SINGAPORE: Despite the government’s commitment to revamping the Gifted Education Programme (GEP) to improve access to quality education for all students, Education Minister Chan Chun Sing once again rejected the proposal for smaller class sizes put forward by Workers’ Party Members of Parliament.
During the parliamentary sitting on 10 September, Associate Professor Jamus Lim and Mr. Louis Chua, both WP MPs for Sengkang GRC, argued that smaller class sizes, particularly in specialized programs like the GEP, would enable teachers to better develop students’ potential.
Mr Chua highlighted feedback from both former and current GEP students, parents, and educators, who noted that smaller class sizes in the GEP had been a key benefit.
Assoc Prof Lim sought clarification from Minister Chan on whether he agreed that smaller class sizes could better cater to students with mid-range abilities, rather than focusing only on the lower and higher ends of the spectrum.
He suggested that tailoring teaching for students in the middle could benefit from reduced class sizes.
In response, Minister Chan explained that while average class sizes in Singapore range from 30 to 40 students, the actual size varies significantly based on the needs of students.
For example, students with higher needs, on both ends of the spectrum, often have smaller class sizes, and in some cases, classes can consist of only a few students, or even operate on a one-on-one or one-to-two basis. He emphasized that there is no “one-size-fits-all” class size in Singapore’s education system.
Minister Chan also clarified that while class size is an important factor, the most significant determinant of educational outcomes is the quality of teachers and the support they receive.
Given the finite resources and the need to maintain teacher quality, the government prioritizes “tilting the curve,” meaning that smaller class sizes are allocated for students with higher needs, while leveraging technology to support learning for students in larger classes.
He introduced the concept of the “trilemma” in public education, which refers to the challenge of balancing quality, scale, and affordability. According to Minister Chan, leveraging technology, such as adaptive learning systems and gamification, offers a way to break this trilemma by allowing mass customization of education.
Later, Mr Leong Mun Wai, Non-Constituency MP from Progress Singapore Party (PSP), also raised concerns about the Singapore education system’s emphasis on sorting and labeling students, which he believes increases examination pressure on children and parents. He questioned whether the Ministry of Education plans to reduce this sorting and alleviate exam-related stress.
Minister Chan responded by explaining that grouping students by ability aims to provide a suitable learning environment, not to stigmatize them. He emphasized that exams should be seen as a tool for self-improvement, not competition. Chan also highlighted the need for societal mindset shifts, particularly around labeling students.
He reiterated that the Full Subject-Based Banding (FSBB) system is designed to move away from categorizing students as uniformly “gifted” or “average” and instead focuses on recognizing individual strengths across different subjects, fostering a more inclusive society based on diversity.
Gifted Education Programme to be replaced with new approach for high-ability learners
On 18 August, during his National Day Rally speech, Prime Minister Lawrence Wong announced that GEP will be phased out and replaced with a new framework aimed at supporting high-ability learners in all primary schools.
Mr Wong revealed that the GEP will be “discontinued in its current form” as part of a broader effort to make educational opportunities more inclusive and accessible to a larger group of students.
“We will equip the schools to identify their own high-ability learners – so this will benefit more students,” he stated. The new approach will allow students to remain in their current schools, avoiding the need to transfer to specific institutions that offer the GEP.
This change is intended to help students maintain existing relationships with their peers and teachers while receiving enhanced educational support.
The GEP, introduced in 1984, has been a selective programme, identifying around 1% of the student cohort through a rigorous two-stage exercise in Primary 3. Those selected typically join the programme in Primary 4, with nine primary schools currently offering the GEP, including Anglo-Chinese School (Primary) and Raffles Girls’ Primary School.
