WESTERN UNIVERSITY

Faculty of Arts, Humanities and Languages

Batch 16, Year 3, Semester 2

Major: English for Communication

Subject: English Proficiency Development

Class: 301

Research Topic:

“The Primary education system promotes more effective learning”

Submitted to: Lecturer, Thy Soklin

Prepared by Group 6:

• Choun Sovannvortey
• Phouk Raksa
• Soth Metta
• Sman Lita

DATE: 22 April 2021

 Contents
I. Introduction
II. Primary education in Cambodia
III. Primary education in Singapore
IV. Primary education in Finland
V. Conclusion
 I. Introduction
UNICEF.org, “No intervention has impact on a child, family, community and society like
education.” Fredrick Douglass also states “It is easier to build stronger children than to repair
broken men.” Every child, regardless of who they are, where they live, or how much money their
family has, has the right to attend school and learn. Every child's first and most basic right is to
receive a primary education. Therefore, Primary school should strive to provide a rich, stimulating,
and caring atmosphere in which children feel healthy, comfortable, and confident. The successes
and obstacles of each country’s policies namely: Cambodia, Singapore, and Finland, will be
discussed in this essay.

II. Cambodia primary system promotes more effective learning

A. The Policy

The structure of the reform education system has been put in practice in 1996, the formal
educational structure of Cambodia is formulated in 6+3+3. This means 12 years of the completion
of general education that divided up into six years for primary school (The Education System in
Cambodia, 2012). Cambodia primary schools have keep progressing year after year, after the
reformation of the system. MoEYS has set some policies to further increase the number of
students attending school and better quality of students’ learning. First, the government offers
free registration fee to all the children. Second, building primary school all around the country, so
schools are getting closer and closer to students’ homes (Sem & Kosal, 2016). Moreover, MoEYS
will continue to give a high priority to equitable access to high-quality basic education service. It
has been also mentioned in ESP 2014-2018, They will be increasing the focus on early childhood
education (Education Strategic Plan 2014-2018, 2014).

B. Successes

Cambodia has made terrific progress in educating its children. Since 2007, the number of children
enrolled in preschool programs has more than doubled. The number of children enrolled in
primary education has increased from 82% in 1997 to over 97% in the school year 2017-2018
(Education, 2019). Moreover, thanks to the policy, schools are increasing over the years, the latest
number of primary schools in Cambodia is 5026 and the policy of building school are still
continuing in other to get much closer to where people live, especially rural areas. In addition, the
progression of students drops out rates, in primary education in 2015-2016 it was 6.2 percent,
overall, and 7.2 percent for girls. In the school year 2014-2015 there was an 8.3 percent student
dropout rate overall, 7.2 percent for girls. Overall, dropout rates have decreased slightly over the
years. Furthermore, in primary school, the number of students repeating a grade in 2015-2016 in
the whole country was 135,678. In contrast to 2010-2011 school year the number was 158,287
(Sem & Kosal, 2016).
 C. Barriers

Geographical disparities and underdeveloped primary schools continue to limit children's access
to education. This also prevents right age entry school where overage students learning
achievements are known to be lower than right age entry students (Primary Education, 2014).
Cambodian children continue to fall behind in school for a number of reasons, including the
teaching quality. According to UNICEF, in Cambodia, there are not enough qualified teachers,
especially in rural areas, where very few teachers volunteer to teach there (Education, 2019). As
you know, the increasing of the number of enrollments does not mean all the students could get
all the education equally. Children in Cambodia are still failing to reach learning standards
appropriate for their age. At the primary level, nearly 25 per cent of children in Grade 3 cannot
write a single word in a dictation test. Only 27 per cent of 3- to 5-year-olds are developmentally on
track in literacy and numeracy (Education, 2019).

III. Singapore primary system promotes more effective learning

A. The Policy

Primary school is a critical foundation for a child's growth in Singapore; every child must complete
these six years of primary school. To improve their basic education and train them for future
studies and jobs, Singapore has six years of primary school, split into two levels: Foundation
Classes (Grades 1-4) and Preparatory Classes for Secondary (Grades 5-6). The primary years' main
goal is to learn English, mother tongue language, math, and science. Furthermore, Moe of
Singapore focuses on two core curricula in primary school: a subject-based banding system to
cater to the students, and the PSLE at the end of Year 6. The primary years' main goal is to learn
English, mother tongue language, math, and science. Furthermore, Moe of Singapore focuses on
two core curricula in primary school: a subject-based banding system to cater to the students, and
the PSLE at the end of Year 6.
 • Subject-Based Banding (SBB)

Subject-based banding (SBB) is a scheme that requires children in Primary 5 and 6 to take a variety
of subjects at the regular and foundation stages, as part of the Ministry of Education's ongoing
efforts to foster the joy of learning. This will encourage the children to realize their full potential in
subjects where they excel and improve their comprehension in subjects where they need
additional assistance. For example, if the student passes in all 4 subjects and did very well in the
Mother Tongue language, he/she can choose between taking 4 Standard subjects and a Higher
Mother Tongue language. . However, if they only pass in 2 subjects or less, he/she can choose by
combining 2 Standard subjects in which he/she is strong in and 2 Foundation subjects in which
he/she failed. The subject-based test is very important for the children because it allows them to
focus more on subjects that they are strong in and build a stronger foundation for the subjects
that they are also weak in.

• Primary School Leaving Examination (PSLE)

The Primary School Leaving Examination (PSLE) is a national examination system for all graduating
primary school students in Singapore which is also the last year of Primary school before they
enter secondary school. This curriculum was announced by the Minister for Education Yong Nyuk
Lin on 31 March 1960 and it is the first national examination system to be established in
Singapore. This year is a crucial and focus year for all primary students because the exam score
will help to determine which band the primary student will join in a secondary school as well as
which school they will attend. The Schools will place students into separate exam levels based on
the subjects they took during years 5 and 6 of primary school (English, mathematics, mother
tongue, and science). Moreover, the bands are also categorized as unique, express, normal
technical or normal academic. Despite that, the Ministry of Education also helps to place students
who are not accepted into their schools of choice and also provides some schools to prepare
direct school admission and accepting students based on other performances before the PSLE
results released because this will provide greater diversity in student talents and interests.

B. Successes

The Royal of government in Singapore really pays attention and emphasize on education
especially primary school. They find every method to make this sector even better. MOE of
Singapore (2020) point out the quantity total number of primary schools students has soared
significantly from 263,91 (2009-2010) to 263, 903 (2019-2020). MOE of Singapore (2019) point out
about the result of PSLE in 2019 and there were 40,256 students of 6th grade and 39,622 who
passed the exam, equal to 98.4%. Behind all this success of primary education system in Singapore
three main points motivate them to stand at these levels until nowadays which are MOE School
and Teachers, Students and Parents.
 • Ministry of education and school (teach less learn more)

Moe is constantly striving to improve this sector by paying attention to it and looking for new
ways to expand it. Furthermore, the MOE has implemented a policy that allows all schools to
implement a quality teaching strategy, which is oriented to the needs of the students regardless of
the number of lessons. However, students must spend a lot of time after school figuring out who
they are.

• Teacher and students (focused teaching and learning)

Singapore students could do well in exams and competitions because of the teaching methods and
standards in Singapore schools and universities, along with the clear goals set and motivated by
teachers and parents, students are encouraged to study and work hard. As well as the teachers,
they are always approachable and diligent in teaching and motivate students.

• Parents

Parents are no exception; they devote a significant amount of time to their children in school and
they are concerned about the quality of their education. Not only that, but some Singaporean
schools take the time to explain to their parents how to help their children.

C. Barriers

Aside from the Singapore educational system's world-class progress, the Singapore Ministry of
Education faces some major challenges. It's about the pressure and stresses that Singapore
students have had to deal with since they were children. The first problem is that students in the
United States spend far more time studying than students in other countries of similar age.
According to an OECD (Organization for Economic Co-operation and Development) survey,
Singaporean students spend the third most time on homework in the world, at 9.4 hours per
week. The second problem is Singaporean parents' high expectations. They want their children to
succeed in their early academic studies because they believe it will help them in the long run. They
give their private tuition and push them to study hard to guarantee academic success. These two
factors have caused students too much stress and pressure from their surroundings both at school
and at home.
IV. Finland primary system promotes more effective learning
A. The Policy

Within the framework of the National Core Curriculum by the Finnish National Agency for
Education, the central aspect of Finnish educational policy is to access highly qualified teachers,
equity and quality of educational opportunity, and non-competitive education.

• Policy makers invest in highly qualified teachers

In Finland, all teachers are highly educated. To become a primary or secondary teacher, all Finnish
teachers are required to have a master’s degree before entering the profession. It is highly
competitive to entrance the University of Education because only about 10% of applicants ending
up admitted every year according to CIEB (Center on International Education Benchmarking). Most
Finnish teacher tend to invest more in teaching their students of numerous learning
methodologies, rather than imposing strict school hours or in-class activities. Most importantly
teacher in Finland are highly well-respected and valuable just like lawyer and doctor.

• Finland education enhancing equity and quality

The key of Finland education is striking for equity and quality for their student. First, Finnish
education policy is seemed to be in no rush for kids to enter the compulsory education which
means all kids are require to start school at the older age of 7. Because the policy maker believe
that they should let kids just be kids, and start school in a more developed and ready state of
being. Another key is all school in Finland is free and equal. Finland education is free of charge for
all students include: food, books, transport, counseling, and health care which provide by the
school. Besides that, all learners have equal access to education and school everywhere there is
no selection or national tests to entrance school. All school are equally uses the same national
curriculum to student which there is no different between public and private or rural and urban
schools. All school is set with the same mindset to provide the same good quality and good
knowledge to all Finnish children. Third, children in Finland have the Less homework required.
According to the OECD (Organization for Economic Cooperation and Development) has specified
that after the school day, children must have enough time for rest, hobbies and recreation. So
Finnish students only spend 2.8 hours a week on their homework by getting everything done at
school without added pressures at home. This curriculum is set up to balance students learning life
and welfare.
 • A non-competitive education

One more thing to be noted is, in educational system of Finland does not favor in competition,
rankings or comparison between its students. So that is why standardized tests aren’t part of the
Finnish educational system, except for one exam called the National Matriculation Exam which
student takes at the end of high school. Finnish believed that standardized testing will only make
students learn just to pass a test and learning will be less priority for teacher and student. All
children are graded on an individualized basis that set by their teacher and the tracking overall
progress is done by the ministry of education.

B. Successes

Finland has been known as the top ranking in all PISA tests since 2000. In 2019, Finnish students
scored higher than the OECD average in reading (520 score points), mathematics (507), and
science (522). In reading: 86% of Finnish students achieved at least Level 2 proficiency in reading
and 14% of students in Finland were top performers in reading, than the average across OECD
countries. In mathematics: 85% of students attained Level 2 or higher and 11% of students scored
at Level 5 or higher in math. For science: 87% of students attained Level 2 or higher and 12% of
students were top performers at Level 5 or 6. This shows that not only Finland is a top performer
in all three subjects tested in PISA, they also manage to do well in making schooling equitable.
Another is no child are left behind. In Finland, more than 99% of students were successfully
complete compulsory basic education. And 98% of the cost of education at all levels is covered by
government rather than by private sources so every kid are able to access their education equally.
78% of students are reported that they are satisfied with their learning by having a strong mental
and wellbeing.

C. Barriers

There is no room for innovation. As we already heard from above that the main key of
Finnish education is mostly striking for equality. However, the attitude of “Don’t stick out,
let’s all be equal” can be quite unfortunate, demotivated, under-challenged, and under-
engaged for gifted and talented student. Because the school didn’t provide much for full
potential student or pushes them to succeed any further. Student has to wait and learn at
the same pace as others no matter how good or smart they are since there were not much
resource for specialized teaching and supporting pupils that need extra. This believed that
there should be much more that they could do, learn, and achieve at school.
 V. Conclusion/Comments
After research sustainable development policies in three countries: Cambodia, Singapore, and
Finland, it appears that each uses different methods to help students learn more effectively.
Finland appears to be more capable of learning and producing than the other two countries.
Singapore's educational systems have already produced excellent results; however, rather than
focusing on student rankings, they should prioritize a student-centered approach. In comparison
to the other two, Cambodia should be on the rise, and we should concentrate on the possibility of
developing more effective policies. Although the outcomes of the three countries mentioned
above are different, they are all striving for better educational systems.
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