By N. Sreedharan
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Dissenters of this variety are not simply demanding more honesty and efficiency in operating the government, nor are they 38 Ways to View Schooling in ASEAN Countries only asking that the players at the top of the hierarchy be replaced by better ones. Rather, they are advocating a new game which requires a different structure and different rules, and in most cases, different players at the top. From the viewpoint of the existing system, this second sort of critic is not a patriot but a subversive.
Thus, primary-grade attendance figures are not an accurate index of Singapore's progress over the past two decades in providing a fair educational start for children from all social-class strata. For such an index, we can turn to secondary-school enrollments, which rose 35 percent between 1966 and 1976. In other words, Singapore was making even greater progress than its neighbors toward the goal of equal educational opportunities for all youth. (Yearbook of Statistics, Singapore, 1977, p. ) In view of these enrollment gains, we might imagine that the prospects are bright for all the ASEAN nations soon achieving the ideal of a sound educational foundation for all children of all social classes.
The larger ASEAN nations, in particular, have had difficulty maintaining an efficient monitoring program. 34 Ways to View Schooling in ASEAN Countries Thus, one of the major challenges before educational planners has been that of efficiently carrying out their assignment in manpower production. FINANCING EDUCATION Perhaps the most obvious factors influencing the quantity and quality of education are the society's ability and its willingness to pay for schooling. Ability to pay is reflected in such economic indices as gross national product and per capita income.
