The UN has reported that social issues in these two nations are rather similar and include; Racism and Unemployment. Apart from these, the UN has also reported that youth issues is evidently a challenge faced by these two countries perhaps due to the ever changing psychological mindset of youth today.
For example, two challenges identified with the youth in Australia is that there is a need to actively incorporate and facilitate the participation of younger Australians. This is because it has been identified that organizations have failed to understand that Australian youth have become more independent in their thinking and working ethics whereby youth see themselves as co-workers and no longer employees of their organizations. Another issue that needs to be addressed is that schools in Australia need to be more flexible by providing training support opportunities; such as the development of problem-solving skills for career and life transition of the Australian youth.
On the other hand, Youth in Singapore experience not so similar challenges. Despite the world-renowned 1st class Education system in Singapore where students are provided with great diversity of education choices and pathways, there should be a greater recognition of multiple intelligences in developing youth potential instead of its current emphasis of education results. This overemphasis has caused students to experience low-esteem especially in those who do not perform as well. Another challenge that the government of Singapore needs to settle in the near future is the apparent lack of self-esteem affecting young people. This often is a hindrance as many youth lack the initiative to handle responsibility or to purse their dreams. Youth in Singapore are also often times forced to follow the one route system enforced by the government. These current issues in the youth society of Singapore has led many to conclude that even though academically Singaporean students are well-equipped this is not equivalent to success in other important areas of life.
