For a knowledge-based economy to thrive, it
needs knowledge workers. However, the knowledge that commands a sustainable premium
in the economy cannot be fully taught in schools. The knowledge that schools
impart represents basic knowledge that allows a person to learn further, beyond
examinations, to acquire new knowledge that gives him an edge. This new knowledge
can also be about knowing what, where, when and how to apply in real-life
situations, which can never be fully replicated in a school or examination
environment. Any knowledge that is available in a textbook, is commoditised and
taught to millions of students over the world. If a person does not keep on
learning, he can only compete on price alone and is vulnerable to younger
graduates and foreign workers who can do the same work at a lower price.
Salaries stagnate, while the cost of living continues to go up. The good life
“promised” by a good education then becomes a rat race.
Big emerging countries produce graduates by the
millions. A sizable number of them are unemployed and are hungry to jump at any
job opportunities that come along. By this, I do not mean them coming to Singapore to compete for jobs, I mean them
competing for jobs to go to their countries rather than to Singapore.
Fortunately, the way to acquire new knowledge
is not difficult. Through learning by doing, a person can discover for himself
the conditions that textbook knowledge works or does not work and the
improvements required to overcome the challenge. An inquisitive mind to
understand beyond what is needed to complete the job will also create new
knowledge. Some of these knowledge are already institutionalized in companies.
What is required to acquire niche knowledge is to continually learn, either by
doing or by learning from the experience of others. For this reason, fresh
graduates should work from the ground up rather than step into management
positions immediately. Similarly, local companies should in-source rather than
out-source the part of work that presents opportunities to create new knowledge
and value.
Since niche knowledge cannot be fully taught in
school, the over-emphasis on grades then becomes misplaced. While a student
with good grades might also make a good knowledge worker, we should not emphasize
grades over knowledge and the need to continually learn. Besides parents,
educators and students, we should also call upon employers not to place too
much emphasis on the grades of job applicants. Rather, assess a job applicant
based on his knowledge and his desire to learn. Do not mistake a grades-based
economy for a knowledge-based one. Grades should just be an objective
assessment of how much knowledge the student has learnt. And schools should be
a place where not only knowledge is taught, but life-long learning is also cultivated.
The fixation on grades also comes from the allocation
of school places to students. It is difficult to find an alternative set of
objective criteria that can completely replaces grades. However, if the outcome
of a person in life depends more on what he knows rather than which school he
comes from, then the emphasis on grades could be lessened. We should strive to
create the same conducive environment for learning in all schools.
From another perspective, I think schools can
play a major role in forging a common identity in the community. There should
be efforts to create a greater sense of belonging between schools and the
community they are in, much like what Nantah University
was to the people, which went beyond school-parent relationship. When this
happens, parents would think first about sending their children to their
community schools rather than to some faraway schools.
It is the wish of every parent and educator for a child to have a good future. Do not let this turn into a rat race. The fixation on grades must end.
It is the wish of every parent and educator for a child to have a good future. Do not let this turn into a rat race. The fixation on grades must end.
