THE INDEPENDENT SCHOOL SYSTEM IN SINGAPORE

Abstract

Unlike many other countries, natural resources available to her Singapore's only is that of human resources. Hence, for the last few decades, emphasis has been placed on developing this limited resource, by way of educating them in recognition of the vast contribution of education to the development of the society and the economy. Thus, the expansion of school building has been accelerated over the years to accommodate the increase in the number of children going to schools. The increase in the literacy rate from 72.1 percent in 1970 to 87. 6 percent in 1989 is considerable to say the least. Over this period, education system has always been one of centralised and bureaucratised system, with directives and decision-making running down from the top. This system although has performed well over the years in raising educational standards and literacy rates, has in many ways tend to stifle creativity and innovativeness. As we gradually approach the twenty-first century, structural change in the demand for the type of labour force that we need to maintain an international competitive edge, and for economic advancement, coupled with the need to provide quality education (which was obviously lacking as emphasis has always been on providing quantity education) would necessary mean a change in the educational system. The centralised system may be said to be only effective in tackling "quantity" problems but not "quality" issues. The need for a change has led to the implementation of the pilot project in 1988, involving greater autonomy for schools in running and managing its own affairs and finances. It is hoped that with the introduction of such a system, the independent school system, more creative and innovative people will be produced so as the economic objectives and goals of the country can be achieved more effectively. This system has been viewed by many as a major advancement in the education system since the introduction of the New Education System (NES) following the Goh Keng Swee's Report on the Ministry of Education in 1978. Since a large proportion of the population will be affected by any changes in the education system, it is necessary to view this system more sceptically. Thus, this paper attempts to provide a fair and objective overview of this system, its likely contributions to the society as a whole and the economy in particular. But a more rigorous assessment and scrutiny of the system is greatly hindered by the lack of sufficient information and data, as the system is still at its infant stage.