This letter is a follow up from my original letter “Standards are unrealistic” and a response to the Ministry of Education’s quotes in Today’s news story “Primary school maths: A vicious circle”. I have sent this to Today Voices editor,
hopefully it gets published and it has been published here.
Dear Voices Editor,
I refer to the story “Primary school maths: A vicious circle” (Today, 8 May). I thank the Today team for following up from my original letter and sharing a range of views on the issues in local education.
After my letter was published, it was shared widely on social media channels and I took some time to read through the numerous responses from other parents. What was disheartening to read was a common thread that our opinions would fall on deaf ears.
The Ministry’s responses ranged from (I paraphrase) “PSLE mathematics has not gotten more difficult” to “subject syllabi is regularly based on widespread consultation”, driving home the point that Ministry may not have grasped our grievances and is all too quick to dismiss public feedback.
Now, it would be challenging for the layman to dispute the Ministry’s stand that mathematics standards have not changed over the years, given that we are not steeped in pedagogical methods. What we do see clearly is a gradual destabilization of the education system as it shifts responsibility for learning from schools to tuition centres. This opens up a massive divide between those who can afford tuition, and those who can’t.
Such a situation can’t possibly be meritocratic in any sense.
I do not disagree with providing a small proportion of challenging problems to help determine the cream of the crop. I have aced my studies, won a scholarship and taken on numerous challenges with the relentless drive to become the best in my cohort. I know what the MOE is driving at because I am a product of its system (and my mum’s constant nagging).
However, I do remember being drilled with a strong foundation in the basics in primary school. The glaring difference today is that so much emphasis is placed on learning how to answer the “tough” questions, the students end up with shaky basics in arithmetic, grammar or second language.
If you look at the English curriculum, students are encouraged to memorize and use flowery, pretentious sentences simply for the sake of doing so. As an ex-journalist with a decade of professional writing experience, this goes against every principle of concise communication skills. There is no point writing a dozen complex sentences when you can express the same idea with one simple phrase.
A local university professor remarked to me recently that the standards of his students’ communication skills have actually dropped over the years. How did that happen?
As a parent, I can only hope that the MOE is able to accept our honest feedback and be willing to take a good, hard look at the system. I do fear for our children as they get haplessly caught in this vicious circle that has no end in sight.
Ian Tan Yong Hoe