by Ally Chan

Created on: May 10, 2008

Despite our best efforts, inequalities in the school system persist.

Over the past few years, I have certainly been affected by cases of inequalities in the education system through personal experience, observation of my schoolmates' experiences, reports in the newspaper and even instances of hearsay. While I think that the education system in Singapore is far from perfect, I do also appreciate the fact that things are constantly on the move policies are suggested, implemented, and revised; ideas are exchanged and new methods are always being tested. Thus even though there are still loopholes in the system, I would be glad that things are not at a stalemate, at least. I have had the fortune to travel widely, and I can honestly say that the education system here is, if not good, then at least always seeking to improve. It is testimony to the effort, research and thought of our predecessors that frequently the best and brightest return to the civil service to serve the society that had helped them get there. This alone, I think, speaks positively for meritocracy and community feeling, an atmosphere in which harmful inequalities cannot hope to thrive.

That is not to say there are no inequalities in the education system, but in this short essay I cannot address those issues. Besides, it is also my belief that systemic inadequacies can be corrected or lessened at "ground" or "grassroots" level, that is to say, in the teacher's dealings with the students.

One of the first things a teacher can do to lessen inequality in the classroom is to talk about it. Opening up avenues of dialogue is frequently useful for people who have no other constructive way to vent. For example, I distinctly recall a JC General Paper tutor of mine who discussed the issue of SAP schools. Many of my non-Chinese classmates vociferously denounced the idea of SAP schools as "elitist Chinese enclaves". The tutor, despite being Chinese and a student of a SAP school herself, was extremely open-minded and did not condemn alternative views as others would have; instead she listened patiently. I do not recall that there was a consensus, or a definite plan of action at the end of the lesson; however, I do recall everybody walking out feeling better at having vent their frustrations. As a teacher, I will seek to emulate such patience and open-mindedness.

Some teachers may have come from privileged backgrounds and thus be unable to empathize with students of a different cultural and socio-economic background.

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