FY 2006 COS Debate - 5th Reply by SPS on Malay and Tamil Language/Sexuality Education/Student Well-Being/Safety of School Children/Gambling Effects on Students/Co-Curricular Activities/Racial Integration

8th March 2006

FY 2006 Committee of Supply Debate

5^th Reply by SPS on Malay and Tamil Language/Sexuality Education/Student Well-Being/Safety of School Children/Gambling Effects on Students/Co-Curricular Activities/Racial Integration

INTRODUCTION

1. Mr Chairman, schools play an important role in providing students with the education necessary not just for their academic development, but also their holistic development as individuals. I thank Members for their interest in ensuring that our schools provide well for our students, not just in “hard” aspects such as academic performance; but also in “softer”, and equally important aspects of ensuring that they will grow up to be well-adjusted and responsible members of society.

2. I wish to stress, however, that in these efforts, MOE and the schools must be supported – by parents, the community and the media. MOE is always keen to engage stakeholders in the well-being and proper development of our students. But this is a responsibility that lies with all of us.

MALAY AND TAMIL LANGUAGE PROMOTION

3. Let me first thank Mr Zainudin Nordin for his question on the work of the Committees that were set up to promote Malay and Tamil Language.

4. The Ministry of Education conducted comprehensive reviews of the teaching and learning of Malay and Tamil last year. The conclusion of both reviews was the articulation of a vision of Malay and Tamil being closely intertwined with the Singapore society in which they are practised. For Malay, the vision is for the development of Arif Budiman, a Malay expression that encapsulates the learned person who contributes to society and nation. For Tamil, the vision is for it to be a living language and a vibrant part of our multiracial society.

COLLABORATIONS TO PROMOTE MALAY AND TAMIL LANGUAGE

5. We fully agree with Mr Zainudin that the promotion of Malay and Tamil therefore has to be a community effort in partnership with stakeholders. In February 2006, MOE set up the Malay Language Learning and Promotion Committee, chaired by myself, and the Tamil Language Learning and Promotion Committee, chaired by Mr S Iswaran, Deputy Speaker of Parliament. The terms of reference are precisely to collaborate with the Malay and Tamil communities to organise activities to promote the teaching and learning of these languages. The role of these Committees is also to win support from the communities to pursue these goals.

6. The two committees will therefore work with Malay and Tamil community organisations, Institutes of Higher Learning, the media, parents and schools. The mandate will be to collaboratively organise language, literature and cultural activities to expand the space in which Malay and Tamil are used in our daily lives.

7. The organisation of these activities is aimed at supporting and complementing the present efforts of the Malay and Tamil communities to promote these languages. The two Committees are not to supplement the existing efforts of the communities. We hope that they will provide momentum for language, literary and cultural groups to come together in a sustained and focused effort to promote the living, daily use of Malay and Tamil. If, through these activities, we are able to infuse in Malay and Tamil Singaporeans a sense of excitement about the role of these languages in our daily lives, I am confident that this would be the most successful type of “movement” that Mr Zainudin talked about. Indeed, we need the collaborative efforts of the whole community to bring this about.

TEACHING AND LEARNING OF MALAY AND TAMIL LANGUAGE

8. On the teaching and learning of Malay and Tamil Language in particular, Mr Ong Ah Heng sought updates on the review of the teaching and learning of Malay and Tamil.

9. To spearhead these efforts, MOE has set up working committees for the implementation of the new Malay and Tamil Language curriculum and pedagogy. The committees will also implement new initiatives for assessment, examinations and teacher training.

10. Key initiatives would include opening up more space for classroom discussion, giving greater emphasis to assignments that require deeper thinking, and providing differentiated instruction to cater to students from different backgrounds and of different abilities. There will also be more focus on oral communication skills. Such initiatives will provide a richer classroom experience. MOE will implement the new Malay and Tamil curriculum at Primary 1 to Primary 4 levels starting from 2008.

SEXUALITY EDUCATION

11. Sir, on sexuality education, Mr Ong Ah Heng and Miss Eunice Olsen asked about the effectiveness of the sexuality education programme in our schools.

12. Sexuality matters have become increasingly complicated in a rapidly changing world with evolving mores. We recognise this. Why adolescents indulge in sexual behaviour that results in teenage pregnancies and sexually transmitted diseases is a complex issue. Lack of family support, low self-esteem and lack of understanding about the responsibilities in relationships are among the contributing factors. Many forces, including the influence of the family and media, contribute to shaping the attitudes of teenagers towards sexuality, rightly or wrongly. To tackle these issues, I cannot stress enough the necessity of parents, the community and the media also playing their part to inculcate sound values in our children.

MOE’S APPROACH

13. What is MOE’s approach? Sexuality education is provided for all students in our schools. The emphasis of the programme is ensuring that students have the knowledge and ability to make responsible, informed choices, a point that Miss Olsen alluded to. It is premised on the importance of the family as the unit of society, an objective and vision that we still uphold, which is a sensible approach that acknowledges the nature of our society.

14. Through the formal curriculum as well as the co-curricular programme, the “Growing Years Series”, schools provide students with the knowledge that they need to make responsible decisions about relationships. The Growing Years Series discusses the consequences of teenage sexual activity, pregnancy and sexually transmitted diseases. As a realistic approach to dealing with these issues, the Science curriculum at secondary school also provides information on contraception as a means of prevention against pregnancy and sexually transmitted diseases. This is taught at Secondary 2.

15. Beyond hard facts, the programme also provides the context in which sexuality matters should be viewed. What it means to be in a relationship. What it means to build a family. What it means to be responsible to your loved ones. In addition, schools provide students with the necessary life-skills to be able to make responsible decisions.

16. To augment their resources, schools have the autonomy to bring in relevant resources, including the Health Promotion Board or other external agencies. I would like to assure Members that guidelines have been provided to schools to help them screen external agencies. We are a secular nation. MOE ensures that all messages on sexuality matters that are transmitted through our schools are likewise secular and sensitive to our multi-religious make-up.

NEW INITIATIVES

17. The Growing Years Series is meant for students in primary and secondary schools as well as junior colleges/pre-university. Tertiary institutions customise their sexuality education programmes in accordance to the needs of their students. Although parents can opt out of the Growing Years Series, less than 1% of parents have done so. This suggests that parents and students have found this programme useful.

18. Moving forward, MOE intends to ensure that the Growing Years Series maintains its relevance and is engaging and useful. MOE will encourage schools to adopt an even more customised approach. We recognise that different groups of students might have different needs with regards to sexuality education. This is a point that Miss Olsen talked about. Having smaller group discussions, for instance, will allow teachers to reach out differently to different groups of students, and use different approaches to teach the same issues.

19. Currently, sexuality education is taught only by selected and trained teachers. MOE will additionally strengthen their training. We will ensure that such teachers are more regularly updated on matters concerning teenage sexuality. There will be a greater emphasis on how teachers should deliver information and advice on this delicate topic to their young students.

20. Are schools equipped to educate students on sexuality matters? I would say that MOE ensures that students obtain the best possible foundation from the school environment that allows them to later make informed choices about their relationships. But it is important that parents also play an equally active role in such efforts, reinforcing and customising sexuality education for their children based on their respective family values.

STUDENT WELL-BEING

21. Sir, on student well-being, I would next like to address Mr Yeo Guat Kwang’s queries.

ADEQUATE REST FOR STUDENTS

22. Schools have to decide for themselves the most appropriate starting time. There are many local factors that schools are best-placed to balance, such as the scheduling of the curricular and co-curricular time-tables and traffic conditions at different times. Mr Yeo would be pleased to know that with the move towards some single-session schools, some of our schools have implemented later starting times after consultation with stakeholders, although others have also kept to the same starting time after feedback from stakeholders. 46 of our schools also start after 7.45 am.

23. MOE has not done any studies on how much sleep students get. Generally, I think that this is something that we could all have more of. However, may I offer 2 simple pieces of advice. First, to get adequate rest students should go to bed at a reasonable time at night. This must be supervised by parents. Second, in choosing schools, parents might also wish to consider the distance of the school from their home if this is a serious concern.

FOOTBALL FIELDS

24. Sir on football fields, Mr Yeo asked about the use of school fields during the weekend. 50 schools allow the public to use their fields during the weekend as part of the Singapore Sports Council’s Dual Use Scheme. In addition, another 90 schools have arrangements with community groups such as football clubs, constituency clubs and alumni groups to allow them to use the school fields.

SCHOOL TUCKSHOPS

25. On tuckshops, Members may be pleased to know that every school has a School Tuckshop Committee that is chaired by the Principal, whether the tuckshop operation is tendered out or not. This is a very good thing to see in our schools. I am sure that not all other organisations maintain their canteens so seriously. The School Tuckshop Committee monitors the quality of food in the tuckshop to ensure that it meets the health and nutritional standards of the Health Promotion Board, and that the tuckshop maintains a high standard of hygiene. The Committee also monitors the prices. Annual surveys have shown that prices at school tuckshops remain reasonable. In addition, I would like to clarify that 82% of schools do not tender out the tuckshop operation.

BUSBAYAT POTONG PASIR

26. Sir, on Mr Chiam See Tong’s concern about a bus-bay at Potong Pasir, Mr Chiam would like MOE to persuade LTA to allow a loading/pick-up bay at Potong Pasir Avenue 1 to be used as a bus bay.

27. We agree that the safety of our students is of primary importance and we take this very seriously. MOE will forward this suggestion to LTA, the competent authority on the siting of bus-stops. In the interim, we will consult LTA should any issues arise for the students of St Andrew's Junior College with this arrangement.

CCAS

28. Mr Ang Mong Seng requested the Ministry to consider letting students serve on grassroots organisations as co-curricular activities.

29. I am pleased to inform Mr Ang that the Ministry does allow students to do so. Students’ involvement in community-based activities, including appropriate grassroots activities, is recognised as participation in a CCA if schools approve it. To ensure that students choose such activities with thought, students are required to work out formal proposals with their partner organisations.

30. We also hope to bring about the concept of service learning in our students. Part of this is through the Community Involvement Programme or CIP, and part of this is through CCAs. In this regard, schools may include as school-based CCAs activities with organisations that fulfil this idea of service learning. This could include grassroots organisations.

31. Mr Yeo also wanted clarification on whether students have full freedom to choose their CCAs. I would like to assure Mr Yeo that this is very much the case. Students are free to indicate and try out for the CCAs of their choice. Of course, this is subject to the availability of places in some cases. In other cases, there might be selection involved, for instance, onto the school’s competitive basketball and soccer teams, and not all students that want to join can get in.

32. I would like to emphasise that it is very much the wish of MOE for students to pursue their interests through CCAs. On top of the comprehensive range of CCAs already provided in schools, students can also initiate other CCAs that they would like to see. This scheme was started in 2004 and to date, has been implemented by at least 88 schools.

RACIAL INTEGRATION AND UNDERSTANDING

33. Sir, on racial integration and understanding, we cannot agree more with Mr Ong Ah Heng on the importance of ensuring that our students understand one another’s cultures and religions. Recent world events have given us a sober reminder of the paramount importance that we must place on racial harmony and understanding.

34. At the same time, MOE is fully aware that true understanding will not take place in a forced and unnatural manner. MOE’s approach is to infuse the importance of mutual understanding and respect through the formal and informal curriculum, and provide opportunities for students of different races to interact. Additionally, we look for teachable moments in everyday life. Racial harmony and understanding that is sustainable can only take place in this manner.

35. Hence, we encourage students of different races to work and play together. Schools provide such opportunities through CCAs, the Community Involvement Programme, Project Work, camps and overseas trips. For instance, Jurong JC sent 170 students to the recent Thaipusam Festival to be road marshals. Joint activities between schools also provide a good platform for students of different races to interact.

36. I am also pleased to inform Members that we are providing more opportunities for students to learn non-native Mother Tongue Languages. Starting from 2007, we will no longer impose the academic eligibility criteria for students to offer the non-native Mother Tongue Languages as a 3^rd language. An increasing number of schools have also been conducting conversational non-native Mother Tongue Language lessons. While only seven schools offered conversational Malay in 2002, sixty schools do so on a regular basis today. Thirty-seven schools offer conversational Mandarin on a regular basis. I visited Tampines Secondary School last year, where non-Chinese students are taught conversational Mandarin and non-Malay students are taught conversational Malay. Lower secondary students attend one period of such lessons every two weeks. In a classroom of Malay students learning conversational Mandarin that I visited, students were excited to learn phrases used by their friends. This is something that we encourage more of. These are excellent opportunities for students to gain access to the cultures of other races, and enlarges our common space.

NEW INITIATIVES

37. To take racial harmony to the next level, MOE will encourage a more widespread adoption of these activities, and provide more opportunities for students to get to know one another better. One of our initiatives will be to encourage students to try traditionally ethnic-based activities such as Chinese Orchestra, Malay Dance and Indian Dance. A Malay student in my constituency learnt Erhu and is now in the Marsiling Chinese Orchestra.

38. Second, our SAP schools are aware of their responsibility to ensure that their students have the opportunities to interact with students of different races, and already do much in this regard. Since 2004, Hwa Chong Institution (HCI) has had a joint cultural activities programme with Westspring Secondary School (WSS). HCI students meet WSS students once a fortnight for 6 months and have a camp during the June holidays. These students have taught each other activities ranging from Dikir Barat to Wushu. Since 2002, St Nicholas Girls’ Primary School has had an annual one day camp with Malay students from Admiralty Primary School, with the Admiralty students teaching them Malay phrases and dance. Looking ahead, MOE will encourage a more structured and sustained approach, with the SAP schools having at least one partner school with students from a different ethnic group.

39. Third, MOE will further engage stakeholders, including students, teachers, parents and the community. Schools will identify suitable students and parents to act as Racial Harmony Ambassadors to initiate programmes for their peers and to take joint ownership of this issue. We will also be further deepening school leaders and teachers’ understanding of cultural issues and sensitivities. MOE will work with educational and community partners, including CDCs, to provide training on areas such as multi-cultural studies, facilitating conversations on racial harmony and understanding racial and religious practices and taboos.

CONCLUSION

40. So in conclusion, MOE takes a multi-pronged approach to promoting racial harmony. However, bringing about racial understanding and harmony is ultimately a nation-wide effort. Schools simply cannot do this on their own. But, as one of the first platforms through which students will have the opportunity to interact with and get to know students of different races, we recognise and acknowledge the key role that our schools must play in this effort.

41. Thank you.