BRO AFFAIRS MADE SIMP

cTr ES

c00L
WE DON'T S( HO()LS
WHO'S
NG EDGE?
NEED NO
sl
EDUCATION
EDU
WHY zOIH (ENTURY
IHE GREAT SOOAL
EDUIATION SYSTEMS NEED EXPERIMENT
IO 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] OUGIIT
420 Nonh Bridge Rood #06"21N0r1h Bridge tenlre,
Singopore I 88727, ww.sthoolof thoughl om.ss
rel:*65 6334 87/3.lox:"65 6337 2434

tuBs(RrPTtot{ RArrs ron 2008

542 (12 issues,lonuorylo 0dober)
Iorsubsoip]i0n "'nquirie!0nd b0(k isere5, em0il:
hroode4erspettives@srhool-olthoughl.tom

IIIE IROIDER PER9PECTIVES TIAIT

tdilor.in Chief fln0belh i{on, ln@sthoololthought.tom
0e0tiveDireclor ShiooYintuik,yin@srhoolol-thoughl.rom
S0le5 &Subxrlpllon!I,\0n0ger YeeTong,yee@srhoololthought.rom

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: mithoel-chunq@righteow.tom.q
 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.

(UTTURIWAI(H
ESSAY MAKIOVIR

UNDIRSIANDING (ONSIANTS RtAt GtNluS: "

NATURT OR NURIURI?

t4
AND VARIABI-ES
Why do students flucluaie so nuch irl their
grades? Is it a question of skills or smarts?
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 FOR AtI?

AD analysis o{ the reldtionship bctueen How lar is UNESCOfTom itsdrean
Singapore's education slsiem and the to achieve universal primary
worl-force and citizens slni wants to tmin cducatior for all by 2(J15?
 5IHINGS TO KNOW

ABOUTTHiWRJTTR

02 ER0ADfR PTRSP[filvtS th..dt.ttti.,, issrp


1 2
826 VAIFNCTA
uNIftrD S |ATES OF Ar\'rr.rRr(r
LITER.{CY 1'HROTJCII APPRENTIC!]SH IP /
Bcst-sclling i!lho.l)a\e lgg.rs bclicr.s l|trt $.lthont
ht.ji.!, . .alio,r srcrls lcss nrfbnrcd. if.orati\e and
polili(lh rdult - which is ilhl he funrer caftoonist
r rurl li,flnrs hom (h.D Uni!.Nlt\. rrir€ thu 10o
.r..r l- r ,.il ., rr il. I -:.,\1t", i.
x r1or1 trofitt iti.n..rtrc hcb.hildr..
th.rl rnnsto
fuD 8 to 18 darlotr their talcni lor wrili.g. lhe
u rr,!.'1, .'1 l\^, €c.,u
t|. hisll€st (diibre, from dis. jo(l,evs ard
docrLirr€nLrry tilnmxkcrs to llt., ui1 sulerstrrslikc
Dalid Sedalis. Zrdi. Snrilh, Aurv laD a!d Isah.l
Nlendc. Iirti..d br ll)e proDrise of ftc tlition. ileU
tips and r\orkslro|s l1rrrging tioni fictjon It ti.g to
S,\T pr.frhljon, roung pcoplc rrc also ldrrl h b\
' \. ,',.'1.-i,,. .. L.'.','
dormaJ)t sense of\uxlcr. Occrfving liresrDle
rs Liggers s lite[{ fub]isbing s(trip Nlcswccn.r\.
U26 \ialcncia liatrn.s 1,r l,e Lres, La$cr chrns, Ii.ldtrl
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 $ith their nei{
\febsitc (hcc l]l).n A S.hool thrl colltcts iDstiring
idcas to rcloluli.dise the school c\f..lc,rce.
8:6 Vaien.la is,n! ils Na\ to chansing t|e w.,ld. at
03
YOUIUEITHI5
ScIIOIIE, \v[LTOMIT1]SIllOMIPAR(
SF(]o\ID T,TFF
tu163uduro
WATIH IHIS
DAVIIGGIRS'WI!ll
e\,y'idlz33
'olly'v
\IIRTUAL EI}UCA'I'ION FOR A VIRfUAI,
COMMUNI I Y/ O! a prilrtc ishnd bongil in lhe
\i)tnililorld olpop ld lIllORlC Seconl Ljle with
leeDage$ frrn -\nrcri.. s N{tional Associati{D lor sURrThtS
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 $irh thc
resl ol the StcoDd Lif. r..hr ,ra,rrelr cas rs and 0|ltf |]P0 Alcl]oor
outrageors scxu.l hiiinks IIere, iders crn bc tdcd
out in r ival th.t \ronld be \en erpcnsi\'. or diflicnlt
to do nr r..lilr. Classes iD arcl .olo$ tal. ph..,),,
i .r.r ^'^ll ,1 . \\ |\',,r.r,ll,
' 'l
spacc
'1"\.' u,.' P,.,..' .\''r,, I l^ r, \ !,r. i
slL,(lenLs coDduct cxlrlnnorls 1. (!lcllate the lahc Itl]0t\lf 5IU0fl{T8t0Gl
ol gralitr $'ithin 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
Ihc-srhome Pork blk
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
BR0ADIR PfRSPttTVIt //r] r,l((ti.,r iss!c
 YOUTUBT]lIIS

4
HAND IN IL{ND: CENTRE FOR JtrWISH OPRAH \,!'INFREY LEqDERSIIIP ACADIJMY
}]AND IN H,{|lD ARAR F,DI I'ATTON. ISRAF,T, FOR GTRI^S. SOIITH AFRI(]A

tu=-k2llXlfios&leotu'e

!,w kndlrfordl2 o's

PA]R tK IWUAI] OIl IVHY

tf Rt(AIlItDS NtW Lt4UtRS

INTI,RCUL TUR.AJ, I]NI)ERSTANDING/ h A AGAINSl GINI)IJR I)ISCRINlINATION/

volrh?v-l.Kl(x(oDVA region nrore comnonly associated with suicide roo Dillio olAliica s.hildr.n lmostb s s) do not
bonbiDss and deep sealed poljtical and rclisi.us have access to e!en basic cducatioD rDd
disputes, Hand iD Hrnd stands as a beacon ofholr. socioccoDomic factors eDsure thaL halfofthcm doD't
Supportcd by foundations, donors and parerts leen p' .r 8. l,"t nr ,l frirn".-ruul . r.,l o, Bill,oriirp
on building cornmon srormd, HaDd in Hard has media mogulOprah winfrey launched heracad€nJ
sro$.n inLo a nelNork of forr bi]nisrial (Hebrerv' in 20o7 wilh a simple but contmversial strategJ:
Arabic) schools Nhere oser r,ooo Jc$'ish aDd target academjcallr" siftcd Souih AfricaD sirls rnd
Palesti a! citizens o{lsraelcan sludytogether. This iDspire them sith lhe besl edLtcational cnf iroDmeDt
iniisuins setup was the brahchild ollsraeliArab rl l t il out. lle \.id4m\ i. a <4 nll.r.a r'
cducator -dnin Khalaf ard Israeli American educaror oflDxury in a state ofgreat por€riy: 52 manicured
t€e Cordon in r 997 $ith 5(l students at tro canrpuses. nrp. .rir,.r h" n,l- !"..,.in,l .,burJl, rie,
The peace bujldirg nission of Hard nr HaDd is theatres, libriry, log, studio, beautysalon, designer
cteliberate aud obviousr all classcs aE co-tauslit by domi roorns wiLh ligh t|r'cad couDt bed{heets. Its
.r, Ar?b -r,. J-s.'l, ar.\'r. Fi I I' J I jr s rl .1,. r cur.iculLrn is just as aml)itious, cov.ing English.
nativ. language withoul translation. providilg a Zulu an.t South Sotho la f,uages togetber wiih arts,
sirong impetN to stli.lents to altain lluencl in ih. cultrre, leadership, rnrilie Latics, nalural scienccs,
second lansuasc. whcre nnrst of their peers live socjal studics. cconomics rnd managen€ t sciences.
segregaLed lrom onc anoth.r, Jc$'ish aDd Arab Lducation adlocat.s halc cdticisedthe academy as
childrcn ni this schoolsiL as equak lriihin ihc same r "va'ib projecf lha r l€stos nrillions that could have
. .'.rr 'L,r.:rno:Lir.; I'rF ^ ,,d' -'Jrd rts dist.ibuted noreefiicientl] to cDtirc trovinces.
'F. I beeD
and coexistence. While Hand i Hand |as Dot But her defende$ a$ue that if h€ of ihc First world
attractcd the sanie furore that li.rs plagued sinrilar would Dot be content olleriog bare ninintrnr"
intercultural schools in Aneica like New York s educatioD to our o\vn acadenic eljte, whr are ite so
KltaLil Cibmn Irtematjonal Academy, concems hav€ .ri :.dl "Lou OrrrJl ,Jrs'
' l LrorD' i .f-h- i.
nevertheless a.isen withnr dre rispcctilr commuDities $.iLling lc, fool Lhe bill, shouldrft Ai ica's best studeDts
,,oo rl p , siuilil) ol in , ,1d, ,
ll pp id a\'',1rhlrnr get the sane hy l-eague lu\Dt- cnjqcd bythc best
betwccn Jcss aDd ceDtiles.It

04 BR0ADtR PtR55PtOlVt5 Ihe.!lutrrt i.'t isstrl

 5
A,SHESI U^_ IVIiF-SITY
GHA\A. !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 th. hf l.eague Colleg.s. According
to a .IaDuar\' 2oo8 Nerusue.ft articlc, Harva is
CRL{TINC lll.ll-fl'R LLADERS/ lhouijh lic'had becoDlnrs aD nnobtiinable drc{m for manr becruse
spcnt r5 lucmtive lears living a,rd $,orhing in t|c
of "snnflc de nrr il.rplijcs '. 2oo9 will see 3.33 niilli.m
U.iled States thanks to a lull scholarshit aL ]\ncdcans gradurtirgfiorn higl school thaDks n) thc
Swarthmore Collcgc. Nlicrosoli etrginccr P.L cli poprlalion bulse cruscd br lhe children of babl
Aw ah nercr forgol his natile homcland Chara. boo,r)ers. setting up t|e larg€st group ofcomfetitors
Xlo\cd by the laclt ofeducati.Dal opl)orr niriestherc
tor limitcd unilcrsjtt spaces $ yct. Harward accepted
and knos,irg llrsthrDd tbc nnpacl of educatidr on
a mere 2,1oo ofthe 23,ooo applications ir received for
his o\n late,,\wurh cntcrcd Berkelets Ilaas Schooi
its class of2oro - niakiDg it the nrost selectile college
ol Brsirress to evahatcthe leasibilih of lris drc.m to iD Anerica. l he yield ratc is eq ualll inpressilc: 8.)%
ri,n .'r 'l , 1a-,i osr f .l, r\,-.it
' " of lhe cliosen i{ill ltiDatelr choose to go HaNard
Lil.,,.\.'.,r. \', i ,ri.\ \'r,. l,"i ,ni ," coniprrcd to t|c Iickl rates ofTo% forYalc and Shniord
nith.Akan langlase), r\$uah and his tearD beliercd
and 50% for Da rrouth aDd Dukc. HaNard e,o.ks
l \'i..lrr'r'..rlc,r' ,16r ..1 .1,.r rrr',g hard to .chj€!e this, buling t|. narues of^ne ca\
oI a new gen.ration oJ ethicrll) rniDded, tot s.orerc lion the Collcg. l,oaJrl that adnriDist$s
enlrepreneuial busnress leaders rttLrncd lo the t]r,r SA l ard ACT t.sts aDd se nd irLg o(t 70,ooo lcrter s
:np.1.'r.. ' ,^1.,, 1 ,, .-.r '.,ii . i "' .1.;!. sugilestirg thev corsider a pplvilg to thcnation s n)ost
I rilt rh .t"r .,, in .r.... a". nr i. ..1- .r ...." ,. prestigious school.'l}is n€t hrs heen cast.\€rsets as
,\raah b!ill a uniyersit] nr thc T|n.d World on First well:thc HaNad adnissions tcanr touNAnerie{ as
\{orld busjress aDd p.dagosicil prircittcs. Like ncll.s Latir Alerica, Euro|.. Af'.ica ard the Far East
LJJ,'r' \','l r ' . \ i . i I . r . - , . \ . J I r.ti r" o, ll- r.r,, it .rit 6ir ..r Ir..,' .,r, B
abe ation in rpoorco.tinent:r privatc, liberal afts 'lhe IIaNr tcan also i,eeps constant vigilance o '
collc'Sc cquifxrd \!iLh crtliDg cdgc.onrpute$ aDd
nath and scjcDc. contests, talent'scoutnrg for llLikl
J, ';.,'.!'uo./,r",i, rg,.1 i' ulb. I'i,r prodigics. Aiding the quest to fish ibr lhe best are
prolessors
b'ith frcm Bcrkeley and Swartlrmorc HaNa s 8.ooo alunmi lolurt.os \ldo nlertit and
College. ComplcmcDtcd by i schooi culture t|al r..r'ril proDiising hig| s.|ool students in thcir
,l\u. ., nr, J.,i^, , "l '.'; . ,l .'r,it" '. ; ho.,eto\!ns. E .l1' atplicnnt is then foughi for and
is b Dgnrg Af|ica
". '-
one sniall step close. lo a better
considered br subconr nrit tee rftrr bconnnillee{ith
tuturc.It rlNost as much.igour rs r conrt casc. ft

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

 T,
FIATURI

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
with altention deficitdiso e.. shunted to abottom
feeder classroorn, prescribed sonre mood depressant
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
classesrrd f.ilcd his school e.lrancc cxams afte.
peffoDnnrg horrendously in the la.Suagc scctions.
Adams $'enl or lo takc sone of th€ 2ol| ccntuy's
,,'r..rl lrn !,'ooi ,.1 ,Irrrsl,:l T.i,.l,i,
ctra.ged thc frce ofph$ics tbrcvcr.
SQUARD PIIGS IN ROLTND ITOLES/ By the rules
ofo r :oth ce. Luf cducation systern, lhese young.sters
r{.rc .Lll failu.es a labcl th.v night hale well bclicve.i
in ifDoi for t1le inteNentioD ofa fc'$'.Lisc€rning adults.
ln modern education's crusade tojam sqLrare pegs
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.
Hom. sclrooling ad!ocatcs bchele tliaL public
education rcf{rrn is akir lo floggnig a dead horse.
,\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.
07 ER0ADIR PtRSPttTlVtS
RftATID S5UI5
ARTS & IUIIURI
Dut such self madc or lione schoolcd urnderkind tt0N0t\1t6 & Eu9lltss
arc exceptiors to thc Nle, due to either stroDg fanill sctEltt &T[(lIt10IOGY
suppoft, personal r{ealth, exceptional genius or an ct08fttsaltoN
adrnitted sheer strcke ofluck. Disabling the public
Ri,{DAIIDRII{TTHI5
education system is a moot poiDt for it remains a
righdul pilar ofour nodem liberat democracier an
TEAGH
institution that sets out to enable and emppwer
everybody with a sei of relevant skills, be they rich or
poo-, sirlg $em an equJl ,u rlomalesor.li:nA
ofthemsehes. NeverLhelcss, ne must discover why
so many child.en enter tbe system innately miDd_ TTACH Iffi YOUR HAIR'S OII
hungry bui cnd up hating school for being a FRE:Tllt MITHODS A D
Dleaningless .xcrcise tliat failed to prcparethem lbr MnD tSS tNSl0t R00M 56
dayno day liling in increasingly lrying times.
Thc shcer cornnronality ofthis phenomenon sho d
alert us to the facL thai tbc changing iimes halc
rendercd ccftrin m€tbods and systems of lbrmal
public education obsoLete. Being o\crly protective of
this sacred corv scNes on! to further calcit present
THt I]OBART
SHAK[SPTARTAN {20051
INDUSTRLq.LAGE ]]DUCATION VS. \fORl,I)
2.o/ FoD.al public education s.nerall)'began in tbe
developed nations as r Deans io cnable a 19th cenl ury
rgrarian colrm Ditv to e\olYc into a newly
iDdustrialjsed 2oth ceDtury economy of facto es,
ftadirs cornpanies, shippins aDd raihvay finns.
Designed to create masses of managers and workers
who could read, wnte and calculate independently, lcogue univ€r!lliej li!ifg
rhF indu\tral nodel ulsrhooling fo.usFd on elurn:ng
brgum, sofgr, ord drusr,
out an efiicient, usetul labour force as fairly, quickly
and cheaply as possible. Literacy, numeracy and
confomity were the operaiing words - not creativiry, etord
homirrs ti$ish o: r
innovation Dor individuality. This $'rs an arguably lonsuost. Dn!over vhy
appropriate rcspoDse to the denrands of the iDdustrial Isquith vo: dubber] by
age. hrdeed, thc iDdustrial ecoromic model - and the
cducrtion systems created to se.te it rcnained
csscnti.ilb unchangedloDg irto the nrid 2oth centurl'.
T|e oil shock ofthe mid 197os, econoDic dowrturDs
ol the r98os, boom in global tlade, nultinaljonal
conipelition and g.opolitical conflicts might liale
created Der! sLresscs aDd strains but thcse stresses
\rr. stillDeL sulficiently crough by a gencml call fo.
schools to corne do\tn evcD hader on metdcs thai OR HOMRD llINDR tKY
. Ld .h d Arr l-ir.r, , rJ, dJr'l
' 4 ellF r.' 1 Tta0i tG T0 ct]AllGt llvts
literacr ard nllmera$. 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.
tfi...iu(rrrio,r lssu.
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
World Wide wcb, ever-v industrial secior of
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
s cmbrace of capitalism
ard China
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 $'ere gaining their econoDlic
legs andbLossomed as potcDtiai challeDseN
to devcloped nations, elfectivelv creatirs
Dew rnarkets and new tradc partrers
They had adopted the develop.d iv.rrld s
industrial cducalioD Policies aD.t were
appl)ing them to their oirl conmunities.
When such ncw affordabte and equaUy
edLrcatcd labour sotrrces wcrc combnrcd
with high-speed communications
technologies. allowins all so s of hbour to
h. done rouDd the clock. offsite, or ni low
r{age areasi the era of outsourcing,
otfshoing aDd rapid slobalisation had
rrned.
olficially
2rST CIiNTURY Sl(ILLS I'ORA 21Sl'
CF.NTURY PEOPLFI/r\ erst ccntu.]
education system mrst iake into account
threc nrior strands of recenl slobal
developnent: thc dawn of a klowledgc-
based globatised economy that calls tor a
ncw breed ofintellii<eni, culturalll sa\ay
comn!nicators: !hc revolutioD in
communicitions technology that redetuies
c,l'r rclationship rvith inforniation; ncw
theories in cognitivc sciencethat question
our initial assumptids about huntan
irtellisence. Hisher order skitls that were
once only taught io the gift€d elire in societv
who would advarce to a hisher level of
vocation are now considered the 21st
century'sbrcad andb iter skils Th€ bar
for every 2$t century vocation froni blue
collar DHL courier to white collar
coryorate lawyer - has been mised.
The ,afidit)' ol change, lhc relenLless
advrnce ofiechnolost, the dimirishing haltr
lifc ofknowledse, the far'reachins cffects
of globdisal ion also contdbute to a groaitu
conlictiiDthat it is pointless for schools to
just lecdknoilledgc - especialll $'hen nmch
oftoday s knowledge becomes Icsterdal''s
ncws bygraduation year. Thus, the first
and most crucial 21st centurv skill is
lhc abiliry to retain the enduring
wisdom of thc ases rehile siftiDg
through relentlcss wavcs of new'
untested krowledse. With web-based
tcchnoLogies opening the floodgates ol
instani access to itfinite facts, lhe rolc of
nremorisation for the sakc of a timcd
examnration seenN noot and schools havc
to lbcus more on r.wa.ding higher order
skills such rs disccrDDlenr. analYsis.
synthesis, and ev.tloation. The challenge
no$ is to teach students io Inole awal fron
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
of knor{ledge and cvalLrate nuliiple wavs
and sitrations ir which to afply thenr.
It was enough in the 2oth century to merely
comprehend and compose terl Butthe 21st
century's concept of literacy ups the ante
by demanding we now dissect and intelprct
texts through the lenses of religious
knowledge, philosoph]', ethics, losic and
media titeracy- The abiliti to sepamte righl
from wrong, the significant lfoD the
spurious, the trale ftom thc false will be a
prized skill in whichever field of choic.
Secondly, schools musr enable
students to conrforrablv navisate
multiple knowledge domains rather
than specialise in onc keY domain
Ilarv"rd Business School p.ofcssor Dorothv
Barton Leonard aDd culiiDg edge
.ranagement consullancy kleo coincd the
phmse "T shaF.t !€ople": indiriduals who
$erc rooted in one corc sPecialised
disci nre rnd yet \cre still able to relatc ti)
or dra$'frorn tlvo or ore secondal"v
disciplines. Sucli peoplc arebelieled to have
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
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 as part of thcir core
curriculum. 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,
$'ikis, blogs id otheri{eb 2.otcchDologies
an easjeron. to neilotiatc'ar1d letcrage off
But lorrthly, alongside wirh
computcr literacy, schools must reach
students how to conducr complex
intercultural communication across
various plaiforms. Global work tcams
thnt span tine 7oDcs, Dations, andculntcs
rvill b€ an ubiquitolrs pa.l oftonior.ow\
realiu for web 2.o tcchnoLogies cDable loial
strrngers divited by sptce and time to
collaboratc. Horvevcr, etnajls, blogs,
messase boards aDd chahooni boxes brnls
Dew challenges to hun r comrnunication
ard collaboration. ne\e possibilities lor
misu derstaDdins aDd ne$' fomls of
linguistic etiquette that we rnusl leam with
each web 2.o invenLion. A decad€ ago,
peoplc would never have evected that the
uneducated use of short {otms, CA?ITAL
LET]ERS and emoticons could make or
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 $as donrij so br(th nr its n)tisn
foli(r b.!!us. thc ClIs lrcsh ghdnrt(:
ndlils hrd no kD.\tl.d9. .l lon ig.
lNns,,rgt \ r.il lrcted i.le.(!lt!ral
se,rrlti\iLr. rerderlrr! lIenr useless {t
intelliijence ijrthe ng u.L ditionLc!.
I-astlt. thc miDdsct to crcatc r d
irDrolatc rcnrains as ah{iss thc ost
lscl-u1 and dil-licull sl(ill *e can
cultivate ilithin tdno.ro$'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
Li
!itj\r,s h erL,rr(e req!irenrerls. Bar.irg
ihe bp hl Leagrc scliools aDd th.ir
equilrleDts, thc laluc ol rDi!.$it1 d.grcc
a lh.l.ji bmin Jt Lilnr ro,lcrelof.,e,rt o1 the
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
connrunication skills 1o stald out fun thc
rcst of tireir peers $.Irc are lviDg for thc
srDrcjobs. Asi(]c tiom l|..br i.!s b.n.li1s
ol .r.rLlDB nror. r.rlt.N 1o sI0l)o11 Llr.
ertJidlr gr.\! jrr! $oi ld ol rrr'rll\ e i,rdrsties
lilie r oirlnler grririrrg ai(i erLertrjnrDert-
the 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.
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. $ilicirl rorlbu,rps ir lhe rer!
ja!r rtioD oiour educatiotr srstcn$. hr r hrt.nmrnvldrt]rsio])clid.thd r,c.ol
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 $'rs
tnrfosii .Dd r.ivrrd of tubli. .d(L.ilil)n
ti,d.! wrs to pnr.l!.c .nli,.iri:rsll\
0NI ss.rs. r(rde,i,ics ri,d \rhjle colhr
Dcspitc .laims to cml)racc holistic
dcvclopncnr, manr moderd
cdu.arion slslcnsslill
lalte the e{sjer
.ontc ofp.io
lisjng the development
ofthe head orer the b(xly. spidt and
heart..\Dd rlcn i{ithi! this hcrd brs.d
.nnnllnm , iv. nt rn o\. .\clot)frnl ol
righl lJraj,r. C!Jlrrjti\e sciertists lilic
fs\clrologist llo$ard Gardner hatr loDg
|(^eD ihrt nust iftlilidurls hav. r distinct
frcf$crcc lor cithd right or lctt l)rrln
t|i.kilg and tlrrt h{L.rNn h.iings Dosv.\s
,, j(lre i,rlelligeire i,r lorrrairs. SoDre e\rel
rt lell Lni,, srbiects lilie Nrtlr. scienre rtrd
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
equrlL\ rihl
nrttlligdrcc': iDtLriti\'., holistic,
s\nlhesisnrg, suljectn! and good rt l@knrg
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
No luttcr i{li{t $r iLc oc in. r |..lth!
minds.:t for l.arning I.s ilwrrs n..dcd
or.oumg.Dr.nl o1 .\0lorr1ir). rI(l the
loler.rd(.e ol frxl!cli!e Iristrhes Lhrt lielp
feoirle disco!er their farticuhr strriD ol
iDtelligeDcc' anct Sifting.1\'t hrvc conditidr.d
nrt.llig.nt.nongh and.o.r]rrndcd lheiJ
s.ns. oi 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
(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
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
considcr.d rltor.tna.. lonnd onlr' l.
ind.|..dcrls.hoolsa.dslilL usllrja(usel
o curh (lill(llrood elucrlior (lilie the
Nlontessori xnd Rtggio Imilir mcthods),
tlit! foint us to l'h!t is ll)ssiblc tur thc
rrholc ofcdtrcrtnm. Thcm has Dclcr bccn
a bcttcr tinrc thaD thc 21st ccnrul Lo rcalis€
r|riIum.r intellig rce ard b\ e\tensjorr
lheeduruLion slste N Neset up to Nllilate
this .esource must not be keft rcadcnic.
static and onc<limcDsional but dilosc.
djnanic 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)
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 5

ltt fl,{PtR0R 5 ollB (20021

Ilirl Tr imrrro. ( ul;

"Let's abolish elite schools!"

lX)N"l ltt. ltlDICLiLOf:S/ Instercl of l)einC there such a Lne€ je,k,e,rclion to thcm? soDr.ho$'
lre ld€d as lhe pln nr.l$ .l.x.cl1cncc !ndthctiumpli something abort crern risirg to lhe top riles a lot of
ofoppotunitr. elile schools Irre conr. lo b. llrc.rs! ]rofl. and binss out lisceMl emotioml ksporses lo
scrpegoats ofrll that is\!rurg aboul educrlion \slems do wit]r ]rcopl.'s aDrbivrleDcts and Nspicions about
sradc infl ati(D, iDlicrited r)irileite, discriniratioi, Lhe ris€ ol, ..N.ristocnc! of $'.rlth an.l trililege.
.'9.', .1, -,, r' r li rll,, li I \ r . r.L 1,, rr inoeasineir nriddl. clnss soci.t\, chtc schools,
lhis gulJ bet$.en l]re I.!. rxnhiDgs and thc liarc-the' like cars aDd sood addresses. are the siitN svrrbols
$tol€ \!or'ld on r sih'.r |lattcrs hrs long t(rltcd of choice. The fear is that elit€ schools guarantec a
rnnxls ald inflrnrert ofi,rlr,rs on bolh sid$ of thc gildcd path to upper class geDtiiiv ard thei. g duates
toliticll dilide.,\J a sigl ofpoljticalco e(li)essg,one $'ield d isfrofofiionatc iDflucnce aDd adrzDtage lrter
!rNd. somc$'rDt lll clitc schools close(lrnd tlle enllre in ljle, lilther exace$.tiDg thc nr.quatiiic's in socier]_.
s.boolnrg slst.m lNcllcd ont.Irfici eves, elite schools

',d igi r. Jd ' r,i l t... r, 1' Ll r '

il .' \fler rll lhere is $.re ele.renl ol lrulh about tlrc
ectual educalion lbr all t|en nrere cxistcnc. s.cD as ad'rntlgrs that elitc schools brirrg A q!icl, scan of
r-s.u.s' .'.jl.r' '' i. .'-rrtt .lit. schools rnd thcir illustrnms ahDni willrcad like
lashnsnr thcir rcademic recLisrce ancL auroleleval€d a Who s [Jho ol polfti.al .Dd trofcssi{rul pronnlence.
s..lalstihN do not hclf $hcn the'snccr at those ther ltosl ilove .r€.1mi.is1ers in dcrclop.d Dxtnms comc
\ic\ as fulg.r rnd nnintbnncdrlcbcirns i{lio $rnt lron selecl scl,ools. as do a hrgc troponion ofits
tr) eichinge hllh stardrrds lor. durnrcd do\rr s] stcD irtelligentsi.t. r\li '\nrerica pr€sidents o!er thc last
that pronxrtes.mt j er(elled.e. 2o Iclrs hrlc becn e.tucaled at elile !ri!aLe sclro.ls
.r hl Lcagnc collcgcs. Elit. schools do come across
tit-,..rii ^ f , -..qi"I
I tr as lbJ1r€ss€s olnr.irllr cxclusi!c cliqrcs rnose social
havnrg lhe bcst r.(t brigntcst rising nr thr t{)p. an.l dmibnrs drdnel$orkrLrg adnnlagcs.an Dr.r'L][opl. s
-r 'l"l Lr,, -',r, plth aDclidentity for lile.

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

 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.
,, rh l,.'\ r lL!..h,,|-nr' \\, J i.a 1 r L rl ,
"'l' childrcn
for
'in!
of
reith social capital.lreferential entr]
5(H00L15lr9n) alumDi andteachers at tlie schools enclosetlis tight
Yes, making qrality educxtion accessible to all is a
priori!-'v but nal.ing thaL happen by either t.tling a$'ay
ur otrl,e, ir'rra oelrri '.\o^l'
"ir*1,^.1
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
schools. ission of slndents wilh l6{e. scores lia\€
'\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
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 raise staldads ir all schools
st0llTUR0ws Surely improling schools are
orc inPortaDt th'In
0t tTIHfTURBUItNT
fiddling access Lo clite ones.ItNtead oflighlingtired
TRUISTORYOfAIIRsT
old wars about class, sovernrnents should look into
YIAR AT I]ARVARD IAW
ways to laisc the quality ol tcaching and tackl.
siH00L (1994
underFdornrance in statc or poor schools Goodand
Ilrl)Lrlf ollhor kol iu olr innovative teac.hins should be rclv,rded and suporled
/,r!1d 1, r'hl.\{LhL,u rl_s"- 'ndlr''Fr r"-l
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,
conipeiition and norc selection, not less.
The merjtocmtic ideal o{ education onlv works when
there is equality of opportunity io serve mor€ people
well, not an uDderachieving svstem of universal
admission that seNes nobody well
l? ER0ADlR PtR5PtOlV6
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
hrarcial aid to a s'ider pool ofaPPlicaDts
^vailabl.
and take p dc inlhediversil) and vibraDcv of th eir'
I' To.iay's society also ttrvards rvider range oltaleDts
a
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
can nrake rnjllions. Specialised laleDts do noi hale to
nn alongthelincs of la!v]-'c., dc,ctor, erginecr - no\
)ou have wel-paid and lan)ous fV hosts, chefs,'d
clian[ions. What this globa]ised \do'l'l
even eating
m can do is notjust bencfii ihe rich ud thc cducated
'i
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
of ihe odds ofpovertyand bad €nvironments The clever
r"l and ihe ambjiious and the driven wiil do alwavs wel
in societv whether elite schools are abolished or not-
ln today's (BE and th. iDlrovation economv'
abolishins elire schools seem lil(e a case ol cuitnis 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
i'P 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
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'
ifiothingelse, Dc sliould DC\er punish success lt
Ihe..fu.alio,r 6sue

"Elite schools
have more
t,
resources.
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
successful ard srateflrl alumni). Such rnoney allorvs
thcsc schools to build better scieoce labs, sports
facilitics aDd ncN slude.t anrenities. ]jlpansion sDd
buildins prosrnnrllres h tliese schools and colleses
cangoi to lhe lens and hundr e.ls of niliors of dollars
and sonretimes they eveD o$I thc land ihe schools
are built oD. Bettcr qualificd tcachcN can be hired
and hishcr sala cs ofiir.d to Fachers \dho teich ore
difficulr subi ects ljle p|ysics nnd loreign lansursc's.
Such insLil!Lions also hare a nore a.lniMble teacher
studenl.aLio and ev€n hare grrntnonevleft oler for
culting edge research.
such an cnbauassncnt of chcs frnther enables elite
schools to nraintain lhei, leader ol lhe pack status
'rC-, J l.l , i." r , L'3...1. f .r.r ll-\.'rr il
lhe belte. positiotl to attract better students, highcr
prolile laculty nembe$, 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
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
bet{eer thensehes) or rlloN schools to charsc
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
RITITTHIS
tm spread out
Yel all Lltat spending iends to be either
tbraDy.eal imp.ession to bc madc or not cfticti\r\'
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 DIAD P0fl 5 500tTYlt989)
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.:, r10r!a usA sMllt (2003)
is lr case in point. The countN has a Dcar DroDofoly
on thewo .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 $'ide laicV ofsourccs
t'ee-pavnrg studcDis [.spccia]lv foreign students
payiDs markct raics), alumni, bllsiness re a d
SoDre poor aod lajlhg Anrerican state schools are
li,rdirg theirteacliirg ard infiastruchrc rcforDN by
working with rlcaltliy thilaDthropists. friv.te
cnteryisc andparcnts. Ilillions ofdollaJ:s are dr,Irated
at anD al Robin Hood ]]oundatio auctions and
comrnunitv bus iness lende.s hav€ crerted t'irnds like
tie Renaissance Schools l\u iD Chicrgo to brck
these philaDtliropic fturcial parlnerships. Privatc
sponso$ 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.
Gr)od cducaijon caDDot coDre ivithoul proper
ttsoxrccs. Bnt conpelilion is also n€cessaryto provide
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
\^\^ | i.ropd i.io. |||,.I|..In|.'L'.IIj
PtR5Ptolvt5 thc.l"t tti,1 i\\1t.
 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 in any given essay. This is
/,B0UTTlltllRTlR
probably most tlue when I'c take a closer look at top-end sc pts
tb Tatlg regr.ts Lhar
he Llirl at hanLl nl i and.. of course the other extreme, the l'eakest ones Both these
iinqlc.cons.ss.ll
! .ushott hG ,Ic liIc,
ertremes tend to produce the most controversial scripts u'ith peopie
os h. r.dilvtnds e.ors <lisagreeitg whether the scripts do indeed deserve the grades they
/osctndnns nourhdl/r.
.loes n'l n.al ro sir /0r received. Marking standardisation has aileviated much of this
problem, using tangiblc band descriptors that encourage mucl'r
'Io g Yee is u lbrndntt more uniform expectations of each grade.
pd.lner.ldrdredcncr
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 otler lorms ol rhetoric, they are bnsed on some levels ol lrutl.
But tliey also cause s 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.

lllooli 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€ of. s.ript ihat rill do
much better with an rDderstandirg of these principles.

l5 ER0ADtR PtRSPffllVtl fie edrcdti.rr issre

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
rllothers as ihe deterntiner ofNhether the studcnt has furrdamcntallv thc
^ddressed
question. The rnore constanls iherc arc iD a question the nore challengirg the question
becones as studeDts are expected to address most. if not all, these argumtDts in thei.
pausuphs. If studenis fail essays, rhey usualy do so as they have Dot consistenilv 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 .t/t-,D. t-/.t)11
I
" a.,h{-ratu 5h-t//,t }" the n.1. .;a -l.r/ s,1A--/3 q-,-, {a ;3 tht:; lta-"7

So iD student would hale to prinrarily argue wlieiher conforniitv should or

this casc, a
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

This is Dot is beirs taught in class.oorns but for sorne rerson this doe! not
hr tion wliat
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
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

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

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!, PI IoTo cIuiDI rhd! ..lnDl.css, flitr(' .,rdn? (r.ornrns
variables within Cliloe's essay

P-AX.\GILA P H I/
Nolice thc fe\r lines that $'e t
1
hishlighted in Chloe's introdLrction.
Ii is oblious liom ih. stail that Ch]oe
C rrn SinS4tzorn'1 e/ztc,ali,:>n sy;lea S1'laaeeJ
has already set hcr nind on
1
developnrg tlie idea ofSiDsapore s
education systern. Wlat nccded to ;ri aouU;tl7 lh" {zzlztru 6f lfip atlli<>n7
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 7L" m-,-t// th" fznztr" J 1'4e ^/;-.h ;5 the (ey .ia or s;ryt,Par./s
industrics so tliat we stay relevant -Jzz.-,l)-h,.t61en I' -) J"r l- eJz(ale g"ftra1;a'3 .; 9ia7-re,t*
as a .ation, ihe increased nccd to )n1o tlp falztte pi//a,s -/ //rc MO{ h,,s te'/.aP-J the
develop civil society and a lcss ',ryry'-r",
syslum o/l.n ta neel 1lp """Js -/ th" fztzt" Flv" ar"ta th"
atathetic electorate or even
Singatore part lo plar- iD ${itching
s
MOf h.,3 ,--*"J -h ,nc/ztJe Trasraames conlzc1eJ alrociJ, co-
to renoerble eneqty. Instead Chloe cztrt)czt/ar .t l;f;1;e3) c-aazh;1y )*o/vemenl TtcSramme't lt aje.1
expands upoD th€ breath of the
Sirgaporc education systen.
--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
This wjll ultimaiely rnean thai she
will lose awarencss of the more 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
talking about the Singapore edu@iion
system. There $'as generally no
comment from her tutor but at the
l*1//, the NO{ 7/zices ea?h.6;3 -n {-r"\. "*chaa3" twojunctures we highlishted on her
scdpt, Chloe has cornments on her
ttosral4l4es ah)e/t ,rou/J h"/7 sh,V" s,ry.jeareE ,112te. s$ipt that said good, you are
r'-r";5. "xcha9" Trajra4aes .aa" ;h the {arm of ca/turz,/ addressins the qrestion". We caD

">chr.n7" 7rqram/4es ) -rer'ea''

caaauh;Il ;hvo/l/eaeh1 ligllighted pafts
clearly sce that both
pt-granl4es, -rerseas lle/J1t;P'' c aalet,{ozs .|hJ 3l-r1.5 are wben Chloe defines the needs of
71t" dm a{ the3- tr-jraaaes ;3 1a rhe tuture and explains how our
"xc/tztrye 7t1t ann.s education system fulfils that. Much
lr-;,J"n l,tp J/-1.,/ perstecl;r'e -f slztJenls 4s S;"3,g-r" of the rest of her paragraph was not
lec-aes ;hcreas;h7/y q/-la./;s"J ' lhete ;3 4 n""d Lt y-un3 needed, and even bordelins the
p"-p/. ;n the . -1lhtiy' 1o Sa;h a, ;hlerhd;aha/ -u1/--k ah irrelevant. It is-obvioLrs that her
th;rys. Th&e ?rosrazaes prat';Je a 7/at/-ra lor us 1o teacher was lookins otrt for ref€rences
to Singapore's fiture and how its
zt'letstd,v1 tea/e /r-.2 J;t'T"r",1 laek3r-utJs z)it/t ,nc rcaseJ
education system rnct those needs.
a'JeEla.d;ry) th-re @2/J k /65 *tr' 'olrcn ;ieraeling 'o;l/t Chloe slrculd have developed hcr topic
lar-bhers tlpn ae enl"r 3a.;e1r/ a3 lear sleas lraa lAe sentence from the highlishted
/...t af ahJersla'J,.5. 7V"s. Trlyaa4es arc ..1/e 1o sh.fe seclionsi eDphasising the needs of
S;aSaVare/s lzrlure 3;^.e @ arc a easnoP-/;1.1h s.t:;ely that Singapore's tuture and then in lhe
elaboration argue s'hether our
;> -g.t/. d-p-...i-h/ -" .-/,l -a' ^; 1 a/,- eota-t . -r" '
ed cation system meets ihese needs.
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 PAX-A.GRAPH 3/
'lhisis \rhcre our $'anings take on a
th" tzzlztt " c'{ th- za7'on.
strong sense of rcalilv. cHoe has gone
completely ofi back in her discussion
Nithout realising it. Becauseshe had
4,E1h"r .t"a th" MOt a-rts -. o-a/J l" t/tn c o-c z.tt )czt/rt' not shoMl awareness ofthe fact tliat
,icl;v;1,4 (CCls\ Ih s;ry4ear.,;1 ;s coala/sory lor tJ/ she rlas expaDding on the wrons
variable. Chloe sperds this entire
s-.dhJaty s?ltaa/ .a,l Ja.;-r C-//"3" 31u,lehl3. ia" l- 1/t-
paragraph discussins the Singapore
Vtugndi. ,n 1are ol5;e3pateat6, a.,/y llnl 1/ul co'cut;czt/tr education system, someihiDg that she
a.l;il'tes Ja tul sh+'e o* t2.4ttte s,'r.e a-31 -/ th"n g"7.ar believes is relevant (as defined by her
not 1o hate ,2ry 7racl,ca/ as" 'z l/te /zz1ar. r'/--er'et,lA;3 in the introduction). The tcacher's
;s hBh/l uhttt/e s;nce CC4s he// us lo Jeve/of c-nzton comncnts here asked whai this
paragraph had to do with the question.
.ut.,t/;h a1lt .a/a'*3..1;-h5 zr;1/1 a1hes. Ca/3 ;h S,g+.ore conftrsed, chloe apprcrched us and
,,'c /ztJ" p"rf-ra;.5.".13' 3por13 ) uh;laraeJ jt auls r',,,J c/als sked us to clarit lvhy slie did not do
.i^l sd:;el,es. tach orl everylyVe./CC'1 a//- ; z.zs1- /";"'n Nell, it was more apparcnt to her horv
;h ohe ,-.9, -r a.-1h"r. t-r "xa,z7/" the 7-r{arm'n9 z:,rts she could do better oDce she
' understood she was develophs the
.a.1u../// st;az1/a/" our lra".s 311ch *t..1 ^'" ca, l--11"r .zt*"
wrong variabte. What should hale
ase of oz/r J z.s {-r J/T.reht .te.6 ;n /;{e. S7orts he/V perhaps been discussed $as the need
us a. h;efe h"J1/n:"r 1.J"5 ,-/1;./1 .a//-4 25 lo lR 4- 3lr-53, for us to more broadly defin€ our
dA;/- uh;tataeJ gaups serre l- J3.'i"/rhe. v/",.c", CC4s J- econony in the fuiurc and e\pand
into increasingly niche narkets in
h,it" pr,ctie,t/ sk//s lot zts lo /e.1"h,1he5e .ale 3(;//3 4h;./1
boih soods and services. and then
ar" h"/7{zt/ eten ,n t/te {ztlz.te. -l7er"f-re, the eJ.1...1;.'h explainnrs hore the CCA progranme
3y51en.i.t,,:h *.1 .th..7e s;3.ro-te'3 /L.t11t e. can expose and train strdents while
developing their owr nrdividujl niche

l9 BR0ADtR PtRSPttllvtS 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
should we learn how to 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
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
As long as students continue 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
WANTUS TO conient in the lain hope ofscoring some marks.
lv-{KEo\aER
Bains orisinal
lfall 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
"ESSAY r4-{KnOWR"
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 EXAMPLES /

by indusirialism aDd faciory assembly lines. Bot in a) The rclationship between grcat cities and crealiviw:
lh. / rs. ce ,, urt. s....I'Fopl- rnrurr 'lrFFtu in r The Jall of Flarcnce, vientlo, Manchester and
r.r 'riil! ol nFh la, g-, d h"Js: Tak n; mu\i-\ Glasgoa to Shatryha| Londotl, NeLu York aild
coMMoN
4
' umpuing mLci' . Ca\'gir rg d, .'rah lFchlolugir.
p ttut o Kano
LXA}TPLES /
like the ipod, acting, penning the nerl Harry Potter-
Creativitt aDd nDovaiioD are the new buzzwods on b) Dr Richard Floida's theo.y on the se of thc
the iips of elery pohticia! aDd co.poration. 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:
choices about what to studv in university still based 3M, Apple, IDljO s concept abafi 'T-Shaped
oi r rre.sinri hnri d-crJ-. JJui ArF $F {ill.lingrrg P, nt.l, o,d Goagh \ toh rrpotit trnp pal'cL.
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.

 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.

prii g .,reer. Thcy

tcrd to Mlue rrhite
roll!r iotrs lilr
mcdi.ine. engnree.ing Is the Study of Humanities & the Arts a viable option today?
lnd laN he.Nse thes.
jobs .r re..eird as
b€nlg lrstigious class
nisc lnd i sale choirc
Ie ]urc ofthe,Arts and Hunrarities is ,nd Iounder of Slikfas. Ban YinI Jhcow is

economicrlh. 1h€ arlt both coDfourldi g and iDtrepid. While irternationally.ecognised todav xs a uniqtrely
or l)unranities .rc it lllk mc with astmngcpride that my 5 r,J.'pure r' ri \ rtr* r
"i I h .r' ,li 'n r_ \.1 'r t
p.r.cired children arc da rg enough to take a to cverv toy inrtoftirg coulllry coDceivable. lhus
nnpmcti.al ields lhdl deep intercst ir these ide.listic ald cerebral ficlds, cnrriDg a nio.e inventiv. cdge to the clcaD andefticie.t
lead to une.rployment
I am, rt lheieatofit. give loascnseofdisquieiand cill . Becanse of the IlLtiditr- and slon tancity of th€
or dr.n end jobs.
$or .1 be exl rcnrcly circumspecl in cncouragi g lhenr arts, companies like that necd to be adaltable aD.L
To Lhcf,,s long !s on. to cmbarh or aD Lurest.ained pntsuit of such clastic lo thc unceasjng Navcs of globalisation
isootsuF.ltheerlcnt disci nres.I anr well a$'are of the erits the-^ns and This Ne$ Creative lvorkcr is seetningly thc
ol o.e s.rertni1l and Ilunraniii.s offeri lhcy proDiise one idcas aDd inDovative daredcvil of the 21st ceDturr and thc
tllcnt, ir is aD unsrt conrpanies th.rt hn. hiD {re sinrultaneousl) tlre
kDowledge, but what the!- do nottrornise is siaid and
choi.c.ndidedlsabout
snrefooted pmgmatisn. no\ers and shak€$ of any siveD socieq lroping to
thc .rts nrsr bc
strbsu red ro thc l,r.'^ rl ,o,ig\ r' o1.F.,.r.-J r.J.'lupl fl'rLriar_.
prartical n.ture ol th. 'lhatth.Ans and HuDraDities are resNnsible for the of the quolidiaD class.
'rorking
no rld. l-he Asr rn .ise of a distiDct urd relollrii{rnat creatilc class toda} Rccognising lheir contibLrtjonsto societl is withont
Prrctr mar-' is no sLrrprisc. These nre thc hcroes responsible for doubt fair aDd deseMng, yet i{e musi Dot forget Lhat
a(hDoNledge th.l
crealirig,ddsraluc to 'i r.'1..,, l i,.1 r.." i, r dl
"'l l'lre,r'rJq r'.': while drcl bear the tinnnings olsociell., tirev ar€ nol
thcy are the ones$fu labou.long hours e$udnil that the ones who keep its closcd circuii iunninS How
citi$ .nd .,n Nint out
rhat (tutrivitl adds Lhen crcatioDs reap intangible benefits; the) eDable mary YJ Bans do rv€ ha!e? Ho$'manl cr.ative
colorrlolile xrd leisure a thinkiDg aDd crealive socicty, a society artisticalLt conpanies lil(e Srikfas crD wilhstand a tu$ulent and
but is .or somerhnrs fecund and librarl. Singapore's icorric toy dcsigner
you candefinireltnak.

7? BR0ADfR PtRSPtfilvtS tite cdu(dii.rr tssLc

 RIIATEDISSLJES

5itfi,rcr & s0fltTY

'fhey BUSTNISS & t0RP0R{]t0N5

fomrdnnniutive palt ol lbe fopulation.
a
'nerely ARTS
xlost would cop oui aftcr awhile rndjonr the rnnks
URE,\tI DIVILl]P]!lINT
of nore stable i.slitLrtions. MI children don't s€e lhe
'' ,E- ,'runorni.Srot 1^fa drr,t L r1r 1. r .; WAGI]IG THE WA IDU(ATIOI{

A dcgrtc in thehunanities will most likcly lc{d pcople

nrio carccr impasses. What car on. tossibly leaD AGAIt{SI ill1ll0 WATTH TI]I5
liom Literalucor Hisn)N? Writi S, inalllical skills
aDd teachinil one to think out of the box? Sur.:
H()(lD IS IlIDEED
Donetheiess, these slallsare noi targcted at
locationi degree holders in thc lib.rxl arts and
rryspecific
R()MAlIIIC
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 fru?
arc professions e.ell respected and admired. xlost
inpoftantly, they pal well and arc cconomicalh
THE
IHtJ0Y LUtK OLiE {r993)
sustailablc and safe; ther will never bc obsolete. 01t 0F
With great ffeativiti comes great cities. Cili€s arc
gilen their distirct identity fron their people, so mt
tsA
c|ildrcD tell me. QuotingArisLode who intinied thrt
''a ciryis its feople", ni] childrensticl tohis maDtr{,
0ltt.
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 ADother t.ope ol such afparcDt courage is the
Bolutiomries who give a ci\'iis lisibiliti . New Yo.li stereotypc ofthc staniDg artisl. It\ cool to be
is a shinins exanple of hc,w dazzhrs and creative a oneollhem. WagiDg the n'ar againsL minion hoodis
..lr'.d, l" r,. 'r. 'l 1..'r ; i ,,r. -..r" iDdeed a.omaniic and gloifyiDg eldeavour, brt
denize s. As an ccoDomic liub, it md(es u! a bis ficcc rcally, the glal)rourisation oftlis Dotior is a loolh dy
ofthe global economic pic. If rn)thirg at all, New onc. \'outh can aftbrd such loft! drcams but age and
Yo.k seems to be (he epitomc of r\ristotle s dictu . rcalitJ i{ill seep $.ith a slap irDmiN'nt. Doctots,
T|en again,will New Yorlt remain as it is intheages la$rers and cnsinee.s will ever halc to cone p
to corre? Jnst as empires rise and l:ll, grcat cities '.ih a 1o"r r'..r'.. u':"1) . lr.r ..'..
cone and ito as $'cll. Think llerlin, lstanbul and The starvirg arlisl can onl) feffonn slaNntion to a
FloreD(e. HisLory has rroveD tlie ebb and flow of foirlti afte.rvliich, he lvill fiDd hnnselfquixotic and
greatDess and deleattbuilding a g.eat city does not rno\c or1 with life. PliLhera cubicl. slave than a patrler,

ncccssarily niean that one s crcation xill last. AIL thaL

mattcrs is Dot how great a cir!'can b.:ivlut natters
islhal 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
dampens and innovit ion diminishes, thisbubble will
burst. SusiainabiLity th€n becomcs thc order ofthe
Ld'..i' h....'.\ '.a'. ' r',h".1\drr.,t
perilous limes? One can oDly wonder al dre
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
oncc lamcntedthe futility 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.
crl.nt of ll,l.rgon" pl.rt' n '. L'1 .or. l'.\p-dd'J r'ts
about thought and life is ccrtaiDl) irtelleclually
]1EOUiTt I I'iR IIR
grati{ying. but ultimatel! naivc, sclf-indulgeDt lrnd

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

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. litlle in contributing to socictt's technological

scckiDg the best and brightest is a itriensc
busincss nr itselt $hile wc woukl cert.rinly
agree that ihe best and tic b glitest are
coDtestable qualificrs, ihey r.e often eqnatcd Nith
success iD th€ conlentional fiekls ola sci.ntific and
technical educatioo (after rre a.e in lle .sc of
^ll
techroscicnce ortechk o$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
advanGneni. Histoical k owlcdgc is puryoseless
for the prst can nevcr scne aDy practical tunctid fo.
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.€

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

 RttAItD lsll[!
s(1I (f & 500tTY
Yel lhe.vcr crpan.Ling ertedrinnurl nrdustrits of *-4, BU5 NI55 & IORPORAT OI{S

todtl, $'i1h thcir inccsslnt and irisiliablc ddD.nd a[rt

for creaLi\.e lirl.nt f.oplc froDr o iIrry \vNlls of THT C(}TPEIIIIYE'GI.()[AI. IIRBAI{ DIl/ftOP]\,IINT

rnr fiih
life turD enlerlIidDr.Di stars of tonor.oN isjdsl IDUIATIOI.I

onc caunple tlut ! lo\ es $r..h a b.li.f to be tallacious. TARKETs oF i.

Cr.ati\itr is not the sole domriD ofthc cntcdaiDmeDL
jndListr_r.It is r qurlitv LhaL js denrtndc(liI tlc De$. (EIITURY, DRIVEII EY IIII 5L]RITll \
TH S IS TI]E IDEO WAY
ecorrolr) ol lh. 21st crntuL-a.
0f
EilGlllEs illll0vATl()il,
The competjtive slobrl mrrkcts ofthe nei! centu,l',
dritcn ly the e!gires .l nnrolation. inventioD ifr rtYBfltot tilt tDEAs Rt0utRt ^l
a .Lifteren I sorl ol w.rkd \ith a diflercnt
id..s rcquirc'
!or1 ofkno$'lcdgc the (.euLi\e t!ork.r. This Ne$
llrrrrREusomorworcf ,,rn" rr.tr**intt,
O.rlnr \\rd ker thus chrllenges lhc b.lnrf thrt tlrTH A DtFtEtHfi S(lH 0r tLS i, ll/ 0'
crexti\e orinds Nill not fnid producti\e hbo$. \11,,
" il
Inn)vative conrp.r.ies sr.h IDEO are coDstrnlll
as KT(IWITDGT - IHE CNTATIYE ..lr i ll sl{l,tIl t t tLl
on thc hunt for creat ire lale.1. Fonncd iD 1991,IDLO
1 r, ,0.!l
is i dcsigD firm thaL hebs o.uaDizations irnulrle tloRlGr" l.Ll fit l,! /

through dcsign. It hrs been nnked b) glob.lb$nrcss

..1.\.1.
rini.hi
l;l' i I

conpanies. ADpl.\ UFt nrouseandthe

rrc nne oflDiio s .rost notablc
Pal VPI)A
works of ut.
BcloDd the e(o.o.ric giins, crcrtilit) is t|e rerr
sfark that ignites 1l,e vjbmnq chlracteristic ol
dulcm mcs.Llopolises. fle rclrtnDship betr\c(n
,6 ., I

grcat titics and (.cili\ilr is i, r.llrtably afpartnt.

dffier.,*
'Iod.t. knoilledge olone s lechnir'rl cvcftise is no
l rgersufiicicntlortheuods.rllenl lr.itofthcglobal t...: rj .

lerders lh.rl drc$'drc ltt.Dtion aDl allilirtion ol l

coDs!mer cnltur. is trod!ct dille..ntiatioD.
The entre!re.rLrr .ftodry nceds an irire.tne sDi t nraDt t{lenled p€otlc s.cking flme rnd lo.lLr.u *r N'AR rAMr rPrR I
rnd Dn)re thrn a lash ol .rcrinitt to cceed i| rn bohcmian-q and brsnressncn ililc. (;hsgoi!in 1850 l!r\
.l/i!lL, (01,r I
. +,11,, , 1,\ r.0 l
o!.rli satuated rorrn,o.iilr' mrrkct. lroduciDg a ',,15 \' "\., l ' .

that rrpidl) crfanded bolli fh!si.!ll!

,,' lflil ,l
tunrtutcr that fluctions is.o longc. snlficicnt: ilhat and
rrlrie!.rs r.cord sal.s is in nrakl,,s iL diliircnt. ,\nd ecoro,.i(.1lt as r cons.quence ol r dl n..ric licnz\' I
the liflere.r|. js thc offspring ol a creulir. miDd. burghl o! by thc innolrtivc energies elge.d.rcd
stctc JoLs ol ADr lc c.mDtrt.rs is cedairrL\ .r ne \d|o finn the pothl(h ol cr.itivc trlcnt. The !r.rde r
undostands such r cod..tt. Atflc s contitrued nr.gi.itics of New Yorlt. l.ondoD rnd HoDg KonE ar€
rcidr.ntion of its lro(Lucts ard ils br^nd has cnnued tbe cont.Drlrral] cquivalerLs ol Dr.trop]iscs that
lllat il hrs str]cd rs one oJ tlr€ w.rld l.rdcrs ir the thri\e on mfid iDfonn{tioD ard olloral c\chxDr.,
ronLp ler indnsh,l . Jobs represerts n . ew .oryo n an e\(lu.ge th.t is founded on ar econoDl .livcn
ulper class rff.clionltclv termed as bobo (a bl kDoNlelf,e ard idcas. Thus cities be(onre g..rt if
prtmrDteru ot th€ $ords lourgcois ard bo|enrian). thc] rrc ableto crcatelnohtcdgc aDcthanLonise lhc
Olh.rs such xs Virgif\ lti.hrrd Btanson rnd th€ o..ti\. to$'ers brouglrt on bt. dikrsctllent pool.
l]odr, Shof s Anitr Roddilli, alo.8 \'ith Jobs. mtrli ADy co,roratc industN seeliir)!, 1o llrrilc iD tlicse
tlie risc ofthc (rc.ti\t (la5s. lhisc.cntivcclxss, 'u,l'.rl." i ' I'r'.l -ri l-r" I
acco irjl losocial s.icDtist Dr. Richard liloridi.$ill theconcepl o1 trl.nt. Th. talcnt oftonnJo$ is onc
l- II l,. I r."tl I" r{ ihat musi be libra.l, .\nb.rrDt. i .enli\e rnd
I,
gro(th inthelost j.dusl al cm. Snch deveLou.'enl drtcrprisilg. The L,ri!,h1cst aDd th. bcst are lhose :.;ll:.:;:r I
cnn b. r.rliz.d $'ith a woJtibrcc ilrt posscsses the I lal tioDccr a frrnising li,tur€ b) t..rnrg into the

rttrib!lcs ol an acli!e inaginrlioD. ac tt last and ler, ning lnn tlie preserl. And i|.sc rrc
inlenti\en€ss. \'iitorous cre{LiteIess ind an |lr..l' | 'h 'r r ,i' l ll,
rD]'icldnrg sei,se ol .n osit}'. rDd thc Afts can hel! .! !re. at ";

25 El0ADtR PtR5PttTVt5 //,..d,ri,rt,r issrr

'';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 a connnon visioD that cDnns
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.
Thc 1960s and 7os saiv ! massification of basic
.ducalion and the prolifer{tio! ofyocational nnd
lecLnicrL irstitutes to makc cdnc.tion ecoromicalh
.elevaDt so as to cffcctivcly b.clt the gove.nDient s

!ush into thc glob.l economy. lhe r98os saw thc

Si.Sipore lild the a.l.led urgcncr lo quickly traiD a futh.r div$sificalion ol education rDd a grcaim
sliilled workforcc and dcvelop lo),altr ancl sound cmphasis on scierrce, niatheDatjcs and ad!a.ced
nDral ralucs nr Ier ciliT€ns. |orDul schoohrg $'as rpc\ '$-.,nr- -h,l l., l^ JLro, ro ,.r 'in
'ol
hcDcc actno\rledged as the primaN r.c.ns of econo.iic gftx'th. Thc b.t ftal the Sirgapore
cconomic B.owth and charged $ith building nali,)Ilal govenment placcd lvas t|a1 n hig|\'ljterate aDd
.ohesion. NatioD buiid g rlas almost synonytuous trrined Norkforce could ahvays adjust the Dost
Nith (itjzenship dcv.lofDrcDt. The Iliristrl of fl.xiblyand nnnbly Lo lnture teclliolosical adlances
lducrtion'smissioDstatdn.nr.rikesrleartliatthe and business tr€nds.
fut re of t|c Dation cnn onl) be .Letermiu.d b]
motrldirg lhe peoDle $,ho $'jll makc its furlre. 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 diligent lnd cillci.Dl lvorl{jorce. r'he nuintenaDcc of
suryilai rrd \rell-beins, it is Do i{onder t|at its SiDgatorc s competjtjve €(lge lLas become a rnaDh a
pfog.ammes, lroccsscs.nd policies came to be $) of sortsi \rllh the worhforce, cvcD in good t.ars.
closelv couflcd with stnte intervention aDd ' ^ li ' 11 '. or,i lu l..' - d rr,g, lF n ir
'
, \l
^1i ^ \ l - l. -r. 1." J.j r, i I, r'tr'" sliiLls. !!d ofcon$c, sct a qood educatir,n.
cnniculo ard school progMnnncs c.me to be the
nom. lhis tigliter contri)l also tresuD€d that the 'DO YOU SPEAI( A iIlY LANGUAGE?"/
educrtion systcm conld thcr.tbre be t\\.ealied ar.t Snrsalnn's biii.ilual l guase poiicies rrc rlso closeb
modified according lo the n.rtjon's Deeds. ti.d to l|e 1\aingoaLs ofecoDomic prosrcss and narion
building. Ihe push of thc stLrdy ol Lhe En8lish
Pohticai e\iilercies it thrt tnrc'{lso dcmanded a lbrr, 'J.,r ,\"^ls\.a rr'r-" i-,l r: r...1.1ir.'r'.
Iunctionalist and ivholl) fragmatisi approach to fiNt link.d to the econonic inperrtitc. As thc
educntioD. Order and stability were prized and the languagc of t'ade,.onuDerce rnd administratio.,
goal ofsocial cohesion and harnony meaDt a low ih. Enillislr larg(age expedited Singaforc s enrr'!
toleraDce of dcviance. Meritocracy rvas also the into and iajntaiDed her nenbcrship h t}e {orld
linchpin of a systern that also tried to bring its people economr. Aiso yiei{ed as a Dcntrirl language in a
together by giving everyone an equat opportunit] to nn tiucial aDd DruliiliDgLtal socjett. Lnglish pro\idcd
se up the socio-ecoDomic ladde.. a conrmon mode oJ conrnurication anongst its
cthnic gronps, crossing dialects aDd differenl
'l-IIROUGHTHtBARRICAITI-S/ 11' . ,, rIr'l lrdituages sirnultrreouslr, and u!iting a dile.se
and dc!.lofnrenl oi a corurtrys liuman capitalIrs peopl€ nr a counon r 'fosc ofrvorl and Lrade.
alwars bee. a slrcng predictor of.conomi. growlh.
A rise ol r% in literac) sc(rcs ca! affcct L,pwnrds 1o The bihrgual foliq,, lbe pronotion ofthe Dnnhcr
.': or.r ir I'r"dr.r|I"r,ii r-bir. rr', ir toDguc langLlages as a 'cauier of vxlucJ shoi{cd thai
cDP.]\ highcr imfrole.rent ir workers skills can Singapore was alwars lmkirg out rt the sanre Je{
lcail to a f.stergroNth as well. c.ucial lrolts. It $'as notjrst about eco,ron)ic suc(ess
alone. but mccess as a nation.
y'\lE:E.r{i.kr

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

l-0tA[ vs. GL0BAI
To ens,,re emotion.l tics to the notlierland. the
nainDal heritage languailes $erc dccmcd lital lbr tlie
tcaching ofp{tiotisn and moral and civic vallres.
Still a highl)' contestable position, iL wasbelielcd ihat
Asjan languagcs were best placed to teaci lalnes likc
llLial responsibilill, looking out for the colleclive good
aDd loving your nation. Sncli enrctional ties to Lhe
family and Dation would then profidc the Decessary
ballast agaiDst the inevitable Westem influcDccsth{t
canrewith tradiDg witli the world and jronicrlly, ihc
all too successful p sli towa.ds rn X glish sheanr
LIl'TJS AI,I, UNITE \VITH A NtrW SPIRIl'/
Nation building also eventuallr- cam. to be
qnon)mousrithcitjzeDship development. Citizcnsht)
ls a lea-red L"\ 'r':r .'rJl'rr" olrrlFr,.iLior
,r ,dai "r, ,' ir. .r/r'. urn,i, g
SiDgaporenns inlo nrfonncd, parlicipative aDd nost
rmpur r'l.r '-.1,o ,.iLl. a, d ,."tr' .r r/.rb-i;.'n.
srNi\ al and success oft|c natioD. Similar
all kcv to the
to highly controlled nations like Japan and Korca,
Sin!,apore s national values {re expressed e{plicii\'
ard aLso helplully numbcrcd to prorlote social
,' c-..Jr ulh r ll, ," JndJ..I l:.. r.'i. ,r
ll,p r
..rFrIr).'1llhF.inL,oo,l' rJ,rn,xl rr\rn.i1
.,l.nl ,trrrrs.lr '\'l. r \' or 'rlr'.".1'r's
'
of moral yahes ar.t ciiizenship in the cl'ssrooni.
Periodsofst tcturtd cilics and Doral education s€re
made con1pulso, -v thrcng|out frimary and seconda4
Decadcs loDg t$'eakirg of the inslitLttioDaliscd
teachins ofcitizcnship and its atteDdint values took
pl.'.r " 'od.""t""rl.r]un 'Ilh'ir pro,'i.F
and the senerations moderniscd and chansed. \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 titc educoiion issr!
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
living in a histoical ucuum
takc Singapore s peace ltnd p.osperitr- for graDted
and, nrorc daDgerously, no loniaer buy into thc
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.
'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
21stcertury is aganr taking anothertun in lhe stomr.
siDgapore is on a mission to ftcpare its $'o.kers,
]onns.Dd old, for a knoilLetlge based econonv\'hich
ilm.nagcd succcssfully, rDd leL s noi forgct, faccd
togethelas a natioD - will see the sLate (hrough tn ft<
lert translbrnratioD as a regioral, u1d hopefullr',
slob{l l b ol knoi{l.dsc and inrovation dri\en
industries aDd companies.
Ior thal. 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 ' '
|. 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" ' r' l

informrtion technoLo!,). {q,lrh we are rade awnrc
howwe rre on the cusp ofchrDge, tlis js agau $.here
Singaforc stagDatcs aDd p.ishes or coDtir es to
11 the onll co.stanl ol rhis mlhlesslr-.ornDeiihle
global econo r) is change, (han the nrove lowards a
Nrrc creative $d tlinkirg cu culum nai(es se$e.
Educators no$'Dccd t{r reflect oD how to inculcate
theabiliq to cr.atc, gcncratc, slDthcsis., adapt, and
.el€a r in t|eir c|argcs. To suffo this, sclrool
ma agemen( has been decenlralised, autononD
grrDted to experiDrent $ith djlleretlLiated curriculLuns
ud 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 \"Jr,n-i,.rlr"- r' r- . idu ..,.,rd' ,daq..
L€aming Nation. And il lve can be rhat, ne are well
positioned forthe next decade aL least.
Ofcours. the cruse and effects are Dot $ simple as
llie! Lrsed to be. Flncouraging a morc crcativc aDd
. tcn d(,Jo. to..l,.,r'^|t....'. i..^.rrr
growth rnal co e at lhe e\tense ol l]re highl]
regr 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
pmductiYe Bo.lier. l he irLr re equaLion may be nrore
unpredirtable aDd chaotic and the Eovernment rl)ay
Deed to ask itselfho$'nacli it can let go.
ts MY llDucAt roN \{Ho l A[t Now?/
Thetu. of the millenniom has lnade ihe issLre of
citizenslip edrcation even fl)re lopicala.d lerin!,.
New questions are roDstanlb bemgnised Lodayabout
ho$'to iDculcate in citizens a seDse of belorgliij :ind
lolrlt! as inteDse globalisation forces thrcaten to tea.
llrose ties apaIr. Nlorc and morc nations have to
grappLe with lhese inplicaiions; elcn nrorccstablishcd
states need to c.rDstartly evolve and .espond lo lhe
needs ofa more local ard $,ell t.avelled cilizenN.
s ' L 1- r L. r' r:Ll LJ .' ' ff- .-J (i ,oipu.l \
aims ofnational cohcsion aDd Dation buildins. This
is parLjcularli seen in the gap beti{cen polict' aDd
prdctice in cjtjzenship education. l'aining good
.. {\':I i rul b' urn' .!r.1,'n'u r I . lh lrJ.r..rr
good citizens and\iceveNa. Dutiful defereDce to tlre
?9 BR0ADIR
RINIIll]!
slate has been underscored over lhe years and any
critical thought encouraged was subsuned instead
into the ecoDoDric imperuti€.
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
that .eljes on the pnssiv€ness of the rec'eiver.
The lieal,r haD.l and onnipresence of the state also Tllr F RSr YrAR (2001)
gcncrat.s a suspicion that cvcrl'tling is ta ght is for
Wor(h rhi5 h sI y
purc p.ofagandist furyoscs aDd hcncc safclvtuncd
out. Studenk hrle becorne inxrcd to didactic i{arnnrg.s
ol econornic and .aciai disasler. Also, lhese nandarol"l/
!€riods are talght br an inc.easingly harried iourneyr of {Nc begirning
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
Thc icnsion is growiDg as the rise of x hishly educated,
i{cll 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 relbr rs ard movements
fron a 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
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
not always seen as a political threat. If Sjnsaporeans
are to be citizens inthefull senseoftheterm, ifthey
are to be .e-engaged and participative, active and
corcemed, they need to pznicipate in complex issues
concerning norality and politics and ihey Deed to be
taughtto handle such debate and discussion. wlrat
is corside.ed $ucial skills for thc 21st ce.iur,r- criiical
Lhinknrg and qu€stioning, problenr soh,ins can no
'.,s-r ' ur \ '.,i-n.l) L, , ,J inro
equatiotr, and nmst be applied in the lirll cortext oI
what it rncaDs to bca citizeD, prad.tlls includect. l lorv
Singaporeans rcspond and opcD np to ihis chanse
rnny be the new and erciting, albeitunccrtain, ma*cF
of edn.,tion for the frtnre (t d\rAL Fli.i.
PfRSPfOIVI\ th..dtr\trn,i i\*r'
 (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
succeeds soDre$'hat as the.rdstocratic audierceslastcsruntothe si plhri.aidare
unnble to aptrcciate I{ozarl-s bdlliantbut comller $'orks However, tillIis dcath.
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
they hit superstardom. this novie
FREED0M WRTTERS (200/) cenncs aro nd a s€lltaught, troubled
IIN|l RON [lliNI r\Nl) lr,\iU ! l. ! ( lN S t li]\i P '\^_YONl]/ nnlhe atical prodigy $ho works
a/eedon lriilcls follo$'s the tr{d;lionrl movie trchetrPe of uDDoticed as a jaDitorin IT.Itis!,eni'B
''iDsfiraitunal leacher rcj!vcnates unha!py classroon lorg nc!.r blosson$ dLte to his dystuDctional
establishcd bv novies lik. Ittdnd dnd reliuc/, To st L,itfi lou., DDbriDgirlja. Abused as a foster child,
/)cod Poer s.Societ/ and l)ar.r€ro6Minds. Based on tlrc rcal life Will is filled sith sell:]ratrcd aDdfea.,
€xperien.. ofteacher E.in Gntwcll, areedo rvrilers ccntrcs oDplnrghis ability to Lrust an!onc xnd
rround a g|ctto class.oirnl tlat rcflccts the deep racial aDd destinins hn! fo. a ljfe of bor(tc inc
ecoDonic di\isions ofCalifonia. Used to bcing seeD as a dunrpins poverty or jail. $'hen will solves a
grouDd for stLrdents with acadernic and disciphrary issles, the smdtrate le!€l math probleni tlraL took
childrcD of Roonr 203 opcnly figiit, disobey autho tJ aDd see \'lIT s fmfes3qrs $o yexN io solve, one
Lhensclvcs as destnled {b|a litc offrilue. K owingthat she rvrs Profcssor LanbeaLr conspircs $'ith a
ASI]UTTllIIlIR]IIR
lighting agaiDst an enti.e colnDrlrnitt tliat r€info.ced such 1{r$' therafist io keep.Will out ofpfison.
expeclations, Grui{ell used tells likc rn?r! o/,'lrn. F.dnk Once wlill discoveN love, Jt.ows to irust
.tnd tallis by Holocaust sunilors lo "fic
insfilc her studerts to fight his therapist more rnd accept ihat
agaiDst the press|rcs of their iInmediatc .Dvironn1ent. people a.e naNed aDd imperfect, Will
By conceltnting on hard wo*, nuny ofGn lells strdctits fouDd successtull) sheds his tcar ofwhere his
erough ability wiihir themselvcs to Sraduate and moY. oD to 6en, s will
genius r{e lxr
r!!L take hitn d,,u
and rakcs
r the fi$t
college. (t \tcD\ losrrds clJimrnu his luurc.It

30 BR0ADfR PtRSPtOIVtS lit...lucdiior issr.

NARUT0 (reee) :
II{RD \'\/ORK CA\- l\'I A I CH C ENIUS/ This lNgelt
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
aDdthei. sens.,is^. Various rn'al cs ccDtre arourd the
dominaDt then1e of na(ural gcDiDs vcrsus sheer
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.
Shikanaru Nari oiflr ial.ntbr sheer lack
saboLae,es his
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
-liriftr -<:lrarr ToTTo-CHAN (r980)
fi GINIUS IS IN AI-L OF US /
Aseni-autobios.aphr b!,Iapanese
iclcvision celebrily l etsuko
Kuroyanagi, Totto-Chan is a
chi ning odc to KurcyaDrgis
tO ;i;,i " ,
experiencesin l'onoe Galucn, an
,lrernalive elenrentarv school
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.
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
Heroes&Villains
Documcntina.rr 6clde world's crcr chrDljins p.rceptions
Khalil Gibran
International
Acadernv
HERO / Partl) fininced bt' ihc Bill aDd MeliDda Gates
Foundation, Khalil cib.an $as NeL York citi s first
school to focus or ,|abic lans,urge and cukur. Narrcd
afier r]]e renoMcd christian Lebr ese poeL, the scbool
ainred lo promotc intcrreligious rnd iulercultural
uderutnnding by recNiiing a student body that was
half Amb. Ilorvever. Lle school hls plastred bl
coDtrolcrsvfiom the start, lacing mucb dcrision and
accusaiions ofbcnrg a 'secrct tfti ing it'nund for Islamic
miliLants' ard a "public iihad school '. Though its
idealistic lbunding f
rciral an.i former acl ivisl Debbic
llmorlaserNas forccd to step do$r under pressure,
Klulil cib.ar Acadenry reDrains a hero ni the eves ol
maDv pcace activists lor remaining graciors under
prcjudicial fire and stickingto lheirmissioD. at
Hothousing
\.ILL{IN / When she first mad.
h.adliDes ni 1997 for e! Lerinr, Oxinrd
Universjrr* at thc age of13 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
l-ocuscd oD thc 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.
Cun-enlly, a Malaysian dclcgarnD intends to track Su fiih
dowD to cure he. \,la Islanric nrcdicinc, belielins she
hasbeen cu ed by black
'Dagic.l,
BR0ADtR PrR5PfUlVf5 thp ?drntit,1 isslt
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*

a
E 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 :J. AilLrlt Litclac\. is gilcn thc short shl ifl
disastcrs. povcltv ln(l hcillthcarc nlciur , ,-. .rlh i r . ,,.r rtr i-. r r',1.r, ,. r' I
tirat UniIeIsiLl Plinurl EcLLrc:rtioI] is slill polilical tlitnsitior.
not guar|lrtc(l-
771milli(D pcoplc agcd t5 lnd rbolclivc without bNic
11igh fertilit) rates, III\'/^IDS aDd rrm..1 confli.t . ,,r'9.,..g\.
coDtjnue to e\ert presmr on cducrtidr svstcnrs in th. insuflicicntp o q rnd fin.nc. tovonth and adull lilerr.r
rcgi{nN with th. grcatcst c|allcngcs. Contlids aDd lIeir lr^g r
'r
r.. t\ 'n" \l^r r^li n ,
'\il 'a, , r'' ,'
xftcunath s|akc th. tbnndations ol educntion slslefrs- rhnned cconomr, p!biic edicalion spendnrs dropped
.rrsing lhysical destJ!cllor 01 schools. dislhceDrent of r.d lrrnl yourgrdults ir the Nralareas i{ereforcedto
lanriljes a.d causjng tfturnaaDl tear anonglrrents ud leave school to he\r their frmilies l@k rftcr noi'lJ
(lliLd.e,,. Chronic riolent coDflict iD parts of thc prilatised livestock. Bv 2o(n, litcmc,l- ratcs xmoDg (rung
l)e,roc.aLi( Relrublic of the Congo, Bunndi, Somalia adnlts (rse.lt5-19) $'.r 1or'.r thaD oldo lloDsolians.
and soutliern sudan signjficantl! rcduc.d rcccss to ncfor. thc Sorict UDioD brckc np nr 199r. high lit.rac]
educrtion. Thc HI\i/r\IDS prnd.mic nr .astcrn .Dd lc!.k prcvailcd in t|c Trans C.nc.sns rnd Cedhrl Asia
southenrfricxhasrcDdocd man\'.hildr.n f .nlless bnt. shrmp in indrsr.inl outtuL led to drastjc cuts i.
ard thus unabl. lo.ontilu. goiDg lo sdDol withoul ol|e. heallh and ed!cition speDdnrS. New h$s rlso ltLloured
rdtrltsufpot. Th. frnd..ri. is rlso acceirlu.rli,,g lerclre. lhe use oi naLio.al latrEurEes at the expense ofRnssirD
s]roltrges in Allicr NS lher literalll dje.rll or are disablecL so spealiers ofrational laDsurses becane "fuDctionall!

2. ljducation Qualit\. is tor) low. 4. Aid li)r bnsic cdLLcaLion is insullicienl.

'Itn.rl rid1o basi( education accounLs tor oDh 2.6% of
NIan! flnnar_1 s.hool tcr.he.s in de!.ropi.g (oui,Lries
Ld.',r'.l,r'r. I i..,^r I',.". ,, , .,i' , Ollicial l)e\elopf,ent AssislrDce. UJhile rid to basic
leecher n,,nfie.s \!orkl hare to irc.ease b\' 20lo a Iear ed!citjoD will likel) iDcrerse in hie $'ith overall
lo.edrccpupil/lea(l'eruti.rs lo.lo:1 aul to acliieve UPll ail- ils shuewould hrre to dorblc'to rerch
the estnnated Us$Tbillion alcar ncccssaN z.a
b\'2015. Ian! sclLools in (Lelelopmii count es rlso lack
i' ,, r, \,,r J.r- d .,,r\ O Fot
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
lJ /o
lightins. of Timor Leste's
t_ classrooms were
destroyed in the
violence following
33 ER0ADtR PtRsPttTVtS thr.rlr.dti.,r ssr. independence.
 a

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