Don't get me wrong. All four teams from RI deserved to win. The members were really smart, motivated and hardworking. They spent months thinking, number crunching, experimenting and rehearsing to make sure that they could put up a good fight no matter what. Which they did. It was clear that they were vastly superior to all other teams, and for some problems they even approached international standards. Yet, how are we to know that the members from other schools are not equally, if not more smart, motivated and hardworking than the RI team? By distributing resources to maximise the potential of a select group, are we burying other talents?
I understand that as a result of my interference or non-interference, there were only two possible ways things could go. Either that the RI teams maximise their potential and pwn the SYPT convincingly, while in the process improving Singapore's performance at IYPT, or that the RI teams don't become as strong, stand a good chance at winning the SYPT anyway since they are more experienced, and eventually become part of a pretty good team at IYPT. So, it seems that my interference could only have been for the better.
Still, it reminds me of the time when I gave tuition to my cousin's son. Although I was only meant to teach him N level physics chem and math, I liked to teach him extra stuff. I taught him how to make bots in Maplestory using AutoIt, and he got excited at programming. For the next week, he was bugging me to fix his code, but since I was busy then, he figured out what was wrong and managed to make a somewhat functional fishing bot for Runescape. He tried to learn Basic from online tutorials, but didn't know where to get an development kit, and had nobody to teach him. Because RI taught programming to everyone and had really good teachers and resources for it, I assumed that it would be the same for his school, and asked him to approach his school's computer studies teacher for help. It turns out that his school didn't teach that. I asked if he could approach his school's IT department personnel and just ask for help as a form of personal request, but it turns out that the IT department in his school was just an AV department and the people there didn't know programming. He struggled with learning Basic for about another week or so, but could not sustain it.
I thought that was rather wasted because I'm sure that if a Rafflesian had an interest in programming similarly sparked, he wouldn't have needed to go through so much trouble to get proper guidance. Granted, if he was sufficiently passionate about programming, he would have been able to learn it anyway, but it somehow strikes me as unfair that someone should be disadvantaged in learning stuff just because he has scored lower in PSLE four years ago. In fact, I think that because they are not as good in academics, all the more they should be allowed to explore other interests.
I know, saying that other schools get less resources is just another way of saying that RI gets more resources. There are only so many amazing teachers like Mr Mark Wee in Singapore, and it kinda makes sense that more resources are given to people who can learn better and faster. But still, the inequality in opportunities just makes me feel that it is somewhat unfair.
In the case of RGS SYPT teams not getting school support, I think that's just myopia on the school's part. It's pretty sad for the participants, really.