Our recent webinar at World Futures Day | Young Voices  was a resounding success, attracting a diverse global audience for an insightful discussion. Organized by Teach The Future , a global education non-profit dedicated to promoting futures literacy, this annual 24-hour event empowers young people in shaping conversations about the future. Titled ‘Beyond School: Reimagining Life Skills for Youths’ ,  the Singapore session sparked meaningful dialogue, with participants showing a keen interest in the evolving nature of work and the essential skills needed to navigate an uncertain future. Click to watch the webinar replay :  ‘Beyond School: Reimagining Life Skills for Youths’ Hosted by Carol Lim , Co-Founder of Teach The Future Singapore , Jun Hao Goh , a Biomedical Engineering graduate, and Louis Puah , Founder of Praxium  and passionate advocate for youth development—the session offered valuable perspectives on the challenges and opportunities young people face as they prepare for the workforce of tomorrow. Key Insights from the Webinar The world is changing faster than we can keep up, and young people today face a future filled with uncertainties. According to a 2023 World Economic Forum report, 65% of children entering primary school today will work in jobs that don’t yet exist. Additionally, by 2025, half of the global workforce will require reskilling , yet the fastest-growing skills needed are not solely technical or AI-related but involve a broader set of life-skill competencies . (Above) Screenshot of survey results measuring the effectiveness of education in Singapore schools. Source: HongYi Li’s Survey The Challenges Facing Today’s Youth A key insight from the webinar focused on the pressing concerns young people face today. Citing the National Youth Council’s statistics in Singapore, the discussion highlighted that the top three sources of stress among youths are uncertainty about the future , emerging adult responsibilities  and financial concerns . The most engaging segment involved an interactive session where the audience was invited to define which ‘life skills’ should be prioritised in schools. While traditional curricula often emphasize academic achievement, the conversation underscored the growing importance of futures thinking , financial literacy , and emotional intelligence & resilience . (Above) Snap shot from the webinar's interactive segment, where participants shared their thoughts on the essential life skills that should be taught in schools. As a Gen-Z himself, Jun Hao reflected on his high school years a whirlwind of responsibilities, where many teenagers often felt overwhelmed and disorganized. He highlighted the need to equip young people with time management  and adaptability  skills to better navigate their personal and academic lives. Louis Puah, on the other hand, stressed the importance of integrating real-world skills into the curriculum. He explained that as young people develop their identities and independence during adolescence, mentorship  becomes increasingly vital to guide them through this phase. Louis also advocated for greater autonomy in learning, suggesting that students should have more freedom to choose what they want to learn and how they prepare for their future careers. Looking Ahead: The School of Life The webinar serves as a reality check that preparing for the future goes beyond acquiring technical expertise—it’s about cultivating the right mindset, adaptability, and essential life skills. At Praxium, this mission lies at the core of everything we do. In closing, we’re thrilled to announce the upcoming launch of our new flagship program, The School of Life —an experiential and dynamic learning initiative co-created with youths. This one-of-a-kind program empowers participants to collaborate with our trainers, shaping both the content and approach to their learning. By doing so, we ensure that their journey is not only engaging but also relevant to their unique needs and aspirations. What life skills do you think should be taught? Give us a shout and share your thoughts with us !

Social inequality is one of the biggest challenges in Singapore today. Numerous ground-up groups, non-profits, and governmental efforts have emerged in the past years to tackle this issue, primarily targeting the underprivileged and under-resourced youth. Source article: The Strait Times As an organisation, Praxium has chosen not to limit our work to such a demographic. While our audience has historically been mostly students in mainstream schools, including academically weaker and less privileged students, we have also actively chosen to engage with elite schools as well. My experience working in the social impact scene got me to learn that all wicked problems are complex and good solutions cannot be narrow in scope. In a simplified example of the charity scene, significant funding and financing come from the empathetic rich who believe they have an important role in improving society. The charity scene has a great need for more such people. Wealthy and willing to help. The country is well-saturated with the rich after all . But where do these altruistic rich come from? How can we nurture more of such people through the education we have? This article is a documentation of the background and activities we arranged to help nurture talented future leaders with a heart for their communities. Teaching Empathy Due to my work at Crater , I got the privilege to co-teach a class to students at Nanyang Girls’ High School, a premier secondary school in Singapore. The school runs a Talent Development programme focused on Service Learning , where students grow their leadership capabilities and service mindset. The intended outcome is to nurture talented leaders with a heart for the community. Part of a lesson around social impact innovation One of the key lessons I wanted to share with the students was the importance of empathy. Of concern and care for those different from us. I’m glad that through our lessons, students did indeed show that they cared, and they did want to help the community. However, they struggled to truly connect with people who were different from them. Even though I set tasks for them to have a conversation with someone from a different background, e.g the school’s security guard, janitor, administrative staff, or canteen vendor, few, if any, went to have the conversation. I decided then that we had to bring our lesson out of the classroom. We happened to know about the great work at Skillseed , and the impactful Resilience Trails that they conduct. And so, we signed up for a journey that transcended textbooks and test scores, focusing instead on empathy, resilience, and the profound impact of service. Stepping into the Heartland Leaving the familiar world of their school behind, the students embarked on a trip that would challenge their perceptions and broaden their horizons. The heartland neighbourhood was just like any other part of Singapore, seemingly perfect and well-run. What was hidden were the intimate details of the kinds of lives people led. That was what we were here to learn. Lives focused on modest means and everyday challenges. The Strength of Everyday Heroes A key feature of the Resilience Trails was that the guides were members of the community itself. Janet led one of the groups sharing her challenges in losing mobility in her limbs, while Julie led another group sharing about having to support a family as a single parent. Community Guide describing the experiences faced as a physically handicapped resident Both Janet and Julie were people who students had mostly heard about but almost never got to interact with personally. While most people would only see them as ‘beneficiaries’ and people in need, the Resilience Trails showed the strengths and resourcefulness they had instead. Sure, their lives may be difficult. But it’s not like they had nothing to offer. Despite their struggles, they continue to do their best for their loved ones and even contribute to the community through their own initiatives. These initiatives include things like a community cat-feeding initiative or support for single mothers. Community Guide describing personal experiences, hopes, and struggles One of the most significant takeaways from this excursion was witnessing how everyday heroes like Janet and Julie faced adversity with grace and determination. They shared stories of triumph over trials, and the students couldn’t help but be inspired. Empathy in Action The heart of the excursion was the opportunity for the students to engage directly with their Community Guides. By walking in their shoes, seeing their usual sights, and hearing their stories, the students and guides bridged the gap that often separates communities and people. Community Guide shares about challenges in commuting, eating, and living as well as the kindness from strangers and friends in the neighbourhood. The girls listened to personal stories, laughed together, and learned that empathy goes beyond mere words; it’s about truly understanding and connecting with another person’s experiences. A Sense of Purpose The learning journey concluded in an intimate dialogue and chat between Students and their Community Guides. Dialogue between Community Guide and Students Students finally got the chance to ask their curious questions: “What motivates you each day?” “You mentioned going through a period of depression, how did you overcome it?” “What are your hopes and dreams for the future?” These questions showed that students began to be truly curious about people different from them. Beyond their own personal lives at school, filled with the stressors of grades, exams, and homework, they got to see how others struggled with truly difficult circumstances. As a participant in the trail myself, I was reminded once again of the immense privilege I had growing up. Just like the students, I could go to school without worrying about money, or any caregiving duties at home. If I needed help in school, my family would be able to provide support. It is only after realising that not everyone has the same privileges and luxuries that I began to care for those different from myself. That I began to work to support those different from myself. This was what I hoped to bring to the students as we organised this trail. Empowered for the Future At the end of the trail, everyone shared their personal reflections from the experience. It became evident that students were inspired by the Community Guides. They realized that they were not passive observers but could potentially be active participants in shaping a better world. Returning to their school, these young girls brought back more than just memories. They carried with them a newfound sense of empathy, resilience, and a commitment to service. Their experiences in the heartland neighbourhood had given them a perspective that textbooks couldn’t provide. They had glimpsed the strength that can emerge from adversity and had discovered the power of human connection. “Through this Resilience Trail, we were able to gain a deeper insight on the lives of our Community Guide on their journey of empowerment from beneficiaries to being active volunteers. We also managed to witness how they overcame their struggles and learnt to be more empathetic towards others.” - Kei Rui Min, Ashleigh Wong “Dear Community Guides, your dedication and hard work are truly commendable. Thank you for your tireless efforts in supporting our community. Your guidance and assistance make a world of difference to all of us. Keep up the fantastic work, and know that your contributions are deeply appreciated. Thank you for making the community stronger and more vibrant.” — Tzi Xuen Bridging Inequality Youth who gain advantages and privileges through school are more likely than not to end up in positions of power and influence. As political leaders, business owners, and managers. They end up shaping policies, organisational structures, and financial remuneration packages. They define how Corporate Social Responsibility projects are carried out. These things directly shape the state of inequality beyond government spending and redistribution efforts. This learning journey was merely a small step in our journey of trying to bridge the gaps in society. This is why we believe that we cannot only work towards supporting the less privileged. Why we need to work on the highly privileged as well. (albeit with a different approach) At Crater , we’re constantly on a lookout for ways to support the education system to inspire youth to become future changemakers and impact leaders. Reach out to me at louis@crater.sg if you’re keen to explore other possible innovative ways to build an enriching and holistic experiences for students. For more information about the Resilience Trails by Skillseed, do visit their website on this link ! Read this on Medium.

A facilitator interacting with the students in small groups. We had the opportunity to work with Lifelong Learning Institution (LLI) this year in running learning journeys for secondary schools. It has been 3 months since we first started running it in March. More than 1,500 students from 10 schools visited the LLEC and went through facilitated workshops & games specially designed by us! Not only did the learning journey aim to expose students to jobs in the three emerging economies, it also served as a self-discovery journey for the students to reflect upon when making decisions in their career pathways. We brought students through three different activities in these Learning Journeys: Visit the Lifelong Learning Exploration Centre (LLEC) Explore Digital, Care and Green Careers (DCG) Imagining Future Jobs Exercise Visit the Lifelong Learning Exploration Centre (LLEC) The focus throughout the LLEC experience is centered around the use of RIASEC as a tool to identify what possible career pathways students can consider. RIASEC is an acronym for the six career profile types (Realistic, Investigative, Artistic, Social, Enterprising & Conventional) that is necessary in every organisation. Student in the LLEC. Students were guided to the first section of the machines in LLEC to identify their RIASEC profiling through a series of questions. Afterwards, they can look through a list of possible jobs and what courses they can take to get there. After going through the entire LLEC experience by themselves the trainer will gather them for a debrief. Despite using the RIASEC tool as a guide for self-discovery, we don’t want the students to feel confined by the RIASEC profile they identify with in limiting the career paths they could take. Using some job roles as examples to enlighten them that jobs are not confined to one specific RIASEC, but a mix of different RIASEC. At the end of the LLEC, we hope to encourage them to still continue exploring in furthering their self-discovery journey. One of the convenient features of the LLEC is that the RIASEC profile follows students through the entire experience, helping them link their profile with possible jobs, and educational pathways. Students even get a summary of the content and recommendations they browsed emailed to them at the end of the day! Digital, Care and Green Career Exploration (DCG) The Digital, Care, and Green economies of Singapore are forecasted to grow significantly in the coming years. This segment of the learning journey helps students gain exposure to the broad ideas of each of these economies, encouraging students to explore potential opportunities in them with hands-on experiences. In the Digital economy, students try out doing UI/UX design, one of the fastest growing roles within the digital economy. In this design focused activity, students work in groups of 3–4 to develop a layout of an app. They get to choose how many and what pages are necessary, as well as the functions of the app. Facilitators stand ready to give ideas and guide them in their mini-project. Students doing the digital economy activity. In the Care economy, students role-play as a healthcare professional in a decision-making card game. Students face various type of patients in different situations and decide the next steps they should take. They learn the ideas of prioritisation, empathy, and critical thinking as each decision they make leads to different consequences. Lastly in the Green economy, students play a card game that exposes them to the benefits of various Green sector innovations, inventions, policies, and job roles. They compete to create the most green and sustainable city, taking away a much enhanced vocabulary and understanding of the new and rapidly growing Green economy. After each activity, students are also asked to reflect on the experience and identify the critical core skills they felt were being practised as they go through the activities. This is to bring awareness to themselves so that students can discove what critical core skills they need to work on based on the industry they have interest in. Imagining Future Jobs Students doing the imagining future jobs. In the past few years, thousands of new job titles have been created with the rapidly changing world. Influencers, social media marketers and data analysts never existed in the past decades. Today, even roles like eSports athletes and Social Entrepreneurs are becoming more prevalent despite being very new in Singapore. In this segment of the learning journey, we get students to tap their imaginations to envision future jobs. They are encouraged to be as wild as possible while we ground them with real world problems as the starting point for their inspiration. We then backtrack from that future jobs to the present and ask the students what skills they need to slowly pick up to be able to thrive in some of these future jobs. Even though this learning journey might not be long and detailed enough for students to fully grasp how to find their exact path in life, we hope that the awareness gained will given them clarity on which small steps they can start taking action. Let's empower students to feel confident in making the decision themselves as they take on the next step in their self-discovery journey! Read this article on Medium

In an era marked by rapid technological advancements and dynamic societal changes, it is imperative that our young minds are equipped with more than just academic knowledge. The Ministry of Education in Singapore has made significant changes in it’s policies to direct more attention to building practical skills and creating meaningful portfolios instead of only on academic grades. Admissions exercises for schools are also adapting to these changes. As parents, we strive to provide our children with opportunities that not only broaden their horizons but also nurture essential future-ready skills. On a practical side, we are also looking for experiences and ways to build and showcase the capabilities our children possess. Enter the Impact Bootcamp, an intensive 3-day programme designed to empower primary and secondary students with practical skills, collaborative prowess, and a unique perspective on effecting positive change in society. Project discussion on addressing mental health crisis among youth. The Power of Practical Skills for Tomorrow’s Leaders In a world that thrives on innovation and adaptability, fostering practical skills is paramount. The Impact Bootcamp goes beyond conventional classroom learning, offering students an immersive experience that bridges the gap between theory and real-world application. Through hands-on activities and engaging workshops, participants learn the intricacies of problem-solving, critical thinking, and effective communication. These invaluable skills not only prepare them for the challenges of today but also equip them to shape a more progressive tomorrow. Navigating Real-World Challenges with Design Thinking The cornerstone of the Impact Bootcamp is design thinking — a powerful framework that encourages creativity, empathy, and problem-solving. Intimate meeting and discussion between students and social business entrepreneur. Day 1 of the bootcamp kicks off with a deep dive into empathy and problem definition. Students have the unique opportunity to interact with real-world changemakers and social entrepreneurs, gaining insights into the challenges they’ve faced and the innovative solutions they’ve devised. These interactions foster empathy and inspire students to tackle some of the most pressing social issues of our time. Student reflections on why some of these social issues mean a lot to them. Beyond just learning from role models, students were also guided to reflect and search within themselves for what matters to them. They pulled out concrete stories and experiences that drove their opinions and motivations to pursue their projects. From Ideation to Impactful Solutions Day 2 of the bootcamp propels students into the realm of ideation and solution elaboration. Armed with insights from their interactions with changemakers, participants collaborate in teams to brainstorm creative solutions to the identified challenges. Students recording the ideas they generated. More than just a simple brainstorming, students were introduced to professional methods and frameworks used by designers and innovators to come up with many creative ideas (each team created an average of 30 ideas!). They also used frameworks and tools from professional consulting firms to evaluate and identify the most impactful and practical ideas to take forward. Tailored lessons from mentors based on what students needed for their projects Guided by experienced mentors, students refine their ideas, blending imagination with practicality. This phase of the bootcamp not only hones their innovative thinking but also ignites their passion for creating meaningful change. Culminating in Impactful Presentations The crescendo of the Impact Bootcamp arrives on Day 3, as students step onto the stage to present their well-crafted ideas to a panel of esteemed judges, comprising seasoned changemakers and entrepreneurs. Students had to give a rigorous presentation and take questions from professional mentors. Armed with a 5-minute pitch, each team showcases their vision for a better society. This pivotal moment not only nurtures public speaking skills but also bolsters students’ confidence in articulating their ideas. The competitive edge adds excitement, driving them to put their best foot forward. Empowering Future Changemakers The Impact Bootcamp is not just a fleeting experience; it’s a catalyst for change. Winning teams are granted the unique opportunity to be mentored by the very changemakers who inspired them. This mentorship extends beyond the bootcamp, guiding students as they bring their ideas to fruition. By walking the path of practical implementation, students learn perseverance, project management, and the profound satisfaction of making a tangible impact. A Call to Nurture Tomorrow’s Innovators As parents, we’re entrusted with shaping the next generation of leaders, thinkers, and doers. The Impact Bootcamp is more than an event; it’s an investment in our children’s future. By equipping them with the skills to navigate complexities and the empathy to create positive change, we’re setting them on a trajectory to become compassionate, capable, and confident contributors to society. Reflections from students. In an ever-evolving world, the Impact Bootcamp stands as a beacon of experiential learning, collaborative growth, and impactful change. Together, let’s nurture a generation of future changemakers who are not only ready to face the challenges ahead but are also poised to shape a brighter, more inclusive future for us all. Are you ready to empower your child with the skills of tomorrow? Join us for the next Impact Bootcamp and be a part of their transformative journey. Read this article on Medium

The latest run of the ITE Mentorship program commenced in October 2022. The four-part program aimed to expose student mentees to the Engineering and IT industries, with off-campus site visits accompanied by mentors who are professionals in these industries. Many times, students find it difficult to draw meaningful connections between their academic learning and real-life applications. Many are also often unaware of their surroundings and how the built-environment works. This gap can be partially addressed by carefully curating meaningful opportunities for students to be mentored by industry professionals, while immersing them in environments that exemplify some of these best practices. The kickoff session was held at Temasek Polytechnic’s School of Engineering, where student mentees were given the opportunity to carry out hands-on activities that exposed them to the workings of a simple direct current (DC) motor (photos below). Through this exercise, the students learnt to appreciate and draw connections between the classroom and real life applications. They were also given insights into the various pathways in the Engineering industry, allowing them to uncover the different possibilities, should they continue to pursue their education in this area. The School of Engineering also shared their program and how the students can advance themselves in this area of education. Mentees also had the chance to connect with their mentors for the first time, as they explore their share their personal aspirations and exchange experiences. The following session was held at Landscape Engineering Pte Ltd, a leading engineering and construction company that specializes in large scale landscape projects that reside within the lush, challenging terrains of Singapore’s gardens, parks and wetlands. The founding team shared their personal experiences and journeys that have shaped their careers, giving the students invaluable insight regarding the value of engineering in our built-environment. The tour around the premises also introduced them to how various departments work within the company, supporting each other to achieve human-centric solutions that can benefit the physical and mental wellbeing of users. Students were then able to further their conversions with their respective mentors, using the “Ikigai” framework to explore their individual passions, values, gifts and possibilities for their future. Session 3 brought the students back to Temasek Polytechnic. The staff and students from the School of Informatics & IT led everyone through a series of facilities that covered various emerging fields like gaming, malware analysis, AI applications and analytics innovation. They were also given an introduction to how they can further their educational pursuits in the areas of the IT industry. Students were then led to further explore their unique strengths, engaging their mentors in deeper conversations about possible professional pathways. The final session saw the students sharing their mentorship experiences with their peers. Mentees shared their personal discoveries and strengths, how they envision their careers to be like, and how they can take positive steps in achieving their goals. Mentors also continued to provide their student mentees with feedback and guidance about their paths forward, helping them to navigate through their future with more confidence. The mentorship program was successfully completed in November 2022, with positive feedback from the various stakeholders. We look forward to the next collaboration with schools and the industry! Read this article on Medium

‘Gamified Learning’ This seems to be a new, hot term that is being thrown around these days. And no, we’re not referring to letting your students play popular mobile games like Among Us or Mobile Legends: Bang Bang during lesson time. Rather, ‘gamification’ refers to the incorporation of game-based elements, such as a point system or even ‘missions’, in non-game contexts. A familiar example of gamification would be in marketing campaigns. Starbucks has a ‘Rewards’ system for their members where every dollar spent is equivalent to a gold star earned. This is done to entice customers to continue patronising their stores in order to earn those exclusive rewards! Pretty interesting, right? Aside from being a marketing tool, gamification is also becoming increasingly prevalent in our education space as it is linked to improvements in motivation, behaviours and cognitive learning. 1. Motivation A vital part of gamification is having that element of competition — be it against others or yourself. Having challenges to overcome will provide students with healthy levels of competitiveness, thereby motivating them to learn and digest more information. 2. Behaviours Studies have shown that gamification is able to induce the release of neurotransmitters (such as serotonin, dopamine, endorphins and oxytocin). All of which will provide students with a natural high, allowing them to associate learning with pleasure and positive results. This may result in them having a lasting affinity for the subject and naturally, their demeanours in class will improve. 3. Cognitive learning Game-based learning has become a more effective means of learning as compared to traditional methods. According to studies, it is able to elevate students’ self-confidence, memory retention and improve their productivity by three-fold! Types of gamification It is more than just Kahoot!. Gamification is often expressed in three ways: visual enhancement, accessory and integration. 1. Visual Enhancement: This is a cosmetic type of gamification that includes the adding of game visuals and design elements, such as a ‘skills tree’. The cosmetic type of gamification is typically where you would add game visuals and design elements to make your curriculum come to life. This could be accomplished in the form of a simple visual roadmap or a ‘skills tree’ showcasing the various skills and achievements students can gain along the way. While the content of the program will remain the same, the new visuals can help motivate learners as they get a visual representation of their journey. 2. Accessory: Gamification as an accessory is where we start to implement a system of accomplishing milestones and receiving rewards to mark progress. Gamification as an accessory is where we start to implement a system of accomplishing milestones and receiving rewards to mark progress. This can be done in the form of badges, points, or leaderboards. Implementing this strategy changes little about the actual curriculum in place, but just adjusts the structure a bit, breaking it down into smaller and more achievable bits. This will give students a proud sense of accomplishment when they reach the milestone. 3. Integration: This form of gamification refers to the full incorporation of gaming mechanics into learning. Integrated applications of gamification is where gaming mechanics become an integral part of learning. Instead of just having additional features, we can find ways to incorporate game elements to create a more balanced experience. In some instances, the learning process itself can be designed to be an entire game whereby students will be aware that they are learning through play. Now that we have discussed the types of gamification, let’s dive into some gamification tactics that you can easily weave into your classroom lessons to spice them up! 1. Reinventing classic games for classroom use Scrabble, puzzles, Bingo and scavenger hunts. With a bit of creativity, these timeless classics can be adapted for classroom use. For example, you can send your students on a scavenger hunt during their Geography lessons. Utilising the ‘missions’ system, you can then task them to explore the school compound and collect various leaves and sediments relevant to the lesson. The possibilities are basically endless! 2. Using digital platforms Everyone loves a good game of Kahoot!. Its elements of competition, drama coupled with the time pressure makes it such a fun game to play! However, there are plenty of other applications out there that can be just as engaging as Kahoot! Here is a list: Gimkit: Unlike Kahoot where user customisation is limited, Gimkit allows teachers to have complete freedom over the design of educational games! Be it multiple choice questions, fill in the blanks or open ended questions, Gimkit has it all! There are also a multitude of different gaming modes available. Certain modes even allow students to earn ‘power-ups’ and ‘XP’, making their educational experience more enjoyable. Quizlet: This popular study application is known for its incorporation of flashcards, a great memory retention tool. Educators can design the questions and answers to cater to the curriculum and learning outcomes. Using the ‘Learn’ mode, students can then repeatedly test their knowledge and check their answers by easily ‘flipping’ the flashcards, allowing them to digest the information at a faster rate in a fun manner! Genielly: In my opinion, this creation platform surpasses Canva in many ways! Bold claim, I know. However, Genielly is specifically designed to cater to the needs of educators and students alike. The sheer number of creative options available means that there is always something to engage almost any student! For instance, you can include an interesting infographic on your slides and then have students analyse and annotate on it using Genielly’s interactive learning tools. The platform truly encourages the development of creativity, design thinking, and problem-solving skills, and teachers can adapt to deliver content in compelling ways! Not only that, there are also tutorials available on site for those starting out, making it very user friendly! SG Learning Designers Circle: If you want to feel inspired, this Facebook community is just the right place! SG Learning Designers Circle is home to a community of primary and secondary school teachers who are passionate about gamifying their lessons. Members often share their proudest works from various platforms with one another on top of providing constructive feedback so that they all can grow together. The community is open to all newbies so feel free to join the group with your MOE email account! 3. Building a Quest from the ground up A quest is basically a long-term mission with objectives and adventurous elements. A good example would be the Quest programme in the Singapore American School! Juniors and seniors alike would have the opportunity to create their own project and personalise their academic journey instead of just attending classes. Through quests, they get to develop interpersonal skills as the students will have to work with corporate partners and engage with their community as part of their learning objective of establishing real-world connections in addition to exploring their interests. Sounds like embarking on a quest throughout the semester sure beats weighted assignments! Conclusion Beyond fun and games, gamified learning is transformative and able to reap enormous benefits. Hopefully, this article laid the foundations of gamified learning for you and perhaps, you even learnt a thing or two that you can consider including during lesson times. Only then can we make learning great again for our future generations of budding leaders! Read this article on Medium

Victor Zhu, the Founder of Hatch, had never imagined himself being an entrepreneur. The first time he thought seriously about “work”, he thought about being an interior designer as he enjoyed looking at floor plans and trying to optimize spaces. He also thought about being a doctor, to help people in need. Eventually, he found his way into social entrepreneurship, a profession he describes to: “I think my present identity as a social entrepreneur combines the essence of both professions (interior designer and doctor), namely the ability to create, and the ability to produce a meaningful difference to the lives of others.” Most of his peers went down more secure paths like becoming consultants, engineers, lawyers. Victor himself had many of such options available to him. Yet he found himself drawn to this work of social entrepreneurship, focusing on the ability to make a positive impact on others, conventionally thought of as a path filled with uncertainty and risk. Why take this path? As someone who enjoys meeting and getting to know people from diverse backgrounds, Victor has been curious about how every individual develop his or her aspirations, and what influences one to work towards them. His time at a fire station during National Service (NS) provided him with the opportunity to live and work closely with his fellow servicemen, often responding to life-threatening emergencies together. That allowed him to see their tremendous potential and sense of responsibility, to a point of saying “I would trust them with my life.” Yet, while his peers had clear passions for what they wanted to do after NS, they did not believe they could achieve them as they did not have strong academic qualifications. “I think it’s quite sad because it’s really not a true reflection of one’s ability. Many of these roles were not even academic in nature.” This 2-year experience in NS triggered deeper reflection, about the nature of talent, opportunity, resources, and privilege in Singapore. Many of these men whom he deeply trusted didn’t have the fortune of financially stable families, excellent academic achievement, or empowering social circles. These men who were born merely months apart from him, Singaporean through and through, who had grown to dream so much less because they didn’t grow up with more. It wasn’t fair that talented individuals can’t aspire for more, simply because they didn’t do well at school. The fact that many of them came from families with less finances, also affected that result as they had much less opportunity to receive additional private academic coaching and support. This shook Victor deeply, serving as a seed for his decision to found Hatch, a social enterprise focused on providing quality opportunities to individuals from all walks of life, regardless of where they come from. In a time where so many of us search for meaning in work, Victor found a path filled to the brim with meaning. A supportive family and peer network Any young person in Singapore would worry about their parent’s perception towards their choices and decisions, especially if their choice was to take the unconventional path. Not only was Victor embarking to be an entrepreneur, he was going to be a social entrepreneur. Victor’s parents were professionals who climbed the corporate ladder, and were not entrepreneurs themselves. Could they understand and support his choice? Fortunately, they were supportive and tried to be a part of his entrepreneurship journey. He added: “While they weren’t entrepreneurs themselves, they understood that passion builds conviction, and conviction is the universal driver of success and fulfillment.“ Victor had many things behind him as he embarked on this path of social entrepreneurship. His family is financially secure, thus he does not have any financial obligation, allowing him to be more adventurous as he starts building his career. He was an intelligent, and quick learner. He was able to build connections with relevant partners and mentors. He was able to tap on resources at his university to further his ambitions. “These are privileges I do not take lightly, and I think it is something we should talk about more as a society, the things we do with the privileges we have,” he added. Trying to level the playing field A big part of his story highlights the opportunities and benefits that come with a family having good income and wealth. How these privileges and resources serve to build a sense of confidence and competence, leading to the freedom to choose a path in life that one might find fulfilling and meaningful. Conversely, without a supportive and well-resourced environment, people find their options limited. With the backdrop of rising income and wealth inequality in Singapore, what would become of the dreams and aspirations of our future generations? While we may be fortunate and equipped enough to grow our income and financial position to build a better future for our families, does everyone have that opportunity too? What becomes of those who have less, and live without the privileges we do? For Victor, building Hatch into a thriving social enterprise is how he wants to make the difference. “I see hope here because people naturally flourish when given the right resources and environment, and I think as a society we see a common vision for these resources to be afforded to all.” By providing better opportunities to those who are not born into privilege as a core part of his business, he works to do his part in reducing the inequalities and gaps in our society. Read this article on Medium

Life used to be simpler. We could just go through school and settle for any jobs that came our way. The information age, along with social media, exponentially expanded our collective awareness. Students today grow up exposed to the limitless options available to them in the world, like being an influencer, Youtuber, entrepreneur. Yet they only see the surface of each of these pathways. The ‘clueless’ persona of students is the most common one we see in our years of work with schools. It is for this specific group of students that we have designed our signature ‘Pathways’ programme, all the way in 2017. The programme has only been refined in the past years, and here are some key facts about it. About Pathways Pathways is our signature career exploration programme that helps students learn about various career pathways. Experts from the industry lead students through hands-on activities that simulate actual work experiences. The focus is to highlight key insights about each industry, so that students may spark a new passion, or resonate with a strong sense of purpose. Our Pathways Format Schools can choose up to 14 industries that include Business, Early Childhood Care & Education, Healthcare, Game design, and more. Most schools run our Pathways programme for Sec 2–4s during their yearly Career Day. Alternatively, some schools have chosen to spread it out, having 2–3 industries each month throughout the school year. In each of these industry sessions, the working professionals we invite paint the picture of their industry by having students participate in hands-on activities and simulations, on top of the presentations they give. It is because of this immersive experience that students often come forward with deep questions to better understand the industry, and see if it suits them. Programme Impact on Students Students who experience Pathways grow in their knowledge of career options. They learn to see that jobs are all interconnected, and how a person’s career will take twists and turns. That they don’t have to limit themselves to only one path when many pathways are available. They will get to see clear distinctions between industries, and roles within each industry. Hearing from the working professionals also gets them to see how their education leads into their potential careers, and how the pathways are more diverse than they could imagine. It’s eye-opening and helps me know what happens in different careers. The sessions were engaging, educational, and also relevant. — Sec 3 student On top of that, our experiential activities will allow them to learn about the soft skills required in the specific industry and jobs they are exposed to. For instance, students exposed to the psychology industry will learn to practice empathy and active learning. Being able to recognise the soft skills needed will be highly beneficial for them to excel in their work. Choosing the Right Programme for Your Students If you are planning to help students explore their future plans as part of your Education & Career Guidance (ECG) efforts for your students, here are some key questions to ask. Are the speakers involved currently working in the industry they are sharing about? The most passionate and authentic speakers are often still working in their industry. They will also possess up-to-date insights, and be clear on the future trends of the industry. What is the average age of the speakers? Speakers between the age of 25–35 are best able to connect with students. They also share about the latest labour market trends and can help students forecast what their future holds. Speakers above the age of 35 are often in managerial or senior positions. Students often find them harder to connect with, and the advice given by them tends to be less applicable for those thinking about the first steps in their career. Do students get to have hands-on learning? Students have little to no experience in what coding, sales, planning, negotiating is like. Giving them a chance to experience these skills (even at a basic level) will give them the experiential vocabulary to truly understand which skills are needed most in each industry. This is one key way for them to know what their career interests may be. Is there a focus on gaining awareness of the career and industry? Or is it just a skills workshop? It will be critical that your students focus on learning insights, instead of just skills. A swimming class helps you learn to swim, but it doesn’t provide enough information to help you choose to be a swimmer as a career after all. Is the provider you are looking at specialised in ECG? Creating impactful ECG programmes requires a deep commitment to learn about the limitless careers that exist, and be able to condense that complex reality into digestible insights for students. Only organisations that specialise in ECG have the focus needed to create impact in this domain. We hope this article provided you with insights into our Pathways programme. Reach out to us anytime, we would love to understand your ECG needs and offer something tailored to those needs. If you thought this article was helpful, share it with your colleagues! Read this article on Medium

In the month of October, we hosted a few teachers as part of the Teacher Work Attachment Plus (TWA+) Programme organised by the Ministry of Education (MOE). They got to support us in our Pathways programme first-hand and we got them to share what their experience was like. Read on to hear more about their perspective! The Experience of Pathways at Zhonghua & Edgefield Secondary School Student-centred Career Guidance Experience If any school wishes to give its students an almost-authentic experience without having to set up a work attachment for every student, then Praxium’s Pathways experience is the answer. It has been a great eye-opening experience being on this Teacher Work Attachment Plus (TWA+) programme, as Education and Career Guidance for me, whether as a student or now as a teacher, has mostly been talks and one-directional learning. In this Pathways experience, students actually get to think about their own pastimes and personalities, consider how these factors can drive them, before they embark on an immersive programme to explore career options for themselves. Students may envision the way certain careers are based on what they hear from their parents, older siblings or friends, or what are, most of the time, impersonal or distant recounts of job experiences by teachers. They may also have a perception of what “work” is based on what they watch in dramas, films or movies, which honestly, often create fictional or dramatised narratives. Every part of this Pathways experience is student-centred and crafted with the Design Thinking framework to combat the above. The students’ limited life experience gets a bit of a challenge in every session they sign up for. How? By industry experts and facilitators not only telling them what the industry is like and what the expanse of jobs is, but also taking them through a designed experience of a part of the job. In this five-week experience, I attended ten of these sessions in two different schools, seeing how passionate industry speakers touch young hearts with personal stories of being in their careers, the ways they got there and the actual, concrete steps they took to land the job. I see students watching these young adults share with an eagerness — not just because they want to ask the popular “How much do you earn?” question — but also because they could see this real-life manifestation of “a dream come true”. Of course there would be some frontal “teaching” when not all students are fully engaged in the sharing of their own pastimes — really because for some, they have none other than endless amounts of time on YouTube, TikTok or Instagram — and the posing of questions about careers and related jobs. However, the passion from the industry partners emanated and spread around the room. All definitely saw life return to their bodies in the activities section, when they needed to save patients in a “Choose Your Adventure” style Healthcare activity, or tried to beat the bot in the IT activity for a Tic Tac Toe game. There was also fun in the venues engaged in the Business, Social Entrepreneur and Sustainability industries, where students have to pitch winning proposals to their friends over a T-shirt printing business, examine a social gap to plug or find an effective way to reduce the plastics in our society. As a teacher, I could say “we could do this ourselves internally as well, since we can tap on alumni and parents. However, I would hesitate to say so, because it takes numerous hours for activities and the presentation slides to be customised per industry. When ready materials are present, there also needs to be industry knowledge to update the statistics or to ensure the activities are still up-to-date with the experiences in real life in that particular sector. For uniformity of content and relevance, there must also be time to brief the industry partners and select the best ones to represent the industry, as well as to guide them to run the activities. This is hard / heart work. However, if you want your students to have the best gains in ECG, trust this company to do Career Guidance sessions for you. Chiam Qian Zhen, Alethea Teacher — General Paper / Project Work St Andrew’s Junior College The Experience of Pathways at Zhonghua & Ahmad Ibrahim Secondary School The Experience of Pathways at Zhonghua & Ahmad Ibrahim Secondary School Pathways programme is specifically designed as a stepping-stone, for youths to bridge the gap between their interests and aspirations. During the programme, it can be perceived that participants regularly take on role of an active listener, curious explorer and perceptive analyst. To kickstart, facilitators conducted ice-breaker activities that nudged participants to share a more about their hobbies. Thereafter, both professionals and facilitators encouraged students to draw a connection among the elements that fuel their love for such hobbies, before moving on to the concept of a career. Taking on the role of an active listener, participants began to unpack the building blocks of a career and were guided to discuss how these aspects could complement with their strengths, values and beliefs. Along with the informative introduction given by professionals to ease the participants into the desired industry of their choice, professionals shared authentic personal encounters, to highlight the importance of developing an open mindset and having a strong heart towards accepting unpredicted outcomes. Moving on to the highlight of the Pathways programme, participants had the platform to explore and analyse activities that modelled the landscape of respective industries. For instance, students in the Hospitality sector were given thought-provoking role-play opportunities, that bring out the importance of having emotional self-regulation, especially when it comes to exhibiting the essence of customer service. Meanwhile for the Healthcare sector, students took on the roles of different specialists to make tough team-based decisions that had complications on the patients’ mental and physical well-being. The consequence of their choices also allowed the students to observe how decisions can affect all parties (i.e. people and organisations) involved with the patients. Furthermore, to put into application of what the students have understood from the Law professional during the sharing, participants were tasked to analyse a case study, using technical clauses typically used within the industry. Thereafter, teams discussed earnestly and rationally shared varied perspectives, on how the outcome of the case should be. Concluding the Pathways programme, facilitators focused on the vital skills and attitudes that various industries look out for, potential job prospects, outlook in the market and the possibility of progressing within the career track, through the illustration with concrete examples for relevant industries. In a nutshell, it was heartening to observe Praxium collaborating with different stakeholders to encourage youths in pursuing their dreams during their growing years. Besides having professionals to give a macro-overview of the vast industries available in the market, participants had to reflect on their ideals and re-examine their fortes, to construct their ever-changing self-identity. It is a beneficial enrichment that piques participants’ interest in volatile real-world context, while motivating them to persevere in embracing challenges to keep up with the ongoing changes in this digital age. Jasmine Tan Teacher — Mathematics Hua Yi Secondary School Read this article on Medium

Is teaching really the only way to educate? Meet Melvin Zhang, the man spearheading alternative, yet addictive, education — in the form of games. Melvin holds a doctorate in Computer Science from the National University of Singapore and is currently a Research Engineer, a unique role that combines his passion for education and technology, at Solve Education!. In this Q&A session, we explore Melvin’s unusual approach to education through the use of technology. Q: Can you tell us more about Solve Education! and what you do? A: No problem! Solve Education! is a non-profit organisation that is devoted to helping underprivileged youth all across the globe receive quality education. According to UNESCO, in 2018, 1 in 6 young people were out of school even though having a proper education is a huge stepping stone in helping them overcome the poverty cycle. Hence, we hope to alleviate the gap in education access through mobile applications as these youths are likely to have access to smartphones given today’s digital world. As a research engineer, I mainly focus on how we can most effectively deliver quality education through our apps. For instance, selecting an appropriate set of questions to present so as to maximise learning. Q: Why do you think an organisation such as Solve Education! is necessary when there are already teachers and classrooms? A: Here in Solve Education!, our applications specifically cater to youth without access to learning. Oftentimes, these youth live in countries where the importance of education is not adequately relayed. Consequently, parents may encourage their children to start working at a young age instead of pursuing their education. This perpetuates the poverty cycle and our applications are designed to curb this problem. For example, our most popular download, Dawn of Civilization (DoC) can be played offline making it accessible to youth without a stable Internet connection. In addition, DoC is able to identify which skills users have yet to pick up and is able to modify the gameplay accordingly, allowing them to get the most out of their learning experience. Q: What made you decide to join the education space/take on this role? A: During my time in university, I was really lucky to have good teachers and lecturers that made learning enjoyable. It made me wonder what it was like to be on the other side of the classroom — to be the one imparting knowledge. This spurred me to sign up to be a Teaching Assistant, which only solidified my interest in education. Furthermore, I really like the idea of doing things that may last beyond my lifetime and can potentially transform the lives of thousands. As such, I feel that my role as a Research Engineer at Solve Education! perfectly combines my two passions, spurring me to join the education space. Q: How has your experience with alternative education been so far? A: It has been so fulfilling as I feel that we really bridge the gap between education and technology! There is a huge disconnect between educators, technology and the youth. Sometimes, schools across the world lack access to qualified educators and the remaining teachers may not be equipped with the necessary technology and resources to effectively deliver knowledge to the youth. Not to mention the youth who do not have access to schooling and high-end technologies. Through our work at Solve Education! and with our partners, we are perfecting our mobile applications to alleviate this problem. We are also really committed to the cause — an extension of our organisation would be Solve Employment! where upon completing their education with us, students will be granted opportunities for internships and micro-tasks under Solve Employment! to help build their experiences and for a chance to earn some money, putting their education to practical use. I feel that what we are doing is really revolutionising the way these youth learn and I could not be any prouder of the work I am doing! Q: What are your hopes for the future of education? A: Hmm… Firstly, I hope that there will be greater reception towards the form of learning we conduct at Solve Education! We are currently an NGO running on donations. With greater acceptance, we will be able to attain more funding, support and expand our operations to more countries , thereby allowing us to touch more lives. Beyond my work, I hope that there will be leaps and bounds made in the area of Ed-Tech as educators and technology should work together to empower one another. For instance, it is a long, expensive and tedious process to build a physical school to provide a venue for students to study. Given the prevalence of the Internet and technologies such as smartphones becoming increasingly more affordable to the masses, perhaps formal education no longer needs to be confined within the four walls of the classroom. Q: Do you have a message for others in the education sector? A: I hope that educators go above and beyond just teaching the content. I hope that they will strive to inspire the students and mould them into the best version of themselves as I am sure all of us have a teacher in our lives that we remember to be inspiring and crucial in helping us become who we are now. For me, it was my secondary school teacher and my PhD advisor. I also recommend explaining the rationale and context behind certain classes so as to help students better understand why certain lessons are conducted in a certain manner. This way, they will be able to appreciate the intricacies behind classroom planning and who knows, this might even motivate them to study harder! Read the article on Medium

Last week, 10 changemaker members from A Good Space was involved in the poly forum held at Ngee Ann Polytechnic. The changemakers designed a series of virtual activities and workshops for 300 student delegates across the 5 Polytechnics to have a deeper understanding of Singapore’s progress on the United Nations Sustainable Development Goals. As one of the changemaker members, our founder Louis Puah was involved in curating the learning experience for delegates interested in SDG4: Quality Education, focusing on Singapore’s context, where the tension between Meritocracy, and Inequality formed the central dilemma. Photo Credit: A Good Space Forum Activities Day 1 involved guest speakers such as Liying and one of her students Sharifah (from Hatch), Si Hui (from Glyph), and Shiyun (from Let’s Go Play Outside), sharing their experience on the ground working with youth across the socio-economic spectrum in Singapore. For Day 2, Louis brought together students, teachers, and alumni from mainstream and independent schools, to help delegates hear directly from stakeholders in the education system so that they might see the diverse lived experiences and unequal playing field, while also identifying areas of similarity across all the stakeholders. As one of the primary trainers for Day 3, he also brought the 300 delegates through an ideation framework adapted from the Crazy8s method, while supporting them in selecting the best ideas to further develop. Photo Credit: A Good Space The final day of the forum got students to pitch ideas that they had to a panel of expert judges, with a number of them committed to making the ideas happen. Emerging Themes in SDG4: Quality Education One of the emergent themes of the forum was how inequality could be hiding behind the facade of meritocracy when we investigate the varying levels of privilege that each student possesses. While meritocracy is held as the primary way of deciding who deserves what, the idea that every Singaporean is afforded equal opportunities is becoming increasingly invalid. As Singapore matures, generations of Singaporeans accumulate wealth which bestows intergenerational benefits to younger Singaporeans. Upward social mobility for the less privileged becomes increasingly challenging, resulting in increased inequality. Simply put, wealthier families can afford plentiful growth and developmental opportunities for their children, giving them an advantage in the education system, such as: Easy access to quality private tutoring with personal attention Boost in confidence and non-academic skills through enrichment programmes Overseas holidays that serve to broaden horizons through global exposure Preferential work attachment opportunities through parents and connections in leadership positions Regular conversations on sophisticated topics in current and global affairs On top of this, not worrying about family finances (which many less privileged children do) is also a huge contributor to a child’s ability to focus in school and perform well. The effect that privilege has on the ability of a child to perform was clear during periods of Home-Based Learning during the COVID-19 pandemic, where resource limitations at home led to drastically different experiences by students. While the solution should not be to eliminate the advantages rendered to privileged families (it’s not possible to do so anyway), a lot can be done to create opportunities for the less privileged to climb the socio-economic ladder, lovingly described using the ‘trampoline’ analogy by DPM Tharman. Our founder Louis, identifies himself as someone who benefited greatly from privileges accorded by his family’s above-average financial situation. However, his belief is that advantages gained through such privileges should be devoted to creating more equitable and beneficial outcomes for society. That was one of the driving motivations for him in creating Praxium, and Crater after all. To create opportunities for those who don’t have them. Our next stories will investigate this issue of privilege further, but hearing from individuals across the socio-economic spectrum, and how it affects their experience going through education and work. Read this article on Medium

Why is Singapore’s education system a double-edged sword to many? To understand this, one first needs to consider Singapore’s unique societal identity. Photo courtesy: HSK Centre You may have heard of the Programme for International Student Assessment (Pisa) test at some point in your life, or even sat for it if it hasn’t been that long since you finished schooling. This worldwide study aims to evaluate education systems by measuring the performance of 15-year-olds across 3 categories: Reading, Mathematics and Science. Based on the latest Pisa test result, Singapore ranked 2nd across all 3 categories. Interestingly, the results also indicated that Singapore students are far more fearful of failure compared to their international peers. According to the Organisation for Economic Cooperation and Development (OECD), 78% of 15-year-olds in Singapore voiced out their concerns over failure in the questionnaire. Specifically, the questionnaire consisted of three statements about attitudes towards failure. Compared to the average result of 54% from across 37 OECD countries, this makes Singaporeans far more doubtful about their future out of their fear of failure. It is not uncommon to hear about your peers choosing university courses or education pathways based on what majority will deem as the safest and most practical choice. The result? You get a bunch of unhappy students. Yes, education is important and one shouldn’t be too overly idealistic when making big decisions. But we often forget that learning is meant to be an enjoyable process. Learning needs to be self-initiated. Without taking interest in your learning materials, it is very hard for actual learning to take place. Being a small nation that is not blessed with natural resources, Singapore’s success story was a miracle, to begin with. As such, it is not hard to see why a skilful labour force is the most important asset of the Republic. The fact that our society is heavily influenced by Asian values further adds to the pressure of getting good grades. Singaporean children are exposed to competition through internal and national examinations in primary school. From there, they will be streamlined into different education pathways and made to sit through another national examination in secondary school. This cycle is then repeated at the tertiary level. A double-edged sword instead? While this system was created with the intention of preparing the younger generation well academically before they join the workforce, its strong emphasis on streamlining and competition leaves one to wonder if it is truly effective. Excellent grades open up doors to elite schools, better resources, and more connections. Therefore, it is not hard to see why getting good grades seems to be the only ultimate goal Singapore students want to get out of their schooling years. Going through a pressure cooker like the education system, many fear losing out to their peers had they followed their passion and chose an unconventional pathway. The successes of Singapore’s education system is often talked about in the global media. Known for its world-class educational institutions and impressive performance in math and science, Singapore seems to be doing a great job when it comes to education. But of course, no education system is perfect. What’s not being talked about as much is the drawbacks of it. The over-emphasis on grades in our society has resulted in many choosing to study just for the sake of not being seen as a failure. After-school supplementary classes, tuition classes, and assessment papers form an integral part of every school-going child’s life. With this much time and money dedicated to getting good grades, it is not hard to see why the younger generation grow up to fear failure so much. From a foreigner’s point of view, they might think “Failure is inevitable in life, why fear it?”. Without understanding the context of Singapore’s education scene, it is very hard to understand why many young Singaporeans fear failure so much. Here, a student’s perception of self-worth is closely tied to how well he or she lives up to societal expectations. Failure to live up to expectations would prove to be detrimental to their own perception of themselves. It is so easy to fall prey to these false ideas of ‘not being enough’. Hence, it is not a surprise that anxiety, depression, and OCD are the most common mental health concerns among local youths. Changes in recent years Fortunately, in recent years, the government has recognised the need to address this issue. Policy changes such as abolishing examinations at lower primary school levels, replacing secondary school streaming with subject-based banding show the government’s stand in changing society’s attitude towards education. On a personal level While it is heartening to see the government’s change in perspective towards education, why not lead the change that we want to see? On an individual level, perhaps parents can start by encouraging and affirming their child’s efforts. On a societal level, normalising occasional failures and placing more emphasis on effort instead of grades are two possible starting points as well to change the general public’s perception of failure. Whether or not the policies mentioned above will prove to be effective in alleviating the flaws of our education system, only time can tell. Regardless of the outcome, we need to first recognise that our system has its flaws before we can work on it collectively as a society. So go ahead, share this post. Talk to your friends. Start by raising this topic up in conversations. Lead the change. Read this article on Medium