Redefining merit: Embracing a more inclusive path to success

HOW do we define and measure success? Traditional notions of merit are often narrowly focused on academic achievements, leading to several limitations.

First, such definitions fail to capture the full spectrum of human potential, and the diverse ways individuals can thrive and contribute to society.

Second, they fail to recognise that the conditions in which one grows up often have a profound influence on his or her long-term outcomes.

Material deprivation during childhood – in the form of finances or possessions – can directly impact a child’s cognitive function and learning ability, setting him on a different trajectory than more privileged peers.

Non-material inequalities, such as the learning gap that emerges early on due to time-poor or less-educated parents, also play a significant role in shaping a child’s future.

While academic excellence is valuable, an overemphasis on academic performance and rote learning – which is common in Singapore’s education system – leaves behind those who lack resources, those who are not academically inclined, or those who try their best but still do not succeed.

A broadened definition of merit, encompassing a wider range of skills and abilities, will also help Singapore navigate the complexities of our modern world.

Creativity fuels innovation and problem-solving; and leadership qualities demonstrate an individual’s ability to take initiative, make decisions and drive results. These are highly valuable attributes in the workplace and beyond.

Acknowledging diverse talents beyond the academic spectrum and shifting towards a more inclusive concept of success begins with ensuring that our education system provides the right tools, resources and learning environments to cater to and nurture different learning styles and strengths.

The government’s efforts here are evident in the diversification of traditional career pathways and the implementation of subject-based banding to cater to the different strengths and abilities of its students. More can and must be done, however, to prove that every worker in every profession and every field is valued.

Singapore could, for instance, look to expand the range of educational tracks and specialised programmes – such as those focused on the arts, technology or vocational skills – to allow students to pursue their unique interests and talents.

The UK’s approach to fostering creative talent provides a compelling example. Its Creative Industries Sector Vision for 2030 aims to build a foundation of education and opportunities to nurture creative abilities.

By investing in cultural education programmes and ensuring a “high-quality, broad and balanced curriculum”, the UK is demonstrating a commitment to cultivating diverse talents and abilities from a young age.

Beyond the education system, corporate organisations also have a crucial role to play in shifting mindsets and advancing social mobility.

By changing the way they view and assess merit, companies can create a more diverse and inclusive workforce.

This can include moving away from solely focusing on degree qualifications and exploring different pathways to employment, such as apprenticeships and work experiences.

In Europe and the UK, apprenticeships are viewed as viable alternatives to university education because individuals can get valuable work experience to include in their resumes, and build robust contacts in the industry to help kickstart their career.

Based on the European Commission, two in three people are hired immediately after they finish their apprenticeship.

In addition to reviewing and updating their hiring practices, corporations should reassess the university wage premiums they perpetuate.

The stark difference in median salaries between those with university degrees and those with secondary or Institute of Technical Education qualifications – S$4,200 versus S$2,000 per month for Singaporeans in their 20s and 30s – reinforces traditional markers of success.

Companies that challenge these often-arbitrary wage premiums can signal that they value a diversity of skills and pathways beyond just academic credentials, and advocate for a more holistic evaluation of an individual’s contributions and potential.

This will further encourage young people to consider alternative routes to building successful careers, rather than feeling limited by the perceived need for a university degree.

Corporates can also support the ongoing development of individuals beyond the initial hiring phase through mentorship and guidance.

By providing access to crucial social capital and support systems, companies can help ensure equal opportunities throughout an individual’s working life.

A study by Cornell University’s School of Industrial and Labour Relations showed that mentoring programmes can boost minority representation at the management level by between 9 and 24 per cent.

Other diversity initiatives had much less impact, with the resultant change in minority representation ranging from a fall of 2 per cent to an increase of 18 per cent.

The same study also found that mentoring programmes improved promotion and retention rates for minorities and women by 15 to 38 per cent.

As we redefine merit and success, it is crucial to acknowledge the limitations of traditional academic-focused models and embrace a more inclusive and diverse understanding of talent and achievement.

By empowering our education system and corporate organisations to nurture a wider range of skills and abilities, we can create a more equitable society in which every individual has the opportunity to thrive and contribute in meaningful ways.

The writer is founder and executive director of Access Singapore, a social mobility charity