When 14 students scored 9 A1s for the GCE O Levels, their school gained a reputation for student success.
In the recent episode of Singapore’s local drama – The Pupil – a Principal was summoned to court for not accepting a student into her school.
The parents’ case was a good representation of parents who tried very hard to get the children into schools of their choice by being volunteers before their child was enrolled in the school.
These observations triggered a reflection on some of the sentiments that I have heard:
“It does not matter which school your child goes to, it is the child that matters.”
“A good school can provide a good learning environment for your child.”
“Better to send your child to a school where he/she can shine than to one in which they find it hard to be among the top students.”
In reflecting on my own schooling experience, I learned that both the student and school plays a part. The school provides the environment and facilitation, while the student’s self-directedness will determine if he/she will leverage whatever advantage that the school has provided.
I based these comments on observing how some students from the less popular school could persevere much longer in the education system and end it with a degree; as well as students from the more popular schools who could not continue at some stage.
In the current formula for success, the third component – the parent – has a role. As the education system becomes very diverse and students are spoilt for choice of schools and courses, parents need to have the capacity to facilitate the holistic education of their child.
To be able to do this, parents will need to appreciate their children’s learning capacities, styles, preferences, etc early so that informed decisions and choices can be made.
In light of the recent report on the performance of students based on ethnic group, I would like to highlight another important component – the community.
The role of the community has become a factor in the psychological bearing of a child that relates to a sense of identity, identity-based self-esteem, explanatory styles, locus of control and the overall sense of achievement.
Hence, it will not be about the school or the student, but about how the community and parents work with the student and school to bring about the best from each student.