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http://iowaeducation.iowa.gov/2011/1...s-no-accident/

Singapore’s success is no accident

October 31, 2011Why is Singapore one of the world’s top-performing school systems?

I returned from a visit to Singapore with a U.S. education delegation last week. That nation scored second in math and fifth in reading on the 2009 Program for International Student Assessment, taken by 15-year-olds in more than 60 countries and jurisdictions. The reasons for its success are apparent in many ways.

First, agreement is broad that giving children an excellent education matters. This is a high priority for policymakers, parents and educators. Even more impressive, in a way, is how much students understand the value of doing their best work in school so they will do well later in life and contribute as citizens.

Second, the importance of getting a great teacher in every classroom and a great principal leading every building is clear. Singapore recruits the most talented candidates into teaching. Future teachers must be strong in the content they will teach as well as having the right personality attributes and motivation.
Singapore also carefully identifies teachers likely to be outstanding principals, then prepares them for that role.

Third, Singapore emphasizes educating the “whole child.” Make no mistake: Singapore is intent on making sure children are well prepared academically. Yet, its education system also aims to make sure youngsters aspire to reach their individual potential and serve their country well. This description from a Washington Post column (http://voices.washingtonpost.com/ans...are-reall.html) sums it up:

Prime Minister Lee of Singapore (Aug. 29, 2010):

“I think we should do more to nurture the whole child, develop their physical robustness, enhance their creativity, shape their personal and cultural and social identity, so that they are fit, they are confident, they are imaginative and they know who they are.

“Every child is different, every child has his own interests, his own academic inclinations and aptitudes and our aim should be to provide him with a good education that suits him, one which enables him to achieve his potential and build on his strengths and talents. Talent means talent in many dimensions, not just academic talent but in arts, in music, in sports, in creative activities, in physical activities.

“We need to pay more attention to PE, to arts and music and get teachers who are qualified to teach PE and art and music.
“Give each one a tailored and holistic upbringing, so you get academic education, moral education, physical education, art and a sense of belonging and identity. We aim to build a mountain range with many tall peaks but with a high base, not just a single pinnacle where everybody is trying to scramble up one single peak. And we are realizing this vision.”

Iowa schools include character education, but I think it may be emphasized more in Singapore.

Last, Singapore policymakers and educators are constantly examining best practices in education around the world, and adapting them to Singapore. An ethic of continual improvement and purposefulness is evident. I saw the same thing during visits to two other top-performing education systems in 2008 – Alberta, Canada, and Finland – when I was on the editorial page of The Des Moines Register.

Iowa should follow suit.

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