical study ofquestions done in this manner have bcncfited studeDts immensely. Th€re are indeed constants ard vaiables in everl GP question set so far- ADd with a

nastery ofthis system, it becomes apparent to our sttrdents how to Llse it to cloose questions, strat€gise, develop original points, stay relevant aDd even peer mark sometimes. GP essay Miiirs thereir becomes objective, fair and has clear instructions otr how to improve.

Choosing Questions

ideniit and distins ish betrveen constants and variablcs, 1ve wjll then trnderstand that easy questions are defined as questions with no constants and many vaiables. This meaDs that there is only a rudinenta[' po]a ty based argument to address, ]€t lots of scope fi om should we learn how to

which to develop points. Adilficult question is therefore the opposite, having many constants to address and few vanables by wlich to explore points and devclop scope.

Slaying Relevant

to address the key constants in every pamgraph they do noi fail (u ess of 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 spill conient in the lain hope ofscoring some marks.

As long as students continue

WANTUS TO lv-{KEo\aER

Bains

orisinal

lfall

"ESSAY

r4-{KnOWR"

students do inde€d develop iheir essays from tlie same question. then $'hy is it some caD produce such original and interesting poinis? It is not simply the case thal these students have more coftent or read more. Although true, many of theD look at a question and zoom in on !a ables with the puryosetul intent ofdefining them 1'rom a fiesh and interestins angle. Reading helps. But consciousness ofthis as a skill develops consistency.

Taie out your ten year series and study each question, applying lhese skills. You will fiDd that there are consistent ways ro coming up with points as lory as yo discover what the most common vaiables are in all ihe questions set- Butthat is something io share arother day.It

20

ER0ADIR

PtRsPtOil/tS

fiee.fucdton 6sre

A MATITR OF OPINION

ABOUTTHTS

coLrMN /

NO

STEREOTI?ES ATLOIVDD

CONTEXT / The 2oth century economy was nn*ed by indusirialism aDd faciory assembly lines. Bot in

lh. / rs. ce ,, urt. s....I'Fopl- rnrurr 'lrFFtu in r nFh la, g-, d h"Js: Tak n; mu\i-\ p ' umpuing mLci' . Ca\'gir rg d, .'rah lFchlolugir.

r.r 'riil! ol

EXAMPLES

/

a) The rclationship between grcat cities and crealiviw:

Jall of Flarcnce, vientlo, Manchester and Glasgoa to Shatryha| Londotl, NeLu York aild ttut o Kano The

like the ipod, acting, penning the nerl Harry Potter-

Creativitt

aDd

nDovaiioD are the new buzzwods on

the iips of elery pohticia! aDd co.poration.

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

But are today s parents and studcnts aware ofhow

ru.h .l'-

horld . e onony ha\ chanscd. AJ. .h"rr

c) Crtting edge conpanies thai promote crcativity:

abafi 'T-Shaped \ toh rrpotit trnp pal'cL.

choices about what to studv in university still based

3M, Apple, IDljO s concept

oi r

P,

rre.sinri hnri d-crJ-. JJui

ArF $F

{ill.lingrrg

nt.l, o,d

Goagh

onto old ster€o\'rres about the ans Dd tlie humanities

being impractical subjects that lcad to finaDcial

dJ The

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

r).dnce PHoTo cREDIf/ r{+Fa n.h The Sastent t! t. ., Fli.kr Credhu€ CoDnons

7l

BR0ADIR

/

PfRsPtUlVts

th."dr.nth

issLt.

4

coMMoN

LXA}TPLES

/

A MATIER OI OPINION

An Asian Parent Answers Much ofmodern Asian culture is shaped by a strong streak ofplacticalif, a keen awareness of econon.tic reality and a sense that the individual's desires should never supplant the greatel good. What might a typical Asjan parent think of

their children making

a career

in the arts? -ds conceived by Chew Yi Wei

prcssrrise thci.

i g .,reer. Thcy tcrd to Mlue rrhite pri

roll!r iotrs lilr

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

mcdi.ine. engnree.ing lnd laN he.Nse thes. jobs .r re..eird as b€nlg

class

lrstigious

nisc lnd i sale choirc economicrlh. 1h€ arlt

or l)unranities .rc

p.r.cired

nnpmcti.al ields lhdl lead to une.rployment

or dr.n end

jobs.

To Lhcf,,s long !s on.

isootsuF.ltheerlcnt ol o.e

s.rertni1l

tllcnt, ir is

aD

and

unsrt

choi.c.ndidedlsabout thc .rts nrsr bc

strbsu

red ro thc

prartical n.ture ol th. no rld. l-he Asr rn

Prrctr

mar-'

a(hDoNledge

th.l

crealirig,ddsraluc to citi$ .nd .,n Nint out

rhat

(tutrivitl

adds

colorrlolile xrd leisure but is .or somerhnrs you candefinireltnak.

Ie ]urc ofthe,Arts and Hunrarities is both coDfourldi g and iDtrepid. While it lllk mc with astmngcpride that my children arc da rg enough to take a deep intercst ir these ide.listic ald cerebral ficlds, I am, rt

lheieatofit. give loascnseofdisquieiand

$or .1 be exl rcnrcly circumspecl in cncouragi g lhenr to cmbarh or aD Lurest.ained pntsuit of such disci nres.I anr well a$'are of the erits the-^ns and Ilunraniii.s offeri lhcy proDiise one idcas aDd kDowledge, but what the!- do nottrornise is siaid and

snrefooted pmgmatisn.

'lhatth.Ans and

HuDraDities are resNnsible for the

,nd Iounder of Slikfas. Ban YinI Jhcow

is

irternationally.ecognised todav xs a uniqtrely 5 r,J.'pure r' ri \ rtr* r "i I h .r' ,li 'n r_ \.1 'r t to cverv toy inrtoftirg coulllry coDceivable. lhus cnrriDg a nio.e inventiv. cdge to the clcaD andefticie.t cill . Becanse of the IlLtiditr- and slon tancity of th€ arts, companies like that necd to be adaltable aD.L clastic lo thc unceasjng Navcs of globalisation This Ne$ Creative lvorkcr is seetningly thc inDovative daredcvil of the 21st ceDturr and thc conrpanies th.rt hn. hiD {re sinrultaneousl) tlre no\ers and shak€$ of any siveD socieq lroping to l,r.'^ rl ,o,ig\ r' o1.F.,.r.-J r.J.'lupl fl'rLriar_. of the quolidiaD

'rorking

class.

.ise of a distiDct urd relollrii{rnat creatilc class toda} is no sLrrprisc. These nre thc hcroes responsible for

Rccognising lheir contibLrtjonsto societl is withont doubt fair aDd deseMng, yet i{e musi Dot forget Lhat

'i r.'1..,, l i,.1 r.." i,

while drcl bear the tinnnings olsociell., tirev ar€ nol

r

dl

"'l l'lre,r'rJq r'.':

thcy are the ones$fu labou.long hours e$udnil that Lhen crcatioDs reap intangible benefits; the) eDable a thinkiDg aDd crealive socicty, a society artisticalLt fecund and librarl. Singapore's icorric toy dcsigner

7?

BR0ADfR

PtRSPtfilvtS tite

the ones who keep its closcd circuii iunninS How mary YJ Bans do rv€ ha!e? Ho$'manl cr.ative conpanies lil(e Srikfas crD wilhstand a tu$ulent and

cdu(dii.rr

tssLc

RIIATEDISSLJES

5itfi,rcr & s0fltTY

'fhey

BUSTNISS &

dnnniutive palt ol lbe fopulation. xlost would cop oui aftcr awhile rndjonr the rnnks of nore stable i.slitLrtions. MI children don't s€e lhe 'nerely

'' ,E-

fomr

a

,'runorni.Srot

1^fa

drr,t

L

r1r

URE,\tI DIVILl]P]!lINT

WAGI]IG THE WA

1. r .;

IDU(ATIOI{

AGAIt{SI ill1ll0 H()(lD IS IlIDEED R()MAlIIIC

hunanities will most likcly lc{d pcople nrio carccr impasses. What car on. tossibly leaD liom Literalucor Hisn)N? Writi S, inalllical skills aDd teachinil one to think out of the box? Sur.: A dcgrtc in the

Donetheiess, these slallsare noi targcted at

t0RP0R{]t0N5

ARTS

rryspecific

locationi degree holders in thc lib.rxl arts and hnnraDities rcnai! less occu pation ally nDbile thaD prclessjonal dcsreeholders. Awriler can ncvcr be a

GT(lRIFY

lnwyer, doctor or cngiDee., but the latte. drree can .rlrJ\ o- rr;l, r \l d., rr'.l \.'rJ L.r-i FA i, "

E1{DEAV()U

WATTH TI]I5

fru? THE

arc professions e.ell respected and admired. xlost

inpoftantly, they pal well and arc cconomicalh sustailablc and safe; ther will never bc obsolete.

IHtJ0Y LUtK OLiE {r993)

01t 0F

tsA 0ltt.

With great ffeativiti comes great cities. Cili€s arc gilen their distirct identity fron their people, so mt c|ildrcD tell me. QuotingArisLode who intinied thrt ''a ciryis its feople", ni] childrensticl tohis maDtr{, aspi.init to cnntribute to the vibrancy and robusincss

ofthe city sone day. The crcativc dass indubitably aids in the enbellishing ofa citl'i thet are the lillle

Bolutiomries

who give a

ci\'iis lisibiliti

.

New Yo.li

is 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 ficcc ofthe global economic pic. If rn)thirg at all, New Yo.k seems to be (he epitomc of r\ristotle s dictu . T|en again,will New Yorlt remain as it is intheages to corre? Jnst as empires rise and l:ll, grcat cities cone and ito as $'cll. Think llerlin, lstanbul and FloreD(e. HisLory has rroveD tlie ebb and flow of greatDess and deleattbuilding a g.eat city does not ncccssarily niean that one s crcation xill last. AIL thaL mattcrs is Dot how great a cir!'can b.:ivlut natters

ADother t.ope ol such afparcDt courage is the

stereotypc ofthc staniDg artisl. oneollhem. WagiDg the n'ar

againsL

It\

cool to be

minion hoodis

a.omaniic and gloifyiDg eldeavour, brt rcally, the glal)rourisation oftlis Dotior is a loolh dy onc. \'outh can aftbrd such loft! drcams but age and iDdeed

rcalitJ i{ill seep $.ith a slap irDmiN'nt. Doctots, la$rers and cnsinee.s will ever halc to cone p

u':"1) . lr.r ..'.. onl) feffonn slaNntion to a

'.ih a 1o"r r'..r'.. The starvirg arlisl can

foirlti afte.rvliich, rno\c

or1

he lvill fiDd hnnselfquixotic and a cubicl. slave than a patrler,

with life. PliLher

lhal a city is functional and iLs cilizcns kett safe and well fed. Thc crcativc class is itself a bubblc fhcnoneDon: once capital dcpletes, o.igi ality

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.ltamlel

dampens and innovit ion diminishes, thisbubble will burst. SusiainabiLity th€n becomcs thc order ofthe

oncc lamcntedthe futility

is

Ld'..i' h....'.\

'.a'. '

r',h".1\drr.,t

perilous limes? One can oDly wonder al dre

crl.nt of

ol

words, \tords,

\t!.ds".

lronically, this could ilell be lhe casc for the r\ts and Hurnaniticsi thc,v a.e all talk and no actton.

ll,l.rgon" pl.rt' n '. L'1 .or. l'.\p-dd'J

r'ts

about thought and life is ccrtaiDl) irtelleclually grati{ying. but ultimatel! naivc, sclf-indulgeDt lrnd

?3

8R0A0[R

PtRsPltllvts rh. ?.ll.dtion issr.

]1EOUiTt I I'iR IIR

A MAIIER OF OPINION

A Head-Hunter Answers On behalf of talent-hungry MNCs, head-hunters scout the world for the best and brightest among the world's workers to slot into key corporate

positions. Are creatives on their hit list?

t

.""."i"ed

by r{arcus

ran

i{ s -

t/i

-\

-

Is the Study of Humanities & the Arts a viable option today? n todav s hishlr conpetitiYe econoDry. scckiDg the best and brightest is busincss nr itselt

$hile

a

itriensc

wc woukl cert.rinly

agree that ihe best and tic b glitest are coDtestable qualificrs, ihey r.e often eqnatcd Nith success iD th€ conlentional fiekls ola sci.ntific and rre a.e in lle .sc of technical educatioo (after ^ll techroscicnce ortechk o$teds/). Yet the vilue ofa 'hunan educaiioD'- one ofthe Hur.aDities and the Ar-ts'cannot and should Dot be undenatcd for th€ 'ncw $'orkl order'rcquircs i.leas ard innovaiion to pavc the $'a] for abettertomorow.

The tradiiioDal vie$,s olan artistic cducatiolr havc .t$'ai$ been onc of frxgmatic conc€rn. I-caniDg abou I .\F \Jl..'n,l H.r ,i ,r'i'.lJi .". .Jt,l o "d \. -.t, ip onc su{ficjentlr tor the industrirl ecoromy and does

24

ER0ADIRPERSP[OlVtS

litlle in contributing to socictt's technological advanGneni. Histoical k owlcdgc is puryoseless tunctid fo.

for the prst can nevcr scne aDy practical

thc tresent. lt pales in conpaison Lo.xlcttise that can hclp buikL lhe rert Space Station and is nnalle to addrcss the proble.r of dnnnrisliDs lood suffhcs. Studvins thc Fire Arts is.r wotthless pu.suil lor it caDnol addrcss, Druch less soh€. th. fressins issL,e ofglobal $.arming. All the r\ts ilrd Humanities can oiTcr is an educalion nr

h

manist values.

'l]re common nispeme!lioD of ihcfateof

a

edLrc.tioD

iD the Arts and Hunianities is that of r starving artist. An artistic educrtion can b Dg to the table onlr thebrre necessiti.s oflife and e!€n sothcre d.€

the.1]rln,ridt

issud

lsll[!

RttAItD

lhe.vcr crpan.Ling ertedrinnurl nrdustrits of todtl, $'i1h thcir inccsslnt and irisiliablc ddD.nd for creaLi\.e lirl.nt f.oplc froDr o iIrry \vNlls of life turD enlerlIidDr.Di stars of tonor.oN isjdsl onc caunple tlut ! lo\ es $r..h a b.li.f to be tallacious. Cr.ati\itr is not the sole domriD ofthc cntcdaiDmeDL jndListr_r.It is r qurlitv LhaL js denrtndc(liI tlc De$. ecorrolr) ol lh. 21st crntuL-a.

*-4,

Yel

The competjtive slobrl mrrkcts ofthe nei! centu,l',

dritcn ly the e!gires

.l

nnrolation. inventioD

ifr

a .Lifteren I sorl ol w.rkd \ith a diflercnt !or1 ofkno$'lcdgc the (.euLi\e t!ork.r. This Ne$

id..s rcquirc'

O.rlnr \\rd ker thus chrllenges

lhc b.lnrf

thrt

crexti\e orinds Nill not fnid producti\e hbo$. Inn)vative conrp.r.ies sr.h

IDEO are coDstrnlll on thc hunt for creat ire lale.1. Fonncd iD 1991,IDLO is i dcsigD firm thaL hebs o.uaDizations irnulrle through dcsign. It hrs been nnked b) glob.lb$nrcss

s(1I (f & 500tTY BU5 NI55

TARKETs

oF

rnr fiih i.

(EIITURY, DRIVEII EY

IIII

rrc

nne

oflDiio

s .rost notablc

'Iod.t. knoilledge olone s lechnir'rl cvcftise is no l rgersufiicicntlortheuods.rllenl lr.itofthcglobal coDs!mer cnltur. is trod!ct dille..ntiatioD. The entre!re.rLrr .ftodry nceds an irire.tne sDi t rnd Dn)re thrn a lash ol .rcrinitt to cceed i| rn o!.rli satuated rorrn,o.iilr' mrrkct. lroduciDg a tunrtutcr that fluctions is.o longc. snlficicnt: ilhat rrlrie!.rs r.cord sal.s is in nrakl,,s iL diliircnt. ,\nd the liflere.r|. js thc offspring ol a creulir. miDd. stctc JoLs ol ADr lc c.mDtrt.rs is cedairrL\ .r ne \d|o undostands such r cod..tt. Atflc s contitrued rcidr.ntion of its lro(Lucts ard ils br^nd has cnnued lllat il hrs str]cd rs one oJ tlr€ w.rld l.rdcrs ir the ronLp ler indnsh,l . Jobs represerts n . ew .oryo n ulper class rff.clionltclv termed as bobo (a

prtmrDteru ot th€ $ords lourgcois ard bo|enrian). Olh.rs such xs Virgif\ lti.hrrd Btanson rnd th€ l]odr, Shof s Anitr Roddilli, alo.8 \'ith Jobs. mtrli tlie risc ofthc (rc.ti\t (la5s. lhisc.cntivcclxss, acco irjl losocial s.icDtist Dr. Richard liloridi.$ill

l- II l,. I

I,

r."tl I" r{

gro(th inthelost j.dusl al cm. Snch deveLou.'enl cnn b. r.rliz.d $'ith a woJtibrcc ilrt posscsses the

rttrib!lcs ol an acli!e inaginrlioD. ac tt inlenti\en€ss. \'iitorous cre{LiteIess ind an rD]'icldnrg sei,se ol .n osit}'.

IDUIATIOI.I

5L]RITll

0f rtYBfltot tilt tDEAs Rt0utRt ^l llrrrrREusomorworcf

\

TH S IS TI]E IDEO WAY

illll0vATl()il,

EilGlllEs

tlrTH A DtFtEtHfi S(lH

0r

,,rn" tLS \11,,

KT(IWITDGT - IHE CNTATIYE

crcrtilit) is t|e rerr sfark that ignites 1l,e vjbmnq chlracteristic ol dulcm mcs.Llopolises. fle rclrtnDship betr\c(n grcat titics and (.cili\ilr is i, r.llrtably afpartnt. BcloDd the e(o.o.ric giins,

.

lerders lh.rl drc$'drc ltt.Dtion aDl allilirtion ol nraDt t{lenled p€otlc s.cking flme rnd lo.lLr.u bohcmian-q and brsnressncn

ililc. (;hsgoi!in

1850

. "\., l ' ',,15 \' that rrpidl) crfanded bolli fh!si.!ll!

i, "

ll/

0'

il

1 r, ,0.!l l.Ll fit l,! rini.hi

tloRlGr"

t...: rj

rr.tr**intt,

..lr i ll sl{l,tIl t t tLl

..1.\.1.

Pal VPI)A works of ut.

IORPORAT OI{S

IIRBAI{ DIl/ftOP]\,IINT

THT C(}TPEIIIIYE'GI.()[AI.

as

conpanies. ADpl.\ UFt nrouseandthe

&

a[rt

.

and

ecoro,.i(.1lt as r cons.quence ol r dl n..ric licnz\' burghl o! by thc innolrtivc energies elge.d.rcd finn the pothl(h ol cr.itivc trlcnt. The !r.rde r nr.gi.itics of New Yorlt. l.ondoD rnd HoDg KonE ar€ tbe cont.Drlrral] cquivalerLs ol Dr.trop]iscs that thri\e on mfid iDfonn{tioD ard olloral c\chxDr., an e\(lu.ge th.t is founded on ar econoDl .livcn bl kDoNlelf,e ard idcas. Thus cities be(onre g..rt if

l;l'

/

i

,6 .,

dffier.,*

*r

N'AR rAMr

rPrR

l!r\ +,11,, , 1,\ r.0

.l/i!lL, (01,r

,,' lflil ,l

I

I

l I I

l I

thc] rrc ableto crcatelnohtcdgc aDcthanLonise lhc

o..ti\.

to$'ers brouglrt on

bt. dikrsctllent pool.

ADy co,roratc industN seeliir)!, 1o

'u,l'.rl." i

' I'r'.l

llrrilc

-ri

iD tlicse

l-r"

theconcepl o1 trl.nt. Th. talcnt oftonnJo$ is onc ihat musi be libra.l, .\nb.rrDt. i .enli\e rnd drtcrprisilg. The L,ri!,h1cst aDd th. bcst are lhose I lal tioDccr a frrnising li,tur€ b) t..rnrg into the last and ler, ning lnn tlie preserl. And i|.sc rrc

|lr..l'

|

'h 'r

rDd thc Afts can hel!

25 El0ADtR PtR5PttTVt5

.!

r

!re. at

//,..d,ri,rt,r issrr

,i' l ll,

I

:.;ll:.:;:r

I

";

'';ioiil

GljT ME AN EDUCATION/ Historically, devel{rynis human capilal has al$.a)s iDroh.d educatioD as an nNhure.L otsociat eDgnree rgand Dcvcr morc litall! lhar iI delelopilg nations..\fto all,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 builds attihrles and rahcs tlal ca. di.ert indivnlLr s nrto bclic\iDs aDd follolvinq

connnon visioD that cDnns

a

thc hcalth o{tbe nation.

Of thc tunr goals ol econonic developmcnt and n.tional cohesion (evoh'ing cvcntuallr intc) citizenship), tlie nilnoeuvring and Dranageore t of ed

u

catioD to facilit{tc Snrgaporc's

economic

rccess

rDd stability has more obvious tangjbles achieled.

! massification of basic .ducalion and the prolifer{tio! ofyocational nnd lecLnicrL irstitutes to makc cdnc.tion ecoromicalh

Thc 1960s and 7os saiv

.elevaDt so as to cffcctivcly b.clt the gove.nDient

Si.Sipore lild the a.l.led urgcncr lo quickly traiD a sliilled workforcc and dcvelop lo),altr ancl sound nDral ralucs nr Ier ciliT€ns. |orDul schoohrg $'as hcDcc actno\rledged as the primaN r.c.ns of cconomic B.owth and charged $ith building nali,)Ilal .ohesion. NatioD buiid g rlas almost synonytuous

Nith (itjzenship dcv.lofDrcDt. The Iliristrl of lducrtion'smissioDstatdn.nr.rikesrleartliatthe fut re of t|c Dation cnn onl) be .Letermiu.d b] motrldirg lhe peoDle $,ho $'jll makc its furlre.

s

!ush into thc glob.l economy. lhe r98os saw thc futh.r div$sificalion ol education rDd a grcaim cmphasis on scierrce, niatheDatjcs and ad!a.ced rpc\ '$-.,nr- -h,l l., l^ JLro, ro ,.r 'in

'ol

ftal the Sirgapore govenment placcd lvas t|a1 n hig|\'ljterate aDd trrined Norkforce could ahvays adjust the Dost fl.xiblyand nnnbly Lo lnture teclliolosical adlances econo.iic gftx'th. Thc b.t

and business tr€nds.

ID nere decrdcs, Singafore

tmnsfor s into

oDe

of

Asia's tiger econoDrics aDd is rvjdely praised for its Be(ause educrtion $.as so cl.xcb ticd to r|e nition's

suryilai rrd \rell-beins, it is Do i{onder t|at its pfog.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 the nom. lhis tigliter contri)l also tresuD€d that the educrtion systcm conld thcr.tbre be t\\.ealied ar.t

modified according

lo the n.rtjon's

Deeds.

Pohticai e\iilercies it thrt tnrc'{lso dcmanded a Iunctionalist and ivholl) fragmatisi approach to educntioD. Order and stability were prized and the goal ofsocial cohesion and harnony meaDt a low toleraDce of dcviance. Meritocracy rvas also the linchpin of a systern that also tried to bring its people together by giving everyone an equat opportunit] to se up the socio-ecoDomic ladde..

'l-IIROUGHTHtBARRICAITI-S/

11' . ,, rIr'l dc!.lofnrenl oi a corurtrys liuman capitalIrs alwars bee. a slrcng predictor of.conomi. growlh. and

diligent lnd cillci.Dl lvorl{jorce. r'he nuintenaDcc of SiDgatorc s competjtjve €(lge lLas become a rnaDh a of sortsi \rllh the worhforce, cvcD in good t.ars. - d rr,g, lF n ir ' ^ li ' 11 '. or,i lu l..' ' sliiLls.

!!d

ofcon$c, sct

a qood

educatir,n.

'DO YOU SPEAI( A iIlY LANGUAGE?"/ Snrsalnn's biii.ilual

ti.d to l|e

l

guase poiicies

rrc rlso closeb

1\aingoaLs ofecoDomic prosrcss and narion

building. Ihe push of thc stLrdy ol Lhe En8lish lbrr, 'J.,r ,\"^ls\.a rr'r-" i-,l r: r...1.1ir.'r'. fiNt link.d to the econonic inperrtitc. As thc languagc of t'ade,.onuDerce rnd administratio.,

ih. Enillislr larg(age expedited Singaforc s enrr'! into and iajntaiDed her nenbcrship h t}e {orld economr. Aiso yiei{ed as a Dcntrirl language in a

nn tiucial

aDd DruliiliDgLtal

socjett. Lnglish pro\idcd

a conrmon mode oJ conrnurication anongst its cthnic gronps, crossing dialects aDd differenl lrdituages sirnultrreouslr, and u!iting a dile.se peopl€ nr a counon r 'fosc ofrvorl and Lrade.

A rise ol r% in literac) sc(rcs ca! affcct L,pwnrds

1o

The bihrgual

.': or.r ir I'r"dr.r|I"r,ii

ir

toDguc langLlages as a 'cauier of vxlucJ shoi{cd thai

r-bir. rr',

cDP.]\ highcr imfrole.rent ir workers skills can lcail to

a

f.stergroNth

as

foliq,, lbe pronotion ofthe Dnnhcr

Singapore was alwars

lmkirg out rt the

sanre Je{

c.ucial lrolts. It $'as notjrst about eco,ron)ic suc(ess alone. but mccess as a nation.

well.

2/

ER0AD!R

PtRSPttrNts

l/t.dr.dtirr1 rsrl.

y'\lE:E.r{i.kr

l-0tA[ vs. GL0BAI

To ens,,re emotion.l tics to the notlierland. the nainDal heritage languailes $erc dccmcd lital lbr tlie tcaching ofp{tiotisn and moral and civic vallres. Still a highl)' contestable position, iL wasbelielcd ihat Asjan languagcs were best placed to teaci lalnes likc llLial responsibilill, looking out for the colleclive good aDd loving your nation. Sncli enrctional ties to Lhe family and Dation would then profidc the Decessary

ballast agaiDst the inevitable Westem influcDccsth{t canrewith tradiDg witli the world and jronicrlly, ihc

all too successful

p

sli towa.ds rn

X

glish sheanr

i{as made to politicalll socialise the r-ouDg: specific toplcs ir.ludcd the Constitution of Singaporc, thc

electoral proccss aDd the process

ol lai{.

students were never alloived to forget that their part iD Dation building was alwa-vs tjed in to the strrvival of a mtion - they were told ceasel€ssly ihat Singapore \ras a small Dation and that if everyone pursued excellence SinsaDorc would do rveL ID 1997, National FldLrcation (NE) $'rs huD(lied as thc latest nrtion building salvo to shape rnd affect Singapore's nlcreasingl) apatletic aDd historictlly iilnorant vounger citizeDD,. l he 2oo r inh odtrction of

Social Studies as an e\amniable

a d coupulsory

subiect !'as a sig! ofrnollntiDg coDcern on 1he part ofthe goverDrnert.'l he fear oflounger generrtions is lhrt thct will cteDilullt takc Singapore s peace ltnd p.osperitr- for graDted and, nrorc daDgerously, no loniaer buy into thc

living in a histoical ucuum

snrsnporcan idcals of DcritocM("/and rucinl ha nony.

A la.h oI a sense of Dational consciousness rcould rcsult ni the lack c,ia shared will to forse oD together or thcrc rvor .i rot be e ough ofa collcctivc cnotional nrveshncnt to fight on in bad ti es.

LIl'TJS AI,I, UNITE \VITH A NtrW SPIRIl'/ Nation building also eventuallr- cam. to be qnon)mousrithcitjzeDship development. Citizcnsht) ls a lea-red L"\ 'r':r .'rJl'rr" olrrlFr,.iLior

,r ,dai "r, ,' ir. .r/r'. urn,i, g SiDgaporenns inlo nrfonncd, parlicipative aDd nost rmpur r'l.r '-.1,o ,.iLl. a, d ,."tr' .r r/.rb-i;.'n.

srNi\ al and success oft|c natioD. Similar to highly controlled nations like Japan and Korca, Sin!,apore s national values {re expressed e{plicii\' ard aLso helplully numbcrcd to prorlote social all kcv to the

,' c-..Jr ulh r ll, ,"

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's ' ll,p r

of moral yahes ar.t ciiizenship in the cl'ssrooni. Periodsofst tcturtd cilics and Doral education s€re made con1pulso, -v thrcng|out frimary and seconda4

'I'HE \VORLD'S YOTIR OYS'I'r.]l' BUT THE PEARLS AREN'T FREtr/ Tlie

rei

evolution olthe

ccononic inLperative inyolvcs {n econom} h

ansfonncd by the lbrces olglob.lisatioD. As

a

small

. ii r r-]

\,')s l' '.i ,; n ll F 'l insecuritr'-, for.vcr desiined to lill where the global

whirlivind ofchangctakcs it, formal education in rhc certury is aganr taking anothertun in lhe stomr. siDgapore is on a mission to ftcpare its $'o.kers, 21st

]onns.Dd old, for a knoilLetlge

ilm.nagcd succcssfully, rDd togethelas

lert

a

based leL s

econonv\'hich

noi forgct, faccd

natioD - will see the sLate (hrough tn ft<

translbrnratioD as a regioral, u1d hopefullr', l b ol knoi{l.dsc and inrovation dri\en

slob{l

industries aDd companies. Singaporc needs to |ishion a \!orld class workfo.ce aeain to strcc.ed. The nation s lon!, lernr ftture wjLl rest on crcatins highly skilled $orke.s {ho tlis tinie rre ent.ep.eneurial, adaptnble and caD work ,nretr.F in the world or inselt thcmsclves iDto h F_.pp r.l gl 'n.l-'ur . | \ 'lhFar'rir'o ...r.r

Ior thal.

Decadcs loDg t$'eakirg

of the inslitLttioDaliscd

teachins ofcitizcnship and its atteDdint values took

pl.'.r

" 'od.""t""rl.r]un 'Ilh'ir

and the senerations moderniscd and chansed.

pro,'i.F \raious

incarDatidrs $'ere inplen)ented and displaced ard Lexlbooks came aDd$'ent. 1992 saw Cnics and Moral ljducation (CME) nnpleDiented. Xlore ol an attemft

28

BR0ADIR PtRSPtiTlVtS

'

'

o . ril or ' itirr l' -rlor." - rir ra\. ol,' knoi{ledge eco.om) itroundcd on the Life sciences,

|.

Ir crunrmr.!icd(io ',. ir'', r:' .. r.r" '

titc educoiion issr!

r'

l

RINIIll]!

are

Singaforc stagDatcs aDd p.ishes or coDtir es to

slate has been underscored over lhe years and any critical thought encouraged was subsuned instead into the ecoDoDric imperuti€.

the onll co.stanl ol rhis mlhlesslr-.ornDeiihle global econo r) is change, (han the nrove lowards a

Nlost criticisms about Singaporc s citizcnship ed(.'rr^, q ed o, r 'P i. r-' r r-,. rf r\', r. i^ l olsuc| an edLrcalion is nrostlt a top donn af!rcac.h

informrtion technoLo!,). {q,lrh we howwe rre on the cusp ofchrDge,

tlis

rade awnrc

js agau $.here

11

$d tlinkirg cu

culum nai(es se$e.

that .eljes on the pnssiv€ness of the rec'eiver.

Educators no$'Dccd t{r reflect oD how to inculcate theabiliq to cr.atc, gcncratc, slDthcsis., adapt, and

The lieal,r haD.l and onnipresence of the state also gcncrat.s a suspicion that cvcrl'tling is ta ght is for

.el€a r in t|eir c|argcs. To suffo this, sclrool ma agemen( has been decenlralised, autononD

purc p.ofagandist furyoscs aDd hcncc safclvtuncd

grrDted to experiDrent $ith djlleretlLiated curriculLuns

ol econornic and .aciai disasler. Also, lhese nandarol"l/

ud

!€riods are talght br an inc.easingly harried

Nrrc creative

a lrhole mnse of speci.tised schools benu opened Dt to cxploit cv.N diff.rcnt talent thrt will nake an econonric inrfact. If $'c can makc all cducational

instiLiltions lhinking Sc]rools, then $'c.aD bc

a

Thc icnsion is growiDg as the rise of x hishly educated,

pmductiYe Bo.lier. l he irLr re equaLion may be nrore

unpredirtable aDd chaotic and the Eovernment rl)ay Deed to ask itselfho$'nacli it can let go.

ts MY llDucAt roN \{Ho l A[t Now?/ tu. of the millenniom has lnade ihe issLre of

rcad aDd tcchDologicary sa\af middle class leads to nrore quesLions asked abolt the individual's rolc in lle lvhole process ofbeing a citizen. Having been

exposed lo democ.itisirlS

fron

a

relbr rs ard movements

globalised rnedir, thel coDsequ€Dtly may have

diffocDt \icas of tlic rclatioNhirr of the nidividurl

io dr. statc, i|eil rolc in dcmocratic frcc.sscs aDd elen the needs of the statc and thc individlral. 'lhe government ca.noL attord to ignore t|esc

citizenslip edrcation even fl)re lopicala.d lerin!,. New questions are roDstanlb bemgnised Lodayabout

not always seen as a political threat. If Sjnsaporeans

ho$'to iDculcate in citizens

lolrlt!

a seDse

of belorgliij :ind

are to be citizens

inthefull senseoftheterm, ifthey

inteDse globalisation forces thrcaten to tea.

are to be .e-engaged and participative, active and

llrose ties apaIr. Nlorc and morc nations have to grappLe with lhese inplicaiions; elcn nrorccstablishcd

corcemed, they need to pznicipate in complex issues

states need to c.rDstartly evolve and .espond lo lhe

ofa more local ard $,ell t.avelled cilizenN.

taughtto handle such debate and discussion. wlrat is corside.ed $ucial skills for thc 21st ce.iur,r- criiical

s ' L 1- r L. r' r:Ll LJ .' ' ff- .-J (i ,oipu.l \

Lhinknrg and qu€stioning, problenr soh,ins can no '.,s-r ' ur \ '.,i-n.l) L, , ,J inro

needs

as

aims ofnational cohcsion aDd Dation buildins. This

is parLjcularli seen in the gap beti{cen polict' aDd prdctice in cjtjzenship education. l'aining good

concerning norality and politics and ihey Deed to be

equatiotr, and nmst be applied in the lirll cortext oI a citizeD, prad.tlls includect. l lorv

what it rncaDs to bc

Singaporeans rcspond and opcD np to ihis chanse

.. {\':I i rul b' urn' .!r.1,'n'u r I . lh lrJ.r..rr

rnny be the new and erciting, albeitunccrtain,

good citizens and\iceveNa. Dutiful defereDce to tlre

of edn.,tion for the

?9

BR0ADIR

y

iourneyr of {Nc begirning

i{cll

Real engagemeDt in nationhood bidlding and identit-v making prccesses can only happen wheD civil society is allowed to flourish and dissent and quesiionins are

The

Wor(h rhi5 h sI

\"Jr,n-i,.rlr"- r' r- . idu ..,.,rd' ,daq..

Ofcours. the cruse and effects are Dot $ simple as llie! Lrsed to be. Flncouraging a morc crcativc aDd

ed stabiLjt) and ord€r lhat {as recessary lo achieve ecoDoDlic prosperitt in the past. N.N dilennnas h{re been created iD the fornerl) conrforting relaiionship ofonc fart human cafital inrestment equals ore fart docile, cfficient and

RSr YrAR (2001)

educatds $'lD are tlienselves also generrtionalll distanccd from SiDgapore's irlitial groi{irg pains.

on thc |ard scicnc.s havc conhibtrtcd to ar increasinitly llnemotional vie$'of cultur€ and

regr

F

out. Studenk hrle becorne inxrcd to didactic i{arnnrg.s

L€aming Nation. And il lve can be rhat, ne are well positioned forthe next decade aL least.

. tcn d(,Jo. to..l,.,r'^|t....'. i..^.rrr growth rnal co e at lhe e\tense ol l]re highl]

Tllr

PfRSPfOIVI\

frtnre

(t

th..dtr\trn,i i\*r'

ma*cF

d\rAL Fli.i.

(ULIUREWAT(H

Real Genius: Nurture or Nature? It's that elemal dcbate: is genius innate or can genius be fostered? Will bard work cover up for the lack ofinhercnt talent? We find the best irom the teacher sfrld..nt genre 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 deidoPed as a pla] bv Peter shiller in 1979, this mo\ie takcs coDside.able a isii.liceDce witli the ponralal ofthe lives ol tno rcal-life composers, Wolfgang Nlozarl and Antonio Salieri. \{hen Salieihe.trs lrlozart\ composirions, he kro$s he is iD the presencc of subhne, even divincly nrspired sen iLrs and all his liar(l$ork andmodesttalent cannor bridse tlie gap. Unablc to reconcile {hy God woul.t sne sucl seDius to a ili 'nusical behavcdbutroon lite Nfozartirstetd ofa lons standiDs cnlholiclit. bnnscll salieri reiects God aDd spends his lifc tr,\iDg lo secreily uDderDire X{ozart's carccr' Salie.j

runtothe si plhri.aidare unnble to aptrcciate I{ozarl-s bdlliantbut comller $'orks However, tillIis dcath. succeeds soDre$'hat as the.rdstocratic audierceslastcs

s iei is haonted $-ith the rccog|iiion

that rfter d€aLir, it $ill bc Mozad s worlts that will cndure the tesl o l lime, lcaving his own medio.iv {oreter lo rgot len ft

il

GOOD WILL HUNTTNG (r9e7) tr\rji\ (ll.:Nltls CANN0'I CRO\\ $11ltOU l l .OVE/ lvitten by actrlrs Nlatt Damon and t en Affleck befo.e

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

hit superstardom. this novie

cenncs aro nd a s€lltaught, troubled

nnlhe atical prodigy $ho uDDoticed as

a

works

jaDitorin IT.Itis!,eni'B

''iDsfiraitunal leacher rcj!vcnates unha!py classroon lorg

nc!.r blosson$

lik. Ittdnd dnd reliuc/, To st L,itfi lou., /)cod Poer s.Societ/ and l)ar.r€ro6Minds. Based on tlrc rcal life €xperien.. ofteacher E.in Gntwcll, areedo rvrilers ccntrcs rround a g|ctto class.oirnl tlat rcflccts the deep racial aDd ecoDonic di\isions ofCalifonia. Used to bcing seeD as a dunrpins grouDd for stLrdents with acadernic and disciphrary issles, the childrcD of Roonr 203 opcnly figiit, disobey autho tJ aDd see Lhensclvcs as destnled {b|a litc offrilue. K owingthat she rvrs lighting agaiDst an enti.e colnDrlrnitt tliat r€info.ced such 1{r$'

DDbriDgirlja. Abused as a foster child,

rn?r! o/,'lrn. F.dnk "fic insfilc her studerts to fight .tnd tallis by Holocaust sunilors lo agaiDst the press|rcs of their iInmediatc .Dvironn1ent. By conceltnting on hard wo*, nuny ofGn lells strdctits fouDd erough ability wiihir themselvcs to Sraduate and moY. oD to

Once wlill discoveN love, Jt.ows to irust

establishcd bv novies

ASI]UTTllIIlIR]IIR

they

expeclations, Grui{ell used tells likc

college.

(t

dLte to his

dystuDctional

Will is filled sith sell:]ratrcd aDdfea., oDplnrghis ability to Lrust an!onc xnd destinins hn! fo. a ljfe of bor(tc inc poverty or jail. $'hen will solves a smdtrate le!€l math probleni tlraL took \'lIT s fmfes3qrs $o yexN io solve, one Profcssor LanbeaLr conspircs $'ith a

therafist io keep.Will out ofpfison. his therapist more rnd accept ihat people a.e naNed aDd imperfect, Will successtull) sheds his tcar ofwhere his r the fi$t genius r!!L take r{e lxr hitn d,,u and rakcs 6en, s will

\tcD\ losrrds clJimrnu his

30

BR0ADfR PtRSPtOIVtS

lit...lucdiior issr.

luurc.It

NARUT0

Heroes&Villains

(reee) :

II{RD \'\/ORK CA\-

l\'I

Documcntina.rr 6clde world's crcr chrDljins p.rceptions

A I CH C ENIUS/ This lNgelt

Khalil Gibran International Acadernv

popnlar nungr seies b! Masashi lcshnnoto ceDtres irotrndih. cominsof-ase tales ola school ofadolcs.cDt ninias. Uniquc porvcrs run in tlte genes of c.rtaiD lamilies and t|c yonngstcr's rre c.,rNtantl) plessured

io outperform eac| othc| bytheDselves. iheir dans thei. sens.,is^. Various rn'al cs ccDtre arourd the dominaDt then1e of na(ural gcDiDs vcrsus sheer aDd

nrdnstry: seDetically po\ferirl nnri.s fr orn cstablishe.t clans lilc Ncji Hiusa srbscribe to the beljefthat oDc's

ge.eiic destiny is inescapable and the weak will ali{r) s be w€ak, whereas niDjas fron less gifted lines like protagoDist Naru to UzDDaki aDd Rock Lee constaDtl!

disprove their "clestinies" by working constantlv to maximize $'haiever strenslhs thcv posscss. The strugglcs ofscleral geniuses in Na.rto .ko ill stratc !|e shlsslcs xith being too sified: Sasuke U.hiha's

r,m

ro LF o|F

o"l

F

-'

r.lr". .l,Jr'" - ,r.hr'-rir.

oiflr ial.ntbr sheer lack ofambitioni Ilinata H)uga s la.k of self-conficLence trcvcnts her from achieving simil.r succcss as hcr cousin Neji dcspitc sharinstlie saDie lin€a!,e at Shikanaru Nari

saboLae,es his

HERO / Partl) fininced bt' ihc Bill aDd MeliDda Gates Foundation, Khalil cib.an $as NeL York citi s first school to focus or ,|abic lans,urge and cukur. Narrcd afier r]]e renoMcd christian Lebr ese poeL, the scbool ainred lo promotc intcrreligious rnd iulercultural

uderutnnding by recNiiing a student body that was half Amb. Ilorvever. Lle school hls plastred bl coDtrolcrsvfiom the start, lacing mucb dcrision and accusaiions ofbcnrg a 'secrct

tfti

f

rciral an.i former acl ivisl Debbic llmorlaserNas forccd to step do$r under pressure, Klulil cib.ar Acadenry reDrains a hero ni the eves ol idealistic lbunding

maDv pcace activists

lor remaining graciors under

prcjudicial fire and stickingto lheirmissioD. at

Hothousing

\.ILL{IN / -liriftr -<:lrarr

fi

tO

ToTTo-CHAN (r980) GINIUS IS IN AI-L OF US / Aseni-autobios.aphr b!,Iapanese

;i;,i "

iclcvision celebrily l etsuko Kuroyanagi, Totto-Chan is a chi ning odc to KurcyaDrgis ,

in l'onoe Galucn, an ,lrernalive elenrentarv school experiences

foundcdbv cducator Sosaku Kobayashi. Aftcr Tofin Chan is errelied hon public school, her olhe. realizes thrr 'lotto chan nccds a more liberal. sel|directed education to oulish. Ai Tomoc GrkueD, eqtralily amory rll the children even tlosc nho are ph) sicrlly handicapped - is enphasised nlld no child is lcft to fc.l

that ihey arc uDtalerted or inadequa

Le.

l-ocuscd oD thc

holistic deldopncni ofelerl studenl s mjnd, bodrand hearl, Koltayashi's childrcD develop confid€nce in Lheir

ow

lalenls and elcrt'thnrg, c\cn tlie contents ol their

h n' ,,,.h o\a.,La.',.,.'r,s.r'd"!.ti ,Jl-r'r f.t, pnrt. Sa(lly, Totro Chan s educal ion comcs to aD abnpt cnd when Tonoe caktren was bo.lbed dudns lvorld War'l\ao and Dcvcrrcbuilt.

It

When she first mad.

h.adliDes ni 1997 for e! Lerinr, Oxinrd 13 to studl athematics. Sufiah Yusof was Lhe shinnrg p.ooi ofhcr father's (Iarooq Yusot pioDeering worlt on a controversial tutoitlg Droccss hoihousins. c.itics argued that no c.hjld col d be brousll up bcalthib underso Dm(hpressureto exccl before reaching social maturiiy. Btrt l'arooq declircd his inieDtions 1o oeatc a s'holc hrc of "Sufiahs' ind the Malaysian golen,nelt lionis.d her as an icor ol l4alayllusliDi achie\etrlenl and aitrccdto fiDaDce her cducatioD. Neverllieless, the crilics had ihc last langh $hen Sutiah subsequertl,r .an awa] aller her final etalnination pal)cr in 2oor {D.l became a tabloid fir1urc, first for publiclt decla.iDs lrcr parents were ton reprcssive, na.rying a youlg w|itc law-ver fo. 4 noDths aDd $rrst of all, iurnin!,lo prcstitutioD. Tlie fiDal rail on hothousins s coffin was llralll hanurcrcd dorsr sh.D h$ father pled gailty to indecent assitlt of two girls Ie was iutoring xith his hothousnrg techniiNcs.

Universjrr* at thc age of

Cun-enlly, a Malaysian dclcgarnD intends to track

Su

fiih

dowD to cure he. \,la Islanric nrcdicinc, belielins she

hasbeen

BR0ADtR

ing it'nund for Islamic

miliLants' ard a "public iihad school '. Though its

PrR5PfUlVf5 thp

cu

ed by black

?drntit,1 isslt

'Dagic.l,

REBOOI YOUR MIND

Education for All While 1/4 of the world debates abo[t pedagogy, virtual schooling and stleaming, 3/4 of the world strugglcs with basic literaw and nunreracy. FIow far has IINESCO progressed in its prornise to make uni\ersal primal,l/ education a realjty by

2o$? B] Nadja ]|Iah

World Education Chart !

';

E

g ..-a*

E

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 torrards uni!e.sal prinnry educntion and gende. parity a'Jrong lhe Doorcst countries, but thepnce remains insufficient for UNESCOs goals to be met in the renajnitrg 7 years to 2c)15. Some cncouraging trcDds reprcsent coDsiderable achio€ments iD many low incomc counhies: Primary-school cnrolmcnrs arc uf sharply 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 Sahararr Africa- ard south and west Asia. Gerder and educational quality neasures are nlcreasirsly visible in national e.lucation pla.s. Puttic spcndins on education has nrcrcascd as a sharc

ofnational income nr about

7()

count es.

5UB-SAIIARAN AFRICA, SOUTH AND WEST ASIA AND THE ARAB STATES.

3?

fiRf)lDtR PfRSPFTT

WS

thppdlmno.iss|.

50 T+}ATS

WT}Y YOU SAVE

MAJOR HURDIES IN IHE WAY OF UNIVERSAL PRIMARY EDU(ATION

t Irlal)ilitl lo nrar)llge (orrllicl,

niitur-itl disastcrs. povcltv ln(l hcillthcarc nlciur tirat UniIeIsiLl Plinurl EcLLrc:rtioI] is slill not guar|lrtc(l-

:J.

AilLrlt Litclac\. is gilcn thc short shl , ,-. .rlh i r . ,,.r rtr i-. r r',1.r, ,. r' I

ifl

polilical tlitnsitior. 771milli(D pcoplc agcd t5 lnd rbolclivc without bNic

insuflicicntp

lr^g

r

o

,,r'9.,..g\.

q rnd fin.nc. tovonth

r.. t\ 'n" \l^r r^li 'r

n

and adull

,

'\il 'a,

lilerr.r , r'' ,'

rhnned cconomr, p!biic edicalion spendnrs dropped r.d lrrnl yourgrdults ir the Nralareas i{ereforcedto leave school to he\r their frmilies l@k rftcr noi'lJ prilatised livestock. Bv 2o(n, litcmc,l- ratcs xmoDg (rung

(lliLd.e,,. Chronic riolent coDflict iD parts of thc l)e,roc.aLi( Relrublic of the Congo, Bunndi, Somalia and soutliern sudan signjficantl! rcduc.d rcccss to educrtion. Thc HI\i/r\IDS prnd.mic nr .astcrn .Dd southenrfricxhasrcDdocd man\'.hildr.n f .nlless ard 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 disablecL

adnlts (rse.lt5-19) $'.r 1or'.r thaD oldo lloDsolians. ncfor. thc Sorict UDioD brckc np nr 199r. high lit.rac] lc!.k prcvailcd in t|c Trans C.nc.sns rnd Cedhrl Asia bnt. shrmp in indrsr.inl outtuL led to drastjc cuts i. heallh and ed!cition speDdnrS. New h$s rlso ltLloured lhe use oi naLio.al latrEurEes at the expense ofRnssirD so spealiers ofrational laDsurses becane "fuDctionall!

2. ljducation Qualit\. is tor) low.

4. Aid

NIan! flnnar_1 s.hool tcr.he.s in de!.ropi.g (oui,Lries

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\!orkl hare to irc.ease b\' 20lo a Iear lo.edrccpupil/lea(l'eruti.rs lo.lo:1 aul to acliieve UPll b\'2015. Ian! sclLools in (Lelelopmii count es rlso lack even the most basic of school facilit.s and .qnitrDcnt lilte frcper tctbooks rnd $'ritiDg D[t.rirl. \Vit]ront chcrf or rchrblc po$'.r surph, soDrc schools clcn l..k leecher n,,nfie.s

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fertilit) rates, III\'/^IDS

aDd rrm..1 confli.t coDtjnue to e\ert presmr on cducrtidr svstcnrs in th. rcgi{nN with th. grcatcst c|allcngcs. Contlids aDd lIeir xftcunath s|akc th. tbnndations ol educntion slslefrs.rrsing lhysical destJ!cllor 01 schools. dislhceDrent of lanriljes a.d causjng tfturnaaDl tear anonglrrents ud 11igh

li)r bnsic cdLLcaLion is insullicienl.

1o basi( education accounLs tor oDh 2.6% of Ollicial l)e\elopf,ent AssislrDce. UJhile rid to basic ed!citjoD will likel) iDcrerse in hie $'ith overall ail- ils shuewould hrre to dorblc'to rerch the estnnated Us$Tbillion alcar ncccssaN z.a

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