Mentor as Curator of the Student's Holistic Journey

Rethinking Guidance: Why Mentorship Matters in Education & Career Development

In conversations with education consultants, a recurring insight emerges: applicants aiming for top-tier programmes are assessed holistically. Universities are not solely interested in grades - they also consider community involvement, leadership roles, extracurricular achievements, and personal talents.

Yet, many students only begin thinking about these elements during the short period between completing high school or university and applying for the next phase of study. Education consultants frequently encounter students scrambling to improve their CVs during this window. Unfortunately, this last-minute approach often results in superficial community involvement or even fabricated accomplishments—neither of which leave a strong impression, and can be easily uncovered.

It’s evident that early planning—ideally from middle or secondary school—can give students a distinct advantage. However, this rarely happens in Singapore, for several reasons:

1. An overemphasis on academics, where families fear that extracurricular activities will distract or exhaust the student.

2. A lack of understanding about how significantly extracurricular involvement influences university admission and career prospects.

3. Confusion over professional roles - such as the differences between coaches, counsellors, consultants, and mentors.

4. Limited access to educational or career guidance professionals.

5. Discomfort or aversion towards seeking guidance at a younger age due to a sense of vulnerability.

Traditional guidance services, while valuable, often fall short of being holistic. Education consultants focus on navigating admission processes; coaches and counsellors help clarify goals; trainers teach specific skill sets. These roles are typically session-based and goal-specific, with the relationship concluding once the defined objective is met. They rarely provide access to broader development opportunities - such as community projects, internships, or character-building experiences.

To develop a well-rounded education and career plan, students are often left to piece together these services independently. This can be difficult to navigate and inefficient, both logistically and financially, due to overlapping scopes of expertise.

The Case for Mentorship

In contrast, a mentor offers continuity, depth, and integration. A mentor acts as the student's long-term point of contact—someone who not only provides guidance but also connects the student to a broader constellation of experts and experiences.

Effective mentorship blends psychosocial support with career development. It involves role-modelling, active listening, and guiding the student in building a supportive network. A mentor begins with a holistic assessment - taking into account the student’s aspirations, aptitudes (academic and non-academic), and overall profile. Based on this understanding, the mentor helps curate a tailored education or career plan.

Should the student require emotional support, the mentor refers them promptly to appropriate counsellors or self-help resources. If the student has clear career objectives, the mentor can facilitate exposure—whether through apprenticeships, volunteering, or other enrichment. Crucially, the mentor also embodies values, etiquette, and interpersonal skills - serving as a living example of what it means to lead with integrity and presence.

Despite its benefits, mentorship remains underdeveloped in most formal educational settings. It is often left to family friends or relatives who, while well-meaning, may not possess the expertise or objectivity needed. In schools, mentorship may form organically between students and teachers, but this is usually informal and sporadic. At tertiary level, mentorships are typically reserved for top-performing students and often revolve around research collaboration with professors - functioning more as academic alliances than holistic development relationships.

Beyond schools, certain social organisations in Singapore do offer guidance to at-risk youths. However, these are often short-term, experimental projects led by non-professionals, and tend to prioritise measurable outputs (e.g. graduation or employment rates) over long-term psychosocial development or role-modelling.

The Need for a New Model

What students need is a trusted, long-term mentor who can walk with them through the complexities of educational choices, personal growth, and career development. The mentor’s role is not to replace existing professionals, but to weave together the resources, insights, and opportunities that shape a young person’s future - offering both presence and perspective.