Speech by Minister for Education and Second Minister for Defence RAdm Teo Chee Hean at the Launch of the Book "Architecture of Learning : New Singapore Schools" (31 Mar 2001)

SPEECH BY RADM (NS) TEO CHEE HEAN, MINISTER FOR EDUCATION AND SECOND MINISTER FOR DEFENCE AT THE LAUNCH OF THE BOOK "ARCHITECTURE OF LEARNING : NEW SINGAPORE SCHOOLS" ON SATURDAY, 31 MARCH 2001 AT 10 AM, AT ROSYTH SCHOOL, 21 SERANGOON NORTH AVENUE 4

1 I am pleased to be here at the launch of "Architecture of Learning: New Singapore Schools". This publication provides a comprehensive chronicle of the history and background of various school building programmes, our philosophy in designing school buildings and the future direction of school designs. I am sure this book will serve as an important reference for professionals in school development in the years to come.

2 The evolution of the physical infrastructure of our schools has, in many ways, mirrored the changes in our education system and the history of Singapore. In the early years of self-rule and independence, the government embarked on an accelerated school building programme to meet the needs of burgeoning school enrolment and prepare our young for the industrialisation of our economy. For eight years, beginning from 1959, schools were built at a rate of one per month to provide a place in school for every child of school-going age. The priority then was to build schools fast and at minimum cost. Schools were built based on standard designs and their facilities were basic. In the 1970s, the government launched the First School Building Programme to cater to the population shift from the central area to "satellite towns". The aim then was to locate schools within walking distance within the new housing estates.

3 We have come a long way since then. Today, our schools are multi-storey complexes, each with a unique identity which is aesthetically pleasing, yet functional. Each is well equipped with information technology and a broadband connection. Each school also has access to resources such as IT learning centres, media resource libraries and health and fitness facilities. Many new types of rooms have been introduced and they are now standard facilities. These include the commerce room, project room, career guidance room, workshops and technology room. We have created a safe and conducive learning environment in our schools, within the constraints of a tropical climate, through careful planning and studies into thermal comfort, acoustics and lighting in the classrooms.

4 The size of our latest schools has increased, with the extra space going into more and better facilities to benefit the students. For example, the size of classrooms has been increased from 65 sq m to 90 sq m to make room for IT equipment and project work. The number of classrooms has also increased from 28 to 42 for primary schools and to 38 for secondary schools. Another significant example is the library. Secondary school libraries are now more than three times as big, and those in primary schools, more than 5 times as big as before.

5 Our students and teachers now have more space to carry out effective teaching and learning compared to the 1970s when the parents of our current students were themselves in school. The instructional space per student in primary schools has increased by 70 % while in secondary schools, the instructional space has increased by 130%.

6 Teachers too now have more space. The size of a primary school staff room is now three times as big, and a secondary school staff room twice as big as before. In addition, teachers now have system furniture and work stations so that they can work comfortably when they are not in class teaching.

7 Significantly, these excellent resources are to be enjoyed not only by a few schools but by all schools. Before PRIME, or the Programme for Rebuilding and Improving Existing Schools, 27% of our primary and secondary schools were built according to 1974 or pre-1974 standards. In addition about 70% of our primary schools and 40% of secondary schools did not meet the latest IT specifications. When PRIME is completed in 2005 at a cost of $4.46 billion, our children will study in some of the most modern and best-equipped schools in the world. To date, we have embarked on Phase 1 and 2 of PRIME. When Phase 1 and 2 are completed, 200,000 students in 133 schools will have reaped the benefits of better school facilities under PRIME. Many thousands more will enjoy the same benefits in the next few years to come.

8 Education is about moulding the future of our nation. Developers of schools will need to foresee the future needs of our students and teachers, and design and build our schools to help them meet their goals.

9 I am therefore glad to note that professionals in MOE and PWD Corporation have been collaborating to test out many innovations to meet new needs and trends in pedagogy such as the move towards creativity, more interactive learning and a multi-disciplinary approach towards teaching. Some examples of these innovations such as modular design, cluster classrooms and flexi-classrooms are documented in the book. These innovations will enable schools of the future to have maximum flexibility and adaptability for multi-usage and responsiveness to IT.

10 Our schools are key institutions in which our young interact, socialise and acquire knowledge. Even though education is a completely human enterprise, the physical environment plays an important role to supplement this effort. A good and conducive physical environment will enhance educational programmes and make schooling more fun and memorable. I am confident that our building professionals will work together to find creative and innovative ways to help us realise our vision of "Thinking School, Learning Nation".

11 Lastly, I would like to wish PWD Corporation and the author every success in the publication of "Architecture of Learning: New Singapore Schools". It now gives me great pleasure to launch this book. Thank you.