21 May 2002

Ministry of Education
FY2002 Committee of Supply Debate
21 May 2002 12.30 p.m.
Speech by Parliamentary Secretary on
Learning Support Programme,
Co-Curricular Activities and School Discipline

1. Mr Zainudin and Dr Teo Ho Pin spoke about the Learning Support Programme (LSP). Both Mr Zainudin and Dr Teo asked if LSP could be extended to Primary 3 and beyond. Mr Zainudin asked whether the LSP would be expanded to include more subjects.

2. The Learning Support Programme is an early intervention language and literacy programme, first introduced in primary schools in 1992, to provide additional support to students in Primary 1 and Primary 2 who are educationally 'at-risk' of failing in school. Each year, about 10% to 15% of Primary 1 and Primary 2 students are supported in the Learning Support Programme.

3. The LSP is implemented in all primary schools. The schools are provided with an additional teacher and this allows students in the LSP to be taught in small groups of eight to 12. Where the school cohort is large or has a high proportion of 'at-risk' students, a second additional teacher has been provided. A purpose-built classroom for LSP has also been factored into all new schools and those undergoing PRIME.

4. On average, Learning Support Programme students start school at P1 with limited reading skills, equivalent to children of less than five years of age. In 2001, after 10 months of intervention in LSP, the average reading age of LSP students increased to seven years of age. They were therefore almost on par with the rest of the Primary 1 cohort in terms of their reading skills. Improvements in reading carry over to the classroom, and increase the students' ability to learn new materials. This is reflected in the improvement in pass rates of students in the LSP. For example, in 2001, less than half (45%) of Primary 1 LSP students passed English at SA1 (or mid-year examination). By the second semestral examination at the end of the year, the pass rate was 65%.

5. At the end of Primary 1, 60% of the LSP students are discharged from the programme. The remaining students continue to receive support in Primary 2. These are typically students who have failed the semestral examination at the end of Primary 1, or whose reading ages are still below their chronological age. Given another year of support in Primary 2, the majority of these students will successfully bridge the gap with their peers, in terms of literacy and language skills.

6. The LSP is now in its 11th year of implementation. Over the years, the programme has developed and improved such that we are currently obtaining results that are close to optimal levels. MOE allocates resources according to what will work effectively in meeting the different needs of our students. Instead of extending the LSP to Primary 3, we will focus our resources on introducing an LSP for Mathematics, as this has been identified as an area of need by schools.

7. LSP for Mathematics is currently implemented in 50 schools for this year on a pilot basis. These schools are provided with an additional teacher to implement the programme. A two-year study is underway to determine the optimal level of implementation for LSP for Mathematics. If proven successful, the programme will be rolled out to all schools in phases.

8. Sir, other than the LSP, we have another programme to help students at lower primary level who have problems with their work. We call it the Encouraging Achievement and Better Learning programme (ENABLE). Started in 1989, the ENABLE programme is a focused diagnostic remedial programme that caters to the underachievers in Primary 1 to Primary 3 with at least average ability. Each school has an ENABLE coordinator and teachers trained to provide systematic remediation for identified underachieving pupils. Trained teachers provide remediation in English and/or Mathematics with an emphasis on diagnostic teaching to underachievers twice a week after curriculum time. Approximately 13% to 17% of P1 to P3 students are in the ENABLE programme.

9. On co-curricular activities, Mr Zainudin asked about plans to enhance the CCA programme. He also spoke of parents' concerns about the children spending too much time on CCA. Mr Zainudin urged that parents let the children decide on the CCA that the children would like to participate in. I think we should leave it to parents to decide with their children what best suits the children. I do not think MOE would want to meddle in what parents and students should best decide for themselves.

10. Mr Gan Kim Yong spoke of the importance of character building and national education. Schools place great importance on character development and national education. We actively promote character development through the Civic and Moral Education programme, CCA programme and the pastoral care programme. The CCA programme forms an integral component of our education system. Sports is one major component of the school's CCA programme. The other areas include the uniformed groups, music and dance, and various clubs and societies. CCA engages students in a meaningful way, provide opportunities for character and leadership development, and promote the acquisition and application of social and cooperative skills.

11. On Mr Gan's remark that schools should partner with community development, I think I fully agree with him. In fact, schools are already partnering with community organisations in implementing the Community Improvement Programme(CIP). I think we can encourage more schools to do that so that not only would their partners benefit, but our students too would benefit from learning in providing service.

12. To encourage innovation, independent schools have been given the autonomy to decide on the niche it wants to develop in. I would like to inform Mr Sin Boon Ann that MOE funds Independent Schools on the same per capita basis as Government secondary schools. MOE has no objection if Independent schools can acquire additional funding, whether through sponsorship or fund raising activities, to put in place various schemes in order to provide a well-rounded education for their students. MOE will not disallow ACS for building its own swimming pool, even though it may give ACS an unfair advantage over other schools in swimming. So we are even-handed.

13. I would like to thank Mr Gan for highlighting the importance of character building. As I mentioned earlier, we have also developed and implemented the National Education programme since 1997. National Education, which places a premium on responsible citizenship, has been integrated into the different subjects and incorporated in many school activities. Besides these, each student is required to perform a minimum of six hours of community service under the Community Involvement Programme and go on a Learning Journey each per year. Through the CIP, we help to instil in our students a conscience to give back to society and develop them into socially responsible adults. Through Learning Journeys, we hope our students will be able to complement their learning in the classroom of what makes Singapore tick, and foster bonding among themselves as they observe and learn about Singapore's vulnerabilities.

14. In fact, because of the vast range of co-curricular activities in schools, MOE developed the Character Development Programme in 2001 to guide schools in providing for a balanced programme for each student in three domains: (1) leadership, (2) citizenship, and (3) personal and social development. Activities in the leadership domain are designed to provide opportunities for students to lead as they serve, and to serve as they lead. Under the citizenship domain, activities are organised to help students acquire values, such as loyalty and commitment to nation. In the social and personal domain, students are exposed to activities that heighten their awareness of oneself and their relationship with others.

15. On the average, students attend CCAs once a week with some doing it twice a week. Generally, students find CCAs manageable, fun and enjoyable, and therefore do not consider it as a burden, or source of stress. In many instances, the interest acquired through participation in a particular CCA becomes a life-long pursuit and the friendships formed lasting ones.

16. While the academic development of children is important, parents should not overlook the fact that purposeful participation in CCAs provides a good balance to academic pursuits in schools. It also provides our students with a well-balanced life and holistic education. Parents and schools should help children manage their time well, so that they can cope with both school work and CCAs. So we will not meddle but we hope parents will be able to advise their children.

17. Mr Ahmad Magad would be pleased to note that MOE recognises students' involvement in the National Youth Achievement Award (NYAA) scheme as part of their CCA and awards them CCA points. Since the NYAA's inception in 1992 and up to January this year, 34,000 youths have been registered in the scheme and, of this, 90% are secondary school students. To date, 10,000 students from 171 secondary schools, junior colleges and centralised institutes have received the various NYAA awards. This is a strong indication that students in our secondary schools are actively involved in the NYAA scheme. In fact, the scheme has been so successful and well received by secondary schools that it will now be extended to 10 primary schools on a pilot basis.

18. Mr Steve Chia spoke about the need for students to develop confidence and eloquence. The building of confidence and eloquence requires a combination of verbal competence, critical thinking, emotional control and opportunity for practice. The development of verbal competence is provided for in the academic curriculum, which emphasises crititical thinking and the acquisition of language and communication skills. Schools provide students with life skills lessons to equip students with tools for personal and interpersonal effectiveness. Schools also provide opportunities for students to develop self-confidence through co-curricular activities.

19. Madam, on school discipline, Mr Zainudin and Mr Ong Ah Heng raised some concerns regarding school discipline and gangsterism. I would like to assure Mr Zainudin and Mr Ong that the overall state of discipline in our schools is good. Serious cases of breach of discipline are infrequent and gangsterism is not a problem in school. The Ministry of Home Affairs' statistics indicate that the number of students aged 12 to 19 years who are dealt with for involvement in gang-related activities is low. There were 142 in 1999, 154 in year 2000, and 139 in years 2001. So I am not sure what is the source of information that Mr Ong had given the House earlier. These form less than 0.06% of the students within this age range. Girls account for a small proportion of the cases of gangsterism.

20. Notwithstanding, schools are mindful of the need to be vigilant against the development of gangsterism among students. Schools have formal structures to actively deal with discipline problems. When students are identified as being involved in gang-related activities, schools take steps to counsel them.

21. Since 1997, MOE has been collaborating with the Police to set up as one of the Inter-Ministry Committee on Youth Crime initiatives, the Honorary Voluntary Special Constabulary Scheme (Hon VSC Scheme). More than 200 Discipline Masters, Operations Managers and teachers have since been trained and appointed as Honorary VSC officers in schools. This serves as an extension of police presence to keep youth-gang influence away from our schools.

22. Schools cannot be solely responsible for the discipline of our young. Parents, schools and the community have a shared responsibility in ensuring the proper behaviour of our children. Schools work closely with parents to involve them in educating their children and to provide the necessary home support to sustain the changes in behaviour. MOE will continue to work with other Ministries and agencies and community to coordinate and develop initiatives to arrest disciplinary problems and further improve school discipline.