Speech by Mr Tharman Shanmugaratnam, Minister for Finance and Minister for Education, at the International Baccalaureate Community Dinner on Saturday, 1 December 2007, at 7 pm, Mandarin Oriental

SPEECH BY MR THARMAN SHANMUGARATNAM, MINISTER FOR FINANCE AND MINISTER FOR EDUCATION, AT THE INTERNATIONAL BACCALAUREATE COMMUNITY DINNER ON SATURDAY, 1 DECEMBER 2007, AT 7 PM, MANDARIN ORIENTAL

Dr Monique Seefried,
Chairman of the International Baccalaureate Board of Governors,

2. Since the International Baccalaureate Organisation (IBO) introduced the IB Diploma Programme in 1968, it has been working with schools as well as public and private organisations worldwide to provide a holistic education for young learners. Today, IB programmes – consisting the Diploma Programme, Middle Years Programme and Primary Years Programme – are offered in over 2,000 schools round the world.

IB Programmes in Singapore
3. Within Singapore, there has been increased interest in the IB, with eleven schools offering IB programmes today. These include Anglo-Chinese School (Independent), which is one of our publicly-funded schools and which also offers a 6 year integrated programme. Our first specialised pre-tertiary arts school will also be offering the IB Diploma Programme when it opens its doors next year. Among our three privately-funded Singapore schools, ACS (International) already offers the IB while SJI (International) and Hwa Chong International will do so from 2008 and 2009 respectively.

Why We Need Diversity
4. I am happy to see the IB gaining traction in Singapore. What it reflects is the growing diversity in our education system. The Singapore-Cambridge GCE “O” and “A” level exams and curricula will remain the mainstay of the school system. They are seen internationally as carrying the rigour and consistency of standards that has defined Singapore’s reputation in education, and we will ensure that we sustain and build on that reputation. But we are also encouraging the emergence of alternative curricula in Singapore education, both amongst our state-funded schools and in the private field.

5. The alternatives include new, special subjects in niche areas that are being developed by our schools, together with our universities and polytechnics, within the framework of the Singapore-Cambridge qualifications. But they also include whole alternatives, like the IB or the new diploma being adopted by the NUS High School for Maths and Science.

6. These alternatives are being encouraged not because the mainstream national system is losing credibility, as is the context in some other countries. They are being encouraged because we believe that diversity will add to Singapore’s strengths.

7. First, a more diverse system will cater to Singapore students who have different intellectual styles and preferences, especially in their upper secondary and tertiary years. It allows us to nurture Singaporeans who are themselves diverse in their ideas and ways of thinking, in all fields of life.

8. Second, we need this diversity in education because Singapore education is no longer about Singaporeans alone, or about Singaporeans who spend all their school years in Singapore. More Singaporeans are working abroad, and having their children educated abroad for part of their growing years. Singapore is also a fast-growing hub for people of all nationalities, some of whom on transit and others here for long stays.

9. These are fundamental trends, which will reshape many things we do in Singapore. We need a diversity of schools and educational curricula to keep our attractiveness as a destination and home for families of all backgrounds. As a city that makes its mark by being the world in Asia.

Educational Goals
10. The IB programmes and many education systems round the world do of course share much common ground on the fundamental knowledge, skills, and attitudes that we hope to instil in our young. They all aim to empower the young to building a better future for themselves and their societies.

11. Both the IB programme and the Singapore mainstream curriculum seek to develop active and inquiring individuals, who will keep learning throughout their lives. They also face the challenge of developing people who understand and have a sense of comfort with people from different cultures, people who can thrive in and contribute in a world of fluid boundaries – whether commercial, cultural, intellectual or social.

Role of the Community in Education
12. These educational goals cannot be achieved by any school or educational system on its own. As the saying goes, “it takes a village to raise a child”. Besides schools, many other parties also have key roles to play in education.

13. Schools involvement in the larger community is key to providing a quality, holistic education. Whether it is learning within or beyond the classroom, the community can provide a rounded educational experience for our young. In academic areas for example, professional inputs from the tertiary institutions can be very useful in refining and updating curriculum and pedagogies for classroom teaching. Many professors and lecturers in our universities, polytechnics and ITE are also providing mentorship to nurture young students who will be the next generation of scientists, designers and artists.

14. The private sector also offers authentic learning opportunities by providing for student attachments or internships. They allow for hands-on learning in a real world context. And through community service projects, young people get the chance to broaden their sense of the society they live in, develop empathy for others, and apply their skills to make life better for others.

15. I hope tonight’s dinner will help to spark off more collaborations involving educational institutions and the larger community, and bring about a more holistic education for our young people. I wish you an enjoyable evening.