CONSIDER THE VIEW THAT FORMAL EDUCATION HAS DONE

LITTLE TO PREPARE STUDENTS FOR TODAY’S CHALLENGES

In the past decade, there has been a rising debate surrounding education and its ability to
prepare students for our rapidly changing world. People have struggled to attain the right and
the opportunity to go to school for centuries, because schooling has often been viewed as the
primary gateway towards achieving a good life in adulthood, typically in terms of social status
and a stable career. However, with globalization and the mounting demands of the global
economy, the demographics of numerous countries and the ways humans interact with one
another have evolved, and continue to do so. Suddenly, the seemingly diminished value of the
school’s typical products – college graduates and their degrees – has caused the relevance and
significance of formal education to come under great scrutiny. Yet, in evaluating how well
schools around the globe have equipped students with the necessary credentials, skills and
attitudes to handle an increasingly competitive, volatile and dangerous world, one must
consider various economic and social factors. From this, one will see that formal education has
done a considerable amount to ready the younger generation and potential employees for the
challenges faced today.

A common argument against formal education is that it fails to keep up with the changes of the
global economy. The advent of technology is quickly making jobs and content matter taught in
schools, particularly universities, obsolete by the time students graduate. This problem is
further compounded by the lowered barriers of the movement of labour between nations, such
that local graduates are facing greater competition against foreigners with possibly better
qualifications and experience, in addition to facing a situation where there is an oversupply of
degree holders. This is prominent in numerous sectors. One third of recent Australian
Information Technology (IT) and Computer Science graduates for instance, were unable to get
full-time employment due to “weaknesses in IT university education, and strong competition
from a globalised IT labour force”, according to the Mapping Australian Higher Education 2016
report by the Grattan Institute. In Singapore, graduate unemployment has risen from 2.6% to
2.9% due to a graduate glut, according to the Ministry of Manpower. The evidence that the
current formal education has not equipped students with the right qualifications and the ability
to stand out in a pool of other similar graduates is therefore apparent.

However, what is often overlooked is the fact that whether or not in formal education is
adequately preparing students for the changing economy and greater competition depends on
how it has adapted to these challenges. For example, there are policies and courses put in place
to diversify education paths by governments of countries like Singapore and Germany, through
increasing the number of opportunities to pursue vocational training as an alternative or
supplement to skills training. Tertiary education in Singapore can be in the form of attending
polytechnics, where students learn job or industry specific knowledge and other valuable soft
skills like presentation and negotiation skills. Even in the traditional route of enrolling in junior
colleges, the latter is incorporated into the students’ education in the form of Project Work, and
curriculum reviews are constantly carried out to ensure that content matter remains as relevant
as possible. In Germany, millions of dollars are pumped into vocational training annually, which
the majority of post-secondary students pursue instead of university degrees. As a result, they
are equipped with the experience and practical skills desired by employers, and this has helped
keep youth unemployment at bay at 7% as compared to other European countries with an
average of 40%, as of 2015. Therefore, it is not completely accurate to claim that formal
education has not done enough to help students become ready for today’s economic
challenges, because one must take into account the fact that formal education is similarly
evolving to adapt to these challenges

Furthermore, in light of the increasing racial and religious divides present throughout the world
today, formal education is in fact doing its part in minimizing or at least, reducing, these
divisions in culturally diverse societies. Most educational systems considers the holistic
development of students in all levels of education, implementing various programmes and
encouraging students to take up extra-curricular activities. At the elementary level, the Child
Development Project (CDP) is a programme spanning multiple states in America, which aims to
foster children’s ethical, social and intellectual development. Reports have shown that students
in CDP schools are more skilled at resolving interpersonal conflicts and engage in more pro-
social behaviour. Additionally, extra-curricular activities such as sports, performing arts or
community clubs not only help build resilience and resourcefulness, but also help inculcate soft
skills such as teamwork amongst students as well, which are definitely vital for surviving in an
economy that no longer guarantees job security. However, a more important purpose of these
programmes is that they help foster social integration, as students gain a sense of pride and
belonging to their community and its people. They also become more tolerant of citizens who
are racially, ethnically or religiously different from themselves, which play a part in reducing the
alienation of the minority. This is especially important in today’s dangerous world, where
terrorism has spread in a large pan due to the isolation of misunderstood or stereotyped
communities. These programmes are a part of formal education, and thus it cannot be claimed
that formal education has done little to ready the students for today’s social challenges as well.

To conclude, there is a certain truth to claims that some traditional formal education that
focuses only on educating students knowledge have become outdated, and hence irrelevant in
readying students for the current globalized world plagued with uncertainty and threat.
However, there are other aspects of formal education in several societies – from the elementary
to university levels – that have also evolved to tackle these social and economic challenges and
have revealed considerably encouraging outcomes. Therefore, formal education cannot be
easily dismissed as irrelevant to students today.
 “A SCHOOL SHOULD NOT ONLY TEACH KNOWLEDGE, BUT
VALUES AS WELL.” DISCUSS.
C.S. Lewis once said, “Knowledge without values seems rather to make a man a more clever
devil.” While the primary goal of educational institutes is to ensure that all students are
equipped with the knowledge required by the workforce or to move on to higher education, I
believe that schools must also teach values. This complements their learning of contextual
knowledge and gives students a more holistic education that covers emotional development as
well. I strongly believe, therefore, that inculcating values in students at school should be taught
alongside knowledge in schools.
To begin with, without a proper ‘moral compass’ or guide to conducting oneself, knowledge is
rendered meaningless in making decisions. As seen from the quote above, without any values,
we are simply making children more susceptible to forging values that go against what is
considered respectable in society. With the increasing plethora of knowledge so easily available
to students, this gives everyone equal opportunities to educate themselves, hence creating a
level playing field for the absorption of knowledge. However, this does not guarantee that the
knowledge will be used wisely, as students with vast amounts of knowledge may not hold
sound moral beliefs, and may also negatively influence others around them. Given that
students across the globe spend a sizable portion of their day in school, schools should be
responsible for teaching their students values as well. A classroom will comprise students of
various backgrounds and beliefs and the onus is on the schools to ensure that their students
are able to handle these differences in an appropriate manner. Many schools conduct their
own moral education lessons that aim to teach students values and guide them towards
developing proper moral reasoning. One example is the compulsory ‘Values In Action’
programme implemented during curriculum hours in all schools across Singapore. It usually
requires students to take on a project with the aim of helping a target group in society.
Concurrently, it teaches them to be compassionate and empathise with the difficulties faced by
others. Studies have shown that teachers can influence a child and inspire him to be a better
person in general. Hence, it is important for schools to do their best to ensure that each child
ends up with a sound set of values, so that they are equipped with sound beliefs to help them
navigate through life.
Knowledge without values is also meaningless for students in the long run. The demographics
of the workforce is rapidly changing and although the qualifications for most jobs have
increased, employers are now looking for workers with better values and higher emotional
quotients. This can be seen in the increasing number of companies around the world that are
incorporating personality tests and background checks on potential employees. This is to better
profile the candidate and understand his or her character to determine their suitability for the
job. Moreover, the background checks are conducted not only to find out about one’s academic
achievements, but also to check one’s social media accounts to better assess one’s character
through his or her posts and online behaviour. This shows how values are equally as important
as academic credentials in helping one secure a job, as well as to thrive in the workforce. Since
the primary responsibility of schools is to prepare students for the workforce, they should also
prepare students to deal with situations that will test their resilience and character in the
future.
In addition, the goals of the education system globally are to meet the emotional needs and aid
in the emotional development of the child as stated in Article 29 of the United Nations Charter
on the Rights to an Education. This shows that governments and world leaders recognize the
vital role that schools play in nurturing a child. Several countries have already put in place
measures to help a child develop to his fullest potential by ensuring that the emotional needs
are met by conducting programmes to teach children values and develop their character. In
2012, the Singapore government introduced the Edusave Character Award, and every year
since it was introduced, rewards have been given to the students who have demonstrated
excellent character and are role models for their peers. This further helps to emphasize the
point that schools are not merely places to accrue knowledge, but are also places for holistic
development. Some students view their teachers as ‘second parents’ and do approach them for
advice with difficulties they face beyond their academic work. Teachers, in this sense, are
responsible for guiding their students in the right direction and urging them to make the best
possible decisions in the future.
However, some point out that the current education system is already over-laden with too
many activities and programmes, and schools should not be made to bear the sole
responsibility of imparting values to a child as well. Many would argue that it is the role of the
parents to do so. I believe that parents do hold a great influence over their child and should
work together with the schools in order to impart good values to their children. Teachers today
already have much on their plate, to cope with not just teaching, but other administrative duties
as well. Given they have so many students in one class to manage, it would also not be
reasonable or realistic to expect a teacher to be responsible for so many students at a time.
Moreover, parents are the main caregivers in a child’s life, and studies have shown that parents
prove to have the most significant influence on shaping a child’s development and character in
their growing years. Hence, parents should also be taking an active role in ensuring that
students have sound morals.
In conclusion, schools should teach values as well as knowledge in order to complement what
children learn at home and prepare them for future challenges. Certain scenarios that children
encounter in school are similar to what one would expect in the workforce, albeit on a smaller
scale and with fewer consequences. Teaching students how to cope with these challenges will
go a long way in preparing them for the future and helping them reach their full potential.

To what extent is education still the key to a

nation’s success
Nelson Mandela once said, “Education is the most powerful weapon which
you can use to change the world.” For a long time, education has been
viewed as the key to eliminating gender inequality, to reducing poverty, to
creating a sustainable planet, to preventing deaths and illness, and to foster
peace. It equips individuals with knowledge and skills to be self-sustaining
and independent. It also develops generations of enlightened and socially
conscious citizens who work towards achieving success for their nation.
However, the structure of formal education has failed to keep up with the
rapid changes in technology and advancements in society. This has led some
to question whether education is still a crucial component for a country to
thrive. Nevertheless, I believe education is still the key as it imparts important
values for social cohesion, inculcates relevant skills for economic progress
and empowers people to make positive social change.

Detractors may argue that the outdated education system in most countries
are ineffective in equipping individuals with the right skills for success. The
current education system was designed for the industrial era. Schools have a
top-down culture, with a one-size-fits-all curriculum. Cohorts are age-based
and students are streamed based on standardised test. The issue with this
system is that students are trained to drill context, memorisation and
regurgitation of large chunks of information. This can be seen through the
extensive syllabus requirements for Cambridge A-levels, as well as lengthy
vocabulary lists that students memorise in preparation for SATs. In this digital
age, content is less important than context. With an Internet connection,
there is a wealth of information right at our fingertips, one click away. It is
more important to be able to respond to real life challenges through problem
solving skills, analytical skills and inference skills. Little focus is placed on
developing these skills and people are left to learn them through their
experiences later in life, if they even pick them up. In addition, the emphasis
on discipline and rote-memorisation techniques leave little room for
innovation. Creativity is stifled as students only hope to attain the “right”
answer. Schools in Singapore and East Asian countries are known for their
rigorous curriculum and high performing students. These education systems
produce students who top the Programme for International Student
Assessments (PISA) and Trends in International Math and Science Study
(Timss) rankings. However, companies from these countries are barely
featured in Forbes’ annual rankings of top countries. This shows that
education does not translate to better innovation and better work. The highly
regimented education also stifles passion for learning in the students and
become passive learners. Instead of being driven and self-directed, they need
to be spoon-fed information. Students should instead be taught how to
learn. This ineffectiveness of the education system limits its influence on a
country’s success.

Education is also not inclusive of all abilities and social-economic status so it

is no longer the key to a nation’s success. There is a global obsession with
grades that not only takes a toll on the mental health of students, but also
causes a social divide. In the past, the system in Singapore focused on
academic credentials based on merit and allowed access to education for all.
The meritocratic system enabled those who worked hard to move up the
social ladder. This created social cohesion and a sense of purpose. However,
Singapore is no longer that fledgling state. Highly stratified and competitive
school system has pushed more advantaged families to provide additional
support for their child. This includes extra lessons for English, Maths, Mother
Tongue, Science, as well as enrichment classes in the fields of sport,
performing arts, visual arts. Those who lack the financial means will struggle
to catch up. In the US, upper class preschools exist to cater to children of the
wealth and are seen to be the first step towards an Ivy-League education.
Education is thus biased towards the wealthy. Nearly half of low income
students are concentrated in the same schools while students from top
schools mostly come from middle to high income backgrounds. Over time,
the divide may continue to widen, especially if education is unable to help
those students underperforming. The large student to teacher ratio renders
inadequate help for social and emotional issues faced, such as dysfunctional
families. Full potential of lower performing students is not reached and the
income gap cannot be closed. A fragmented and ununited nation may arise
as a result.
However, many changes are underway to fix the flaws in the education so
that it continues to provide a quality education for all and bring success to
the nation. Governments in many developed countries have acknowledged
the inequality problem and are actively finding solutions. Singapore launched
a new inter agency task force called Uplift, short for Uplifting Pupils in Life
and Inspiring Families Taskforce, to help disadvantaged homes level up. 30%
of places at Education ministry-run kindergartens are also being set aside for
children from disadvantaged soio-economic backgrounds. Independent
schools in Singapore will also lower the fees for lower income families to
have greater diversity. Non-profit organisations are also pulling their weight
in reducing the education inequality. The South East Community
Development Council’s programme “Lift me, Ah Kor/Ah Jie” offers mentoring
programme to lift students up by helping them deal with their home
problems so they can better focus in schools.

Schools are also moving with the times and aligning education better with
the needs of the 21st Century. Finland provides a prime example of a
revolutionised, modernised education system. They have no standardised
tests and a more relaxed atmosphere. Formal education is only compulsory
at the age of 9 and class sizes are small. Students have the free time to
pursue their own independent learning and pursue their other passions.
Teachers also know their students well and can provide them with more
support. “We prepare children to learn how to learn, not how to take a test,”
said Pasi Sahlberg, a former math and physics teacher who is now in
Finland’s Ministry of Education and Culture. They aim to develop a child
holistically, instead of only in grades. Singapore is also making some small,
but significant changes to reduce the emphasis on grades. School-based
assessments have been removed for primary 1 and 2 students and reduced
for upper primary students. PSLE will not have aggregate score but have a
wider scoring band to reduce the stress pupils face in trying to chase that
final mark, and give them time to develop their interests. Discretionary
admission schemes which admit students into schools based on their
aptitude in a particular field will also be expanded in the Institute of
Technical Education, polytechnics and universities. The syllabus is also
changing to cater to more practical skills, by introducing Science Practical
Assessments and learning journeys. Students are also being taught more to
apply the information they have learnt. Hence, education is changing to stay
relevant and will remain key to developing individuals for the nation’s
success.

In this highly globalised world, education is also all the more necessary for
society to remain harmonious. Globalisation has brought about diversity
since people from all over the world are able to meet, whether in real life or
virtually. Being global-minded and having collaboration skills are of great
importance as they determine the country’s success. Fostering of a more
united community is done through community education where students are
taught about different groups of people and learn to be accepting of those
different from them. Overseas exchange programmes also widen a students’
perspective, enabling them to experience things outside their culture and
interact with different people. More than 120 out of the 353 primary and
secondary schools in Singapore currently offer such exchange programmes.
There is also increasing focus on group work, where it is now a tested
requirement in project work. Moral education is also a requirement and
students are given conduct grades. With terrorism on the rise, often fuelled
by the deep-seeded misunderstanding between various peoples within
national boundaries and across international boundaries, education is crucial
in fostering mutual respect and understanding between different races and
cultures. This would settle differences and prevent conflicts.

The interconnected and interdependent world is also evolving at a fast rate

and education is needed so that a country can stay relevant and progress
economically. Many existing jobs will start to disappear as smart machines
and lower cost workers take over. It has been estimated that about half of all
jobs in the world are at risk of being automated within 5 years. Education
upgrades skills of the people so they do not become obsolete. Singapore has
launched the Lifelong Learning Institute to encourage workers to continue
learning past formal education to polish their skills or pick up new ones.
Vocational training in countries such as Germany and Switzerland are
education targeted at the job and have led to decreased unemployment,
especially for youths, since skills learnt are relevant and directly applicable to
their jobs. Basic education also sets the foundation for more scientific and
technological advancements to improve the welfare of society. Many cures or
vaccines are being developed such as the HIV vaccine that researchers at the
University of PittsburghTrusted Source Technology are developing. As Lee
Kuan Yew said, “My definition of an educated man is a man who never stops
learning and wants to learn”. The continuous learning mindset will be one
that enables society to continue progressing and staying relevant.

Lastly, education encourages social activism and advocacy. It is through

education that there has been gradual demolition of gender prejudices.
Benefits to increasing education for females include improved maternal
health, reduced infant mortality and fertility rates to increased prevention
against HIV and AIDS. Women learn to enact a limit on procreation and learn
family planning. Each extra year of a mother’s schooling reduces the
probability of infant mortality by 5-10 per cent. Each additional year of
schooling beyond primary also offers greater payoffs for improved
opportunities, options and outcomes for girls and women. There will also be
greater female labour force participation rates and more productive
workforce for the country. Other social injustice still exist such as human
trafficking, racial discrimination, honour killings, etc. Education plays an
important role in bringing international awareness to these issues. With
deeper understanding and insights on them, people in society can devise
strategies to deal with them. Education can also allow one to participate in
the running of a nation. In a democracy, getting to hear from everyone will
benefit the nation. Literacy is necessary in giving individuals the basic right to
vote, as well as rough awareness of what is going on. This empowers to
oppressed and allow society to progress.

In conclusion, as HG Wells puts it, “Human history becomes more and more a
race between education and catastrophe.” Although there may be some
flaws in education systems today, it is still imperative that nations be rid of
the greatest enemy of progress- ignorance. Education is a big investment
that countries are willing to make due to its continued importance in bringing
success to a nation through promoting social cohesion, developing the
economy and combating social issues. Education needs to be therefore be
improved to keep up with the times and be inclusive.