Efficiency Driven Education

This page details Singapore’s shift to an efficiency-driven education system in the 1980s and 1990s, highlighting key reforms like streaming, localised curriculum development, and greater school autonomy to better cater to diverse student needs.

Last updated 16 September 2026

Older woman and student holding a book beside three uniformed students, with text reading Efficiency-Driven Education.

In the 1980s, Singapore was transiting from a labour-intensive to a capital-based economy. The emphasis shifted from technical education to science, technology, research and development. To keep up with an increasingly globalised world, the education system had to be reviewed to prepare students for the workforce.

A teacher instructs four students during a science lab class, with a chalkboard and lab equipment visible.

Teacher and students conducting a science experiment in the laboratory (c. 1980).
Bedok North Secondary School Collection, courtesy of National Archives of Singapore.

The Goh Report

In 1978, a committee led by then Deputy Prime Minister Dr Goh Keng Swee was tasked to study and make recommendations to improve the education system. The Goh Report highlighted shortcomings like high education wastage and a lack of diversity to cater to the different learning needs of children.

A significant outcome of The Goh Report was the development of a New Education System, fundamentally changing Singapore’s education landscape. Streaming was introduced, and there was an emphasis on moral education.

A New Curriculum

Following the recommendations from the Goh Report in 1979, MOE set up the Curriculum Development Institute of Singapore (CDIS) in 1980 to develop Singapore textbooks for Singaporeans. New local textbooks were written to replace imported teaching materials and a national curriculum was developed.

Local and foreign advisors were recruited by CDIS to produce quality teaching and learning materials for the Singapore curriculum. Project teams were assembled to develop local curriculum resources on English, Chinese, Mathematics and Science. More subjects were included over the years.

A multi-page brochure for the Curriculum Development Institute of Singapore celebrating its 10th anniversary from 1980 to 1990.

CDIS 10th anniversary newsletter showcasing their process for developing educational materials.

CDIS helped schools acquire the infrastructure for computer-based learning. Teachers were trained to integrate these lessons in class. Every school was equipped with audio-visual facilities, making learning more varied and enriching for students.

Several children wearing headphones sit in chairs watching a small CRT television in a room.

Students watching an educational video using headsets (1985).
Ministry of Information and the Arts Collection, courtesy of National Archives of Singapore.

Three young students in white shirts sit at desks using older desktop computers with CRT monitors.

Students undergo lessons in a computer lab (1997).
Ministry of Information and the Arts Collection, courtesy of National Archives of Singapore.

The establishment of CDIS saw the creation of high-quality textbooks and teaching materials tailored to the needs of Singaporean students. Other local commercial publishers continued to publish materials until the late 1970s.

Cover of "Report on Moral Education 1979" showing a young child writing or drawing at a desk.

Image link (opens in new tab) Report on Moral Education 1979.

A Report on Moral Education was released in 1979. A single moral education programme was proposed across primary and secondary schools. More emphasis would be given to instil moral values and civic responsibility, with Mother Tongue as the medium of instruction.

CDIS Developed Education Materials

Greater Autonomy for Schools

In the 1980s and 1990s, independent and autonomous schools were set up. Independent schools were free to design their own curriculum, while autonomous schools can have more flexibility over curriculum innovation and school management. These schools can introduce niche programmes to develop students holistically.

Two students lean over a lab bench, closely examining a glass flask on a stand in a science classroom.

Anderson Secondary School’s ‘Science Research and Innovation’ programme (2000).

Several young male students in white clothes draw on easels outdoors, sketching a shirtless male model standing on a platform.

Art Programme at Victoria School (c. 1996).

Two climbers scaling a tall indoor rock climbing wall with small holds and safety ropes.

Rock climbing wall at Cedar Girls’ School to provide students with more opportunities for outdoor activities (1990s).

Five people sit under a canopy with a camera on a tripod, outdoors near a white building.

Anglo-Chinese School (Independent) students on the Work Experience Scheme (c. 1989).

Woman in a white sleeveless shirt writing with a calligraphy brush, with Chinese characters on her shirt.

Chinese Culture Appreciation was included in the curriculum at Nanyang Girls’ High School (1990s).

Music, Art and Language Elective Programmes were introduced to secondary schools during this period. Schools were also free to offer enrichment programmes such as science research, outdoor and adventure learning and work attachments. These programmes allowed students to broaden their education experience and pursue their interests.