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| EDUN N25-02-004
05002 31 Oct 02 COMPASS Announces PARTNERS Award-Winning Schools at End-Of-Term Appreciation Ceremony
1. COMPASS (COMmunity and PArents in Support of Schools) will be announcing the list of winning schools for the inaugural PARTNERS (PARents, Teachers and NEighbourhood Resources in Synergy) awards at its end-of-term appreciation ceremony. This is the Council's second term of office since its inception in 1999. PARTNERS AWARD 2. PARTNERS Award will be presented from 2002 to recognise schools' efforts in promoting and strengthening partnerships with the key stakeholders in education. The Award will be given out biennially to tie in with the 2-year term of office of COMPASS members. This year, the PARTNERS sub-committee is chaired by Mr John Lu and comprises Mr Ahmad Khalis, Mr Harish Nim and Ms Nora Kang as members. 3. A total of 95 schools applied for the PARTNERS Award. This represents an application rate of about 1 in 4 schools. The overall response is encouraging and indicates that many schools have taken a keen interest and have made positive efforts to foster collaborative partnerships with parents and the wider community. Evaluations of applications are based on three broad areas, including impact and success of collaborative efforts; processes that ensure sustainability of partnerships; and evidence of a collaborative culture among school staff and stakeholders. 4. The selection team visited short-listed schools to gain first-hand knowledge of the schools' collaborative practices. The team comprised PARTNERS sub-committee members and COMPASS Secretariat. During the visit, presentations were made by the short-listed schools, followed by an interview with key school personnel and invited stakeholders and partners, including chairpersons and members of parent group, alumni, SAC/SMC representatives, community and industry partners. 5. The awardees this year are as follows:
6. By 2004, PARTNERS Merit awardees can be considered for the Outstanding Awards. Schools which have not been short-listed this year can be considered for the Merit Awards in two years' time. 7. Each award winning school will receive a trophy, specially designed by Nanyang Academy of Fine Arts, at an Award ceremony on 16 November. At the ceremony, COMPASS will also be launching its publication "Creative Partnerships", which features successful and inspiring stories on collaborations between schools, parents and the community, including accounts from PARTNERS award-winning schools. APPRECIATION CEREMONY 8. At the end-of-term ceremony, COMPASS will be showing appreciation to the following outgoing members:
9. Three COMPASS members will also be re-appointed for the third term. They are:
Details on members of the present Council are in Annex B. The full list of COMPASS members for the third term of office (2003 - 2004) will be announced early next year.
Brief Notes On Schools Receiving Anglo Chinese School (Independent) Introduction 1. ACS(I) demonstrates an exemplary level of commitment towards making home-school-community collaboration a key feature of school life. Overall, there is dynamism and synergy, and a sense of passion for collaboration among school leaders, staff and its stakeholders, including parents, BOG, BOM, OBA, church and their community and industry partners. 2. Staff members are genuinely receptive to the involvement of stakeholders. The spirit of volunteerism among the various partner groups is also evident, i.e. they go the extra mile to do what they can in support of school programmes. As such, students benefit greatly from the extensive support provided by these partners. Clear Focus for Collaboration 3. In ACS(I), school leaders set the focus and direction for collaborative practices by taking the lead and by providing active support when putting new initiatives in place. The school is active in establishing a strong and wide network with local and overseas educational, community and business institutions, industries and government bodies to enhance its programmes. A 3-year action plan for collaboration is drawn up by the senior administration, in consultation with the committee of Heads, and activities planned for a particular year are reviewed at the monthly Heads' meetings and termly staff meetings. Good Communication and Working Relationships with Stakeholders 4. The school keeps parents and other stakeholders updated on school policies and programmes through circulars, letters, school newsletter (ACPRESS, ECHO), publications and Parent-Teacher Meetings. It also harnesses IT, e.g., school website, electronic signboards, to provide its stakeholders with up to date information. 5. The school's Parent Support Group plays a vital role in gathering feedback from parents by organising regular dialogue sessions and briefings with school staff.Special meetings have also been organised for the PSG to meet key personnel in school. Set up in 1988, the PSG aims to promote closer links between school and home. It is now well established, with sub-committees overseeing various activities in support of school programmes, including annual talks and seminars on parenting skills, etc. To underscore its importance and ensure success, the school's BOM appointed a representative from the board to chair the PSG. A room in school has also been designated for PSG's use. 6. Members of the BOG, BOM, OBA and church form a large base of resource for the school and their expertise enhances the overall development of students, e.g., work experience, mentorship projects. They have a good rapport with the school and help reinforce its philosophy, vision and values. The BOG, BOM and OBA work closely with the school in formulating policies governing the school, providing expertise on the staff management and financial control systems, etc. Presence, contributions and support of the BOG, BOM, OBA and church are acknowledged at various school functions. There is also an aggressive policy to recruit old boys to return as teachers, coaches or CCA trainers, given that they are imbued with the added loyalty and school spirit. Extensive Links with the Wider Community 7. ACS(I) harnesses resources of the wider community to achieve and realise its vision of Scholar, Officer and Gentleman. The expertise, training and exposure gained through partnership with business organisations and tertiary institutions greatly support the holistic development of students, as well as equip them with core skills for the knowledge-based economy. Key programmes include the Entrepreneurship Programme in Finance for Sec1-3 boys, life science research, including the set up of PALS (Panel of Advisers for Life Sciences, comprising 10 prominent scientists from NUS and NTU). The school's extensive Work Experience Programme, supported by its various stakeholders, has been cited as a Best Practice. Started in 1989, the school has been placing selected Sec 3 pupils on a 2-week attachment in various industries, ranging from research, hotel, food and beverage, sales, law, medical and entertainment. There is an average of 100-150 job placements offered by 30-40 different organisations each time. 8. With the aim to nurture in their students the heart and passion to serve, the school also collaborates extensively with local and overseas community groups for students and teachers to participate in community services and projects, including adoption of homes, charity drives and fund-raising projects.
Henry Park Primary Introduction 9. Henry Park Pri sets out well-defined strategic thrusts to develop partnerships among its stakeholders. Its key focus and outcomes are clearly articulated, e.g., to be an exemplary organisation which garners the support of stakeholders, who are "committed to the success of their venture and undertaking". Facilitative Systems and Structures 10. The school has a well-established School Advisory Committee, committed to the advancement of school's interests and programmes. The Chairman has been in the SAC since it first started 25 years ago. He was a parent then and now a grandparent to two pupils in the school, remaining at the helm of the SAC all these years. 11. Henry Park Pri School Parents' Association (HPPA) was registered in Aug 1998. It evolved from a Parents' Support Group which started in 1990, with an informal group of parents. It has since grown to a size of over 500 members at present. HPPA mounts programmes and supports school's initiatives to strengthen the bonds among the school, the home and the community, and aims to promote a "proactive home-school partnership". To have closer links between SAC and the parent group, past Chairman and Executive Committee members of HPPA were appointed as members of SAC. 12. Henry Park Pri Alumni Association was formed in Oct 1997, despite the short history of the school. When it was newly formed, the school helped to raise the necessary funds through a walkathon. Currently with about 300 members, the AA aims to integrate its graduating students into this partnership by encouraging them to join as junior members. Another programme in the pipeline is a student-mentor programme whereby Alumni members will act as role models to the students in school, so as to demonstrate AA members' loyalty and responsibility to their alma mater. Collaborative Culture and Open Communication 13. Starting with the Principal of the school, the emphasis on collaborative partnership has fostered a warm and enduring working relationship among stakeholders and school. The school is keenly aware of parents' eagerness to be a part of their children's education and has leveraged on its facilitative systems and structures to promote open communication between the school and homes. With school's support, HPPA set up and maintains a Parents Discussion email List (PDL) as a channel for feedback and communication. This provides a non-threatening platform for exchange of views among parents, managed by the HPPA. Any pertinent issues raised will be brought to the attention of key school personnel for follow-up consideration and action. 14. The school, through the HPPA, has also formed a Class Parent Support Group (CPSG) to foster closer communication and promote better understanding between the class teachers and parents. An e-mailing group consisting of CPSG members and an electronic bulletin board has been set up for each class, on which class homework and other activities will be made known to parents. From this year, HPPA has also taken a step further by creating discussions at the individual class level, whereby parents of students in the same class can gather together on the Internet and discuss specific issues of concerns. To support the work of HPPA, Henry Park Pri has designated an well-equipped, air-conditioned room for members' use. Another key feature of parental involvement at Henry Park Pri is the engagement of parents as teacher aides to assist teachers in selected activities in class, e.g., project work and study groups. Other Involvement with School Partners 15. The school invites the Alumni Association members to give career guidance talks to P6 students. As they are ex-students, there is a feeling of kinship and facilitates bonding between them. 16. The school works with Nature Society and NIE to conduct workshops on life sciences for staff. NIE also provides advice and consultancy when the school set up its nature niches. Henry Park Pri collaborates with other schools on programmes to enrich and broaden the cultural knowledge of its pupils. One on-going programme is Project Chinese, which aims to provide opportunities for its students to interact with students of a Secondary school so as to cultivate greater interest in CL learning. Another programme is the exchange with the Singapore Japanese School where students of both schools attend each other's classes and home-stays. 17. Other major link-ups and participation with community groups include NKF, Singapore Anti-Narcotic Association and the Autism Association. Given the proximity, the school works closely with Ulu Pandan Community Club in various support programmes and community initiatives. To further promote closer ties between the school and the community, the Chairman of Ulu Pandan CC was appointed as a member of the school SAC.
Nanyang Primary School Introduction 18. Nanyang Pri's strength lies in its intense and consistent effort to immerse its stakeholders and partners into the life of the school, thereby integrating them into its strong culture and tradition. As a result, stakeholders and partners embrace the core values of school, and operate with a sense of passion and belonging, towards making a difference in the lives of pupils and staff in school. Effective Programmes 19. Programmes to foster partnerships and togetherness are varied and ingenious, giving rise to a strong culture of all stakeholders, including the students to always return to their "roots" and contribute back to their alma mater. For instance, the school has set designated an "Ex-Pupil Day" each year for former students and alumni to gather and renew their ties with the school. Some 200 students come back and visit their teachers each year. 20. The success of the alumni is perhaps the best reward of these partnership efforts. Besides helping to raise funds for the school, the alumni has also been involved in various school programmes, including the design of the new school building by the late Mrs Ong Teng Cheong, an alumnus. Alumni members have also demonstrated groundbreaking efforts in the care of retired single teachers, by raising funds through an art exhibition and regular visits. Culture and Communication 21. To develop effective communication with their stakeholders and partners, the school set up a website where stakeholders can provide feedback online. A survey was also conducted in 2001 on parents' perception of the school, as well as to identify areas where the school can improve on. Nanyang Pri hosts 9 Meet-the-Parents sessions each year, to enable parents to have a better understanding of their children's progress in school. In addition, the School Management Committee and Parent Teacher Association also conduct regular meetings and sharing sessions to facilitate communication. Parental Involvement 22. Parental involvement in Nanyang Pri has its roots way back in 1917 when the school was started by a group of farsighted and concerned parents and businessmen who saw the need to provide education for girls at that time. Hence Nanyang Girls' High was established as a full school encompassing the primary section up till 1977. 23. Today, after more than 85 years since its inception, strong parental support is still the hallmark of the school. This parental involvement permeates every nook and corner of the school. The response from parents when called upon is overwhelming, spontaneous, sincere and reliable; tagged as "they are only one phone call away". With the strong support from the Principal, there is a united force that gels the group of parents together to work for the common good of the school. Registered in 1993, the PTA is chaired by a parent, assisted by two Vice-Presidents, one of whom is the school Principal. With a membership of 1,231 at present, the PTA runs regular workshops for parents, sponsors teachers' training and assists with students who are in financial difficulties. Wider Community Involvement 24. In collaboration with Queenstown Neighbourhood Police Centre, LTA, Ulu Pandan Citizens CC and the former North West CDC, the school has been involved in the Safe Drive Zone (SDZ) scheme from 1999, whereby its parents are trained as community wardens to assist in road safety around the vicinity of the school surroundings. Some 30 parents are now appointed as community wardens to date. The school's involvement with the community also includes performance at various community functions. Other key programmes include the Little Ambassadors Project whereby students play mentors to children in kindergartens in the neighbourhood to give them a feel of what formal schooling is like, reaching out to samsui women at Bandar Street, and other fund raising projects for the community. To set the example, the school Principal availed her services as a member of the Ulu Pandan CC, to foster a closer link between the school and the wider community. 25. There are also numerous projects involving collaboration with overseas institutions, including training programmes, performance and immersions programmes, and ranging from Takanesawa Pr in Japan, Shanghai shi Bai Sec in China, Chitralada School of Thailand to the Al Hikmah School in Indonesia. 26. The school has also recently embarked on a joint project with MCDS and the CDC in the setting up of a Family Life Centre ("Joy in Partnership" Centre) in school to provide services for parents and to serve as a vehicle to facilitate family bonding and parental skills training.
COMPASS Council (2001-2002) 27. Chaired by Dr Ng Eng Hen, Minister of State for Education and Manpower, the national advisory council comprises stakeholders representing the parents, self-help groups, alumni and business community as members. COMPASS aims to develop a common understanding among the students, the parents, the schools and the community about the part that each group should play in a concerted effort to achieve the Desired Outcomes of Education. 28. The Council actively encourages parents and community to work together with schools to help children learn better; is a forum for surfacing the best practices on collaborative efforts of school, home and community; acts as the Ministry of Education's first public audience for feedback on policies and programmes on parent and community support for schools; and helps the Ministry communicate various messages relevant to home-school-community collaborations. 29. Members are appointed to serve a 2-year term of office. There is no time limit to serving on the Council. However, some members will retire at the end of each term to allow for the input of new ideas. The list of COMPASS members for the second term-of-office (2001-2002) is as follows:
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