Real success: Pre-university education should be a platform to develop soft skills that will take students beyond the pages of a textbook. — 123rf.com
For decades, academic results have been the primary benchmark of success in pre-university education. Grades, ratings, and entry into competitive degree programmes have formed the collective checklist used by students, parents and institutions to define winners.
But this perspective is no longer adequate, as it limits the vast indicators of what constitutes success. Now, universities and employers are looking for individuals who also embody resilience, creativity, empathy, adaptability and leadership.
They assess whether students are able to problem-solve, apply critical thinking in scenarios, as well as demonstrate public speaking and presentation skills to differentiate the cream of the crop. This redefinition of success does not detract from academic rigour but recognises that succeeding academically alone is not enough to equip young people for university life or in a rapidly changing world of work.
To reimagine what success can look like is to rethink what preparing for life after college or university could be. Other than studying hard and achieving academic excellence, students need to learn to be independent, establish peer and industry connections, along with tackling obstacles with a growth mindset.
Pre-university education and teaching should thus be used as a platform to develop the soft skills that will take them further than the pages of a textbook. Soft skills are increasingly recognised as critical determinants for success in a wide range of situations.
At the pre-university level, this includes the ability to work well with others, express ideas effectively, and make choices with empathy and a sense of responsibility. Having a growth mindset, for instance, shifts students’ perspectives on challenges to believing they are opportunities for development, while engagement in community service builds leadership and understanding that fosters relationships and social inclusion.
Not only do these competencies enhance employability, but they also equip the youth with resilience and perspective required to succeed in life, underscoring the need to integrate soft skills development with academic knowledge.
Globally, many school systems have made transitions towards holistic notions of success. At a time when automation and artificial intelligence are eliminating jobs that do not require human collaboration, the uniquely human qualities of creativity, emotional intelligence and communication have become more essential.
Potential approaches for educational institutions include the provision of real-world exposure through mentorships and industry partnerships, while offering platforms like clubs and student-led initiatives to nurture leadership and collaboration.
Students can also broaden their horizons through exchange programmes, cultural activities and community engagement. At the same time, prioritising student well-being with counselling and stress management workshops helps build understanding and resilience.
Educational institutions may further encourage creativity through participation in innovative competitions, entrepreneurship challenges, or research showcases, while organisations can host events that give opportunities for students to connect and be challenged.
By infusing these opportunities, institutions can foster students who are not only academically ready but thriving in that ebb and flow.
On a personal level, reflective actions promote lifelong learning by engaging students in deep learning, ensuring they are engaged in an activity or experience.
With various opportunities to broaden perspectives, success should also be defined by an individual’s take on purpose, well-being and growth. Families today are seeking programmes that challenge their children’s minds while nurturing their individual souls.
Students are pushing back on this change, too. More high school graduates are choosing to take on internships or part-time jobs before continuing their studies. This is fuelled by self-discovery and exploring their interests by stepping out into the working world on their own.
They appreciate experiences that instil self-confidence, allow them to make deep connections and tackle real-life problems like sustainability and innovation.
While academic excellence should continue to be a cornerstone, it shouldn’t be the only determinant that we are focused on. As a parent and an educator, I believe that the future is for individuals who learn, grow, adapt, lead with empathy and work across differences.
When viewed through the widest lens, pre-university education can serve not only as a tertiary pathway but a transformative experience that produces individuals who are resilient, empathetic and empowered to take their productive place as leaders in the global community in the future.
Dr Wong Siew Chin heads the School of Pre-University Studies at Taylor’s College. With over 20 years of experience in the private education sector, she encourages students to stay true to themselves and actively work towards building their own identity, discovering their purpose, excelling at it, and creating value in the world. The views expressed here are the writer’s own.
