Scrapping PSLE or DSA could create new pressures, send wrong signals: David Neo

Narrowing DSA too much may send the message that exam performance is the only achievement that counts, while broadening it may create more areas where families feel compelled to invest just to compete. Placing greater emphasis on aptitude could make assessment more subjective and seem unfair, Mr Neo said. 

“So the goal is not more or less DSA. But it is to reconnect talent recognition with genuine development,” he said.

“A child should be able to enjoy a sport without being asked whether it will produce medals or whether it will contribute to their DSA portfolio. A child should be able to learn music without every lesson building towards a certificate.”

SCHOOL CHOICE NEED NOT FEEL LIKE DESTINY

Parents still see some schools as good schools, and others as less so, said Mr Neo. MOE must assure them that strong teaching, rich development opportunities and credible routes to success exist across the system, not only in a few schools.

“If families trust that schools across the system can help their child thrive, then any single posting outcome will carry less weight,” he said.

“Parents will still have preferences, and schools will still differ in history, culture and programmes. But choosing one school over another need not feel like choosing a destiny.”

MOE wants to build a system that gives parents confidence to place less emphasis on achievement and more on holistic development, knowing this will prepare their children for “long-term success”, he said.

“Let me be clear: We are not against striving. Nor are we talking about dropping standards,” he added.

Children should learn to set goals, meet challenges and recover from setbacks, he said. “But healthy striving is different from endlessly chasing the last mark.” 

Chasing marginal gains from a young age can make every decision seem disproportionately consequential, leaving less room for a love of learning, said Mr Neo.

“Therefore, our aim is not to remove all competition, stress or disappointment from education. That would not be realistic, nor would it prepare our children well for life,” he said, noting that other countries that reduced or removed major exams found that the pressures re-emerge in other ways.

“Our aim is to ensure that competition does not become the all-consuming thing that crowds out the pursuit of qualities that our children need to flourish.”