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MOE

This tag is associated with 48 posts

Like Grades, There Is No Perfect, Bias-Free Indicator For Hiring

The eagerness of employers to justifiably reduce the disproportionate reliance on grades for their hiring practices overlooks the important point that there is also no perfect, bias-free indicator for this purpose. Yet instead of adding more application requirements or subjecting job applicants to a battery of tests and assessments – which likewise have their own deficiencies and which are likely to overwhelm applicants in an increasingly competitive job market – improvements should focus on a more holistic evaluation, not in the antiquated sense of making the process more onerous or piling on factors in a never-ending list of employee expectations, but in terms of accounting for the backgrounds and trajectories of applicants, to consequently reduce bias. Continue reading

Focus On Access – Not Just Affordability – And Broaden Definitions Of Success

Absent from the recent efforts to increase the diversity of students at Singapore’s independent schools – through which students from low- or middle-income families will enjoy fee subsidies and could qualify for a scholarship for out-of-pocket expenses (ST, Dec. 29) – is a focus on access as well as broadened definitions of success. Put otherwise: In addition to improving the affordability of these schools for academically gifted students from low- or middle-income families, there are outstanding questions on the proportion of students who gain access to these schools in the first place, and on students from these families who may not demonstrate the same scholastic aptitudes, and yet have other talents or abilities which ought to be nurtured. Continue reading

Tweaks To DSA Will Not Fix Fundamental Disparities

The latest round of tweaks to the Direct School Admission (DSA) scheme – making applications free of charge and centralising the online submission of applications (TODAY, Nov. 7) – will not fix more fundamental disparities between students and the families they come from. Furthermore these changes, and how they have been communicated thus far, are not helped by the lack of more precise data and information on the demographic and socio-economic characteristics of the students who benefit from the DSA: The employment status of their parents, their housing type and household income, and perhaps even their primary schools (and how they were admitted). Continue reading

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