Education Minister Chan Chun Sing has stressed that the quality of teachers plays a more critical role in educational outcomes than class size.
In an interview with The Straits Times, he questioned whether expanding the teaching workforce would maintain high standards, given resource constraints.
“Can you double the number of teachers and still maintain the quality?” Mr Chan asked, addressing suggestions that smaller class sizes would improve education.
He noted that while the number of teachers in Singapore has decreased from 33,378 in 2016 to 30,396 in 2023, the teacher-to-student ratio has improved in primary schools and remained stable in secondary schools.
According to Ministry of Education (MOE) data, the teacher-to-student ratio in primary schools improved from 16.5 in 2014 to 15.2 in 2023, and the secondary school ratio stayed consistent at 12.6 in 2023, close to Organisation for Economic Cooperation and Development (OECD) averages.
Contextualising class size globally
Mr Chan highlighted that while teacher-to-student ratios in Singapore are comparable to countries like the US and China, class sizes vary significantly. In China, teachers often handle around 70 students in lecture-style lessons, whereas US classrooms average about 20 students. Singapore’s form classes generally consist of 32 to 33 students, with smaller sizes for specific subjects or needs.
“The US has seemingly smaller class sizes, but teachers manage the same number of students overall, doubling their workload,” said Mr Chan. Conversely, Chinese teachers often have more time for personal development. Singapore, he explained, strives for a balance by focusing on maximising teacher capabilities instead of purely reducing class sizes.
One approach to enhancing educational outcomes in Singapore is subject-based banding, where students are grouped by their ability in specific subjects. This method enables teachers to deliver more targeted lessons and manage their workload more effectively.
The review of the Gifted Education Programme (GEP) aligns with this strategy, moving from a general classification of giftedness to identifying strengths in specific areas. This complements the use of educational technology, such as adaptive learning systems, to personalise teaching.
Mr Chan also underscored the importance of societal respect for teachers, citing South Korea’s struggles with teacher recruitment due to reports of parental bullying. “We must ensure that we continue to respect our teachers and not take their contributions for granted,” he said.
Efforts such as refreshing MOE’s Guidelines for School-Home Partnership aim to foster better collaboration between parents and schools, ensuring teachers have the time and space to focus on professional development and effective teaching.
Addressing parliamentary concerns
During a parliamentary session on 10 September, Workers’ Party MPs Jamus Lim and Louis Chua advocated for smaller class sizes in programmes like the Gifted Education Programme (GEP), arguing this would better nurture student potential. Minister Chan responded by emphasising the tailored approach Singapore adopts, with smaller class sizes reserved for students with higher needs. Some classes, he said, operate with as few as one or two students.
He introduced the concept of a “trilemma” in public education—balancing quality, scale, and affordability—and highlighted technology as a potential solution to break this cycle through mass customisation.
Non-Constituency MP Leong Mun Wai also raised concerns about the pressure of sorting and labelling students. Minister Chan clarified that grouping students by ability aims to create a conducive learning environment rather than stigmatisation. The Full Subject-Based Banding (FSBB) system, he added, fosters inclusivity by recognising individual strengths across subjects.
Ultimately, Mr Chan reiterated that teacher quality and support remain the cornerstone of Singapore’s education strategy, ensuring long-term success while navigating resource limitations.
Relativity of class sizes in developed countries
Singapore’s average class size of 32 to 33 students in primary and secondary schools is relatively large compared to many developed nations.
For instance, OECD data indicates that countries like Finland and Norway maintain average primary class sizes below 20, while Japan and South Korea hover between 25 and 30. These systems also provide additional teacher support for students with higher needs, mitigating the challenges of larger classrooms.
This difference highlights that while Singapore’s education system is globally recognised for its success, its average class sizes exceed those of peer nations. Research, including studies by the OECD, shows that smaller class sizes provide tangible benefits, particularly for younger students and those requiring more individualised attention.
