The Impact of Human Capital Development and Education on Singapore’s Economic Success
Economic growth is closely related to capital, technology, labor, and natural resources. In this regard, human capital plays a significant role in the development and advancement of national economies. Countries that enhance and develop the performance of their human capital strengthen their position in the competitive arena. Human capital is directly linked to education and health. These factors contribute to the effectiveness of human capital and help countries achieve economic growth (Ersoy, 2021). Singapore, as a developed country, has invested in human capital and ranks among the top in various global rankings. It is one of the most rapidly growing economies in the world (Çakmak, 2022). In this blog post, we will examine the role of education and human capital development in Singapore’s economic success, considering its strong position globally and its sustainable, high-quality, efficient, and successful performance in education.
After gaining independence from British colonial rule in 1819, Singapore separated from Malaysia in 1965 (Abdo, 2019) and made efforts to transform its economy into a high-wage economy. During this process, Singapore’s education and economic policies were shaped by human capital (Sakib, n.d). Singapore, a small island country of about 700 square kilometers, had almost no natural resources, inadequate freshwater sources, population and housing increases, and ethnic divisions (OECD, 2010). In the early years, the country had a small domestic market structure, low per capita income, and an unemployment rate of around 14% (Çakmak, 2022). Additionally, it had insufficient defense capabilities and relied on net imports for food, water, and energy. It was not expected for Singapore to experience such significant economic development and growth. However, under the leadership of Lee Kuan Yew, the situation was reversed, laying the groundwork for Singapore’s current position. During Lee Kuan Yew’s tenure, efforts were made to establish a national identity and a strong, innovative economy (OECD, 2010). Human capital was the most important resource for an initially inefficient country, and education played a valuable role in achieving these two objectives. Let’s take a closer look at how education evolved during these periods.
The Survival-focused Phase: 1959–1978
During this period, the education system aimed to develop quality individuals and useful citizens with the motto “a good person and a useful citizen” (OECD, 2010, p. 161). The budget allocated to the education sector was increased by seven times from 1960 to 1963, and the number of people receiving education increased by 50%. One of the most important decisions made during this process was the implementation of bilingual education because the country did not have a single language spoken (Yılmaz, 2023). Before independence, only wealthy individuals had access to education, so the primary focus of this period was to provide education to everyone (Liu, 2012). In line with this goal, teacher employment was increased, and all schools started to provide education under a single system. However, there was an issue: by the late 1970s, students were dropping out of education, which was a concerning point for the country (Cheng, 2015). During this period, the port and storage sector had a significant share in the economy, unemployment was high, and population growth was present. To promote industrial sector growth, it was believed that exporting would be beneficial, and efforts were made to attract foreign investments that did not require skilled labor. Additionally, Singapore needed to create employment opportunities with a skilled workforce to cope with increasing competition from other Asian countries. Therefore, the country needed to make significant progress in areas such as mathematics and language proficiency. As a result, a series of reforms were implemented in the 1980s (Çakmak, 2022).
The Benefit-focused Phase: 1979–1996
During this period, efforts were made to increase school attendance, and a new education era was initiated, offering students different options instead of consolidating schools under a single structure. In line with this approach, students were grouped based on their learning pace and abilities, and as a result, progress was made toward the desired goals. According to this grouping system, students were not given information beyond their capacity, and underperforming students were expected to reach a necessary level, while successful students were expected to internalize and consolidate their knowledge. As a result, students were protected from excessive information distortion (Levent & Yazıcı, 2014). In 1995, they reached the top in the world in science and mathematics in the TIMSS (Trends in International Mathematics and Science Study). During this period, the country aimed to facilitate the flow of investments in the technology field, and therefore, made significant investments in the Technical Education Institute to train technical personnel. This increased the demand for graduates from these schools, and successful students were allowed to attend university if they wished. As a result, technical employment was encouraged to include scientists and engineers (OECD, 2010).
Talent-based, Goal-oriented Phase: From 1997 to the Present
During this period, the motto “Thinking Schools, Learning Nation” was adopted. It emphasized the promotion of lifelong learning, and the Prime Minister at the time, Goh Chok Tong, introduced an education system that emphasized student interest, talent, flexibility, and choice. In line with this approach, heavy curricula were replaced with simplified learning outcomes, and a shift in focus from results to the learning process was emphasized. Student engagement was encouraged through the establishment of relevant clubs and organizations within schools (Levent&Yazıcı,2014), and incentives were provided to support the professional development of teachers. Changes were also made in school management. Instead of a centralized approach, schools were organized into geographic clusters and given more autonomy. The excellence of schools was measured, and schools were inspected every six years to ensure their progress and quality. In 2004, Prime Minister Lee Hsien Loong introduced the vision of “Teach Less, Learn More,” emphasizing the need for students to think more creatively and critically. According to this vision, experiential learning and the development of lifelong skills were prioritized over constant testing. An innovative system was adopted to nurture these skills. The curriculum was simplified, and significant importance was given to subjects such as arts, music, and physical education. Additionally, to strengthen Singapore’s economy, the establishment of the Science, Technology, and Research Agency aimed to encourage scientific research and provide funding for it. Efforts were made to attract science-focused companies to Singapore. In line with these developments, Singaporean universities established research collaborations with some of the world’s top universities in the fields of information sciences and medical technology (OECD, 2010). Teachers played a crucial role in implementing these changes. Incentives provided to teachers became an important tool for enhancing their professional skills. The selection process for teachers became more rigorous, with only about one in every six teachers being selected, reflecting the high standards and meticulousness in the teaching profession. Lastly, Singapore has achieved a leap in education through stable and consistent policies, the development of qualified teachers, and the careful selection of school administrators. Information and technologies have been actively utilized to facilitate learning, and their use has been emphasized in schools. The government has also assisted many families at low cost to facilitate access to the internet and technology devices. As a result, students’ progress in subjects such as mathematics and science has been enhanced (Levent&Yazıcı, 2014).
In summary, Singapore’s emphasis on human capital has been developed through education, enabling the country’s economy to attain a leading position in areas such as technology, mathematics, and science. Singapore’s innovative and student-centered education policies, implemented sustainably and consistently, have propelled its students to excel in various fields.
References
1-Cheng, Y.(2015). “Cultural Politics of Education and Human 2 Capital Formation: Learning to Labor 3 in Singapore”.
2-Çakmak, U.(2022). “Singapur’un Ekonomik Mucizesinin Temel Dinamikleri: 1965–1995”. Ekonomik Yaklaşım 2022, 33(122): 67–112
https://www.bibliomed.org/mnsfulltext/94/94-1617972032.pdf?1686077238
3-Ersoy, R. (2021). “Sürdürülebilir Eğitim Politikaları ve Ekonomik Büyüme İlişkisi: Singapur Örneği” . Ekonomi İşletme ve Maliye Araştırmaları Dergisi , 3 (1) , 55–72 . DOI: 10.38009/ekimad.839210
4-Levent, F. & Yazıcı, E. (2014). “Singapur eğitim sisteminin başarısına etki eden faktörlerin incelenmesi”. Marmara Üniversitesi Atatürk Eğitim Fakültesi Eğitim Bilimleri Dergisi , 39 (39) , 121–143 .
https://dergipark.org.tr/tr/pub/maruaebd/issue/388/2669
5-Liu, W. C. (2012). “World’s educational issues, policies and research in the 21st century: The Singapore’s perspective”. Journal of All India Association for Educational Research, 24(1), 14–20
6-Yılmaz, B.(2023). “Lee Kuan Yew: Uluslararası Polıtıkanın Büyük Ustası Ve Sıngapur Ekonomık
Mucizesını Yaratan Devlet Adamı”.
https://research.sabanciuniv.edu/id/eprint/45559/1/LEE%20KUAN%20YEW.pdf
7-OECD (2010). “Singapore: Rapid Improvement Followed by Strong Performance”.
