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Background: Singapore is experiencing great demographic change. These demographic trends show fewer young people and declining birth rates, greater longevity for ageing generations and an increase in the number of non-Singaporean residents. Statistics also show that more than half of the total population increase in the last decades was contributed by non-resident (non-Singaporeans). These demographic trends have far-reaching implications for schools and educators. Aims: The paper looks at how key demographic trends will reshape Singapore's schools. The paper focuses on three key factors-mortality, fertility and migration-and their impact on schools. Method: The analyses are based on existing demographic data and trends. The data is taken from Singapore Department of Statistics, 2008. Results: The first two factors, namely ageing population and declining birth rates, lead to the need to develop lifelong learning skills. The third factor of immigration leads towards multiculturalism in education for hybrid identities to work, think, and play across cultural boundaries. Conclusion: It is necessary to ensure that the school structures are responsive to changing needs, so that it can evolve in a timely manner to prepare the learners meaningfully. Schools in Singapore have to incorporate a wider range of activities that can help to develop 21st century skills without compromising the rigor and quality of the original school and curriculum structure which has served the needs of the students in Singapore well. (Contains 2 tables.)

Using Gagne's Differentiated Model of Giftedness and Talent (DMGT) as a conceptual model, this study investigated the factors that influenced the talent development process of a musically gifted adolescent in Singapore. Five macro themes emerged as key catalysts that impacted the adolescent's talent growth: (1) natural abilities; (2) early musical experiences; (3) empowerment and motivation for success; (4) support from significant others; and (5) cultural knowledge and values. This article elucidates that musicians have access to a wealth of cultural knowledge and values that are potentially valuable to improving young musicians' participation with and motivation in developing their musical potential. The richness of one's cultural origins and backgrounds, which is rarely brought to the fore, are important as it affects the way a musically gifted child is "nurtured and socialized". It is suggested that music educators re-examine home-school relationships to foster links between their teaching strategies and students' lives, for a rewarding musical development process. (Contains 2 notes and 1 figure.)

An exploratory study investigating the factors that influence the talent development of a musically gifted adolescent in Singapore was conducted using Gagné's Differentiated Model of Giftedness and Talent (DMGT, 2003) as an interactive model. The adolescent, parents and her teachers were interviewed and data on the musician's family, biographical, academic, musical training and other background information was collected. Five macro themes emerged from the findings of this study, perceived by the participants as key catalysts influencing the adolescent's talent growth: (1) natural abilities, (2) empowerment and motivation for success, (3) support from significant others, (4) early musical experiences, and (5) cultural values and expectations. Results broadly support findings in the literature regarding the complex interplay of factors affecting talent development. However, there is evidence in this study that indicates that the richness of one's cultural origins and contexts can be conducive to talent development and it is suggested that music programme administrators and teachers look into ways where the 'tripartite relationship' between the child, parents, and teachers can converge in a shared understanding of the talent development process and design identification tools, developmental strategies, and assessments that will enable each child to maximize his or her strengths. [ABSTRACT FROM AUTHOR]