I’ve recently wrapped up the presentation and publication of Project Catalyse, a messaging toolkit for methanol fuel cell and reformer companies within the Methanol Institute membership.
The project was conceived with the aim of creating a harmonised messaging strategy for participating companies, through fostering greater alignment in the key messages communicated to stakeholders.
In a three-phase exercise that spanned eight months, I worked together with the Institute to:
Read and listen to the stories that participating companies told, and the roles they play in providing a pathway to a #decarbonising world;
Distil elements of participating companies‘ narratives to craft themes that form the methanol metanarrative; and
Weave a framework, as part of the toolkit, to affirm and enhance the stories told by participating companies, thereby deepening connections with their target audiences and beyond.
It’s been a fantastic experience working with the Institute on this project.
I’m awed by and grateful for how storytelling, communication and change management skills can contribute towards the good work the methanol industry is doing in providing immediate solutions to the world today, as everyone works towards a sustainable tomorrow.
Today, we’ll see many people telling us to care for others. This is important.
At the same time, I’d like us all to take a step back and have a think about whether we’ve cared for ourselves.
Very often, we think we’re being selfless by putting others first and relegating our own needs to the backburner.
However, when we help others at our own expense, we’re actually being selfish; we end up not being able to help anyone at all, for want of sufficient self-care.
As we advocate for greater sensitivity to others’ mental healthcare needs, let’s also remember our own.
I’ve seen how damaging it is when leaders, friends and family members allow their own mental health issues to overtake them.
So distracted are they by the desire to provide for others that they end up depriving themselves of both self-care, as well as the cognitive bandwidth needed for self-awareness, to recognise how fast they’re falling – or how far they’ve fallen.
In the process, they end up hurting their colleagues, buddies and loved ones, and, in the process, irreparably damaging communities and relationships.
Air travel may seem like a foreign land to us these days, yet the safety guidelines provided during take-off briefings – regarding oxygen mask usage in emergencies – are instructive:
May we always remember to wear our own oxygen masks before helping others wear theirs.
Covid-19 has been tough on this year’s cohort, pointing to further action needed as the children go on to secondary school. Parents too need to consider the broader shifts in education and the lessons they impart their children in their responses to exam setbacks.
St Gabriel’s Secondary School assembly grounds in 2008. This year’s PSLE en route to secondary school exposed a chasm between what the majority of this cohort of Primary 6 pupils were prepared for, and what they were ultimately able to do. (Photo: Laremy Lee)
Laremy Lee For The Straits Times
So palpable was the pain from this year’s mathematics primary school leaving examination (PSLE) that it even affected those of us who did not sit the exam.
It prompted my 29-year-old cousin to recount, over WhatsApp, her traumatic experience in 2004, when she sat for her PSLE: “For my cohort, our science PSLE was the toughest. Science was my best subject. But I could neither do the paper nor finish it in time. I was quite shaken and on the verge of breaking down. Our teachers confirmed it was the toughest science paper they had seen in years. So how (this cohort of) pupils must be feeling totally resonates with me.”
Her story, as well as various accounts of both pupils and parents in the news and on other media platforms was heart-wrenching. There is a distinct struggle which Singaporeans of all stripes go through when it comes to high-stakes national examinations, further exacerbated in the last two years by the Covid-19 pandemic.
Gaps in three areas At the same time, the stories surrounding these exams have illuminated gaps in three areas where course corrections are needed, to do right by this generation of children, and the generations that follow.
This year’s PSLE exposed a chasm between what the majority of this cohort of Primary 6 pupils were prepared for, and what they were ultimately able to do. The pupils had just commenced their PSLE journey in Primary 5 last year when the pandemic befell us, bringing about its associated disruptions to learning.
One of these hurdles was home-based learning, as not everyone was equipped to learn well in an online setting. The loss of curriculum time over the last two years also meant teachers were unable to offer as much clarification and support to all pupils as before, which compounded pupils’ learning gaps. The outcome for these kids was a rocky PSLE foundation, so some attempts were made to mitigate this.
Content reduction For the PSLE, the Ministry of Education announced in June the removal of common last topics. These are a set of topics in each subject taught at the tail-end of each graduating cohort’s time in school. For this year’s mathematics PSLE, the dropped topics included speed, volume, pie charts, solid figures and nets.
Given the insufficient time for schools to cover the breadth of topics they normally would in a non-Covid year, it was only right for the ministry to mandate a reduction in scope for this year’s PSLE.
Kudos must also go to teachers who selflessly carved out time for supplementary classes to help pupils who needed it. Despite these efforts, the disjuncture that still occurred suggests it may then have been an issue of skills.
Broadly, educators look at what needs to be taught in each subject from the lenses of content – what learners should know – and skills – what they should be able to do. For instance, content topics in mathematics would include fractions, decimals, percentages and so on, while skills would include calculation, spatial visualisation, estimation and the like. In all fields, skill mastery is obtained through adequate opportunities and space to tackle the range of methods and approaches to comprehending, problem-solving and application.
Even with content reduction for this year’s PSLE, pupils still struggled in attempting questions on the remaining topics, which indicates there was also insufficient time to develop skills. This deficit could likely be cohort-wide and will have a knock-on effect on their learning needs and development.
Plug skills gap in future plans Both the ministry and secondary schools should now look ahead towards the next four to five years, as the majority of this cohort moves on to secondary school. Plans for enhancements to both curriculum and assessment – taking into account this skills gap – should be discussed now. Implemented progressively over the next half-decade, it would go some way in making sure this generation is not disadvantaged tomorrow by the havoc the pandemic has wrought today.
Expectation versus reality That it may have been an issue of skills hints at a second gap – between expectation and reality regarding assessment, on two levels.
For parents, one of the myths surrounding this year’s PSLE has been the perception of the increased difficulty of papers, due to the new achievement level scoring system introduced this year. It replaces the old T-score system.
The misconception: the new scoring system makes it easier for more students to do well. Accordingly, exams have been made more difficult to separate the wheat from the chaff.
The truth: Kids are indeed finding exams tougher and it is not because of the new scoring system. Instead, it is because national syllabuses, from primary school to pre-university, have been increasing in complexity over the last decade or so.
Complexity refers to the types of thinking we carry out, from lower levels of memorisation and recall, to higher levels of analysis, synthesis and evaluation. In a mathematics syllabus, a learning outcome of lower complexity may require pupils to be able to identify fractions, for example. A learning outcome of higher complexity may require pupils to be able to demonstrate an understanding of the relationship between fractions and percentages, and represent this understanding through a mathematical model.
Transition to higher-order thinking Worldwide, there has been a transitional trend towards teaching more higher-order thinking in schools, and for good reason. Our young will inherit from us a fitful future. The best legacy we can bequeath them would be critical- and creative-thinking skills that allow them to adapt nimbly to the vicissitudes of that uncertain age. In this, it is inevitable that assessments – which both measure and aid learning – make the same shift to impart these proficiencies.
To some extent, this might also explain the infamous “Helen and Ivan” image that has been circulating in the media and in chat groups recently. Allegedly a four-mark question from this year’s PSLE mathematics paper, it has drawn the ire of many because of its complexity, to the extent that even adults are stumped.
Discomfiture notwithstanding, it is a plausible representation of the type of thinking skills our young need to have and are starting to pick up. Likewise, it will take time for older generations to get used to this new normal, and to acquire the same cognitive skills and approaches alongside our young.
In terms of the setting of the PSLE paper, there also appears to be a likelihood of a similar gap between expectation and reality. Given the pandemic’s global impact, the challenges parents and pupils faced are the very same ones with which educators had to contend. In this, we are, truly, all together. So it is not impossible for a paper to have been set, wherein a mismatch existed between the assessment expectations and the pupils’ reality, as outlined earlier.
Review on moderation of grades It is timely for both the Education Ministry and the Singapore Examinations and Assessment Board to conduct a review, to first determine if a moderation of grades for the cohort is needed. Then, if an assessment-setting gap is found, to also identify how to close this gap for future cohorts.
Therein lies the heart of the pain which parents and pupils alike poured out: a desire to be heard on these issues for the sake of fairness – one of the universal principles of assessment.
Yet, some of the posts from parents had me wondering if the unhappiness from their instinctive protectiveness could have been channelled in a manner more suited to the care and concern it belied.
Many parents were, naturally, upset by their children’s distress, especially since it occurred during a high-stakes national examination. Wanting to be there for their children in the present, and concurrently worrying about how it might affect their future, parents reacted by posting diatribes of blame and bitterness in a range of fora – a method at odds with its goal.
Create loving, supportive environment Hence, the third and most crucial gap that needs to be closed: the one within our personal and national narratives, in terms of how we want to care for our young, and how we actually do so.
Psychologist John Byng-Hall popularised the concept of the family script, to describe behaviours that individuals absorb and enact during interactions with family members. While this has importance in establishing roles and boundaries within a family setting, it is also damaging when taken to the opposite extreme, and people repeat unhealthy attitudes and behaviours. This means the negative narratives we propagate about assessment – and life, in general – will be imbibed by our young, who will – to paraphrase English poet Philip Larkin – hand on that same misery to their children, in a vicious circle of anxiety and fear.
A better script might go something along these lines: “Today, my kid came back crying because the paper was tough. But I told them: ‘Don’t worry; what matters is you showed up and you did your best. Whatever happens, I love you, and it will be all right. We will get over any obstacles you face together.”’
For that is how my aunt and uncle responded to my cousin 17 years ago, when she returned home, bawling her eyes out and doubting her own abilities at that tender age.
Despite that setback then, my cousin is doing well today. She handles diversity and inclusion matters in a multinational corporation and speaks globally on these topics too. She cannot remember the grade she eventually received for her science PSLE. But what stands out most to her, besides the shock and ordeal of a paper that she and her peers wrestled with, was the kind, loving and supportive environment her parents created for her to thrive.
And that is what we should really be assessing ourselves on, as a nation.
Laremy Lee is a writer and educator. He was formerly a schools correspondent with The Straits Times.
