In lieu of an abstract, here is a brief excerpt of the content:

240 Educating the Next Generation S. GOPINATHAN GohChokTong’stenureasprimeminister(1990–2004)wasmarkedasmuchbycontinuity as by change. Goh sought to establish himself as a leader in his own right, with a distinct vision, a more open and consultative style, and a desire to engage all Singaporeans in the nation-building project. At the inaugural National University of Singapore Students’ Union Lecture, he said, I have encouraged open debate and a more consultative style of government … it is a strategic move to get Singaporeans to think in depth, think long term, think the opposition, argue out your thoughts and ideas, and participate in building a better Singapore.1 He would have been the first to acknowledge, however, that Singapore’s constraints and core commitments and values were not open to radical revision; in that same speech he said that“fundamentals must remain unchanged and accept the set of political values which are in the best interest of Singapore”. It was clear that by the latter he meant a commitment to such core national values as multiracialism, meritocracy, loyalty to nation, avoidance of corruption and the pursuit of excellence in all endeavours. As the nation’s second prime minister, Goh built upon the solid foundations laid down by the first-generation leaders. Goh’s government maintained the commitment to bilingualism, meritocracy and the important role education played in Singapore’s nation-building project and economic competitiveness. To his credit, he also grappled well with new socioeconomic problems caused by globalisation and was innovative when he needed to be. He recognised early that globalisation provided Singapore with both challenges and opportunities, and that its work force needed new knowledge and skills. It was under his watch that a comprehensive makeover of the Singapore education system occurred. His consultative, more inclusive style was reflected in the nature and manner in which the education reforms were undertaken. This essay will describe and assess Goh’s educational legacy. 21 EDUCATINGTHE NEXT GENERATION 241 Formative Influences on Goh’sViews on Education Two factors in Goh’s early years, his experience of poverty and inequality and his training as an economist, influenced his policies. Goh’s abiding concern was to ensure that all Singaporean children had the opportunity to benefit from educational provision, to realise their potential, to be fulfilled as individuals, and to contribute to Singapore’s growth and development. His vision was for a model of meritocracy tempered with care and concern for the less able and fortunate. He spoke candidly of his own childhood and his educational experiences: he attended Pasir Panjang Primary School and later continued his secondary education in Raffles Institution, a premier secondary school with a long tradition of producing high achievers. He recounted how he cycled 20 kilometres to and from school every day for several years in hot sunshine and sometimes in rain. There was no easy access to electricity, there was no radio to listen to, and he studied in the light provided by kerosene lamps. While individual effort was to be celebrated in overcoming difficulties, Goh was always conscious of the larger needs of Singapore society. He was forthright in asserting that “an individual cannot exist apart from society and the nation … It is to the community that he has obligations and responsibilities, and from which he derives a sense of purpose and identity”.2 He noted that during his time in both primary and secondary schools, he had witnessed the easy mixing of children of all races. These experiences contributed to his view that we must continue with the effort to“better integrate our people in our schools, housing estates, workplaces and sporting arena. We must develop the sense of a Singapore family, that we are one people”.3 It was formal education that should, as he put it,“cultivate instincts” in the young. This key fundamental of Singapore’s education policy, and the need for it to promote loyalty, social cohesion and a better understanding and appreciation of ethnicity, diversity and the opportunities and challenges it provides, was a central theme in many of Goh’s speeches. As he put it, “academic instruction … is not the only responsibility of schools. Nation building is another core responsibility.”The school, he noted, was where students learned to identify themselves as Singaporeans.4 He accepted, as the earlier generation of PAP leaders had, that Singapore was not (in Emerson’s terms) a nation, its citizens do not all speak the same language or...

Share