SINGAPORE — When young Singaporean Nathanael Koh made headlines late last year after graduating from the Australian National University with an honors degree in composition at the age of 13, the question was on the minds of many Singaporeans. One of the questions was why didn’t he continue his studies? At your local university?
In an interview with TODAY, his father Chris Koh said Nathanael had applied to a university in Singapore but was “categorically rejected” because of his age, although he did not want to give his name.
“It’s actually very unfortunate,” said Dr Koh, who has a PhD in life sciences and is the founder and director of a social enterprise that trains and employs individuals with special needs and their carers. .
“But, of course, we understand that no policy can cover the whole spectrum[of learners]. It would be unfair to dictate policy for such people[like Nathanael]. It’s possible, because they would think of it out of the blue.”
Parents of gifted children we spoke to today all agreed that Singapore’s education system should become more flexible and allow exceptionally talented children to accelerate their studies.
But education experts say there are good reasons why Singapore’s system is the way it is, and that letting young students skip many grades is especially important for children’s emotional and social health. He pointed out that it may have its own shortcomings in development.
Meanwhile, the Ministry of Education (MOE) announced today on Friday (January 5) that “less than 10” students had skipped a grade since 2000, without providing a breakdown by age or education level. There wasn’t.
Regarding university admissions, the Ministry states that applicants to departments at local autonomous universities must be at least 18 years old at the start of the year of admission or have completed at least 12 years of formal education from first grade or equivalent. He said there is.
A ministry spokesperson said: “Applicants who do not meet age-related requirements may be admitted on a case-by-case basis after the Ministry of the Environment and the university assess the applicant’s suitability.” , added that there is a strengthening program in place to respond. Meeting the needs of gifted students.
Why is the education system becoming so rigid?
The Ministry of the Environment did not directly respond to questions today about the reasons behind the age criteria for university admissions or the extremely small number of students who are allowed to skip grades, but it did not respond directly to questions about the reasons behind the age criteria for university admissions or the extremely small number of students who are allowed to skip grades. ” states that it recognizes that learners may have different learning needs.
The spokesperson said: “Schools may refer such students to the Ministry of the Environment for an assessment to determine the most appropriate support for the student, including the student’s social In addition to considering physical and emotional readiness and academic ability, it also includes a psychological evaluation.
“Parents, teachers and students will also be interviewed to see if acceleration is in the best interest of the student.”
Education experts who spoke to TODAY said one reason students continue to learn with their peers is because peer interaction is important to a student’s overall development.
“There are other aspects as well, such as emotional development, instilling values, character building, and critical and creative thinking,” says Dr Ho Boon Tiong, principal consultant educator at training and consulting firm Classpoint Consulting. he added.
Experts also said there are concerns about the accelerated growth of certain talents among young people.
For example, Associate Professor Jason Tan of the National Institute of Education says that using hot housing to do so – intensively training children in specific talents from an early age – risks “early burnout”. He said he might be invited.
“And of course not everyone can make it to the highest level of competition,” he added.
Dr Tan said Singapore’s approach is not to “over-focus” on narrow areas of human resources development, but to ensure students also have access to a wide range of subjects.
“The idea is that they will all graduate with appropriate certifications that will help them beyond developing talent in that particular field,” he said.
Meanwhile, Singapore’s system “does not ignore” talent for young people who show special aptitude, Dr Ho said. Instead, develop them through an enrichment approach.
This is done by taking more advanced level classes at school in subjects you are good at, or by taking other subjects at your regular pace through additional programs outside of school.
“This system doesn’t accommodate 13-year-olds who go to college. But it does help talented 13-year-olds continue to pursue their interests in their field of talent in a variety of other ways. suitable,” Dr. Ho said.
MOE said it is organizing the strengthening program in close collaboration with higher education institutions, research centres, industry and community groups.
“Funded by the Ministry of the Environment, these programs give students with a strong motivation and aptitude for a particular field a rare opportunity to develop their interests and talents alongside like-minded peers under the guidance of academics and practitioners. We will provide it,” a ministry spokesperson said.
Voices of talented teens and their parents
Education experts and parents said there are tradeoffs in the current system.
Pamela Lim, who runs the education consultancy All Gifted, said accelerating talent development did not necessarily have to be seen as greenhouse warming.
“When the pace of learning is child-driven, it cannot be seen as greenhouse or undue stress,” she said, adding that teaching methods are important.
“Conversely, if a child is intentionally prevented from progressing to higher levels of learning, their overall development, including social and emotional aspects, may be hindered.”
She herself is a parent of talented children. All five, who are now working adults, qualified for admission to universities in Australia and the United States by the age of 14 or younger.
While the teens and their parents interviewed today acknowledge the importance of peer interaction, they don’t think it’s a bigger issue than talent development.
Nathanael said he has friends of all ages and had “no” difficulty socializing with his schoolmates despite the age difference.
“In fact, we talk to each other as friends who are at the same stage in their academic journeys,” he said, adding that their discussions go beyond music.
Mr Goh Wee Lip, whose 14-year-old son Gee Hung is Singapore’s top chess player, said: “If a child truly has the intelligence and interest to cope at a higher level (in a subject or field), If only I had it,” he said. To do that, I think he should be allowed to pursue it that way.
“I think the parents have to be in control when it comes to his childhood and his interactions with other kids his age,” he said, adding that it’s up to the parents to strike the right balance.
Ji Han, a third-year student at Raffles Institute and a Master of the International Chess Federation (FIDE) (a rank lower than International Master or Apex Grandmaster), strives to play chess for at least 15 minutes every day . the amount of work he has done at school.
In other countries, chess players of the same age typically spend many hours a day playing games.
Ji Han and his father asked for more “flexibility” in the school schedule so that Ji Han could spend more time honing his chess skills while receiving a mainstream education. I wanted it.
For example, RI students are required to take at least one “core” co-curricular activity from a selected list of activities and are allowed to take another “merit” CCA. The Chess Club is recognized as the school’s outstanding CCA.
“I enjoy the discussion (of his core CCA), but if chess counts as a core CCA, I can spend more time training on chess,” he said. .
His father took this concept even further, stating that students with exceptional talent in a particular field should share their talent as a subject in secondary school, whether in sports or games, in the same way that art is featured as an exam subject. I suggest that you consider it.
Parents agree that Singapore’s school system excels in preparing students for exams and providing enrichment activities.
“Singapore is good at nurturing above-average students, but it may fall short in supporting exceptionally talented students,” Mr Lim said.
Supporting the latter requires a more tailored approach, parents said.
“I think having one-on-one counseling to help them (outstanding talent) establish an educational pathway is extremely beneficial,” Dr. Koh said.