Full question: “Schools should focus more on character education than academic results.” How far would you agree?
Source: Yishun Town 2025 Sec 4 Prelim
Question type: Argumentative
Weaker responses will likely just rehash the importance of “good character and upbringing” and “holistic growth”. However, to tackle this topic effectively we should also think of the concept of educational outcomes. That is, education is meant to prepare youth for eventual adulthood and the pains that come with it (more than random shoulder and back pains). On the flip side, if we disagree, we then consider the meaning and key goals of the educational system in the first place, evaluating its role in society.
These outcomes are thus linked to a wide range of connected aspects, such as future employability, communal connectedness, and even personal well-being. You can draw the necessary links to these aspects, in order to support (or counter) the question. Some pointers of both aspects are set out below:
| Yes (schools | No |
| Academics only matter up to a certain point; the rest is all about how one tackles issues head on, accepts challenges etc to thrive in the workplace or even interpersonal r/s (to improve one’s character/resilience so that they can think for themselves) | Schools are already enduring an extremely high workload with teachers reporting burnout or even physical health issues brought on by stress. We risk burning out teachers further by adding to their list of duties. The day may come where there is a shortage of experienced teachers to teach, causing a collapse in the school system (or of trust). |
| We need to ensure that we are not indirectly raising a generation of disconnected and apathetic graduates who are only concerned with their own wellbeing; who think that “people are at their station in life because they were not so good” (individualism and whether it is breeding an apathetic society/one fixated on the rat race) | Some issues relating to character education, such as race, religion, gender identity etc, have proven to be flash points for debate. If schools open these cans of worms, they must consider whether they are able (or want) to deal with backlash when opinions and viewpoints clash. |
| We also need to ask ourselves whether our extreme focus on academics may also be doing more harm than good. Academics are important but rates of burnout are ever-increasing; yet it seems whatever effort they put in is never enough. (mental well-being and long-term sustainability; burnout) | Ultimately, academic rigour is still extremely important at the end of day. If we take away focus from academics, are we diminishing the value of educational qualifications? This may influence the output of graduates in terms of technical skills. We may also run into the problem of them being caught off guard by the technical complexity later on, such as for doctors, researchers etc. |
Model Essay
Today’s educational system is criticised for its focus on academic knowledge that is perceived as rarely relevant to what one intends to do in future. Graduates are entering the workforce with the readiness of a deer in headlights. It would thus appear that the right approach to resolve this is to place more focus on character education over academic results. However, I find this to be a knee-jerk response premised on surface-level observations, which are unhelpful at best and even harmful at worst.
| Notes: This introduction establishes that there has been some criticism of the education system, and sets out certain shortcomings. However, we then establish our view that a swing in the other direction (focusing on character education over academic results) does not actually solve the underlying reasons (or may even lead to newer issues). | |
| Word/Phrase | Meaning |
| Deer in headlights | Someone who is “stunned” and confused, unable to react despite facing dangerThis references the phenomenon of a deer that freezes in the path of an oncoming vehicle with headlights shining on it, leading to the car crashing into it. |
| [X] at best and [Y] at worst | This idiom usually describes varying levels of effects (both negative) that may arise from a certain course of action/progression of events. “At best” usually means that one gets off with mild consequences, while “at worst” means severe consequences. |
Firstly, focusing on character education does not necessarily mean teachers will see a reduction in workload. Teaching is inherently demanding; Singapore teachers work among the longest hours of all educators worldwide, based on a global survey. Furthermore, almost a third of Singapore teachers in the same survey expressed a desire to quit within five years. This is highly concerning as more time and effort must be invested to retrain new teachers that are up to standard, to replace the outgoing teachers. This vicious cycle will dull the efficacy of the education system – regardless of whether it is academic-focused or character-focused.
| Notes: The first point makes the argument that teachers are already under a great amount of (well-documented) stress. Pivoting to focusing on character focused education may not necessarily reduce their workload. Over time, as teachers leave, two situations occur – first, newer and less experienced teachers need to be retrained. This cycle proves costly. Next, | |
| Word/Phrase | Meaning |
| inherently | By its very nature/reason for existence |
| Vicious cycle | A repeating chain of events where its negative outcome fuels continued repeats/occurrences of said events. |
| Dull | To reduce; “blunt” |
Notwithstanding burnout, it must be stated that academic rigour through stringent academic assessment is still a core tenet of the school system. Pivoting to character education does not remove the need to prepare the next generation for vital roles in society. It is akin to sweeping a problem under the proverbial carpet. For instance, how do we train someone to take on legal practice in future, if he or she has not gained foundational language skills to read their course materials in the first place? A future learning institution subsequently needs to either invest extra resources for training, or to reduce the quality of their graduates. Neither outcome benefits schools, society, and most of all the students themselves.
| Notes: This next point emphasises the importance of academic results in ensuring that the next generation of students are both equipped with technical skills that certain industries/job sectors require. It argues that even if education shifts to a more character-based focus, the needs of these roles do not change. In fact, a future educational institution, such as a university may need to expend greater cost to get the same students up to speed (the other option is lowering the standards of graduates, which is highly undesirable and destructive). You can use sentences like “either … or” and “neither” to spice up your sentences structures as well. | |
| Word/Phrase | Meaning |
| Notwithstanding | “despite”; ignoring (a certain topic) |
| Burnout | Extreme tiredness and/or mental/physical illness from working too hard |
| Academic rigour | The standards/quality of learning and education |
| Stringent | Thorough and effective |
| Tenet | Foundation; (core) value |
| Pivoting | Changing (often drastically) to a different area of focus |
| Sweeping a problem under the carpet | To hide a problem “out of sight”; you avoid facing and actually solving the issue.The “proverbial” means that the carpet being mentioned is the same as the one mentioned in this proverb. |
Lastly, focusing on character education comes with drawbacks which schools need to know and manage. Certain topics within character education are contentious points of debate, attracting often-polarised opinions from schools, parents, and even the students themselves. Our sex education curriculum is one such example, with clashing opinions over the presentation of sex and LGBTQ-related topics. This is not to say that schools should completely steer clear of any character education. In fact, I would argue that some character education is still essential to nurture a student that is well-informed about current, pertinent topics. However, schools need to pick the right battles and consider whether it would not be better to instead focus on another, equally vital aspect of a child’s development – academic know-how.
| Notes: This point raises the fact that character-focused education can encompass topics that are deemed sensitive – cultures and segments of society clash over how topics are presented, such as LGBTQ matters/recognition, expressions of religion, etc. It argues that schools may be under-prepared to deal with these matters especially when:Parents, students, and possibly even public observers may hold different views from the school. This is doubly so with the ease of such opinions spreading through social media.The school may thus have to stand their ground/concede and give way. Either way, resources will have to be funnelled to these ends without actually benefitting the students caught in the crossfire. | |
| Word/Phrase | Meaning |
| Drawback(s) | Disadvantage(s) |
| Contentious | Attracting debate because of disagreement; controversial |
| Polarised | Highly contrasting and different.Think in terms of the “magnet poles” – North and South. |
| Pertinent | Important and vital to know |
| Pick the right battles / choose your battles | To devote time and effort only on things that are truly important for someone |
| Know-how | Knowledge |
Overall, schools should retain their focus on academic performance, preparing them for future success. Character education is no less important, but the heavy lifting here should be done by parents at home, rather than outsourced to a teacher who sees a student in person for just a couple hours a day. That way, teachers can devote themselves to furthering their students’ academic abilities. Such an approach also ensures societies can continue to rely on schools, as they always have, since the first-ever school set up five thousand years ago.
| Notes: In this conclusion, sum up the main points of your essay/argument and why you agree or disagree. Establish that schools have historically been sources of knowledge that societies past and present have relied on; therefore, the current academic-centric focus should not change. | |
| Word/Phrase | Meaning |
| Heavy lifting | (of someone) doing the bulk of the work |
(522 words)