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“Co-existing in the same physical space, putting students of different learning abilities and socio-economic statuses in the same classroom, does not guarantee integration” (Erasing Social Divide: It’s More Than Just About Putting Children of Different Backgrounds in Same Classroom, Chong Sin Hui)
While class- or school-based integration is not guaranteed by “putting students of different learning abilities and socio-economic statuses in the same classroom” (TODAY, Mar. 4), Singapore has to confront an inequality and social divide problem which extends beyond the school. In fact, it could be argued that primary and secondary schools – by bringing together students of varied demographic and socio-economic backgrounds, to some extent – already offer one of the country’s most important sites for social interactions. The policy focus, in this vein, should shift from streaming within secondary schools to distinctions across schools, to greater engagement between students of different schools and institutes of higher learning, as well as to increased porosity across these educational pathways.
More at Singapore’s Social Divide Problem Extends Beyond The School
While class- or school-based integration is not guaranteed by “putting students of different learning abilities and socio-economic statuses in the same classroom” (TODAY, Mar. 4), Singapore has to confront an inequality and social divide problem which extends beyond the school. In fact, it could be argued that primary and secondary schools – by bringing together students of varied demographic and socio-economic backgrounds, to some extent – already offer one of the country’s most important sites for social interactions. The policy focus, in this vein, should shift from streaming within secondary schools to distinctions across schools, to greater engagement between students of different schools and institutes of higher learning, as well as to increased porosity across these educational pathways.
More at Singapore’s Social Divide Problem Extends Beyond The School