Education Minister Chan Chun Sing addressed the revamped Gifted Education Programme (GEP) in parliament on 10 September, emphasising the need to shift mindsets about learning and education. Chan highlighted that terms like “higher-abilities programme” and “gifted programme” often imply a hierarchy, which is unhelpful. Instead, he advocated for recognising different types of abilities without labelling them as high or low.
Background
The GEP has undergone significant changes to better accommodate students’ diverse abilities. Chan discussed the importance of changing perceptions towards education milestones and learning outcomes. The new system aims to provide a more inclusive and flexible approach, allowing students to develop at their own pace without the pressure of being labelled.
Examinations are not competitions
Chan addressed concerns about grouping students by abilities, clarifying that this is meant to facilitate learning rather than stigmatise. “Every examination is not a competition to compete with other people. We want our students to keep having the mental model to surpass themselves rather than surpass other people in exams,” he stated. He stressed that labelling students based on their classes would be a failure of the education system.
Letting students learn at their own pace
The new GEP allows students to join programmes at any point during their upper primary years, rather than being selected at a single entry point. This approach enables students to explore their interests without the stigma of failing to meet expectations. “We want to work with parents who have the proper mindset to allow students to blossom at their own pace, rather than be hothoused or rushed to be admitted at a particular entry point,” Chan explained.
How classes are organised
People’s Action Party (PAP) Member of Parliament (MP) Denise Phua questioned the need for labelling and suggested letting students pick subjects they excel in. Chan responded that the new system already allows for this, enrolling students in classes based on their interests and strengths. He also noted the benefits of having a diverse mix of students to foster growth and learning.
Future implications
The new approach to gifted education will not change typical class sizes of 30 to 40 pupils in primary schools. Schools have the flexibility to decide on class sizes for school-based programmes and after-school modules for higher-ability learners. This model aims to take the emphasis off the Primary 3 selection test as the sole window for recognising children’s abilities, thereby reducing the pressure on students and parents alike.
