16 October 2000

SPEECH BY DR ALINE WONG, SENIOR MINISTER OF STATE FOR EDUCATION,
FOR LAUNCHING THE GROWING YEARS SERIES,
ON MONDAY, 16 OCTOBER 2000, 9.00 AM,
AT SUNTEC CITY, THE ROCK AUDITORIUM

It is my pleasure to be here this morning to officiate the launch of the sexuality education framework and the Growing Years series. It is also a pleasure for me to see many active partners in education here today, our parents and the community. We do appreciate your support and involvement in the education of our youths. It shows that we are all concerned about instilling the right values and attitudes in our young.

2 Sexuality is an integral part of our life and sense of identity. It is intricately related to our physical and emotional growth, our personality, values and relationships with other members of society. Sexuality education is therefore taught in the formal or the informal curriculum, in schools in many countries across the world.

3 Over the years, the definition of sexuality education has evolved. It is no longer restricted to the narrow focus, as in the traditional definition of "sex education", on the facts, attitudes and skills related to reproductive physiology, marriage and childbirth, or sex and contraception. The current perspective on sexuality education is that sexuality is basic to human health and well-being, and that students should acquire accurate knowledge and healthy attitudes towards sexuality issues, and be able to make responsible and informed decisions in sexual behaviour. This approach encourages students to have a positive self-concept and self-esteem, promotes respect for other people's dignity and integrity, and inculcates responsible sexual behaviour and values. The approach is also proactive and preventive.

4 How sexuality education is delivered differs from country to country, education system to education system. And because the subject matter touches on fundamental values and religious beliefs, the delivery of the curriculum also differs from community to community.

5 In Singapore, sexuality education has been part of our cross-discipline curriculum for a number of years. It is covered in Health Education in the upper primary levels, and Science, Civics and Moral Education, and Pastoral Care curriculum in the secondary and JC/CI levels. Schools have also engaged external organisations such as MOH, family service centres, the Singapore Planned Parenthood Association and others, to conduct talks and seminars for pupils. In 1992, MOE also developed some general guidelines on the teaching of Human Sexuality in secondary schools.

6 While we have always recognized the importance of sexuality education for our pupils, it has not always been easy for it to be delivered in a meaningful manner that addresses the adolescent pupils' needs. Teacher preparedness is one difficulty; the willingness of students to discuss such topics openly with their class teachers is another, (teenagers prefer to talk to and learn from their peers about sex.). Parents, however, expect schools to teach their children, as many of our parents feel embarrassed to talk to their children about sex and sexuality. This is the case with many parents in other countries as well, but perhaps more so for Asian parents.

7 Meanwhile, rapid social changes have occurred in our society. As we are an open society, we have been subjected to the social and cultural influences from abroad, through the media, travel, work or study overseas, and now the Internet. At the same time, our own family structure and relationships have evolved rapidly. There are many more married couples working as compared to a decade ago. Parents are unable to give their children the same amount of time or attention as before. Given the norm of nuclear families living away from the grandparents, there are no other adults or relatives at home to supervise the children either. Divorce is on the increase; and social and moral values are changing, and some would say, declining. Among the young, better nutrition and improved healthcare have resulted in earlier onset of puberty. Faced with the onslaught of changing values and social norms, easy access to pornographic materials, and inadequate adult supervision at home, many young people turn to their friends and secondary sources, and some experiment, to satisfy their curiosity about sexuality. In the process, they get misinformed, confused, and worse, some are suffering from the consequences of their ignorance or rash behaviour.

8 There are some occasional studies over the past two decades that suggest that, among Singapore youths, sexual attitudes and values, although still conservative by western standards, are nevertheless changing, and that dating, going steady, and sexual activity are beginning at younger ages.

9 The most recent study was that done by the Singapore Planned Parenthood Association in 1999. It showed that among the 2,400 respondents aged 12-21, about 3.4% or 85 individuals professed to be sexually active. The average age at the onset of sexual activity among these youths was in their mid-teens, i.e., at age 14-15 years. In recent years also, public concern has surfaced from time to time over teenage pregnancies, abortions, HIV infection, abandonment of babies by teenage parents, sexual abuse of children, and so on. Statistics show that the rates and incidences of such social problems are either stable or very few in number, nevertheless, there is a rising concern about teenage sexuality and schools are called upon to do more for sexuality education.

10 It is against this broad backdrop that MOE embarked on a systematic review of sexuality education in our schools, since almost two years ago. After much deliberation and consultation with education and counselling professionals and parents, we have now come up with a comprehensive Framework on Sexuality Education, and produced some additional teaching resources in the form of the Growing Years multi-media package. These will help to improve the delivery of sexuality education in our schools.

11 In medicine, they often say: "Prevention is better than cure". However, in the case of sexuality education, whether the new Framework and approach that we have put up will help to prevent sexual problems and related social consequences among youths of tomorrow, I must say, is a question that goes beyond the schools. As I pointed out earlier, there are much larger social forces at work that impact on young people's values, attitudes and behaviour. Society, including the media, the family, religious organisations and the social groups that we belong to, all of them play a part. Ultimately, parents bear the main responsibility for the education of their children, including sexuality education. Parents should impart the right values and attitudes, and supervise their children's behaviour outside school. The school can only do so much, the rest is up to the parents and the rest of society.

12 So, what is this Framework on Sexuality Education and the Growing Years series aiming to achieve?

13 These materials will complement what is presently being done in schools. The Framework draws together the sexuality topics covered in the diverse subjects and provides a systematic structure for sexuality education. The Growing Years series provides schools with teaching resources on sexuality issues, and helps to present sexuality education in a more holistic manner to students at the four critical growth stages: upper primary (11-12 years of age), lower secondary (13-14 years), upper secondary (15-16 years) and post-secondary (17-18 years) stages. Each series consists of a VCD, a CD-ROM and a Teachers Resource book. The lower secondary series is now ready; the upper primary series and the upper secondary series will be developed in 2001, and the post-secondary series in 2002.

15 The Framework also delineates four broad themes or components for a balanced and comprehensive sexuality education programme. These are:

16 For optimum effectiveness, the Framework recommends a systematic, cross-curricular and collaborative approach for the delivery of sexuality education for all pupils. Where appropriate, topics will be dealt with in a developmental manner.

17 We are aware that there are differing views among different groups on a subject like sexuality, which touches on some deeply held moral values and religious beliefs. Our approach is to teach responsible behaviour and correct values, based on respect for the individual and adherence to our core family values, without being moralistic. Where the law covers some specific areas, students will be informed of the law and consequences of its infringement. Where there is an issue of choice, students will be encouraged to discuss the various options and to consult their parents, guardians or some other adult in whom they can trust to arrive at a decision.

18 In recognition of the role of parents in sexuality education, the VCD and the CD-ROM will be made available for sale to the public, so that parents may review the materials with their children at home. However, parents who prefer not to have their children participate in the activities based on the Growing Years series can opt their children out of the programme. Similarly, government-aided schools are also given the choice to opt their schools out of the programme.

19 We will give schools the flexibility to plan for the teaching of the Growing Years series. However, they are expected to devote a minimum of 6 hours to cover each series meant for the various levels (i.e. upper primary, lower secondary, upper secondary and post-secondary levels). Pupils will also be allowed to borrow the VCD and CD-ROM for further study at their own time. Schools are encouraged to work with parent volunteers and come up with creative ways to deliver the programme.

20 Much care has been taken in the development of the Growing Years series. In producing it, we have engaged two consultants who have a wealth of experience in talking with pupils on sexuality matters - Dr John Lim from the Family Life Society, and Dr Lim Su Min who gives regular advice in the Sunday edition of the New Paper. We also have the constant resource support of Dr Joseph Ozawa from MCDS. In addition, we have consulted psychologists, counsellors and therapists, and young people from different backgrounds. The materials have been presented at different stages of development to COMPASS members, and parents and community representatives, principals and teachers at several focus group discussions. Special effort was made to ensure that the views of our major religious and ethnic groups were represented among these participants. Each component of the series has also been field-tested with pupils from a range of schools. The response that we have received so far, from all quarters, has consistently been positive. We will continue to review the package in the next few years to ensure that the pupils benefit from it.

21 To conclude, MOE attaches considerable importance to sexuality education as an integral part of a pupil's total development. These materials have been developed to assist our Principals and teachers to deliver the contents and messages more effectively. I am confident that our education officers will give sexuality education the emphasis it deserves. However, for the whole programme to succeed, let me reiterate that the parents and the community need to work together with the schools. It is important for parents and the community to reinforce what the school teaches, provide the right role models, build strong families, and provide the young with healthy recreation and entertainment. With guidance and care, the tripartite efforts of school, home and community will enable our pupils to develop a clear understanding of human sexuality, acquire good personal and social skills, imbibe the right values and attitudes towards sexuality, and be circumspect in their sexual behaviour. They will better understand themselves and learn to manage and balance their personal needs. They will grow to become more confident, self-disciplined and responsible individuals. We cannot afford to give them less.

22 On this note, I like to thank all those who have been involved in the conceptualisation and development of the Framework and the Growing Years series, for their efforts over the past two years. I now commend these materials into the hands of you who will see to their successful implementation.