Instead of seeing recent educational reform in Singapore as characteristic of the developmental or strong state as it has been viewed by several commentators (Gopinathan 1994, 2007;Green 1997;Koh 2002; Sim and Print 2005), it is more useful to see Singapore as a post-developmental state formulating new, more flexible responses to the trajectories of newly perceived global imperative and local 'sociopolitical and cultural-ideological needs' (Koh 2004).