Changes to Education System

Name and Constituency of Member of Parliament

Mdm Ho Geok Choo, MP West Coast GRC

Question

To ask the Minister for Education if he will (a) update the House on the impending changes to the education system and (b) explain how teachers, parents and students are being prepared to embrace these changes.

Response

            The changes taking place in education are not new. They reflect the stepwise implementation of the broad initiatives that MOE has embarked on in recent years.

2.         First, we are introducing greater flexibility and diversity in the education system.  We have introduced new types of schools and programmes such as the Integrated Programme and Specialised Independent Schools. We are also broadening the choices that students have across the system, to help them build on their strengths and interests. This includes introducing greater choice in the subjects that students take, and in the study of the mother tongue language. It also includes greater flexibility in the implementation of streaming into different courses in schools. Further, the Normal (Technical) curriculum will be customised and offer electives to better match the learning styles of this group of students. Primary schools will be able to develop stronger niche programmes, supported by a Programme for School-Based Excellence from next year. At the post-secondary level, the ITEs and polytechnics are broadening their offerings. The university sector is moving towards a more competitive and diversified landscape.

3.         Second, we are refocusing our efforts to a broad-based, holistic education for our students, with emphasis on academic training, CCAs and character development.  Schools and universities are being given a greater degree of flexibility in admissions, to allow for a broader measure of student talents and achievements. These changes have been complemented by the new School Achievement Tables, which replace the old ranking tables. Within the academic curriculum, we will also be introducing a broader and more flexible JC curriculum from 2006.      

4.         Third, we have a series of continuing initiatives to support our teachers, thereby raising the quality of education we provide our children.  We are reducing class size in the early primary years from next year, and reducing the pupil-teacher ratio across the board over the next 5 years. Schools are being given increased manpower grants and counselling resources, to provide greater support to teachers. These initiatives will give teachers more space to reflect on their teaching, experiment with new techniques and upgrade themselves professionally.  And each time we change our curriculum, we engage teachers in briefings and training to ensure that they are equipped with the necessary skills and knowledge to implement the changes well.  

5.         We have consulted our stakeholders extensively on the changes that we are making. There is broad agreement with the intent and direction of these changes, as being essential to providing a conducive environment to develop our students to the fullest.   In September we started a series of Education Forums with students, teachers and parents respectively, as well as with leaders in industry, to communicate the intent of educational changes as well as obtain views on what we should do.  Their feedback has been valuable in thinking through our policies and how they are implemented on the ground.  This process of regular engagement with our stakeholders in education will continue.

6.         MOE also spends effort and time to communicate with teachers and school leaders. The Director of Schools has regular meetings with all school leaders to discuss and clarify policy and implementation issues.  School leaders, in turn, communicate these changes to teachers and students in school, and where necessary to their parents.  Schools are also engaging more actively with parent support groups, which are a useful channel to help parents understand how the school’s programmes benefit students, and to draw on their support and ideas.

Integrated Programme

Name and Constituency of  Member of Parliament

Mr Gan Kim Yong

MP for Holland-Bukit Panjang GRC

Question

To ask the Minister for Education whether he will give an update on the progress of the implementation of the Integrated Programme.

Response

There are currently 2 schools and 2 families of schools that are offering the Integrated Programme (IP) this year. They are Anglo-Chinese School (Independent), National Junior College, the Hwa Chong family of schools, and the Raffles family of schools.  A total of about 4700 secondary 1 and 3 students have joined the IP this year. From 2005, Dunman High School , NUS High School for Maths and Science, Temasek Junior College, and Victoria Junior College, will also be offering the IP[1]. 

2.         The intent of the IP is to give our students more time and space to engage in broader learning experiences beyond the regular curriculum.  While it is still early in the experience of this new programme, the schools are making good use of the space offered by the IP for a wide range of activities and learning opportunities.  Through projects and research work, students are given more opportunities to explore and apply the concepts that they learn. 

3.         Some schools have set aside one week in a term as a sabbatical for students to take leave from their studies to participate in enrichment activities of their choice -- for example, in digital music, virtual reality or environmental science research.  Another innovation is a series of interdisciplinary colloquia at intervals of a few months, which bring together experts and teachers in different fields and disciplines.  Some of the schools have also increased the number of mentorships and attachments at research institutions under their IP.   

4.         In addition, as announced earlier, Dunman High School and the Hwa Chong family will also be offering the Bicultural Studies Programme (Chinese) with opportunities for up to 6 months of immersion in China for selected students. These additional activities are made possible because of the flexibility offered by the IP.  

5.         As the IP only started this year, more time is needed for the full benefits of the enhanced curriculum to be felt.  On the whole, however, parents and students have been positive about the activities and programmes offered in IP schools.

6.         As with any change to the school system, there will be some adjustments in the initial stage as we go up the learning curve.  We are confident that our IP schools will ensure that their students reap maximum educational benefit from the programme.