26 November 2002

SPEECH BY MR HAWAZI DAIPI, PARLIAMENTARY SECRETARY FOR EDUCATION, ON THE JC/UPPER SECONDARY EDUCATION REVIEW COMMITTEE RECOMMENDATIONS AT PARLIAMENT ON 26 NOV 2002

1. Mr Speaker Sir, I would like to address specific queries from some members on National Education, values education and character development.

2. I would like to thank Miss Penny Low, Mr Wee Siew Kim, Ms Irene Ng and other Members of this House for supporting the Ministry of Education's effort in character development.

3. In October this year, I gave the House an update on the National Education (NE) activities, the Civics and Moral Education (CME) programme, co-curricular activities (CCA) and other learning activities conducted in our schools to imbibe sound values in our students.

4. Our schools place great emphasis on developing the character of their students through a wide range of activities and programmes. Besides CME lessons, there is a variety of co-curricular activities (CCA) such as uniformed groups, sports or games which inculcate desirable traits in our students.

5. Sports and games are an excellent way to promote friendship and bonding. Students learn to work together in the pursuit of a common goal. Strong friendships emerge from sharing in the joys of winning or the dejection of defeat. It also helps to promote bonding, understanding and teamwork amongst participants. The uniformed groups are another means by which students are introduced to the ethos and values of being part of a team. Through various activities, students develop positive traits such as perseverance, resilience and adaptability.

6. CCAs expose students to real world problems where they need to understand that solutions to the problems they face are not cast in stone. It will put our students' capacity to think to the test.

7. Our students are also actively engaged in community involvement projects (CIP) that give them an opportunity to contribute their efforts to the good of others. The CIP was introduced in 1988 to nurture our pupils to be socially responsible and to help them understand that every Singaporean has a role to play in enhancing the well-being of the community and the country. In participating in community work, the members also learn, from a young age, the value of service and of developing enduring friendships with one another. All students do a minimum of 6 hours of CIP. In some schools, students even clock in more than 20 hours. Since 2000, schools have also been introduced to the concept of Service-Learning. Service Learning is an approach where the CIP participants not only serve the community but also learn to identify the needs of the community and to reflect on their community involvement process so that they can better appreciate it.

8. Our students have partnered with various grassroots and community organisations in carrying out CIP. Through these partnerships, they also learn to work with adults in the community. Sir, as far as the community wants to work with our schools, we will extend our cooperation to the community.

9. With increasing globalisation and mobility, a person's sense of identity is less tied to the place where he was born. The sense of belonging to Singapore could weaken. National Education is necessary to reinforce national instincts and citizenship values so that our students remain rooted to the country as they spread their economic wings overseas.

10. National Education aims to develop national cohesion, the instinct to fight for Singapore's survival and instil confidence in its future. It aims to foster a sense of identity, pride and self-respect as Singaporeans, to understand Singapore's unique challenges, constraints and vulnerability.

11. Mr Wee Siew Kim suggested that National Education be emphasised through Project Work and perhaps the new 'Knowledge and Inquiry' subject. I would like to thank Mr Wee for his suggestion. He would be pleased to know that schools already infuse NE across the formal curriculum and non-academic programmes.

12. At the JC level, NE is integrated into the General Paper (GP) whose aim is to enable students to appreciate the inter-relationship of ideas from across disciplines and broaden their global outlook while remaining mindful of shared historical and social experiences both within Singapore and regionally. Essay topics could, therefore, be set that allow students to consider issues from an NE perspective. The comprehension passage could deal with topics of concern to Singaporeans. Both Project Work (PW) and the new elective subject 'Knowledge and Inquiry' require students to explore a range of issues and ideas, which could include getting students to consider NE-related perspectives. There is sufficient scope for PW projects as well as KI topics to deal with NE issues.

13. At the secondary level, NE is delivered through subjects such as Social Studies where students learn about Singapore's arduous road to nationhood. Through case studies, they are introduced to the principles of good governance, and the dangers that befall those who are divided by racial and religious strife. Students understand the importance of racial and religious harmony.

14. Schools also conduct a wide range of programmes to allow students to internalise the NE values. For example, schools celebrate the different ethnic festivals to raise students' awareness, consciousness and understanding of multi-racialism and its importance.

15. There is also the Learning Journey Programme, which was launched in 1998. Students visit key government institutions like the Parliament House, URA, and also important facilities like the PSA. Through these visits, students come to grips with the constraints Singapore face in terms of size and resources. They also begin to appreciate how Singaporeans have succeeded against the odds by standing together, and working creatively to overcome the physical limits that the size of our land has imposed on us.

16. However, a child's experiences in school form only part of the efforts in cultivating a sense of love, loyalty and belonging to Singapore. The family, community and society play no less critical role in shaping the values of our young. On its part, the Ministry of Education will continue with its efforts to improve its National Education programme in all our schools to ensure all our pupils are imbued and instilled with a greater sense of love, loyalty and belonging to Singapore.

17. The new revised JC curriculum reinforces our efforts on values education and character development. To underscore our commitment to provide a holistic education to our students, the Committee has recommended that more emphasis be given to the non-academic domain.

18. There will be more opportunities inside and outside of schools, for students to engage in projects and ventures that will help develop initiative, independence, and an entrepreneurial mindset.

19. Students will be required to meet minimum requirements in co-curricular activities and character development programme in order to graduate from junior college. A holistic certification will also be introduced whereby the CCA achievements and academic grades of students are reflected in a single 'A' level certificate.

20. However, schools cannot shoulder this responsibility of shaping young hearts and minds alone. The family is key to bringing up our children with the right moral values and sound character. As we strive to develop our students' talents and equip them with the skills and knowledge to tackle the challenges in a knowledge-based economy, parents and teachers cannot neglect the softer aspects of our children's education. Values like loyalty to the country, compassion for the community and friends, perseverance and moral integrity will stand our youth in good stead. For in the end, Singapore will have won a 'battle' but lost the 'war' if the next generation of Singaporeans grow up smarter in the head but 'weaker' in their hearts.

21. Sir, I would like to assure the members of this house that as we embark on implementing the changes we will not neglect values education and character development. However, parents play a crucial part in imparting values to their children. It cannot be the responsibility of MOE or the government alone.