Opening Remarks for Launch of Education Conversations Public Engagements by Minister for Education Desmond Lee

Introduction

1. Very good morning, everyone. Thank you for joining us today.

2. All of you are busy people and your weekends are so precious, especially your time with family, yet, you have chosen to spend time with us to discuss the future of our education system, and for that, we are deeply appreciative.

An Evolving Education System

3. Earlier this year, MOE launched the Education Conversations, a series of outreach efforts to invite Singaporeans to share your views and help us shape the future education policies. This is extremely timely.

4. Because the world our children will inherit will be very different from ours. AI is reshaping the workplace and society, the global order is shifting, and therefore the skills that we think our children will need to thrive and navigate that future are also rapidly changing.

1. Our children need to think critically, communicate confidently, and be adaptable and creative. These are qualities AI or technology are unlikely to able to replicate.
2. And they need a genuine love for learning, not just in school but in the schools of life – so lifelong learning and, the curiosity to keep growing throughout their lives. This is becoming even more important, as technologies advance and the nature of work and the workplace changes.

5. This is why holistic development matters so much. We have been moving in this direction for some time.

1. For example, we removed all examinations for Primary 1 and 2 to help students discover the joy of learning and set a good foundation.
2. We also removed mid-year examinations to reduce the overemphasis on grades, and to free up time for our teachers to strengthen students' 21st Century Competencies.
3. We have also been strengthening Character and Citizenship Education (CCE) – not just with dedicated CCE lessons, but also incorporating CCE into Co-Curricular Activities, learning journeys, as well as subject lessons.
4. But I think we can all agree that we must do more.

6. And we must, as a society, move away from seeing education as an arms race where our children are compelled to do better relative to their peers.

1. Now let me be clear: It is natural for all of us to want the best for our children. And striving for success, with some levels of healthy stress, can spur children on to greater heights.
2. But when a societal arms race develops, it is easy to go too far. As a parent, you may feel it is your responsibility to give you best, put all your resources and heart and soul into helping your child. It is easy to go beyond tipping point. Academic pursuits crowd out holistic development, and unhealthy stress dulls children's innate curiosity and love for learning.

7. Of course, these dynamics go far beyond the education system. We must be honest to recognise that the push to get ahead ultimately stems from aspirations for success in life, rather than good grades for their own sake. There is a strong narrative that good grades mean you will be able to secure your higher education opportunities and course of choice; that in turn will help you be hired by employers for well-paying jobs; and thus achieve material well-being. That is the narrative, not just in Singapore but in many places around the world.

1. So tackling this dynamic will ultimately require a Whole-of-Society effort – to recognise the value of a more diverse range of occupations; to expand the definition of success in life; and to see that the right values and dispositions can be just as important, if not more so, as academic achievement.
2. For example, we are beginning to see more employers looking at the whole candidate when they hire, not just grades. That is a step in the right direction.

8. But the education system is the arena in which our children begin to experience many of these dynamics for the first time, and undergo formative experiences, shaping their character, disposition, and interests well into adult life. So we do need to study our education system deeply in order to try to dampen this arms race, so that we and our children and our teachers can focus more intensively on holistic development.

9. This is not unique to Singapore. In my recent study visits to Denmark, Finland and China, I saw first-hand how these systems were seeking to broaden education beyond academic performance – through more hands-on and student-initiated experiences, through more interdisciplinary learning, and a stronger emphasis on students' socio-emotional development, particularly in the early years.

1. Each system has its own social context, and we must not copy ideas blindly. But we should also continue to learn and pick up best practices from other countries, and adapt what we think can help our children to flourish.

10. This is not the first time that we in Singapore has had national conversations about education. During Forward Singapore, many Singaporeans called for a more flexible system that expanded the learning pathways that were available to our children. We have listened and made changes in recent years:

1. We implemented Full Subject-Based Banding across all secondary schools; and,
2. Refreshed our approach to support primary school students with academic strengths and talents, among other moves.

11. We will keep building on these foundations. These Education Conversations are an opportunity for us to shape what comes next.

What Education Could Be, Not Just What It Is Today

12. Prior to this inaugural public session today, we began preliminary conversations in April, with small Focus Group Discussions involving educators, parents, students and young working adults. What we have heard so far has been honest and thought-provoking, and we hope that the spirit will continue into today's session and beyond.

13. Participants told us they appreciate the way our schools have evolved to emphasise holistic development.

1. One parent shared how much she valued the emphasis on Mother Tongue not just as a language, but as a connection to culture and identity. Her child's lessons went beyond grammar and vocabulary and touched on history, heritage, and what it means to be rooted as a Singaporean.

14. At the same time, participants also shared their concerns. They spoke about the pressure that builds around high-stakes exams like the PSLE. They are worried about whether assessments test what our children truly need, and how these assessments are used. They asked whether every child, regardless of background or resources, can get a fair chance to develop their strengths.

1. One school leader who attended the session reflected that while the Direct School Admission (DSA) pathway had opened doors for students with non-academic strengths, some parents were already enrolling their child in enrichment classes as early as Primary 1 to prepare them for DSA in P6.
2. Another school leader suggested changing how we use PSLE results to post students to secondary schools. If students feel that they have to score well to enter their preferred school, then the PSLE will always be seen as a high stakes and stressful exam.

Conclusion

15. Today, as we participate in these conversations, can I make two suggestions for us to consider.

1. First, let's be open and forthcoming to share our experiences. Besides our own education experiences as students, many of us also have children in school. These experiences matter, and we want to hear from you.
2. Second, let's look beyond our own journeys. While we should ask what the system can do differently, let us also consider what we can do differently for our children and for our education landscape. How do our own choices and actions affect the rest of society? What are concrete steps we can take today, to mould the future of Singapore tomorrow?

16. You are going to meet people from your tables who see things differently from you because we all come from different perspectives, roles, backgrounds, or are at different stages in life. A parent who thinks exams are important for building resilience. Another who feels the pressure has gone too far. Someone of another generation who had a completely different experience of school from what you remember.

1. All these perspectives are valid. All of them have something to teach us. Let's keep an open mind, listen intently, because none of us has a monopoly on good ideas.

17. That spirit of openness is what will make these conversations productive and meaningful. I look forward to seeing where today's conversations take us. Thank you.