GEP Changes and Its Likely Impact

The Changes made to GEP

In Aug 2024, Singapore's Ministry of Education (MOE) introduced significant changes to the Gifted Education Programme (GEP). The traditional GEP, which selected about 1% of students for a specialised curriculum at specific schools, will be discontinued. Instead, a new model will be implemented to broaden opportunities for high-ability students.

Under the new approach, starting with the Primary 1 cohort of 2024, school-based programs for high-ability learners will expand to include around 10% of students across all primary schools, up from the current 7%. These students will be identified through multiple entry points from Primary 4 to 6, rather than a single selection at Primary 3. The new model aims to provide more flexible and inclusive opportunities by allowing students to participate in programs aligned with their specific strengths, such as English, Mathematics or Science, without requiring them to transfer schools.

The revised system will also introduce after-school modules at designated nearby schools, catering to students with particular strengths and fostering a love for learning beyond the regular curriculum. These changes are intended to reduce stress associated with GEP selection and encourage a more holistic development of students' abilities over time.

General Sentiment Surrounding the Changes

The general sentiment surrounding the changes to Singapore's Gifted Education Programme (GEP) in 2024 appears to be mixed, with both positive and cautious responses from various stakeholders. (Mothership SG)​(TODAY).

Positive Sentiment: Many parents and educators view the changes positively, appreciating the move towards a more inclusive and flexible system. By expanding the program to include around 10% of the cohort (up from 7%) and allowing multiple entry points from Primary 4 to 6, the revised model offers more opportunities for students to develop their strengths in specific areas like English, Mathematics or Science, . This shift away from a "one-size-fits-all" approach is seen as beneficial for students who may excel in certain subjects but not others, helping them reach their potential without the pressure of the previous GEP's rigid selection process​

Additionally, the new after-school modules and school-based programs are praised for fostering a love for learning and reducing the stress associated with the previous GEP's selection exam. These modules are designed to cultivate curiosity and allow students to learn alongside peers of similar abilities, which many believe will create a more supportive and engaging environment​

Cautious and Critical Sentiment: However, some concerns have been raised about the new system. Critics worry that without the centralized and specialized resources previously available at designated GEP schools, the quality of enrichment for high-ability students could be diluted. There are also apprehensions about whether all schools have the capacity and resources to effectively implement these new programs. Some parents have expressed skepticism over whether the new system will genuinely reduce stress or simply shift the competitive pressure to different points in a child's educational journey​.

Moreover, there is a question of whether the new approach will maintain the same level of intellectual rigor and depth that the previous GEP offered. Some parents of current GEP students believe the changes might lower standards by making the program more accessible to a broader range of students, potentially diluting the challenge and enrichment that characterised the original GEP​.

Overall, while there is optimism about a more inclusive and flexible approach, there are also reservations regarding its implementation and the potential impact on educational outcomes for high-ability students.

Our Own Analysis and Assessment

Based on our understanding of parents' expectations and the competitive academic landscape in Singapore, we conducted our own analysis and reached a different conclusion from the general sentiment presented in the media. While the press suggests that the changes will reduce stress, our findings indicate that many parents and students may actually experience increased pressure due to the new focus on identifying the top 10% for enrichment programs, which could reinforce existing academic competition from Primary 3 onwards.

The Positive:

1. Broader Development Opportunities for More Students: The new approach expands the pool of students eligible for high-ability programs from 1% to 10% of the cohort. This increase means that more students—around 3,000 versus the previous 370 to 400—will have access to enrichment opportunities tailored to their specific strengths in areas like English or Mathematics. This inclusivity provides a larger group of students with opportunities for advanced development, helping to nurture diverse talents across a wider range of learners​.

2. Greater Freedom in Early Primary Years (Preschool - P2): On a positive note, the changes might provide a breather for students in Primary 1 and Primary 2, allowing them more time to explore different areas of interest such as Music, Art, Coding, and Sports. Without the pressure of preparing for the GEP selection test, younger students could have a more relaxed start to their education, fostering a more well-rounded development.

3. Increased Interest in Direct School Admission (DSA): With the evolving landscape of primary education and the potential increased pressure around the 10% enrichment programs, more parents may start exploring the Direct School Admission (DSA) route as an alternative pathway for secondary school entry. The DSA scheme allows students to gain early admission to secondary schools based on talents and achievements in specific areas, such as sports, arts, or leadership, rather than purely on academic results. This could become a popular option for parents looking to leverage their child's strengths outside of traditional academic performance.

The Negatives:

1. Increased Stress for the Majority (70%) of Parents and Students: Explained in our earlier blog, approximately 70% of Singapore parents place strong emphasis on children’s academic performance. This group of parents and students will probably experience greater stress with this change, especially from P3 onwards. The new model, which identifies the top 10% of students for enrichment programs, aligns with the cultural benchmark familiar to many parents who grew up under the streaming system, where being in the top 10% meant entering special streams or Integrated Programme (IP) schools. This historical context means that many parents may see inclusion in the top 10% as a new standard of academic excellence that their children must meet​.

2. Increased Investment in Preparatory Resources: As a result, it is likely that a significant group of parents will invest more resources in preparing their children for the selection process, starting from Primary 3 to ensure that they do well in school academically . With the removal of the single high-stakes test (P3 GEP Selection) but the inclusion of a more broad-based selection process (based on School WAs, SAs and teacher’s recommendation from P3 onwards), many parents may feel compelled to provide additional tuition, enrichment classes, and preparatory courses to ensure their children are competitive enough to qualify for the top 10%​

3. More Intense Competition in Direct School Admission (DSA): the Direct School Admission (DSA) scheme is likely to become the next competitive area for parents and students. DSA allows early admission to secondary schools based on talents beyond academics, such as sports, arts, music, STEM or leadership. As parents seek alternative pathways for success, competition may intensify in these non-academic areas. This shift could lead to increased investment in specialised training, extending the pressure to excel beyond academics and creating a broader, more competitive landscape for school admissions in Singapore

While the revamped GEP approach aims to be more inclusive by providing development opportunities to a broader pool of students, it may inadvertently increase stress for a significant portion of parents and students who view being in the top 10% as a critical academic milestone. This shift will likely lead to increased investment in preparation resources from Primary 3 onwards. However, the new model also provides a more relaxed environment for younger students to explore their interests and could drive more interest in alternative pathways like the DSA, ultimately promoting a more holistic development approach in Singapore's education landscape.