Question Analysis and Tips

Here’s a concise wrap-up of Minister Chan Chun Sing’s key arguments and policy positions from the interview:

Tuition & PSLE “Arms Race”

• Arms-race dynamics: Even an “opt-out” PSLE system would simply shift competition elsewhere—tuition becomes the new baseline.
• Balance over volume: Pushing kids into ever-more classes or structured camps can undermine their confidence and problem-solving agency. Instead, carve out unstructured time for self-directed play and learning.

Educator & Parent Mindset

• Duty of care vs. space to grow: Know when to step in (support, guidance) and when to step back (let children tackle challenges themselves).
• Perfection → irrelevance: An over-emphasis on flawless performance can sap motivation; focus instead on continuous personal improvement (“surpass yourself”) and lifelong learning.

Evolving the School System

• Subject-based banding: Stream students by subject level (not whole-class) so each child learns at the right pace, with freedom to move up or down as they develop.
• Mass customization with tech: Leverage adaptive-learning platforms to deliver affordable, high-quality, scalable instruction—while preserving teachers’ irreplaceable “high-touch” role, especially for at-risk kids.

Regulating the Tuition Industry

• Culture + rules: Outlawing tuition outright drives it underground; better to stigmatize fear-mongering marketing, ban blatantly false “guarantee” claims, and build a social norm against exploitative practices.

Stress, Resilience & Adaptability

• Optimal stress: You can’t—and shouldn’t—eliminate all stress. Resilience comes from overcoming manageable challenges with support, then facing similar obstacles again with confidence.
• Preparing for uncertainty: In a fast-changing world, structured schooling must cede space for creativity, self-direction and “messy” problem-solving.

Politics as a Means to Good Governance

• End-state focus: The point of any system—one party, two or many—is the quality of life and governance it delivers, not the tally of seats.
• Political leaders vs. politicians: Look for people who put Singaporeans’ and the nation’s interests first, who can build consensus on tough trade-offs rather than fire off slogans.
• Voter advice for GE2025: Pick candidates you trust to care for you locally, form an effective Cabinet nationally, and stand up for Singapore on the world stage.

Across all these themes, his bottom line is: structure and support where it helps, but don’t straitjacket citizens—young or old—in ways that stifle their agency, adaptability and long-term well-being.

People’s Action Party (PAP) – GE2025 Manifesto

• Primary & Secondary Education
  – Joy of learning & multiple pathways
     • Replace streaming with full subject‑based banding; revamp the PSLE scoring system and Gifted Education Programme to focus on strengths and interests
     • Broaden definitions of success; customise education for diverse abilities and interests
     • Invest in teachers’ professional development and partner parents, industry and community to deliver holistic, rounded learning
  – Support for students with special needs
     • Build four new Special Education (SPED) schools by 2030
     • Establish additional early‑intervention centres for children with developmental needs
     • Extend the Development Support–Learning Support programme to more pre‑schools
• Tertiary & Lifelong Learning
  – SkillsFuture & adult upskilling
     • Empower all Singaporeans to reskill and upskill throughout life
     • Help companies redesign jobs and invest in worker training
     • Support career transitions via the SkillsFuture Jobseeker Support Scheme 

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Workers’ Party (WP) – GE2025 Manifesto

• Primary & Secondary Education
  – Empower every child
     • Shift focus from high‑stakes exams and private tuition to holistic learning and well‑being
     • Address rising student anxiety and inequality by nurturing each child’s strengths, regardless of background 
  – Reduce class sizes
     • Cap all primary and secondary school classes at 23 students to enable personalised attention, alleviate the need for tuition, and bridge academic gaps 
  – Later start times
     • Primary schools to begin at 8:00 am; secondary schools at 8:30 am, aligning with adolescent sleep patterns and improving well‑being 
• Post‑Secondary Education
  – Staggered start for ITEs, Polytechnics & JCs
     • Post‑secondary institutions to start at 9:00 am, benefiting student health and easing peak‑hour congestion 

1. Overview of the DSA Process

What is DSA?

• Alternative Admission Route: DSA (Direct School Admission) allows students to apply for entry into secondary schools based on talents or specific extra-curricular achievements (e.g., sports, arts, or other specialized skills) rather than solely on academic results.
• Timing and Role: The DSA application must be made before the release of the Primary School Leaving Examination (PSLE) results. This process provides a “safety net” for students who might otherwise be uncertain about their academic outcomes.

Key Characteristics:

• Formal and Rigorous: Although in the past DSA might have been seen as a “backdoor” entry, panelists noted that the system is now subject to strict evaluation—ranging from performance tests to interviews—to ensure that candidates meet the school’s standards.
• Limited Slots: Each school allocates a fixed number of slots (for example, around 40 per school) based on the talent domain, meaning competition is extremely tough, and preparation becomes essential.

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2. Perspectives Shared by the Panel

The transcript features insights from a coach at a prestigious secondary school along with celebrity parents (Bongqiuqiu, Li Yi, and Alfred Sim). Their conversation touches on multiple dimensions:

A. Parental Intentions and Preparation

• Peace of Mind:
  Many parents see DSA as a contingency plan—if their child does not perform well academically (as measured by the PSLE), securing a place through DSA can provide reassurance. One parent mentioned it as “a fallback” to alleviate the anxiety surrounding PSLE outcomes.
• Early and Intensive Training:
  The discussion reveals that some parents invest significant resources and time to prepare their children. For instance, enrolling them in specialized training or classes—even hiring elite coaches—to help build a competitive portfolio. Although extra coaching may improve the child’s chance, success in DSA still largely depends on innate talent and performance during selection (including tests and interviews).
• Financial Considerations:
  An important point raised by the panel is that while money can afford more training opportunities, it does not guarantee success. The child’s natural aptitude and consistent performance remain the deciding factors. Still, parents with greater resources undoubtedly feel less constrained, which introduces discussions about fairness and inequality.

B. Impact on the Child

• Stress and Pressure:
  The video’s title—“Additional stress for Singaporean kids and parents?”—sets the stage for understanding that the DSA process is not without its pressures. Both children and parents face:
  • Performance Anxiety: The expectation to excel in multiple areas (e.g., academics and extra-curricular talents) creates a heavy burden.
  • Burnout Risks: There is genuine concern that too much coaching and excessive training may lead to burnout, reducing a child’s natural interest or happiness in the activity they are passionate about.
• Identity and Enjoyment:
  Some panelists noted that if the focus shifts solely to securing admission (through the pressures of repeated auditions and rigorous tests), children may lose their intrinsic enjoyment of the activity they love. This can lead to long-term disengagement even if they do secure a spot through DSA.

C. The Formality and Fairness of the System

• From “Backdoor” to Transparent Process:
  Historically, DSA might have been seen as a means of circumventing traditional academic pathways. However, the discussion emphasizes that the current DSA process is comparable to a “job interview” for the school—demanding not just a raw skill display but also an evaluation of character, team spirit, and adaptability.
• Interviews and Continuous Evaluation:
  The candidates undergo multiple stages, including preliminary performance tests, panel interviews, and sometimes even camps (like the “Talent Academy”) where they further demonstrate their abilities. This multi-layered approach is meant to ensure that even if a child shows strong talent, their overall suitability (including academic ability and teamwork) is thoroughly vetted.

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3. Broader Implications and Concerns

A. The Dual-Edged Sword of Specialized Pathways

• Merits:
  • Encouraging Diverse Talents: DSA acknowledges and nurtures talents that might otherwise be overlooked in a strictly exam-oriented system.
  • Safeguard Against Academic Uncertainty: For many parents, especially in a highly competitive academic landscape, DSA offers an alternative route to secure admission into reputable schools.
• Challenges:
  • Increased Pressure: The need to prepare for DSA from a very young age can accelerate specialization and add a significant emotional and financial burden.
  • Potential Loss of Intrinsic Motivation: Over-coaching and relentless pursuit of perfection may lead children to view their passion not as a hobby or talent, but simply as a means to an end. This might eventually compromise their well-being and long-term interest.

B. Parental Involvement and Its Consequences

• Role of Parents:
  Beyond supporting their child, parents are often deeply involved in strategizing and facilitating their child’s preparation. This can turn a nurturing process into a high-stakes “team effort” where the parent’s ambitions and anxieties become intertwined with the child’s journey.
• Emotional Toll:
  As some panelists remarked, even if the child’s talent is commendable, the overall process imposes stress on the entire family unit. Parents have to balance encouragement with not overwhelming the child, and often they must manage their own expectations if things do not go as planned.

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4. Final Thoughts and Recommendations

The discussion brings to light that while DSA can be a valuable avenue for recognizing and developing non-academic talents, it also contributes to heightened expectations and added stress for both children and their parents. Balancing preparation with genuine enjoyment and overall well-being appears to be key.

Recommendations for Stakeholders:

• For Parents:
  • Carefully assess whether early specialization aligns with the child’s natural interests.
  • Ensure that coaching and training do not override the child’s enjoyment or lead to burnout.
  • Keep open lines of communication so that the child’s well-being remains the top priority.
• For Schools and Policymakers:
  • Continuously refine the DSA process to maintain fairness and transparency.
  • Consider incorporating measures that safeguard against excessive pressure—for instance, by offering guidance on balanced development.
  • Re-evaluate the selection process periodically to adapt to changing educational and social demands while still recognizing genuine talent.
• For Children:
  • Understand that while extra opportunities can be beneficial, it’s important to enjoy the process and develop a well-rounded set of interests.

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In conclusion, the video transcript reflects a nuanced debate about DSA in Singapore. It captures the tension between providing alternative pathways to prestigious schooling and the risk of turning these opportunities into additional sources of stress. Both the advantages in nurturing diverse talents and the pitfalls of early academic and extra-curricular pressures need to be balanced to ensure the healthy development of children.

Below is a summary of the key points and insights from the podcast transcript featuring Education Minister Chan Chun Sing discussing the changes to the Junior College (JC) admission criteria:

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Overview of the Changes

• Reduction in Subjects:
  From 2028 onward, the JC admission criteria will consider the scores of five subjects instead of six. This change comes after extensive back testing, which showed that using five subjects produces nearly identical outcomes in selecting students for university preparation.
• Rationale Behind the Change:
  The move is not intended to make it easier for students to get into JC, but rather to:
  • Reduce Academic Stress: By cutting one subject from the evaluation, students may have more time to develop other important skills.
  • Promote Holistic Development: In today’s world, it’s vital to cultivate 21st-century competencies—soft skills, communication, and life skills—that aren’t measured solely by academic scores.

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Reflections on Educational Philosophy

• Beyond the Exam Score:
  Chan emphasized that the education system should encourage students to discover their passion for learning rather than focusing solely on achieving high scores. He shared personal anecdotes—such as his own evolving interest in economics—to illustrate that true learning often extends well beyond exam results.
• Changing Perceptions of JC and Polytechnic Pathways:
  While JC has traditionally been seen as the clear pathway to university, there is now a growing recognition that polytechnics also offer strong, career-relevant learning. This shift supports a more flexible approach where:
  • Student Suitability is Key: Decisions between JC and polytechnic should be based on a student’s learning style and interests, not merely on exam results.
  • Diversity in Educational Paths: Embracing different learning modalities ensures that every student can find a path that aligns with their strengths.
• The Impact of Parental and Societal Expectations:
  Chan noted that the high stakes placed on academic performance often lead to excessive competition and stress among students. He argued that:
  • Parents and educators should focus on nurturing a “joy of learning” rather than on constant comparison and numerical scores.
  • A more balanced approach can help children develop confidence in their unique abilities, which is essential for lifelong learning and resilience.

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Final Thoughts

Chan Chun Sing’s discussion paints a broader picture of education reform in Singapore:

• Continuous Meritocracy:
  The system is evolving to accommodate diverse talents and strengths, ensuring that academic qualifications are only one part of a student’s overall potential.
• Holistic Growth:
  The ultimate goal is to build a society where every child has the opportunity to flourish—not just in academics but in all aspects of life.

For more details, you can watch the original podcast episode on YouTube: Changes to JC admission not meant to increase stress: Chan Chun Sing | Deep Dive podcast.

Are teachers overworked? (feat. Minister for Education Chan Chun Sing) | Roundtable EP1 Part 1 – YouTube https://www.youtube.com/watch?v=ECBpcQcYnbY

This discussion on whether teachers in Singapore are overworked touched on many key aspects of the profession. Here are some of the biggest takeaways:

1. Why Teachers Choose the Profession

• Many teachers enter the field because of a desire to make a meaningful impact, often inspired by their own teachers.
• Some transitioned from other careers (e.g., corporate jobs, aviation) in search of greater purpose.
• Despite the challenges, the reward comes from students’ growth and appreciation.

2. The Reality of a Teacher’s Workload

• Teaching is only part of the job—teachers also handle administrative work, student welfare, and discipline.
• The first priority is building relationships with students, especially those with higher needs.
• Responsibilities include marking, lesson planning, attending meetings, managing CCAs, and even taking on roles like social worker, psychologist, and sometimes even a “bus driver”.

3. Class Size Debate: Does Smaller Always Mean Better?

• Some assume smaller class sizes automatically lead to better learning, but the reality is nuanced:
  • Very small classes (6 students) can be difficult—if students are too quiet, discussions lack depth.
  • Larger classes (20-30 students) create richer discussions and engagement.
• Primary school class sizes vary based on students’ needs, ranging from 1:3 for special needs to 30 for general learning.

4. Technology as a Tool to Reduce Workload

• Marking is emotionally and mentally exhausting due to constant decision-making.
• AI tools and automated grammar/spelling checks can help teachers focus on higher-order thinking skills.
• The ideal goal is to free teachers from repetitive tasks so they can focus on personalized education.

5. Balancing Academics and Holistic Development

• CCA participation is crucial, yet parents often prioritize grades over extracurricular learning.
• Teachers recognize that students excel in different areas—some weaker in academics thrive in leadership or uniform groups.
• The challenge is shifting mindsets so that parents value skills beyond exam scores.

6. Teacher-to-Student Ratio & School Closures

• With declining student enrollment, some schools are closing.
• The argument: Instead of closing schools, could existing teachers be redistributed to reduce class sizes?
• Minister Chan explained that optimal school size matters—too small, and program quality suffers.
• The key challenge is how to balance class sizes, resources, and teacher workload effectively.

7. Parental Pressure and Expectations

• Some parents are overly aggressive with teachers, even pointing fingers and making demands.
• The discussion highlighted that letting kids fail (e.g., forgetting to bring things to school) is a learning experience.
• While most parents are supportive, a vocal minority can create additional stress for teachers.

Conclusion

Teachers clearly take on more than just teaching, and workload management is a key issue. While technology and administrative support can help, the larger challenge lies in balancing class size, school resources, and societal expectations.

What stood out to you the most in this discussion?

The Ministry of Education (MOE) has announced important changes for junior college (JC) admissions from the 2028 cycle. These modifications are designed not only to uphold academic standards but also to give your child more flexibility and room to explore interests beyond the classroom. Here’s what you, as a parent, need to understand:

1. New Assessment Framework: Moving from L1R5 to L1R4

• Current System (L1R5):
  Your child currently needs to secure at least 20 aggregate points across six O-Level subjects for JC admission.
• New System (L1R4):
  Starting in 2028, the criteria will shift to evaluating five subjects. Students will need to achieve a total of 16 points or better. Essentially, one of the best-performing subjects will no longer count towards the aggregate score.

What This Means for Your Child:
This change could allow your child to take fewer subjects or choose some at a less demanding level. This flexibility may reduce academic pressure and provide extra time to develop skills in areas such as arts, sports, or other co-curricular activities.

2. Adjustments to Bonus Points

• Reduction in Maximum Bonus Points:
  The maximum bonus points for JC admissions will be lowered from four to three. This adjustment reflects the new subject count and ensures that the bonus system remains balanced.

For Parents:
While the bonus points will be slightly lower, the overall impact on the admission outcome is expected to be minimal. The revised system has been carefully calibrated to maintain a fair and consistent standard across the board.

3. Subject-Specific Requirements Remain Steady

• Mother Tongue Language:
  The requirement to pass a mother tongue language (with a minimum score of D7) remains unchanged.
• Millennia Institute (MI):
  For students aiming for MI, while the threshold stays at 20 points, there is an added condition: applicants must include three subjects from both the humanities and the science/mathematics groups.

Implications for Your Child:
These conditions ensure that regardless of the overall subject count reduction, your child will continue to build a well-rounded academic foundation that prepares them for the rigours of JC studies.

4. Enhancing Overall Development

MOE emphasizes that these changes are not about lowering standards but about better preparing students for future challenges:

• Improved Academic Preparation:
  The significant improvement in A-Level pass rates—from about 65% in 1990 to nearly 95% in 2023—highlights that today’s JC students are much better prepared.
• Broadening Educational Focus:
  By allowing fewer subjects to be counted and reducing the bonus points, there is an expectation that students will have more time to participate in co-curricular activities. This holistic approach aims to cultivate essential life skills like communication, collaboration, and time management.

What This Means for Your Child:
These adjustments can help ease the academic workload and stress, while still ensuring that your child is challenged and well-prepared for the JC curriculum. It also signals a move towards nurturing well-rounded individuals, not just academically focused students.

5. Future-Proofing JC Education

In tandem with the changes in admission criteria, the government is rolling out additional initiatives:

• JC Rejuvenation Programme:
  Four more JC campuses (Anglo-Chinese JC, Catholic JC, National JC, and Victoria JC) are set to join an ongoing rejuvenation programme. Enhanced facilities and modern learning spaces will provide an even better educational environment.
• Expanded Co-curricular Activities (CCAs):
  From 2026, strategic partnerships will extend to include new CCAs, such as hockey. This expansion means more opportunities for your child to engage in sports and other interests, further contributing to a balanced school experience.

For Parents:
These improvements are designed to ensure that your child’s post-secondary education environment is both cutting-edge and supportive of their all-round development.

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In Summary:
The shift from L1R5 to L1R4 is set to bring more flexibility to your child’s educational journey. By reducing the number of subjects considered and adjusting bonus points, MOE is not lowering standards but adapting to the evolving educational landscape—one that values holistic development alongside academic excellence. As a parent, it’s reassuring to see these changes accompanied by broader initiatives aimed at enhancing school infrastructure and co-curricular engagement.

This new framework is designed with your child’s overall well-being in mind, ensuring that they are not only academically competent but also well-prepared for the challenges and opportunities of the future.

The CNA article highlights the growing concerns over aggressive and sometimes unethical marketing tactics used by tuition centers in Singapore, particularly in subjects like secondary school mathematics, where demand is high. If you’re a parent considering tuition for your child, here are the key takeaways:

1. The Tuition Boom and Parental Anxiety

The tuition industry has seen a sharp increase in household spending, rising from S$1.1 billion in 2013 to S$1.8 billion in 2023. Many parents feel pressured to enroll their children in extra classes to keep up with academic competition. For subjects like secondary school math, where structured problem-solving is crucial, tuition is often seen as necessary for ensuring good grades.

2. Selective Enrollment and “Guaranteed A” Promises

Some tuition centers market themselves as “elite” by selectively enrolling only students who already perform well in math. This allows them to claim high success rates and promote “guaranteed A” results. However, this means that students who struggle the most—those who might genuinely need tuition—could be rejected.

3. Fear-Based Marketing Tactics

Tuition centers often exploit parental fears by emphasizing how not enrolling in tuition could lead to poor grades and limited future opportunities. Advertisements highlight high-stakes exams like the O-Levels, subtly suggesting that students who don’t get tuition will fall behind. Some centers even use comparisons of “before and after” resultsor highlight exaggerated “miracle transformations” in student performance.

4. Referral Incentives and High Costs

Many tuition centers rely on word-of-mouth referrals by offering discounts or cash rewards to parents who bring in new students. This creates a competitive atmosphere where parents feel compelled to recommend tuition services, even if they’re not entirely convinced of the effectiveness. Meanwhile, the cost of tuition continues to rise, with premium centers charging hundreds of dollars per month.

5. Government Response and Call for Ethical Practices

Education Minister Chan Chun Sing has acknowledged these issues, stating that the Ministry of Education (MOE) is working with the advertising industry to develop a code of conduct for tuition center marketing. However, the root problem—Singapore’s academic pressure and parents’ perception that tuition is essential—remains a challenge.

What This Means for Parents Looking for Secondary Math Tuition

• Be skeptical of “guaranteed A” claims – No tuition program can ensure success without effort from the student.
• Watch out for selective enrollment tactics – Some centers might reject weaker students to maintain their success rates.
• Avoid fear-based pressure – Your child may need tuition, but choosing the right tutor matters more than rushing into a class out of anxiety.
• Compare costs and value – Some expensive tuition programs are priced high due to branding rather than actual teaching effectiveness.
• Look for reviews from real students and parents rather than marketing materials.

Ultimately, while tuition can be helpful for math improvement, parents should focus on quality teaching over flashy marketing claims and ensure that their child’s individual learning needs are met.

Direct School Admission System in Singapore’s Education System

The Direct School Admission (DSA) system is a pivotal component of Singapore’s education framework, offering students an alternative pathway to secure placements in secondary schools and junior colleges (JCs) based on their talents in sports, arts, leadership, and academic niches. Introduced in 2004 by the Ministry of Education (MOE), the DSA aims to reduce overreliance on academic grades by recognizing holistic development¹³. Over two decades, the scheme has evolved significantly, though it has also faced critiques regarding equity and accessibility. As of 2025, the system remains under review to address emerging challenges while preserving its original mission of fostering diverse student potential²⁵.

Historical Development 

Origins and Implementation 

The DSA was first launched in September 2004 as DSA-Secondary (DSA-Sec), enabling Primary 6 students to gain early admission to secondary schools before taking the Primary School Leaving Examination (PSLE)¹³. This initiative emerged alongside broader reforms to Singapore’s education system, which sought to value non-academic talents and reduce stress associated with high-stakes exams. In 2005, the scheme expanded to include DSA-Junior College (DSA-JC), allowing Secondary 4 and 5 students to secure JC placements prior to their O-Level examinations³.

A subcategory, the School-Based Excellence Initiative (often termed the “Niche Scheme”), further enabled schools to recruit students excelling in specific non-academic domains, such as robotics or debate³. These changes reflected MOE’s commitment to creating a “flexible and broad-based” system that celebrated diverse forms of achievement¹.

Policy Revisions and Public Discourse 

By the 2010s, the DSA’s popularity grew, with approximately 20% of each student cohort utilizing the scheme by 2024². However, this expansion also sparked debates about fairness. Critics argued that wealthier families could disproportionately access resources like private coaching, thereby advantaging their children in DSA competitions⁵. In 2020, MOE introduced outreach programs to guide disadvantaged students through the DSA process, acknowledging that “those from less advantaged backgrounds may not be as well-informed”⁵.

Structure and Application Process 

DSA-Sec and DSA-JC Pathways 

The DSA-Sec allows Primary 6 students to apply to secondary schools via an online portal, submitting portfolios highlighting achievements in over 20 talent areas, from volleyball to robotics⁴⁶. Schools conduct trials, auditions, or interviews to assess applicants, with successful candidates receiving offers by September⁶. Similarly, DSA-JC enables O-Level students to secure JC spots through demonstrations of leadership or niche abilities³.

Once admitted, students must commit to their chosen school for their entire secondary or JC education and participate in activities related to their declared talent⁴. MOE emphasizes that the DSA is “not a pathway for every student,” cautioning that mismatches between a student’s academic readiness and a school’s rigor could lead to struggles⁵.

Key Dates and Logistics 

Applications for DSA-Sec typically open in May, with deadlines in early June. For the 2024 cycle, submissions closed on June 3, followed by school-specific selection processes⁶. Parents are advised to align their child’s strengths with a school’s specialized programs, as misalignment could jeopardize admission chances⁴.

Criticisms and Challenges 

Socioeconomic Disparities 

A persistent critique of the DSA is its perceived bias toward affluent families. Members of Parliament, including Denise Phua, have noted that children from higher-income households often benefit from private coaching, elite sports camps, and portfolio-building services—resources less accessible to lower-income groups⁵. This dynamic risks transforming the DSA into a system where “talent” becomes synonymous with “financial privilege,” undermining MOE’s equity goals²⁵.

“Green Harvesting” and Integrity Concerns 

In 2024, a bribery scandal involving a basketball coach highlighted vulnerabilities in the DSA framework. The coach allegedly charged up to S$50,000 to secure placements at prestigious schools like Anglo-Chinese Junior College, leading to his deregistration and criminal investigation². Such incidents fueled public skepticism about the transparency of selection processes, with Workers’ Party MP Jamus Lim calling for stricter oversight to prevent “gaming” of the system².

Additionally, the practice of green harvesting—where schools recruit students based on early potential rather than proven merit—has raised concerns about premature specialization and undue pressure on young children².

Recent Reforms and Future Directions 

2025 MOE Review 

In January 2025, MOE announced a comprehensive review of the DSA system, responding to critiques from policymakers and parents. Proposed reforms include:

1. Enhanced Transparency: Standardizing selection criteria across schools to reduce subjectivity.
2. Anti-Bias Measures: Implementing anonymous assessments during trials or auditions.
3. Safeguards Against Green Harvesting: Restricting schools from recruiting students below a certain age for specific talents2.

Education Minister Chan Chun Sing emphasised that the review aims to “refocus the DSA on student development rather than performance,” ensuring the scheme remains aligned with its original mission².

The Workers’ Party’s 10-Year Through-Train Proposal 

Associate Professor Jamus Lim has advocated for a 10-year through-train program, allowing students to progress from primary to secondary school without high-stakes exams at age 12. This model, already piloted in select schools, would grant students more time to explore interests before specializing, potentially reducing DSA-related pressures².Critics, however, argue that delayed streaming could hinder academic preparedness for national exams.

Impact and Legacy 

Over 300,000 students have utilized the DSA since its inception, with many attributing their success to the recognition of non-academic strengths³⁵. Notable alumni include national athletes and artists who credit the scheme for providing opportunities to excel. Nevertheless, the system’s legacy remains intertwined with ongoing debates about meritocracy, equity, and the purpose of education in Singapore.

Conclusion

The DSA system represents both the aspirations and complexities of Singapore’s education reforms. While it has diversified pathways for talent development, its future hinges on addressing structural inequities and adapting to societal needs. As MOE’s 2025 review unfolds, stakeholders await reforms that balance merit-based recognition with inclusivity, ensuring every student—regardless of background—can thrive.

Citations:

1. https://www.nlb.gov.sg/main/article-detail?cmsuuid=bf01ac01-4d4d-42e6-94d6-b117a4ed5f64
2. https://www.theonlinecitizen.com/2025/01/03/jamus-lim-welcomes-moes-dsa-review-urges-more-flexibility-in-education-system/
3. https://en.wikipedia.org/wiki/Direct_School_Admission
4. https://www.computhink.com.sg/latest-dsa-updates-for-concerned-parents/
5. https://www.ntu.edu.sg/nie/news-events/news/detail/commentary-is-dsa-becoming-almost-as-important-as-the-psle-in-the-transition-from-primary-to-secondary-school
6. https://www.moe.gov.sg/secondary/dsa
7. https://gutzy.asia/2024/08/02/wp-mp-louis-chua-urges-review-of-direct-school-admissions-scheme/
8. https://www.channelnewsasia.com/commentary/singapore-direct-school-admission-dsa-psle-secondary-school-students-sports-music-4480716
9. https://www.straitstimes.com/singapore/more-avenues-in-the-education-system-for-students-to-find-their-best-fit-chan-chun-sing
10. https://www.reddit.com/r/SGExams/comments/17qjv99/why_i_think_dsa_should_not_be_a_thing/
11. https://ahmadibrahimsec.moe.edu.sg/about-us/direct-school-admission/
12. https://www.straitstimes.com/singapore/mindsets-must-shift-for-changes-in-education-to-have-lasting-impact-chan-chun-sing
13. https://www.channelnewsasia.com/singapore/direct-school-admission-moe-investigate-any-allegations-unfair-practices-dsa-4105961
14. https://deyisec.moe.edu.sg/useful-links/direct-school-admission-dsa/
15. https://www.todayonline.com/singapore/moe-will-investigate-any-allegations-unfair-practices-direct-school-admission-exercise-chan-chun-sing-2358246
16. https://slcedu.sg/direct-school-admission-singapore/
17. https://www.channelnewsasia.com/watch/chan-chun-sing-moe-review-dsa-scheme-4678981
18. https://www.moe.gov.sg/secondary/dsa/eligibility
19. https://www.facebook.com/TheStraitsTimes/posts/more-details-of-the-changes-to-the-dsa-scheme-will-be-released-in-the-second-qua/899746155645879/
20. https://www.linkedin.com/posts/mrhugobear_review-of-dsa-scheme-among-moes-priorities-activity-7280749713786597376-fqQ6
21. https://www.instagram.com/dlsaa_sg/p/DETyajnh81C/
22. https://forum.kiasuparents.com/topic/105576/dsa-2025
23. https://www.linkedin.com/posts/alan-go-42690024_review-of-dsa-scheme-among-moes-priorities-activity-7280395502980886528-9617

Summary of Interview with Singapore’s Education Minister Chan Chun Sing

1. Education Philosophy & School Perceptions
   Minister Chan emphasizes moving beyond labels like “elite” vs. “neighborhood” schools. He stresses self-confidence and unique skill development, drawing parallels to the U.S. Special Forces’ diverse talent approach. Schools should help students discover their strengths, preparing them for real-world challenges like job interviews.
2. Lifelong Learning & SkillsFuture
   The focus shifts from rote learning to fostering joy in learning and adaptability. SkillsFuture credits aim to support adult learners, but Chan highlights time management as the bigger hurdle. He advocates for tech-enabled, bite-sized learning (e.g., “TeachTok”) to make education accessible and personalized.
3. Role of Teachers & Collaboration
   Teachers are not just knowledge transmitters but mentors who inspire curiosity. Chan underscores partnerships with industries and alumni to keep education relevant. He defends teachers’ professionalism, urging parents to respect their expertise despite higher education levels today.
4. Political Culture & Leadership
   Chan warns against divisive politics, advocating for unity of purpose over populism. He stresses the need for leaders with integrity and conviction, capable of tough decisions for long-term national good, akin to Singapore’s pioneers (e.g., NS, HDB policies).
5. Youth & Social Media Challenges
   Younger generations face pressure from social media comparisons, risking mental health. Chan encourages defining self-worth beyond likes/followers and fostering resilience. He critiques viral content overshadowing critical national issues (e.g., geopolitical risks).
6. Personal Reflections & Values
   • Handling Criticism: Chan shares struggles with online mockery but stays grounded through family support and visiting schools for inspiration.
   • Work-Life Balance: Prioritizes family time and self-reflection to transition from ministerial duties to being a father/husband.
   • Motivation: Driven by ensuring Singapore’s survival and inclusivity, especially for vulnerable groups like special needs individuals.
7. Vision for Singapore
   • SG100 Goal: A nation defying historical odds through global connectivity, innovation, and social cohesion.
   • Education’s Future: Lifelong learning, equity (e.g., every student’s potential), and fostering a “can-do” spirit.
   • Public Service: Seeks leaders with honesty, courage, and a heart for service, ensuring Singapore remains a meritocratic, compassionate society.

Key Quotes & Metaphors

• On Resilience: “If you don’t look down on yourself, nobody will look down on you.”
• On Politics: “Success is enabling the next generation to surpass us, not personal accolades.”
• On Everton FC: Used to illustrate valuing underdogs and nurturing potential despite limited resources.

Children’s arithmetic skills do not transfer between applied and academic mathematics

Summary of the Report

The study investigates whether children’s arithmetic skills transfer between real-world applied mathematics and academic mathematics. The researchers surveyed 1,436 children working in markets in Kolkata and Delhi, India, and compared their performance to 471 school children with no market-selling experience. The key findings include:

1. Market-Working Children’s Math Skills
   • These children demonstrated strong arithmetic skills in real-world transactions, solving multi-step calculations quickly and accurately.
   • They effectively handled practical math problems related to market transactions, even when they involved complex or unfamiliar quantities.
   • Their skills were not based on memorization, stress reduction, or external help but were developed through daily practice in a meaningful context.
2. Academic Math Performance of Market-Working Children
   • Despite their real-world proficiency, these children struggled with abstract, school-based math problems.
   • They performed poorly on written arithmetic assessments, even for problems structurally simpler than those they solved in the market.
   • Their difficulty stemmed from the abstract nature of school math rather than literacy or cognitive limitations.
3. School-Going Children’s Performance
   • In contrast, children attending school without market experience performed well on simple, abstract arithmetic problems but struggled with applied, real-world problems.
   • They relied heavily on written calculations and inefficient problem-solving strategies, such as repeated addition instead of multiplication.
   • They often failed to apply school-taught math concepts in practical situations.
4. Limited Transfer of Math Skills in Both Directions
   • Neither group of children effectively transferred their skills from one domain (applied or academic) to the other.
   • Market-working children did not excel in abstract problems, and school-educated children failed to apply their knowledge to real-world tasks.
5. Implications for Education
   • The study highlights the need for educational reforms that bridge the gap between intuitive, real-world math and formal, abstract math taught in schools.
   • Existing curricula fail to leverage children’s natural numerical abilities and do not foster transferable mathematical thinking.

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Implications for Math Education in Singapore’s Secondary Schools

Singapore’s secondary school math curriculum is globally recognized for its structured approach and strong emphasis on problem-solving. However, this study suggests areas for improvement to ensure students develop versatile and applicable math skills:

1. Enhancing Contextual Learning
   • While Singapore’s curriculum incorporates real-world problem-solving, more emphasis on practical applications in everyday scenarios could enhance retention and understanding.
   • Schools can integrate marketplace-style simulations, financial literacy tasks, and entrepreneurship projects into math lessons.
2. Bridging the Gap Between Conceptual and Applied Math
   • Teachers should explicitly connect abstract mathematical concepts to real-world contexts, using interdisciplinary projects that involve business calculations, engineering estimations, and data analysis.
   • Students could be tasked with practical applications like calculating costs for hypothetical start-ups or managing budgets for school events.
3. Reducing Over-Reliance on Formulaic Problem-Solving
   • Many Singaporean students excel at structured, step-by-step math problems but may struggle with open-ended, unstructured real-world applications.
   • Encouraging mental math and flexible problem-solving strategies, as seen in market-working children, could improve adaptability.
4. Developing Transferable Math Skills
   • The study highlights the failure of skill transfer between domains. Singapore’s math education could focus on cross-disciplinary learning, where students apply math concepts in physics, economics, and social studies.
   • Students should engage in hands-on projects that require them to analyze real-world problems, such as optimizing transportation routes or designing cost-effective solutions for community issues.
5. Encouraging Intuitive Number Sense
   • Instead of solely emphasizing procedural fluency, Singaporean schools can encourage estimation, mental calculation, and pattern recognition.
   • Using techniques like number decomposition (e.g., breaking 47 × 8 into (50 × 8) – (3 × 8)) can make calculations more intuitive and efficient.
6. Promoting Flexibility in Problem-Solving
   • Introducing different problem-solving approaches, including heuristic methods and algorithmic reasoning, could help students develop a deeper understanding of numbers beyond procedural rules.
   • Classroom activities could include puzzles, strategy games, and real-world mathematical modeling challenges.

Conclusion

Singapore’s math education system is already strong, but incorporating more real-world problem-solving, intuitive reasoning, and cross-context skill transfer could enhance students’ long-term math competence. By integrating applied learning methods inspired by the market-working children in this study, secondary school education can better prepare students for real-world mathematical challenges.