It is within the VJC’s prerogative to implement a six-year Integrated Programme. However, the exercise of this prerogative entails significant repercussions to the notion of a Victorian identity, and the new programme promises to evolve two different Victorias.
The alumni is an inherently conservative force – the potency of the group lying in their fiercely loyal attachment to the school, and more importantly, the shared common experience of the culture, the history and the spirit of Victoria. Without a doubt, any attempt to impinge upon the sacred ground of tradition will raise the ire of the alumni – the fear that the newly reformed institution will somewhat fall far short in corresponding to their memory and their expectation of what Victoria School should stand for, and thus rendering their attachment to the school specious. The alumni, in its vigorous stand for tradition, can sometimes be guilty of conflating the interest of the school with their own (selfish) interest in keeping the memory of the glory days in their alma mater intact. The truth in this ever evolving world of constant flux is that tradition may sometimes prove inadequate to meet with the challenges of the future.
VICTORIA SCHOOL: CO-ED
There are many academic justification for a co-educational Victoria School: widening the pool of potential PSLE entrants to include girls could provide the academically-talented students that may render an Integrated Programme with Victoria Junior College a viable possibility. The opportunity cost of not undertaking this change is huge; the debilitating attrition to the school’s educational standing is real – we will risk losing more quality students to institutions offering the coveted IP, and the tenuous affiliation to the sister college may wane even more dangerously, as VJC may expand its IP at, ostensibly, the expense of students of Victoria School.
A co-ed Victoria School, with its relative academic merits, is an attractive prospect for the VEC/VAC – solving swathes of problems bearing the school down in a single stroke of policy. The Victorian connection between the school and junior college will be galvanized with the introduction of a seamless IP, while having girls in the school will open opportunities hitherto denied.
As understandable as it would seem for the VEC/VAC to conduct its policy-making with academic excellence taking precedence, there remain various other intangible aspects to the management of a school with a rich and prestigious history. If our only aspiration is to emerge as frontrunners in the Straits Times’ School League, if our only responsibility towards Victorians is to manufacture the highest academic scorers with glittering co-curricular records, then there is no doubt that Victoria School should be co-educational.
THE VICTORIAN EXPERIENCE
Victoria School has the name recognition of being a top school in Singapore; while this is no assurance that this hallowed reputation will continue to be retained in future, the enduring popularity of Victoria School reveals what may be an understated, but nonetheless critical, element in our legacy: the experience of being a Victorian.
A school is more than the sum of its teachers and students, the buildings and school grounds, the awards and achievements collected by the various student body – and this is no more true particularly in Victoria School: it is a transformative body of influence, moulding the perspective of a young and bright-eyed student ready and relishing the prospect of making his mark on the world. The school not only teach, but inspire; the school not only discipline, but nurture and strengthen and grow the potential gentleman in every Victorian. This indelible experience, which leaves every Victorian, current, former and future, brimming with spirit and pride, is the true strength of Victoria School, and will remain so as long as it is held in respect and revered.
Tradition can hinder progress, and the tradition of being a boy’s school has had its adverse effects on the academic prowess of the school. However, progress has to be recognized for its nuances and details; a blind and persistent pursuit of it may yield ephemeral benefits at the expense of losing something far more valuable. In a decade of a co-educational Victoria School, we may see the stature of our beloved school rise: hogging the stage of academic excellence, and sweeping clean the divisional trophies for both boys and girls. And as illustrious as that may seem in ten years, what about in 50 years?
How are we to be recognized on our 200th anniversary – as an excellent co-educational school, one of the many in that hypothetical future Singapore, or as a distinctive boy’s school with a rich history of producing gentlemen of fine quality?
This Victorian experience is that intangible asset by which we had distinguish ourselves, and will continue to be that asset by which we distinguish ourselves in future. A co-educational Victoria School will tamper with this experience, one coalesced by many hands over generations, a culture shaped with countless individual bittersweet histories of sweat and tears of young boys plugging their heart out for the school.
THE PRICE OF THE NEW & KEEPING TO THE OLD
Truly, a co-educational Victoria School will offer a new experience – one that will be as empty as it is indistinguishable from the many ’school spirit’ and ’school culture’ that pervades every other co-educational secondary school in Singapore. So the poser: are we ready to forsake that quintessential Victorian experience that encapsulates the culture, history and spirit of 133 years – for a rise in academic standing and something new yet no more different, no more distinctive that what can be found elsewhere?
As easy as the choice would be for the tradition-centric alumni, the advisory board is faced with the challenge to reconcile this rich history with the need to remain relevant in the education landscape. The stark reality is that our stubborn refusal to accommodate girls in Victoria School may entail the affiliation to Victoria Junior College to dwindle only to a nominal shared name.
However, there are many middle grounds between the false dichotomy of these choices – inherently more difficult options, but worth exploring for the sake of Victoria School and its history, and more importantly, its future.
THE SELECTIVE IP
While it may seem tasteless and administratively difficult to separate an entire cohort of Victorians on their academic performance, the IP can be implemented in a partial basis: granted to those who are academically strong, while the rest are to offer the normal GCE O Levels. While this is a daunting prospect, and may very well divide the school with concerns of teacher deployment and the distinctions of an elite and second tier of students, it may work as a temporary measure as we work into improving the quality of the entire cohort; keeping an avenue open for those excluded from the IP will serve as a good motivation to spur the academically weaker to excel – and underlined the severe truth of Nil Sine Labore.
This debate about the future of the school and the junior college offers ample time for soul searching – and it will be disappointing to many to have to either see a co-educational Victoria School or the diverging of ways between the two institutions. The crux and solution of this emotive issue lies in the quality of the students of Victoria School – and resolving this will take more than just making it co-educational. The challenge of inducing quality to a cohort of boys who are evidently talented enough to secure a place in Victoria School does not really seem insurmountable, and if the various stakeholders – parents, students, teachers, alumni – are able to work and ensure that the four years of education does groom an academically-inclined gentleman, an IP involving both Victoria School and Victoria Junior College may not be a far prospect.
The choice facing the school and the college is not between the introduction of co-ed or the implementation of a six-year VJC IP, but rather in the various minutiae of teaching and learning methodology to harness the true potential of the Victorians to ensure that they are worthy of a streamlined VS-VJC IP.
THE VJC SIX-YEARS INTEGRATED PROGRAMME
Moving ahead to keep the flag unfurled does not mean sacrificing the tradition through which the institution has grown. Having VJC breaking into its own six-years IP is as much a break with tradition as transforming VS into a co-educational institution. While any further pause in the part of VJC in implementing a comprehensive Integrated Programme will mean the potential loss of quality students to other junior colleges of high repute, rushing through with the six-years IP will not only sever a link with VS, but set both institutions in an unnecessary collision course.
The proposed six-years IP may be palatable if VJC was an independent entity from VS; our intertwined circumstances however implores that our direction, while not necessarily being unified, should be in tandem. An outright merger seems to be neither feasible nor viable, given the different structure between secondary education and a junior college’s. A complete merger would effectively subsume VS into VJC’s fold, and the cultural fabric of being an all-boys’ secondary school runs the high chance of being tampered.
The synergy of resources between VS and VJC can be afforded even without a full merger, as VJC – through the VEC/VAC – could suggest for the implementation of certain programmes it believes will be key to the holistic development of students in VS, to ensure that at the point of entry into VJC, they have been sufficiently groomed to meet the challenges that lies in the junior college years. While it would be easier for VJC to monitor and develop its students by running an IP on its own accord, there is always the avenue of assisting VS in these areas of development that it wishes to see – and this mutual cooperation and collaboration will probably serve better the Victorian family as a whole.
Hence, it is entirely possible for VJC to implement its six-years IP, but tweaking it to allow the four years of development to be undertaken by its sister school. An advisory body of principals, subject heads and other key personnel could be tasked to ensure that the programme is kept on track at both the secondary and junior college level – with the possibility of swapping resources between the two institutions if required. While falling short of a full merger and reducing the dominance of VJC’s IP, this alternative provides for a creation of a true Victorian IP that integrates the strength and resources of both schools – instead of a VJC IP that VS is to ride on.
The path is laid open and it remains to be seen whether VS can accommodate, and be accommodated to the six-years IP masterplan. Otherwise, it would be a tragic day when a PSLE leaver has to decide between two Victorias.
