醉花林俱乐部是新加坡历史最悠久的华人俱乐部之一，早在1845年，就为潮州人提供了一个联络感情和休闲的理想场所，同时也致力于发展华社的公益慈善、教育文化事业。时至今日，醉花林仍然肩负着带动华人社会积极参与族群事务、推展华族文化事业、发扬华族优良传统的使命。醉花林的前会长、潮州籍的杰出代表翁烈强先生更是以其一生弘扬了华族，尤其是潮州文化的优良传统。
翁老先生是潮州籍的知名企业家，到九十岁高龄，他回忆一生历程，出版了回忆录《新兴之路》。翁老先生的“新兴之路”，也就是“成功之路”。翁老先生的成功之路体现了他勤俭刻苦、热心公益、乐善好施等中华民族的传统美德。这些美德在潮州族群中一直传承不绝，而今更成为普世文明的核心价值。
教育部一向重视“德智体群美”全面教育，从来没有忽略道德教育，而 “以学生为本，价值为导向” 更是我国教育未来的发展重点。当代社会家庭结构产生巨大的变化，三代同堂的家庭逐渐减少，许多孩子缺乏祖父母的言传身教，一些家庭因父母忙于工作甚至出现孩子由家庭女佣一手带大的现象，因此，新加坡的教育有必要加倍重视学生的品德教育，并把品格和价值观的培养，视为重要的教育任务，以确保我国的未来主人翁建立正确的价值观。
学校老师向孩子灌输正确的价值观固然责无旁贷，家庭教育也一样重要。在家里承担孩子的启蒙教育的主要是父母、祖父、祖母。。我相信所有的长辈要灌输给孩子的，都是正确的价值观，但是，长辈的一言一行，其实孩子也都看在眼里。如果社会上每个家庭的长辈在灌输孩子正确的是非观的时候，自己也能够谨言慎行，那学校的老师要进行品德教育也就事半功倍了。学校与家庭教育两者相辅相成，这将促使我国新一代莘莘学子具备新时代所需的“自我意识”、“责任感”和“公民意识”等价值观。
翁老先生本身树立了一个楷模，他家教严格，传统美德体现在子孙身上即是明证。这次举办新书发布会，更是发扬传统美德，并使这种美德世世代代都传承下去的最佳良机。《新兴之路》这本书可以让更多人了解：一个品格良好的人，才能取得成功；一个国家的人民都会坚持自己的道德原则，愿意关怀和照顾别人，才能承担保卫国家的责任，这有助于我国在竞争激烈的全球化经济中具有竞争力。
文化教育活动向来是醉花林各种活动中重要的环节。举办这些活动，旨在弘扬华族的优良传统，推介潮州的民俗艺术，并提供了一个文化交流和商业往来的平台。希望醉花林继续举办像新书发布会这样的文化活动，让更多国人获益。
谢谢！
]]> 各位嘉宾，先生，
女士，
]]>Stories are an important part of our lives. Each time we recount an incident or relate an anecdote, we tell a little story. As every teacher knows, stories are a great resource for teaching and learning. We can use a story to illustrate a point, highlight an important value or help us remember things better. Stories are an essential part of any language curriculum. When we provide opportunities for students to tell or dramatise stories, we foster listening and speaking skills. Stories form the backbone of all reading and literacy programmes. Indeed, most of us learnt how to read with simple, illustrated stories.
Stories are also important for another reason. The stories we tell reflect who we are and what is important to us. The Singapore Memory Project, which aims to collect, preserve and provide access to memories and stories related to Singapore, shows just how important it is to tell our own stories. These enrich our understanding and appreciation of our past and our present. Hearing, telling and re-telling our nation’s stories will help strengthen and deepen our values and beliefs.
We started ‘Stories Teachers Tell’, as we wanted to create English language materials to support the teaching of reading using stories that our children can identify with. The selected and published stories will be the beginning of an anthology of Singaporean stories for children to read for interest and enjoyment.
When children can imagine themselves as having things in common with the characters in the stories they read – that these adventures could happen to them – then they become more engaged with what they read. This positive engagement is a crucial step towards building fluency, comprehension and critical appraisal of what is read. For instance, in the story, ‘The Last Wish at the Changi Tree’, the author, Poh Wei Leong, hopes that after reading his story about three boys and a treasure chest, students will be intrigued enough to do some research to find out more about the actual ‘Changi tree’: what species it was, where it was located, when it existed and why it was symbolic.
Likewise, Rachel Teo and Stacey Low wrote two very different stories based on a historical event, the great fire at Bukit Ho Swee in 1961. This event in Singapore’s past has been retold through the eyes of a family torn apart and then reunited in ‘Kampong Ablaze’, which was inspired by true events. ‘A Tale of Cats and Mice in Singapore’, on the other hand, retells the story of Bukit Ho Swee in the form of a fable, where experiences are told through the eyes of animals rather than people.
By allowing us to retell and re-imagine momentous events of the past, stories enable us to relive the past, as if we were there. Teacher, Poh Wei Leong, reflects that ‘it is good that students can finally read stories about Singapore as part of their journey in learning English, because Singapore stories really warm the heart. Sometimes when I read local stories, I can feel, smell and hear what the author is describing more vividly, as if they were my own experiences. They always remind me that I am a Singapore boy.’
It is precisely because Singapore stories connect us through shared experiences that we can see the potential of these stories to support values education – to help children understand themselves, their families and the wider environment in which they live. Let me share an example with you. Janice Ng wrote ‘The Fall of the Castle’, which is about how a girl deliberately loses a game of chess to her grandfather even though she could have easily won. Janice says: ‘This story was written with my parents in mind. As I grew older, I became aware that my parents were getting older and initially, due to my ignorance and the lack of patience that are commonly associated with youthfulness, I got annoyed and frustrated with them. This showed in my words and actions. Gradually, as I grew more mature, I could sense the hurt that I was causing them. Although as parents, they quickly forgave and forgot, which I am thankful for, I am still ashamed of my total disregard and neglect of the feelings of others, especially my loved ones. ‘The Fall of the Castle’ was written to convey a child’s growing awareness and maturity as well as the emotions that accompany it.’
Another teacher, Quek Si Min, was also inspired by her parents when she penned her story, ‘A Life in Ten Cents’. She says, ‘My parents, especially my father, inspired the story. When I saw the flyer from ‘Stories Teachers Tell’ and dwelled on the question of what stories I think Singaporean children should read and remember, I immediately thought of the stories that my parents told me. Most are very personal, but I picked out the stories that I felt Singaporean children needed to know; that it was not many generations ago that life was a far cry from life as we know it now.’
Kelvin Koh wrote ‘A Meal to Remember’ based on a real-life encounter he had while having a meal at a hawker centre in Bukit Merah. His story describes the struggles of the elderly whose children have abandoned them. He hopes that readers will work hard and strive for success but never forget the people who helped make them who they are today and that they remain filial and always care for their parents. This and other stories remind us of our shared values through ordinary, everyday things. ‘The Magic Box’ by Samuel Goh, ‘The Games We Played’ by Koh Ser Lian and ‘The Reunion Plate’ by Trinity Wang tell of the arrival of television in our homes in the 1960s, of kampong games and of ancestral traditions, but underlying these diverse stories are messages about the importance of family, kinship and community.
By having our teachers write for the curriculum, ‘Stories Teachers Tell’ also encourages our teachers to grow creatively and professionally. Teachers know their students best. They have an in-depth knowledge of the curriculum and how it relates to their teaching objectives. The stories our teachers write often relate directly to their students’ experiences as well as their social and emotional needs. Yap Chwee-Pheng was inspired by her Primary 1 pupils to write ‘Big School’. She recreates the excitement of starting primary school, helping to allay the fears and anxiety that some young children experience. Chwee-Pheng hopes to use her poem to reassure her young charges and, at the same time, motivate them to be aspiring writers.
Similarly, ‘Taxi Taxi’ by Lim Lean See and ‘My Pasar Malam’ by Susan Neo have been written specifically for lower primary children so that they can relate to familiar contexts – such as the people and places that a taxi-driver encounters, or the sights and sounds of a night market. When teachers write, they inspire their students to write as well, not compositions for practice, but stories to share and read for enjoyment.
The teachers who wrote these prize-winning stories come from a broad cross-section of our schools – primary, secondary and pre-university. They are teachers of English Language, Literature, History, Aesthetics and Biology. I am encouraged by the creativity and imagination of our teachers, by the range and diversity of the themes and topics they have chosen, as well as the different narrative techniques they have adopted.
This first set of 12 stories will be the beginning of a collection of Singapore stories that we will incorporate in the school curriculum, initially at the primary and lower secondary level. You will notice that each story has been carefully edited and leveled. Leveling means that each text has been evaluated in terms of content and language and assigned a recommended reading age.
From 2012, we will expand the scope of the writing competition and invite more contributions so that we can have stories at the pre-school and upper secondary level as well. It is therefore my pleasure today to announce that in addition to ‘Stories Teachers Tell’ (a category for teachers), we will have an open category from this year onwards. I invite all Singaporeans, including our students, to write and contribute their stories. The best entries will be published by MOE as stories for our teachers to use in the classroom, that is, stories for teachers to tell.
I would like to thank the Academy of Principals (Singapore) for their support in co-organising ‘Stories Teachers Tell’. I congratulate the teachers for their wonderful, heart-warming stories. I hope that with this competition, we can encourage more Singaporeans to tell their own story. I would like especially to encourage our students to contribute their stories, for the Singapore Story is one that each and every one of us is a part of. Thank you.
]]> Colleagues from MOEPrincipals and Vice Principals
Teachers
Ladies and Gentlemen
Girls and Boys
Good Morning
]]>Jamiyah Singapore, together with the support of Linklaters Allen and Gledhill, launched the ‘Lend-a-Hand’ project in July 2009 to coach and prepare Primary Six students for the PSLE. These students were selected by their schools based on their family household income and their academic results.
The ‘Lend-a-Hand’ project has thus far helped more than 100 students to score better in subjects such as Mathematics, English and Science. Based on last year’s PSLE results, almost 70 per cent of the students in the Lend-a-Hand project achieved a minimum of a one grade improvement in English, while 74 per cent and 81 per cent achieved a minimum of a one grade improvement in Mathematics and Science respectively. The objective of ensuring that all students passed their PSLE was also achieved.
Today, I am pleased that 33 students of the ‘Lend-a-Hand’ project will be receiving their certificates of participation for successfully completing the project. As part of the project, these students attended lessons three times a week. The lessons were delivered in small groups by dedicated teachers, and the students were given sufficient time to clarify or seek help in their learning. At the end of each month, they were also required to sit for an assessment in order to familiarise themselves with the PSLE curriculum and examination format, and to gauge their own progress. The students greatly benefited from the extra coaching and this can be seen in their performance at the recent PSLE.
For instance, Candy Tan Chiuw Hsiang of Qifa Primary School performed exceptionally well for her PSLE, scoring an A* in Mathematics and A’s in English and Science. As her parents could not afford private tuition, Candy was initially enrolled in the West Coast Student Service Centre’s subsidised tuition programme. She then participated in the ‘Lend-a-Hand’ project so that she could get proper coaching and guidance in preparation for the PSLE. Candy, an only child, was determined to do her best and her diligence paid off when she received good results in her PSLE.
Another exceptional student is Aldino Putra Misti. Aldino’s father is the sole breadwinner in the family. Despite his family’s financial struggle, Aldino managed to pass his PSLE scoring an aggregate point of 217, and was admitted to the Express stream at Beatty Secondary School. Aldino was initially struggling in his studies and barely passed his subjects. With the support and guidance of the tutors in the ‘Lend-a-Hand’ project, Aldino showed tremendous improvement scoring Bs for English, Mathematics and Science at the PSLE. I congratulate Candy and Aldino and wish them the best in their future endeavours. I am sure both Candy and Aldino will be exemplary students and role models to their peers.
I commend Jamiyah’s efforts in helping families with difficulties, and in providing the support and opportunities to children from these families to excel in their education. The work that you do very much complements and reinforces the teaching and learning that our schools provide for students.
Over the years, MOE has significantly increased its investments in education. We have expanded the range of programme offerings to help our students achieve their best. Regardless of which school they are in or what background they come from, students are able to learn at their own pace, and develop in areas they are passionate about, and achieve their full potential. But for MOE to succeed in its mission, we also need the help of community partners like Jamiyah.
Through the “Lend-a-Hand” project, you ensure equal education opportunities for students from less well-to-do families. You also impart in these students important life values such as having a sense of gratitude and filial piety during their lessons. This is in line with the Ministry’s focus on character and citizenship education, to ensure that our students are imbued with the qualities and dispositions that will equip them to succeed for life. Indeed, I hope that the students who have benefited from this project will remember what they have gone through, and will in time to come, show their appreciation and reciprocate by contributing back to society and helping others in need.
Through projects like this, and through a vibrant civic society, we can strengthen our sense of common purpose and draw closer as one people. Together, we can work towards our shared objective - to build a fair and inclusive society, one where we strive not just for material success, but also for our ideals and dreams, to serve with passion and heart, and to be part of a Singapore family that cares for one another and leaves no one behind.
Finally, I would like to congratulate once again all the students for your outstanding performance in the PSLE. I hope you will continue to work hard and do well in your studies. Remember, your life is what you make of it. Nothing is beyond your reach, so long as you are willing to dream big; so long as you are willing to put in the hard work to achieve your goals. So continue to continue to believe in yourselves, continue to fight for your dreams, and make the most of your lives.
]]> Mr Abdul Karim Maidin,Mr Abu Bakar Maidin,
Executive Consultant of Jamiyah Singapore
Mr Hosni Abdul Malik,
Director of Fund Development of Jamiyah Singapore and Director of the Lend-a-Hand Project
Distinguished Guests,
Principals, Students, and Parents
]]>Singapore invests heavily but prudently in Education. Over one-fifth of the government budget is committed to educating our young. We do so in the belief that it will help build up the individual capacity of each child and enhance our national capabilities. A recent report from the Organization for Economic Co-operation and Development (OECD for short) entitled “The High Cost of Low Educational Performance” has attempted to estimate the impact of a nation’s cognitive skills, as measured by internationally benchmarked tests of student achievements such as the Progress in International Student Achievement (PISA) and other tests, on a country’s economic growth. According to this study, boosting citizens’ skills in reading, mathematics and scientific literacy would add significantly to long-term GDP growth.
Interestingly, the study also showed that it is the quality of a country’s education system, rather than the number of years spent in formal education that is significant in influencing economic growth. It therefore highlights the importance of maintaining quality and high standards of our education system in order to ensure a viable and sustainable economic future of our nation. As teachers, you are the central pillars we rely upon not just to uphold, but also to constantly improve the quality of our education system, which is already internationally-recognised, through your impact on each and every student that passes through your hands.
Beyond its role in building up skills and enabling economic growth, education is what gives an individual the capacity to rise to life’s many challenges and to fulfil his full potential. It is here that the work of our educators is most critical. But it is also the most challenging.
To bring out the best in every child, the Ministry headquarters has to set the right polices in resourcing schools, in hiring talented and committed individuals as teachers, in offering more flexible and diverse educational pathways to cater to the different learning needs, abilities and interests of every child. But the critical factor is the teacher — how a teacher builds rapport with his or her students, mentors and nurtures them.
The belief that “Every child can learn” should be the guiding compass in your daily interactions with students. Your every word and deed conveys your care for your students and enables you lead and inspire them to believe in themselves and to be the best that they can be.
Translating this belief in the hurly-burly of daily school life is challenging. However, a little word of encouragement from you can go a long way to motivating a young person to try, to experience small successes and to grow in confidence. So seek out every opportunity to light a spark in someone. You will, over time, find many surprising ways that you had made a difference to someone’s life. For example, Ms Poon Mei Xian, a teacher now attached to the Student Development Curriculum Division in MOE, recalled the extra effort Mdm Tan Kim Kuan, her Chinese teacher at Tanjong Katong Girls’ School, had put in to spark her students’ interest in the Chinese Language. This was 12 years ago. Mei Xian shared that Mdm Tan, the Head of Department for Mother Tongue, was a fantastic mentor. In fact it was Mdm Tan who sparked Mei Xian’s interest in teaching, and five years on, her passion still burns brightly.
Let me share with you another tribute from Wee Lian Hee, a former student of Haig Boys’ School, to his teacher Mr Wei. Lian Hee wrote, “Mr Wei, thank you for giving me my first dictionary back in 1981, when I was in Primary 2. It is still on my shelf. Although I do not refer to it anymore as I use newer editions, it will forever have a special place in my heart. I hope you will be proud that because of teachers like you, I am now a linguist!”
As you enter into this professional community of learners, you will join other colleagues equally committed to nurturing the child holistically. Encourage and support one another in your roles, and be actively involved in fostering a strong professional identity as teachers.
I am sure you are all excited at starting your teaching careers. As beginning teachers, you may also feel a little anxious about what to expect in school and how to manage the many aspects of a teacher’s duties such as classroom management. I am confident that you will be guided and supported in your journey. Experienced teachers, trained by the Academy of Singapore Teachers, will be happy to mentor you and help you understand and apply what you have learnt at NIE in the school or classroom.
The MOE is also committed to providing a values-driven, student-centric education. The recent inaugural Character and Citizenship Education Conference, co-organised by MOE and NIE, has set the stage for schools, teachers, parents and the larger community to work together to help nurture and develop the character and values of the young.
Your “teaching” of character and citizenship education is not just during a specific lesson or activity. Your students are always observing how you interact with others; not just what you say, but also how you act and behave. It is important that you be role models for your students; carry yourselves well and practice what you teach.
As teachers, you stand in a position of trust. Students look up to you for inspiration, and trust that you will always act in their best interests. Parents and the wider community view our teachers with respect, and as a result, have high expectations of the conduct and behaviour of teachers. You need to continually earn and keep this trust, by being exemplary in your conduct and living up to your commitment in the Teachers’ Pledge which Ms Ho Peng, the Director-General of Education, will lead you in taking later today. It is through the collective actions of all our teachers that the standing of the profession as a whole will continue to stand tall. You have a precious asset that previous and the current generations of teachers have passed on to you. Keep it, grow it and in time, pass it on to those who come after you.
In this regard, I am pleased to note that the NIE’s initial teacher preparation programmes also place great emphasis on the development of values in our student teachers through the Group Endeavours in Service Learning (GESL) programme, a mandatory community involvement programme, and the Meranti project, a two-day personal and professional development workshop, which helps student teachers be more self-aware and reaffirms their motivation for entering the teaching profession.
I am pleased that our student teachers have learnt values and impacted their community through the GESL (pronounced guess-searle) community involvement projects. A GESL team known as “The Welders”, led by Timothy Tan, aimed to promote the emotional welfare of transient construction workers from India and Bangladesh working in Singapore. The team organised a one-day excursion for these workers to several tourist attractions which they otherwise would not have had a chance to visit.
The team also set up a Facebook webpage documenting various issues pertaining to the plight of transient workers in Singapore from their background. This page contains information and photographs of the excursion and reflections of team members based on their interactions with the transient workers. In addition, the team launched a campaign on Facebook to correct the public’s perception of these transient workers. Through this campaign, they hope to change any negative and biased perceptions that Singaporeans may hold towards the workers.
I hear Timothy learnt that the human factor is an important aspect in all interactions. People may look different but their human traits are similar and withholding judgment goes a long way in building relationships. I am sure Timothy and his team-mates will bring back to their students this care, understanding and respect for these workers who have made contributions to Singapore’s development.
Another noteworthy GESL project by Choo Shi Qian’s team was to increase the cultural awareness of students from Northlight School through photography. The team taught students in the photography club to handle photographic equipment, take good photographs, and process the photographs thereafter. The students visited various sites of interest in the Joo Chiat area, such as the Kim Choo Kueh Chang, Sri Senpagar Vinayagar Hindu Temple and Peranakan shop houses, to practise what they had learnt.
The project culminated in the Northlight students setting up a photo exhibition in their school, known as the NE Phototrail. In addition to raising their cultural awareness, the project also helped to raise their confidence as they discovered and developed their new-found skills and talent.
Through this project, Shi Qian and his team had the opportunity to interact with students from Northlight. They learnt to reach out and inspire students from diverse academic backgrounds. In Shi Qian’s words, “Too often, we focus on academic results and overlook students’ hidden talents. How a student grows and develops as a person is more important than just achieving good academic results.” I believe Shi Qian and his team will bring this important lesson into the classroom as they step out as full-fledged teachers.
This afternoon, I would like to also commend a special group of graduands. I take great pleasure in congratulating the first batch of 28 in-service teachers who are completing their three-and-a-half-year part-time Bachelor of Education programme, which NIE introduced in 2008. These teachers have returned to NIE to complete their degrees on a part-time basis despite their full teaching load in schools. They are role models of in lifelong learning. I commend them for taking ownership of their own professional development so that they may give the best education possible to their students. These 28 teachers have succeeded in juggling their studies and a full-time job as well as the needs of their own young children and elderly parents.
So what motivated them to take on this challenge? One of the graduands, Angela Low, who has been teaching for 23 years, said that her motivation was to upgrade herself, sharpen her thinking process and keep up with the current trends in education philosophy and pedagogies.
What struggles did they have to go through? Siti Haszilah Hanafiah shared that being a teacher, a student, a newly-wed and then a new mother was a struggle as she had to juggle all these roles effectively. Fortunately, she had great friends and lecturers who were extremely helpful and understanding throughout her journey.
Another graduand, Nuraishah Binte Mohd Isa, summed it up quite well — that at the end of the day, everyone in the teaching profession shared the same goal, which was to ensure that the education system benefited the students in order for them to face the future with confidence.
Ladies and gentleman, please join me in applauding our in-service teachers for their success in the face of myriad challenges.
In conclusion, I wish you all a successful and meaningful career in the teaching profession. I look forward to your contributions in helping to mould the future generations of Singaporeans.
Thank you.
]]> Mrs Tan Ching Yee,Ms Ho Peng,
Director-General of Education
Professor Lee Sing Kong,
Director, NIE
Colleagues
Distinguished guests
Ladies and gentlemen
A very good afternoon to all.
]]>I am pleased to join you today, my first at the National School Games Opening Ceremony. It is also the first time that we are having a combined National School Games Opening Ceremony, where both the Singapore Schools Sports Council (SSSC) and the Singapore Primary Schools Sports Council (SPSSC) are coming together to mark the beginning of the school sports season.
Last year, MOE hosted the 3rd ASEAN Schools Games, where our students put up an incredible showing to achieve the best results since the inception of the games. I was at the Opening Ceremony and I was touched by the energy of our youth. Despite having to host a regional event, our schools and our school sports councils successfully organised the National School Games for over 53,000 student athletes as well. A very busy year indeed. I commend the commitment of the two sports councils, our school principals, heads of department, teachers, students, and HQ colleagues, for creating a vibrant sports scene for our students.
Today in this hall, I am very pleased to see student representatives and teachers from primary and secondary schools, junior colleges and centralised institution. Your presence in this ceremony goes beyond the symbolic representation of your school or sport. It signifies our collective commitment towards school sports, and the many developmental opportunities that our schools provide.
Going forward, our direction is clear — providing a student-centric, values-driven education. To succeed, we need to align all our activities and programmes in this direction. Sports is an excellent way for our students to develop holistically and to learn and express values.
The National School Games organised by the two school sports councils have been the mainstay of school sports competitions since its inception in 1959. With schools getting more resources and students receiving more structured training by qualified professionals, the standards of competition have risen substantially in the last five decades. Understandably, some parents are wondering if our games have become too competitive.
There is value in having sports competition. But we need to get the core purpose right. Let me share the following quote from Herbert James Elliott, a former Australian athlete and one of the world’s greatest middle distance runners:
“It is the inspiration of the Olympic Games that drives people not only to compete but to improve, and to bring lasting spiritual and moral benefits to the athlete”.
In this quote, Elliott reminded us that the focus of competitions is never about the absolute results. The Olympic motto is, “higher, faster, stronger.” Striving for sporting excellence is a way of challenging oneself to be the best that he or she can be. It is a way of developing key values and character traits such as determination, perseverance, teamwork and respect for others.
We position sports competition at the National School Games with this clear purpose in mind. . The Games provide students with the opportunities to compete and to hone their skills. We encourage excellence, but the final results are not the be-all and end-all. Regardless of the outcomes, there are many life lessons to be learnt and distilled through the course of training and competition. Student athletes must learn to celebrate the achievements of others, while learning from their own journey of preparing for the games. They must acquire the resilience and develop the ‘never say die’ attitude, for excellence is a continuous journey.
We want our students to acquire 21st Century Competencies, and we can do this through Co-Curricular Activities (CCA). In our 21st Century Competencies framework, the values of Respect, Resilience, Responsibility, Integrity, Care and Harmony form the core. In the context of sports, these values translate into Teamwork and Sportsmanship.
Last year, both the schools’ sports councils piloted various forms of sportsmanship awards, which were very well received. I understand some 240 awards were given out. We will provide more opportunities to recognize students for their acts of sportsmanship, to reinforce our focus on character development, which is just as important, if not more important than the outcomes of the competitions.
Many of you would have caught the news over the weekend that 22 year old, Lim Heem Wei became the first gymnast from Singapore to qualify for the Olympic Games. For her sheer grit and determination, Heem Wei has done Singapore proud by being one of only two South-east Asian female gymnasts to qualify in the recent test event held in London.
Like many of our students, Heem Wei was first introduced to sports when she was in primary school. In fact, it was in Primary One when she was introduced to Gymnastics at the Singapore Chinese Girls’ School.
By earning her entry to the next Olympic Games, Heem Wei has not only created history in the local sports scene, she has also shown us what sports can offer. The years of hardship in training, coupled with great discipline and determination have literally redefined the boundaries for Heem Wei. Training up to six days a week, sports has given Heem Wei good opportunities to excel and to prove her mental strength and character.
I understand that Heem Wei is now pursuing her studies at the National University of Singapore, and I wish her every success.
With the active involvement of School Leaders, Teachers-in-Charge and Coaches, we can help students like Heem Wei develop relevant 21st Century Competencies by explicitly teaching values through sports and making the best use of teachable moments. When these values are lived out during the stressful moments on the playing fields, these lessons will stay with our students for life.
To better deliver holistic education through physical and sports education, the Physical Education and Sports Teacher Academy (PESTA) will provide better support for the professional development of our PE and Sports teachers.
MOE will also be mounting compulsory courses for all our sports coaches in schools as they too play an important role in our students’ holistic development. We want our coaches and instructors, who spend a large amount of time with our students, to be our key partners in this effort of delivering student-centric, values-driven education. I am pleased to note that at the pilot workshop conducted at the end of last year, participants strongly supported our philosophy to anchor sports education on values inculcation and character development. By 2015, all coaches within our school system will have to be trained in these important aspects of coaching.
Participation in sports also help our students to adopt a healthy and active lifestyle. MOE will be looking into the development of a core sports syllabus within the Physical Education curriculum. This new syllabus will have a progressive skills acquisition programme, for selected sports across academic levels. Our aim is to equip all students with the requisite skills to play and enjoy a number of sports. By encouraging our young to to lead an active and healthy lifestyle early, we hope that they will continue to do so even after they leave school.
To better support schools in their delivery of educational programmes, we have recently reorganized our Professional Wing at MOE Headquarters. Specific to physical and sports education, the formation of the Physical and Sports Education Branch (PESEB) under the new Student Development Curriculum Division, will oversee all matters relating to PE and Sports in schools. The branch will focus on supporting schools to provide all students with access to quality physical and sports education.
The branch will align the various programmes such as the Physical and Health Education programme, Outdoor Education, Sports CCAs, Recreational Sports Competitions, Junior and Youth Sports Academies, and the National School Games. MOE will also work with various partners and stakeholders to bring about mass participation in sports, while providing appropriate resources for those with exceptional talents to be further developed. We will build on the support from other agencies and corporate entities.
In order to realise our vision for all our students to embrace sports and healthy living, we need to provide a safe and conducive environment for sports participation. MOE will be implementing a set of Baseline Safety Standards for the National School Games. The standards, which were piloted last year, will serve as a point of reference for all organisers to ensure that the competitions are conducted in a safe and efficient manner.
Just a moment ago, we launched the “Sports Safety and Injury Prevention Manual for Teachers”. I believe the manual will serve as an important resource to schools and I would like to take this opportunity to thank all the parties involved who have contributed to the fruition of this project.
In conclusion, let me say that I am very pleased to be here to witness another chapter in the development of school sports. I want to thank the Principals, Teachers-in-Charge, MOE officers, Coaches and Officials, for making the National School Games possible. To our student athletes, I wish all of you a very safe and rewarding National School Games!
Finally, I wish you a healthy and joyful Lunar New Year of the Dragon! Thank you!
]]> Miss Ho PengMr Wong Siew Hoong
Deputy-Director General of Education (Curriculum)
Mdm Low Khah Gek
Deputy-Director General of Education (Schools) cum
Director of Schools
Mr Lim Lai Chuan
Chairman, Singapore Schools Sports Council
Mrs Lee Hui Feng
Chairman, Singapore P rimary Schools Sports Council
Principals, Vice Principals
Ladies and Gentlemen,
Boys and Girls,
Good afternoon.
]]>Well, today, our hearts will have a sumptuous feast, as we gather here today for the iChef Culinary Competition Finals organised by the Republic Polytechnic (RP) School of Hospitality. I commend the School of Hospitality for its initiative in organising this meaningful event. I am also pleased to see so many contestants and people here to give their support.
Singaporeans’ love for food is reflected in the growth of the food and beverage industry in Singapore. According to latest figures by the Department of Statistics, the Singapore F&B industry now comprises about 6,200 establishments, employing some 91,300 workers, or an average of about 15 workers per establishment. Revenue for the industry exceeded $6 billion in 2010, an increase of 10.6 per cent compared to 2009.
The F&B industry will continue to grow. More tourists will come, consumers will become savvier and taste buds will grow more diverse. As such, there will be more opportunities, as well as keener competition, not just within Singapore, but also in the region and all over the world. Demands on culinary professionals will not only be in terms of mere skills, but also their ability to innovate and persevere in an environment of keen competition. I’m sure our distinguished judges today can attest to this based on their own experiences, and provide invaluable advice to students keen on F&B careers.
One of the strengths of our polytechnic sector is the close linkage that it has with industry, to prepare its students with the right skills for the workplace. Strong industry partnerships ensure our students’ skills and knowledge are up-to-date, and provide them with authentic-learning opportunities to apply what they learn. This helps our polytechnic graduates to secure good and meaningful jobs.
I am happy to note that the Republic Polytechnic School of Hospitality has five diploma programmes that cater to the needs of the hospitality and services sector which includes F&B. With its modern laboratories, experienced faculty, and industry-relevant curriculum, RP provides students a well-grounded and vocational foundation in areas such as restaurant and culinary operations, and hotel and hospitality management.
Secondary schools can also use the extensive training facilities at our polytechnics to deliver a holistic educational experience and cultivate vocational interests in our students. The iChef Culinary Competition is a good example of a polytechnic sharing its facilities and expertise to help secondary school students appreciate what a culinary career and training entails. For example, the chef instructors from the RP School of Hospitality conducted culinary clinics for the participants, which I understand the students found to be a fantastic learning experience.
In addition, iChef provides ample opportunities for students to hone their 21st Century skills and complements the wider efforts by the Ministry of Education (MOE) to strengthen Character and Citizenship Education. In iChef, students pick up skills such as research, project management, communication, decision making, as well as time and stress management. At the same time, students also appreciated the value of teamwork, diversity, mutual respect, patience and sportsmanship.
I was told that the contestants’ performance so far throughout the preliminary rounds, semi-finals and today’s finals, have been exemplary, and all show resilience and a desire to excel. On competition days, the contestants had to report to the kitchen as early as 7 in the morning! Many sacrificed a part of their school holidays to attend the culinary clinics. Any established chef today will tell us that no one will become a great chef without these character “ingredients”. I thus applaud our participants for their attitude. Well done!
On top of that, the competition had brought some families together to plan, prepare, and practise. Some teams also presented their family recipes during the competition. Such family bonding and support is heartening. It is an example of how it takes more than just the educational institution, but also the family and community, to come together to encourage and support the child to achieve his or her highest potential.
In conclusion, I will like to highlight that there is no one definition or pathway to success. We are in an environment where there are a lot of opportunities for young people in Singapore now, unlike in the old days where we had very little opportunity to progress beyond the secondary level; unless you were good enough to go into a junior college or pre-university centres, or if you could go to one of the two polytechnics — Singapore Polytechnic and Ngee Ann Polytechnic; otherwise, you had to enter the job market. Today, many of our students receive post-secondary education. Our education system today provides multiple pathways to meet the different interests and abilities of our students. I encourage all students to pursue their passions and interests, whether chemistry or culinary, to find the best pathway for him or herself, and pursue this with fortitude and passion. You will learn from our master chefs and from the elders who have successful careers, that one important ingredient for success is passion. This is, I believe, the most fundamental “ingredient” for success.
Once again, I would like to thank RP for organising this competition which is very well-supported. It is also a very apt event to celebrate RP’s 10th year anniversary. I would like to congratulate all the contestants and those around them who have given them your utmost support. You are all winners in this competition.
Thank you.
]]> Mr Yeo Li Pheow,Republic Polytechnic School Advisory Committee Members,
Distinguished Guests
Judges
Parents, Students
Ladies and Gentlemen,
Good morning.
]]>It is my pleasure to be with all of you today at this 14th Appointment and Appreciation Ceremony for Principals. On behalf of the MOE family, let me first extend our warmest congratulations to the 52 Principals who will receive their appointments today.
For 26 of you, this will be your first appointment as Principal. For these newly appointed principals, this ceremony marks a major milestone in your calling as educators, as we formally entrust you with the leadership of a school. For the incumbent principals who will be taking up appointment at a new school, this occasion is just as significant: it is a re–affirmation of our confidence and trust in your ability to lead a school. The regular rotation of experienced Principals is also a key strength of our system – to allow experienced Principals to bring their expertise and ideas to a new community and take the school to greater heights. In this way, we ensure that all our schools have a mix of experience and fresh perspectives.
This meaningful event today is a public acknowledgement of the responsibilities of the leadership mandate that has been given to you, both new and incumbent principals.
This year, we will be showing our appreciation to 12 Senior Education Officers who will be retiring. These senior educators, school leaders and senior leaders in the Ministry Headquarters have touched the lives of many – staff and students – and we would like to thank all of them for their exemplary service.
We are living in a world with both long–term forces causing structural shifts, and with medium and short–term fluctuations creating uncertainties. The shift of the economic centre of gravity to the major emerging economies continues unabated. In the advanced economies, the latest OECD’s report on the economic outlook of the world noted that the Eurozone crisis and the US debt crisis threaten to plunge the global economy into another recession if these are not resolved decisively and quickly. At the same time, swift technological advancements are opening up new frontiers, but also making many jobs obsolete.
All these changes are deeply unsettling to hundreds of millions of people. In the Middle East, the desire for a better political and economic order has led to the Arab Spring. In the advanced economies, the Occupy Wall Street protests have morphed into a general protest against globalisation and businesses.
As a small open economy, we will be buffeted by these global changes. We also have to face our own domestic challenges, such as an ageing population. The implications are multi–faceted. Engaging older employees and providing for their lifelong employability would be crucial. The lower birth rate could also mean that our children today may bear a higher burden in supporting their parents than before.
We will have to discuss the impacts of these and other changes on our society and our education system in greater depth in the coming years. But what is clear is that we need to equip our young people with the deep knowledge and skills to stay relevant, and to have sound values and instincts of working together, leveraging the strengths of different members, lending each other a helping hand, celebrating our collective achievements and supporting individuals who are in greater need.
We in the Ministry of Education, working in partnership with parents and the community, have a key role in shaping this future together. The way forward, as we discussed at the Work Plan Seminar, is through an enhanced focus on student centricity and to emphasise the values–driven basis of what we do in Education.
Allow me to share three ways in which we are doing so. First, we need to affirm our children by celebrating a diversity of talents. Second, we need to develop good schools in every neighbourhood. Third, we need to nurture values–centred school leaders.
First, we need to nurture every Singaporean to be the best that he can be. This in turn requires us to customise better, as a school and as a system. As we seek to be become even more student–centric, we must continue to identify and develop diverse peaks of excellence among our students. Our programmes should be designed differently to cater to the needs of different student segments within and across schools. We should set appropriate goals and learning objectives and not compromise the outcomes of education for short term achievement.
Among our schools, there are many examples where we have customised programmes to meet the learning needs of students. I will cite two examples. At Park View Primary, the school recognised their students’ strong interest in sports and implemented a ‘Sports for All Programme’ where all students would have experienced at least 8 to 10 different sports over 6 years of schooling. In addition to programmes for maximum participation in sports activities, the school also has a framework to identify and further develop students who have shown a higher aptitude in the various sports. Students are given the opportunity to learn at different intensity, whether in simply enjoying a sport or in stretching their ability to excel in the sport.
At St Andrew’s Secondary, teachers wanted the Normal (Technical) students to develop a greater sense of purpose and engagement in their learning and school activities. The teachers re–conceptualised the curriculum and school programmes and took special care to consider the students’ needs, interests, suggestions and feedback. In the classroom, curriculum was customized to include elective modules like Sports & Fitness and Food & Beverage. Outside the classroom, the students were able to choose from a wide range of opportunities to engage in sports, music, performing arts and special interest clubs. The efforts of the school have borne fruit, with improvements in the students’ attendance, motivation and academic performance.
At the systemic level, new pathways and options have been created in the past 5 years, catering to students of different learning styles and needs. The underlying philosophy is to make many pathways, bridges and ladders available to our students, at different points in time, with no dead ends.
Over the next two years, we will be putting in place two more enhancements. Starting from the Secondary 4 Normal (Academic) cohort of 2012, we will have a new through–train programme to the polytechnics, via the Polytechnic Foundation Programme.
MOE will also start new specialised schools that cater to the distinctive needs of our Normal (Technical) students. In doing so, we are building on the initial success of two earlier innovations – the creation of Northlight and Assumption Pathway Schools and the set–up of three N (T) Mark II Schools to cater to the needs of students who better benefit from practice–oriented skills and approaches.
The two new specialised schools to be set up in 2013 and 2014 will provide an additional option for N (T) students to benefit from a more customised learning environment. The schools will create a customised curriculum, adopt appropriate teaching pedagogies, and recruit committed teachers with the right skills and attitudes. The customised programmes include a more practice–oriented and industry–focused curriculum which will prepare students for further studies at ITE or other skills training organizations.
There will also be emphasis on physical education and aesthetics, as well as special programmes to cater to the students’ social–emotional needs and to equip them with the necessary life skills for future employability.
The first specialised school for N (T) students is located in Jurong East and it will start taking in students in 2013. Mr Frederick Yeo has taken up the mettle to set up and lead the new school as its first Principal. Plans for the second school, to be located in Woodlands, are underway, and it will receive its first students in 2014.
The schools will work in close partnership with ITE and industry partners to develop their curriculum and programmes and provide opportunities for attachments and internships. Each school will be governed by a Board of Directors, whose members come from a diverse cross–section of industries and the community to ensure a greater contact network for industry partnership with the schools.
Having a diversity of options is a good first step. We will need to work harder, in partnership with parents, to help our students learn more about themselves, to make informed choices about their next steps. For example, should my child who has completed secondary education go to a junior college or a polytechnic? Should my child who has completed Secondary 4 in the Normal (Academic) course choose the ITE pathway, or go on to do the ‘O’ levels? There is no one “better” pathway; it depends on the child’s interests, learning style and probable career aspirations. To help parents better understand the options available in education, MOE seeks to provide the necessary support through the COMmunity and PArents in Support of Schools (COMPASS), whose role is to advise MOE on ways to strengthen and promote home–school–community collaborations.
Second, we want to ensure that we have good schools in every neighbourhood. A good school is one which adds value, in a holistic manner, to the students who pass through its doors. A good school is one which is concerned not just with preparing their students for the next examinations, but wants to know what happens to their students long after that. For example, Bedok South Secondary School strives to keep in touch with her former students through various means, including using social media. The school shares stories of their alumni to inspire their current students. Ms Vivien Yeong graduated from Bedok South in 2009 and went on to pursue her A–levels. Vivien felt that Bedok South had provided her many development opportunities like leadership training, science research and overseas learning journey. Vivien is appreciative of what the school had done for her and readily agreed to return to the school next year to help support the learning of the school’s graduating class. Another alumnus is Dr Patricia Wong. She graduated from Bedok South in the late 1980s and had moved on to specialize in sports science. She has maintained strong links and has stayed passionate about the school’s continued progress and development. In 2000, she spearheaded the formation of the school’s alumni and is now serving in the School Advisory Committee. Indeed the impact that schools make on their students go way beyond their schooling years.
Consultations are on–going with school leaders on how we can better leverage on the spirit of the School Excellence Model for every school to strive to be a good school. Underpinning the School Excellence Model (SEM) is the belief that schools are continuously seeking improvement. Today, schools exist in a complex environment. Rather than operate as single entities, schools could collaborate with each other as they innovate and improve. Schools should also actively and constantly seek collaborations with both educational and community partners to enhance and enrich students’ learning in and beyond the school environment.
When schools form collaborative partnerships with one another, more schools, if not all schools, can achieve excellence. The North Zone Junior College Consortium is one example. Created in 2006, the Principals of Anderson JC, Innova JC, Serangoon JC and Yishun JC came together with the aim of providing graduating secondary school students, their teachers and their parents, with information on JC education. Each JC provided information not just on its own school but also on the offerings in the other North Zone JCs. They synchronised their JC Open Houses to ensure that all students got to know the curricula and programmes across the four JCs. The collaboration has since developed into a mutual learning and benchmarking platform amongst the four JC Principals where they lead their teams to share their strengths with each other.
It is therefore important that we foster a collegial culture of learning and collaboration where schools can tap on one another’s expertise and harness good ideas. This will lead to a proliferation of good practices throughout the entire school system and facilitate “system excellence” in addition to individual “school excellence”.
The element of collaboration will be given greater focus in the revised SEM and the criteria for Best Practice Award or School Distinction Award will also reflect the expectations of schools to actively engage in collegial sharing and collaboration.
For schools to become more student–centric, values–centred school leadership is key. School leadership determines whether carefully conceived policies with good intent are implemented with fidelity and effectiveness. For example, time set aside for citizenship and character education can “disappear” if school leaders and educators use the time for more remedial lessons. Such practices reveal the beliefs and values of school leaders and educators.
I am heartened to know of schools which, far from taking away time, have given Character and Citizenship Education (CCE) its due time and weight. Every morning at Ping Yi Secondary, the school population would partake in a ‘Values for Breakfast’ programme where values–based stories or personal experiences are shared and the learning is reinforced through the day by both teachers and students. The school has also dedicated an additional hour every fortnight in their curriculum for form teachers to spend time with their students and engage in deeper discussion on values–based issues that can be related to news events, current affairs or other observations by the students. Such quality time spent together has not only enhanced the student–teacher relationship but has also provided a more authentic and engaging way to learn about life and society, and to inculcate deep values that would guide students through their lives.
Another school, Zhenghua Secondary, has developed an outdoor education programme for all her students to experience self–discovery, develop responsibility and resilience and understand the value of teamwork. Incorporating Orienteering, Rockclimbing and Challenge Ropes courses, students learn that with determination, they could master their fears and overcome great obstacles. Students also learn to look beyond their own personal achievements to be involved in supporting their peers and to care and be responsible for others. The students are introduced to the school’s outdoor education programme right from Secondary One at the Sec 1 Orientation camp where they learn the importance of living and working harmoniously and how to take on the role of leading as well as serving others. Many useful lessons on life and values are imparted.
In the last few years, we have redoubled our efforts in the nurturing of school leaders. In 2007, we launched the “Philosophy for Educational Leadership in Singapore” document to support the development of values–based leadership. This Philosophy continues to guide our school leaders and reminds them to be “Anchored on Values and Purpose”.
This year, the Leaders in Education Programme was reviewed and refreshed to ensure its relevance to the new roles and expectations of principalship. Not only was dedicated time set aside for participants to engage in strategic dialogues with Senior Management of MOE, participants also visited a front–line SAF unit and had a closed–door dialogue with a high–level senior MINDEF official. These sessions served to equip our future Principals with a feel for the challenges to the survival and success of Singapore.
Going forward, we will further support our school leaders in leading and managing change. Next year, we will organize a National Perspectives Forum with national leaders, so that our school leaders will have the opportunity to engage in discussions about national challenges and opportunities. Such forums will become regular events in our school leaders’ calendars.
School leaders seek to inspire all towards a shared vision by engaging the hearts and mind of the staff they lead and move them in tandem with the heartbeat of the school. When staff are engaged, they see a strong connectedness to their purpose and have clarity on their role in nurturing the students under their charge. When each school has a strong and cohesive school team who find personal meaning, satisfaction and motivation in their work, the entire school system will be strong.
While we continue to build trust and respect within the school, we must not forget our stakeholders in the community, especially the parents of our students. Given the changing demographics of more educated parents and fewer children per family, parents are placing greater attention on their children’s education. Parents and other stakeholders are eager to contribute and be more involved. I encourage all school leaders to proactively approach and garner the support from parents and the community as they also play an important role in the education of our young.
Our education system today is strong and effective because of the dedication of our school leaders who are able to adapt to the changing demands of the time. Among the twelve Senior Education Officers who will be retiring this year is Mrs Yu Sing Tong.
During Mrs Yu’s 41 years of dedicated service in the teaching profession, she has touched the lives of countless people. I understand Mrs Yu was among the first pioneers of a position which is known today as Cluster Superintendent. She moved from the Superintendent position to become Deputy Director Schools North and finally Zonal Director.
In guiding and leading school principals, Mrs Yu has influenced them through her clarity of vision on school excellence, her deep knowledge of schools, her ability to motivate and galvanise, and her indomitable will to help schools succeed.
As leaders, we often lead in different ways that stem from our beliefs and this is what makes each leader unique. Mrs Yu is a visionary change agent who through the years has kept in pace with the changing education landscape. She has always been on the lookout for new possibilities and educational goals, all the while striving to adapt, adopt and innovate. Mrs Yu’s ability to be nimble and responsive was especially evident in her management of health–related matters in schools during the 2003 SARS crisis and 2009 H1N1 flu pandemic. Mrs Yu has been a leader for school leaders, a coach, a mentor and an inspirational influence for many who have worked with her.
Mdm Jenny Law will be retiring after 41 years of service. During this period, she was Principal for 26 and half years. Since leading Bukit View Primary School in Dec 2002, she has transformed it from a school with declining enrolment and at risk of being closed in the 1990s, to one that is very popular and vibrant in the neighbourhood today.
Believing firmly that every child can learn and achieve, she has led her staff to adopt a whole–school approach to providing a well–balanced and holistic education for students. The school has mounted several innovative and bold prototypes to implement the recommendations of the Primary Education Review and Implementation (PERI) Committee. In 2007, the school was awarded the Programme for School Excellence (PSE) in recognition of its achievements in its niche area of Aesthetics.
Mrs Yu Sing Tong and Mdm Jenny Law are two outstanding examples of educational leadership. While time does not permit me to share the contributions of all retiring school leaders, I believe each and every one of the retiring officers will bring along with them the memories and friendship of the lives they have touched and enriched over the years. Allow me to once again thank the retiring officers, who have impacted the lives of many in their roles as teachers, leaders and friends. Please join me in showing our appreciation to them.
Finally, let me congratulate all Principals appointed today. I look forward to your contributions in the years ahead. Stay the course well so that all Singapore children will be well prepared for the future.
Thank you.
]]> Mr Lawrence WongMr Hawazi Daipi
Senior Parliamentary Secretary
Ministry of Education and Ministry of Manpower
Mrs Tan Ching Yee
Permanent Secretary
Ms Ho Peng
Director-General of Education
Distinguished guests
Principals
Ladies and Gentlemen
]]>Since its establishment in 1965, the Prophet Muhammad’s Birthday Memorial Scholarship Fund Board, also known as Lembaga Biasiswa Kenangan Maulud or LBKM, has been awarding bursaries to needy students of all races.
Today, LBKM has established itself as a household name, particularly in the Malay community. It is the largest Malay/Muslim educational organisation providing assistance in the form of bursaries and scholarships to needy students. From its humble beginnings when it first awarded a total of $3,900 to 18 students in 1966, LBKM has cumulatively awarded more than $12.5 million to more than 18,000 students. LBKM awards benefit a wide range of students, from primary pupils through to post-secondary level students, including post-graduate students in both the secular and religious streams.
I am particularly heartened to see that LBKM has not only received more applications, but also started awarding scholarships to students gaining entry into prestigious higher education institutions in Singapore and abroad. I was informed that this year, LBKM awarded scholarships to three undergraduate students who have been accepted into Oxford, Imperial College London and the University College London. It has also awarded two post-graduate scholarships to students at the Lee Kuan Yew School of Public Policy and Chicago University.
While the scholarships and awards provide recognition and make it possible for you to pursue academic success, we hope that, along the way, you will have acquired values and character traits such as determination, self-confidence, resilience, a sense of responsibility and the ability to work with others. These are the qualities and dispositions that will equip you to succeed later in life.
MOE has placed values and character development at the core of our education system. A new Character and Citizenship Education branch will be set up later this month, bringing together initiatives in National Education, Co-Curricular Activities, Civics and Moral Education under a new framework.
By concentrating our efforts we hope to strengthen the inculcation of moral, personal as well as shared values in youths, so as to create a more vibrant and cohesive society. Values, social emotional competencies and character development form the essential foundation, upon which critical 21st century competencies such as creativity, communications, information literacy, global awareness and cross-cultural skills can be built. Our aim is to groom our children holistically to prepare them for the future.
This has to take place both in the classroom and beyond. While classroom lessons can raise awareness and knowledge of values, these are on their own insufficient. Personal experiences are essential for students to build character. It is only through such real-life interactions that students act on their values and develop empathy for others.
The significance of the efforts of organisations like LBKM goes beyond raising funds. Rather, it is a clear statement of values that the community is seeking to uphold and promote - the value that we attach to learning and to developing ourselves to the best of our ability; the belief in providing everyone an opportunity to succeed, regardless of family circumstances; and the value of ‘gotong royong’ and of helping each other succeed.
As beneficiaries of the LBKM awards, I hope you would remember the kindness of the sponsors and donors from the community who have contributed in one way or another to your academic success. Where possible, you should serve and contribute back to society in any form or manner you choose, according to your interests and preferences. I believe that a society that constantly helps itself will grow to become a more gracious and richer society.
Congratulations to LBKM once again for tirelessly helping the needy to achieve success in life. You have certainly won the confidence of the community through your commendable efforts. To the recipients, I congratulate you on your success and may you continue to excel in your studies.
Thank you.
]]> Haji Wan Hussin Zoohri,Mr Mushahid Ali
Ms Angela Lew
Distinguished Guests
Ladies and Gentlemen
]]>UWC South East Asia is one of the first international schools established in Singapore. It opened as the ‘Singapore International School’ in 1971, with 950 students. Since then, UWC South East Asia has been providing a high quality education to the children of the expatriate community in Singapore and has grown to be one of the top international schools globally.
UWC South East Asia commands a strong reputation with its holistic education and consistently excellent academic results. It is one of the top choices for expatriate families in Singapore. Today, nearly 3,000 students are enrolled at the Dover campus, and a further 1,400 enrolled here at Tampines. These students hail from over 70 different nationalities. By 2015, the capacity of UWC will rise to 5,500 students. This growth is testament to both the high quality of the UWC education.
Singapore and UWC South East Asia have enjoyed strong and growing links. Notably, UWC South East Asia has invested a significant amount of time and resources with the wider Singapore community. As part of its Community Education Program, UWC has opened a variety of weekend courses for the public to pursue sports and drama activities.
Students of UWC South East Asia are regularly involved in more than 40 local community organisations, from working with the intellectually disabled at SIA-MINDS Employment Centre to assisting at homes for the elderly. They also undertake interesting community projects. One such project is the “Shoebox appeal” which involves students in K1, K2 and Grade 1 decorating a shoebox, filling it with things they feel might bring joy to residents of Kheng Chiu Loke Kee Home during the Chinese New Year period. Through this programme, the students understand more about the local elderly.
While such projects benefit those who receive, students too benefit from learning more about Singapore and themselves. In the words of a UWC student who volunteered at Cheshire Home, a home for the disabled, “I started the service believing that I had something great to offer the residents and that I could improve their lives drastically, but in the end I realised that they were also the ones who had something great to teach me. I realise that there is something greater than giving money, food or shelter to someone, and that is love. That is what they have given to me.”
Such thoughtful reflections illustrate the value of these activities in promoting self awareness as well as understanding and respect across cultures. These help students develop important competencies to be active learners and concerned citizens.
I am happy to see the active exchanges between UWC South East Asia and our local schools and universities. In August this year, the Dover Campus hosted a Civics and Moral Education group from MOE. UWC South East Asia has also been conducting a reading exchange with Da Qiao Primary School in Ang Mo Kio and a buddy reading programme with Poi Ching School in Tampines. From visits to the chemistry department at NUS, to attending the Model United Nations at Hwa Chong Junior College, UWC South East Asia students and teachers interact with their Singapore counterparts to create a rich and supportive learning environment.
Further afield, I understand that many parents of students in UWC use the opportunity of using Singapore as a base to travel with their children around the region. The UWC also runs expeditions out of Singapore while the Gap Year programme provides opportunities for students to work with NGOs in South East Asia. The South East Asia and the broader Asian region have a rich historical, cultural and natural heritage, as well as a range of development challenges. I believe such travels and exposures add much to the depth and breadth to the educational experience of the students.
As Singapore continues to grow as a Global-Asia hub, connecting global companies to Asia, and Asian enterprises to the world, many more MNCs and Asian enterprises are setting up their headquarters for regional and global operations here. These enterprises create many professional, executive and skilled jobs for Singaporeans. These enterprises also locate many members of their global management team here. The high quality of the management team and the breadth and depth of the Global-Asia perspectives of these teams distinguish these companies.
To prepare our students for a more globalised future, our schools are seeking to develop cultural awareness and a global outlook in our students. Our universities and research institutes are also deepening their research on Asia. The Economic Development Board is also working hard to build a community of international schools to provide a high quality of education for children of executives who locate in Singapore. This evening, as we celebrate the setting up of the new campus of UWC South East Asia, we also mark an important step in Singapore’s growth as a Global-Asia hub. Your expansion contributes in many important ways to EDB’s efforts, and adds to the quality and diversity of the educational landscape in Singapore. I thank you for your partnership.
As Singapore is a compact city-state, enhancing the quality of the living environment is an imperative. We continually seek solutions to create a more energy efficient and sustainable urban environment. In this regard, I am pleased to learn that this campus has incorporated several innovative designs.
To optimise land usage, UWC South East Asia has created stacked facilities, integrating its sports facilities such as the football field with other school facilities. UWC has been innovative in partnering local and international companies to try out green and sustainability technologies, and contributing to Singapore’s efforts in developing future urban solutions.
This campus was also awarded the Singapore Building and Construction Authority’s highest award—the Greenmark Platinum, which recognises a sustainable approach to construction and an environmentally conscious approach to design. The Tampines campus boasts a number of firsts for Singapore, such as the world’s largest solar powered air conditioning and hot water system installation. Moreover, the campus seeks to be more energy efficient, employing innovative design approaches that allows it to consume around 25 to 30% less electricity than conventional buildings of similar size without any compromise in functionality. This was done with no additional costs and will allow the campus to achieve significant utility savings. The school’s green environment will serve to raise the awareness of the environment and the value of green technologies among the students.
During its 40-year history, more than 20,000 students have graduated from UWC South East Asia. I believe that their time at UWC South East Asia and in Singapore will continue to be an inspiration to them. I hope that they will carry on in their role as ambassadors for inter-cultural understanding and for Singapore—the city they have called home during their formative years.
As we celebrate this momentous occasion, it gives me great pleasure once again to congratulate everyone involved in the opening of this campus on their outstanding achievement. I would like to thank the UWC South East Asia Board, especially Mr Kishore Mahbubani and Mr Charles Ormiston, for the confidence and commitment to expanding the school; the Head of College, Mr Julian Whiteley and UWC South East Asia’s project director, Mr Simon Thomas for making the project a success. I wish the school, its students, staff and parents all the very best. May the ties that bind you to each other and to Singapore continue to be a source of happiness and inspiration for many years to come.
Thank you.
]]> Mr Charles Ormiston,Mr Julian Whiteley,
Head of College,
Ambassadors and Distinguished guests,
Teachers and parents,
Ladies and gentlemen,
Good evening.
]]>With the theme of “Cooperative Enterprises Build a Better World”, and with the aim of encouraging the growth and establishment of co-operatives or co-ops all over the world, the UN has declared the year 2012 as the International Year of Co-operatives. This special year will also commemorate the often quiet contributions of co-operatives to socio-economic development, such as in poverty reduction, employment generation and social integration; as well as promote the recognition of co-ops’ contribution to goals such as the Millennium Development Goals.
Historically, co-ops were founded in times of economic hardship. Over the years, co-ops have proven their capacity to alleviate the effects of economic downturns. During the recent recession, membership in co-ops increased as many people turned to them for low-cost necessities. Many have also come to recognize co-ops as entrepreneurial endeavours.
Co-ops play a special role in society, combining economic viability and social responsibility. Singapore, like many other countries, values our co-operative movement. The 30th anniversary celebration is a timely occasion for us to celebrate the achievements of SNCF and our co-ops.
Co-ops have a long history in Singapore. While their origins date back to the 1920s, their fundamental role in society remains integral to Singapore’s multi-layered social safety net. Back in the 1920s, the wages of government employees were so low that they were unable to borrow money from banks. Hence, these employees pooled their resources to help themselves by forming the first co-op in Singapore, called the Singapore Government Staff Credit Co-operative Society. It started off as a thrift and loan co-op and was the first of many co-ops that were set up in Singapore,
Our co-ops have helped improve the lives of Singaporeans by providing competitive products and services, which include daily groceries, childcare, eldercare, school’s stationery, security, insurance and financial services. For instance, in 1969, NTUC and its affiliated unions decided to champion the setting up of co-ops to help “stretch the dollar” of the workers. Trade union officials went door to door to raise the first $1 million dollars to set up the NTUC Income insurance scheme. This was followed by another initiative in 1973 to set up supermarkets called Welcome, later renamed FairPrice in 1983, to moderate the cost of living. With the success of these co-ops, NTUC cast its net wider to operate childcare centres by taking over 10 crèches from the former Ministry of Social Affairs, because it believed in supporting women who wished to enter the workforce. NTUC worked hard to meet the needs of our community and today, NTUC runs over 230 Fairprice outlets and over 100 NTUC First Campus Childcare Centres island wide. Fairprice is a top local retailer in terms of sales turnover and has garnered numerous awards in areas such as business excellence and human resource management. NTUC Fairprice is also ranked amongst the world’s top 300 largest co-ops.
I am pleased to note that besides NTUC, other new co-ops have been formed to serve their members. More recently, a group of professionals, made up of parents of young people with special needs have come together to form a co-op to help this group to be self-reliant. Instead of setting up a charity and rely on donations and government aid, they have opted to set up a co-op, known as Employment for Persons with Intellectual Disability or E4PID for short. I understand this is not a sheltered workshop, but an enterprise that is commercially viable. Eventually, the long-term goal is to house the various activities of E4PID in a village-like setting, where persons with special needs can work, play and live in this “village” and whose enterprise is profitable. This is a very meaningful venture and I wish the team success.
I am also delighted to learn that a group of senior citizens who love to travel are planning to set up a boutique travel co-op called Silver Horizon Travel. This innovative co-op is still in its exploratory stage but they see much potential in organising travel packages focused on the needs and interests of senior citizens. They will also use travel as a platform to forge friendships, build bonds and promote active living among our senior citizens.
We certainly need more of such people who are passionate about their social causes to devise viable business plans to form co-ops. These examples serve as a reminder to all Singaporeans that the co-operative value of “self-help” is real and empowering.
The leadership of co-ops play a critical role in steering the co-ops. Not only do our co-op leaders need to have integrity, foresight, responsibility and care for others, they must also upgrade their skills and expertise to meet the greater challenges ahead.
In particular, given the many changes in our environment, co-ops have to be adaptable to meet the evolving needs of their members. I would also like to call on the leaders of the co-op movement to steer the co-ops through the current uncertainty in the global economic and financial situation. Concerns about fiscal sustainability on both sides of the Atlantic have dampened growth prospects and investment appetites. Heightened sovereign risk in the Eurozone is having a far-reaching effect on not just the financial markets but also on global real economic activity. Asia and Singapore will not be immune to these potentially severe effects. Economic growth in Singapore is expected to slow to 1% to 3 % in 2012 largely because of expected weak global demand.
Against this sobering backdrop, co-operatives in Singapore must be much more mindful of financial risks. The current low interest rate environment will tempt many to search for yield in riskier investments. Do guard against making such impulsive decisions with the hopes of making a windfall but rather concentrate on your core competencies and do those well. In addition, remember that just as we are obligated to be responsible lenders, we are to be responsible borrowers and investors too. We should be mindful of members of co-operatives and thrifts who may be tempted to borrow more in this low-interest rate environment. While helping members will always be a priority, every organisation must have a rigorous credit risk management that includes a comprehensive assessment of the borrower’s debt servicing ability. I would also urge co-ops to engage in greater financial education of its members. Raising the level of financial literacy would go a long way towards helping members to avoid taking up unsuitable financial product offerings.
SNCF, the apex body for our co-ops, is a key unifying and driving force behind the co-operative movement here. As of the last financial year, SNCF’s customer satisfaction survey amongst its stakeholders saw the apex body outperform its target by 16.4 percentage points, while garnering more than 300% increase in training hours amongst the public and its affiliates.
I am pleased to know that the SNCF has worked closely with schools to raise awareness of the co-operative movement. Assembly talks in schools on co-operative awareness have reached out to over 7000 students annually. Eleven of our schools have also opened their own co-operative societies, which are dedicated to building character and instilling integrity and resilience amongst its members. School co-operatives offer unique opportunities for youths to gain practical experience in running a sustainable social enterprise while serving the school community, in an environment where they can fall, learn, and get back on their feet. They learn to identify social gaps and find solutions to address them.
In addition, the SNCF Co-operative Scholarship has attracted over 250 applicants in the last round of recruitment and has increasingly become a scholarship of choice. These are indeed commendable efforts. In today’s fast-changing world, we need to foster a stronger and more resilient generation to deal with the complex challenges that will come their way. Character development is certainly vital to nurturing a more compassionate and resilient community; and I am glad that SNCF and its affiliates have been actively seeking out opportunities, partners and platforms to build character amongst our young.
I would like to congratulate SNCF on its 30th anniversary. SNCF and its affiliates have weathered storms together and have grown as a movement. I trust you will have many more good years ahead.
In closing, the United Nations International Year of Co-operatives promises to be a prominent platform to promote awareness of co-ops in our community. The Singapore programme for the IYC is exciting and I trust that all of you in the audience will support the various initiatives. Co-ops, well led by passionate people with business acumen and integrity, can improve the lives of the members and the broader community. I commend you for your contributions to the co-operative movement in Singapore. Together, I hope we can “Build a Better World”.
I wish to take this opportunity to congratulate the Movement and every one of you here on the launch of the IYC, and wish SNCF and its affiliates a happy 30th anniversary.
]]> My Fellow Parliamentarians,Mr Chan Tee Seng
Chairman, SNCF,
Distinguished guests
Ladies and gentlemen
Good evening.
]]>Very few regions of the world display such intensive historical, political, economic, social and cultural interfaces as South and Southeast Asia do. The record of such interfaces dates back to the Srivijaya Empire during the 7th -13th century, which exhibited profound characteristics of South Asian influences in its culture and administration. Similar influences were also visible in the imprints of the powerful Buddhist Sailendra dynasty, the best example of which is the splendid temple of Borobudur. South Asian influence on the region did not ebb with the fading out of the Srivijaya and Sailendra kingdoms, but continued through the Hindu-Javanese Majapahit empire during the 13th and 14th centuries. Indeed, the various renderings of the celebrated Indian epic Ramayana in different parts of Southeast Asia is testimony to how South Asian culture has impacted the indigenous cultures of this region.
The maritime spice trade in the pre-colonial era was instrumental in forging networks of linkages between different coastal communities in both regions. These linkages became even stronger during the centuries that experienced European colonization. Large migrations from South Asia engineered by colonial powers not only led to new settlers in Southeast Asia, but also a South Asian presence in various professional activities and services.
The large dispersion of the South Asian Diaspora in the region, along with the prevalence of South Asian languages, and practices of numerous South Asian customs and traditions, are probably the most telling reflection of the long and deep historical ties that have existed between the two regions.
In the second half of the 20th century, despite a promising start where nationalist leaders inspired each other in the quest for national independence, interactions between South and Southeast Asia became somewhat muted. This had much to do with the dynamics of the Cold War and the strategic alignments chosen by different countries of Asia. Economic and political interaction became limited with the two regions following different economic development courses influenced by distinct political philosophies. India’s proximity to the Soviet bloc and reliance on inward-looking policies of import substitution for achieving economic self-sufficiency weaned it away from Singapore and other major economies of the region, which pursued outward-oriented economic strategies. Pakistan, on the other hand, maintained some links through its inclusion in the Southeast Asia Treaty Organisation (SEATO).
The regions embarked on a new course of constructive engagement from the early 1990s. The post-Cold War global dynamics and the surge of economic globalisation made both regions appreciate each other’s strategic significance and encouraged countries to connect to each other for building constructive long-term partnerships. India, the largest country in South Asia, declared its ‘Look East Policy’ (LEP) in the year 1992. The policy opened a new chapter in the history of engagement between India and Southeast Asia. Since then, India’s political, economic and strategic links with ASEAN have considerably deepened and widened. At the same time, other countries in South Asia have also been active in building durable relationships with ASEAN. Pakistan’s ‘Vision East Asia’ policy reflects its commitment to play a constructive and meaningful role in Southeast Asia. The region’s engagement and linkages are also increasing with Bangladesh, Nepal and Sri Lanka, and other countries of South Asia.
Economics has been the key driver of contemporary cross-regional engagement. The India-ASEAN economic relationship has grown from strength to strength. India-ASEAN bilateral trade was about US$58 billion in 2010-11, a quantum jump compared to the US$2 billion two decades earlier and even the US$7 billion just a decade ago. ASEAN now accounts for almost one-tenth of India’s total trade.
Deeper economic linkages between India and ASEAN have been driven by expansions in bilateral economic ties between India and different countries of Southeast Asia. As the Chief Negotiator for the Singapore side for the Comprehensive Economic Cooperation Agreement (CECA), I am particularly pleased that India concluded this agreement with Singapore in 2006. This agreement became India’s template for similar agreements with Malaysia last year and with Thailand, and for on-going negotiations with Indonesia.
More importantly, when we negotiated this agreement, it was not just with a view of an agreement between India and Singapore. Our hope was for it to catalyse a bigger trade liberalisation movement, and between India and ASEAN. I am very happy that it has helped catalysed the ASEAN-India Free Trade Agreement (AIFTA) for trade in goods, which was signed in 2009. This agreement among economies with a combined market of almost 1.8 billion people and a combined GDP of US$2.75 trillion will promote even closer integration of our economies. It will provide opportunities for all countries, including CLMV (Cambodia-Laos-Myanmar-Vietnam). The impact will be even greater if we are able to conclude the current negotiations on an ASEAN-India Trade in Services and Investment Agreement.
Trade is not the only component of economic engagement. Cross-border investments have picked up rapidly with India and Singapore emerging as major investment destinations for each other. Singapore is now the second largest source of incoming foreign direct investment (FDI) into India. It is also the top destination for India’s overseas investments. More than 5,000 Indian companies are incorporated in Singapore with a noticeably strong presence in IT and software industries. Malaysia and Thailand are two other major Southeast Asian investors in India. While Indian investments in Southeast Asia are mostly in IT, software, chemical, pharmaceuticals and metal products, Southeast Asian investments in India are in diverse industries such as telecommunications, construction, roadways and financial services. Investment linkages between ASEAN and the other countries of South Asia are also growing.
Cross-regional trade and investment flows have been facilitated by the remarkable improvement in connectivity. During the last decade, air connections between the two regions have expanded at a rapid pace with multiple carriers and flights connecting important cities. Such connections have helped business and accelerated tourist movements across the regions. There are 385 direct flights a week between Singapore and 11 cities in India. The number of tourists from South Asia to Singapore in 2010 totaled over a million, compared to about 500,000 in 2001.
People-to-people movements and contacts between the two regions have grown over the years. The remarkable penetration of South Asia’s entertainment products, particularly movies and music, in different parts of Southeast Asia is remarkable. Bollywood movies of all genres are hugely popular in the region, as are South Asian performers, and cuisines from different parts of South Asia.
There have also been moves to exhibit and harness greater people-to-people engagement in other ways. In 2008, for example, Singapore hosted a mini-version of the Pravasi Bharatiya Divas (Overseas Indian Day). This was only the second occasion when the event was held outside India. Singapore will soon have an Indian Heritage Centre for exhibiting the continuing affinity between the two regions. There are regular teacher and student exchanges between schools in Singapore and South Asian countries in the areas of language learning and co-curricular activities. Southeast Asian universities have also developed linkages with South Asian counterparts for staff and student exchanges, information sharing, and research and development collaborations including the commercialisation of technology. The establishment of the Nalanda University in India’s eastern state of Bihar symbolises another initiative involving India and Singapore along with other countries of East Asia and should serve to bring together the two regions in active intellectual exchanges and debates.
One of the most crucial drivers for future engagement is economics. The potential shift of the economic centre of gravity from the west to the east will provide strong drivers and a strong foundation for all forms of engagement. In this respect, ASEAN’s geographical co-ordinates have helped it in functioning as an efficient intermediary for facilitating India and South Asia’s interface with Northeast Asia and the Asia-Pacific. Southeast Asia, particularly Singapore, has played an enabling role in India’s burgeoning trade with China and Australia. Much of the trade traffic between South Asia and the rest of the Asia-Pacific flows through the Straits of Malacca. ASEAN’s importance as an economic hub is expected to grow even more in the foreseeable future as South Asia expands economically and trades more with the Asia-Pacific.
The consciousness of engaging Southeast Asia for greater strategic dividends is also not lost on South Asia. India has been trying to deepen strategic ties with ASEAN not only bilaterally, but also through regional forums such as the East Asian Summit (EAS). The EAS includes several major powerful economies and is one of the most important regional strategic forums given Asia’s growing clout in the world economic order. South Asia’s desire to establish greater strategic interface with Southeast Asia is also reflected in cross-regional forums like the Bay of Bengal Initiative for Multi-Sectoral Technical and Economic Cooperation (BIMSTEC), which includes South Asian countries like Bangladesh, Bhutan, India, Nepal and Sri Lanka, and Southeast Asian countries like Myanmar and Thailand. The Mekong Ganga Cooperation, involving India from South Asia and Cambodia, Laos, Myanmar, Thailand and Vietnam from Southeast Asia, is another important forum aiming to expand linkages between the two regions.
The complementarities between the two regions in natural and economic endowments raise the potential for win-win cooperation. However, there are also many practical difficulties. While there are many common points of reference, Southeast Asia and South Asia comprise heterogeneous groups of countries. The pace and quality of development is uneven across the region. Such uneven development leads, for instance, to different outlooks on greater trade integration and delays in evolution of integrated trade architectures. In some areas, the economic relationships are competitive, and many economic sectors resist greater openness. Another example is the increasingly contrasting demographic structures between South Asia and certain parts of Southeast Asia. In theory, the young populations in South Asia make it a major source of labour reserves for some of the Asian, including Southeast Asian countries with ageing populations like Singapore, but the movement of labour will always be politically contentious.
Our challenge is to make diversity productive, and to find common challenges where a collaborative approach benefits all. For instance, several parts of Southeast Asia and South Asia face common challenges such as the scarcity of water and environmental degradation; and the need for clean energy, infrastructural and human resources development. The two regions can work together to develop solutions tailored to meet the unique demands of countries in both regions.
A major avenue for co-operation in this respect is to conceive models for increasing land connectivity between the two regions. Efficient land routes will greatly increase people-to-people contact and also enhance economic activity. However, a critical challenge to overcome in this respect is the relative lack of co-ordination between South Asian states themselves, which is critical for progressing on cross-regional transport infrastructure. A more cohesive and well-knit South Asia would be desirable in this regard.
From a larger strategic perspective, the Indian Ocean, and its adjoining stretches such as the South China Sea are becoming increasingly important global strategic spaces given their large trade volumes, particularly for energy-intensive products. Greater economic prosperity in Asia will enhance the strategic dimensions of these maritime spaces. The region is drawing the attention of key players in the international community. The presence of US and Europe in the East Asia Summit is an illustration of this. A strategic balance is important to Southeast Asia, and as a benign regional power, Southeast Asia will have to practise open regionalism and engage all parties.
In short, despite the difficulties and challenges, we can expect both strategic and economic engagements to deepen between South and Southeast Asia. It is my hope that Singapore can play a catalytic role to further strengthen the linkages between the two regions. Historically, Singapore was an entrepôt port that connected South Asia and Southeast Asian trade routes. As the careful work of scholars like Prof Tan Tai Yong shows, Singapore was playing the role of an ‘early emporium’ for trade between these two regions, even before the arrival of Sir Thomas Stamford Raffles in 1819. In 1946, Prime Minister Jawaharlal Nehru of India paid Singapore a great tribute when he said, “Singapore will become the place where Asian unity is forged.”
As a small outward-looking country, Singapore should contribute towards facilitating the flow of ideas of knowledge, capital, technology and development experiences between the two regions. In specific areas like skills and vocational training, waste, water and urban management, Singapore can be a catalyst for change. I hope Singapore develops as a springboard for South Asia’s engagement with Southeast Asia as well as the rest of Asia.
Given the diversity of both regions, the interests of countries will diverge on certain issues. It is important that countries from both regions get to articulate and understand these divergent viewpoints, and find areas of common interest where we can work together for the benefit of all. This, of course, is never an easy task. This is where an institute like ISAS can play an important role.
ISAS, as a Southeast Asian institute working on South Asia, is ideally poised to highlight the different aspects of strategic engagement between the two regions. ISAS can also play a vital role in fostering mutual understanding between the two regions; seed new ideas and build lasting links through events like the successful inaugural South Asian Diaspora Convention (SADC), which was held in Singapore a few months ago. The role of the diaspora in enhancing people-to-people contact and facilitating greater understanding and appreciation of each other’s interests and limitations is promising.
Given the growing intellectual grasp of South Asian issues and its strategic location, ISAS can provide a platform for inter-regional dialogue on challenges which are common to both regions. Since its inception, ISAS has been playing a commendable role in increasing awareness in Singapore and the region on South Asian issues of contemporary relevance. It should expand this role by combining scholastic research with constructive engagement. It should, indeed, become the natural choice and forum for all dialogues and discussions involving South Asian leaders and key personalities in this part of the world. This conference marks another important step in this effort.
I wish you success.
Thank you.
]]> Ambassador Gopinath PillaiProfessor Tan Tai Yong
Director, Institute of South Asian Studies
Excellencies
Distinguished Guests
Ladies and Gentlemen
]]>I am heartened to see that in just a few short years, NUS High has established itself as a premier school in Singapore’s education landscape. When NUS High School set out to offer her own high school diploma programme, it was a courageous departure from the traditional and well-tested A-level exam system. I commend NUS High in your pathfinder venture. Most of the graduands today belong to the second cohort of Year One students who matriculated in 2006. After spending six years in this campus, I am certain that you have had many positive learning experiences and ample opportunities to stretch and realise your potential.
Today, the students here will graduate with a Diploma that is both locally and internationally recognized. Besides NUS, NTU, SMU and SUTD, many renowned overseas universities such as Cambridge, Oxford, Harvard, MIT, Stanford and Yale have accepted the NUS High Diploma for admission into their institutions.
It is also commendable that as a relatively young school, NUS High School has nurtured several medallists at the international mathematics and science Olympiads in the past few years. In this year’s Singapore Science and Engineering Fair (SSEF), a national competition that is affiliated to the prestigious Intel International Science and Engineering Fair (Intel ISEF), NUS High School students won more than half of all gold awards conferred as well as one third of all the medals awarded. The accomplishment bears testament to the significant pool of budding young researchers that the school has nurtured.
The rigorous study of mathematics and the sciences is the core of NUS High’s curriculum. These disciplines develop in our students, among others, a habit of logical and rigorous thinking and a spirit of perseverance. These disciplines are well complemented by the study of languages, humanities and the arts, and a rich array of co-curricular activities and character development programme, to enable students to get a holistic, broad-based education.
Many of you are continuing your pursuit of mathematics and science in university. Some will choose to venture into other fields. But whichever path you take, I hope the habits of mind and character you have developed will serve you well.
I am pleased to know that NUS High has encouraged her students to actively develop their interests and talents beyond mathematics and science. This year’s valedictorian, Pan Chuen, is a fine example of a well-rounded student. His forte in mathematics and science led to his outstanding performance at the Singapore Chemistry Olympiad in 2007 and 2010. Pan Chuen’s thirst for learning also took him to Germany on an Overseas Student Academic Programme and to the United Kingdom on a Student Exchange Programme.
This spirit of being open to new experiences and actively seizing opportunities to expand one’s horizon is one which I hope all NUS High students will exhibit. What also impresses me is Pan Chuen’s ability to balance his academic pursuits with his extensive involvement in co-curricular activities. Pan Chuen holds a number of leadership positions. Not only was he Senior Patrol Leader in his Scouts CCA, he was also the Vice-Captain of the school’s soccer team. Eager to serve his fellow students, Pan Chuen, in addition to being the Mentor Representative of his class, went on to become a Peer Support Leader. His leadership journey in NUS High culminated in his role as the Vice President of the 6th Student Council. I hope that Pan Chuen will continue to lead and serve in new capacities, as he embarks on a new journey of learning and discovery.
To further support the good work of nurturing young mathematics and science talents, NUS High School has recently been given an endowment fund worth $35 million dollars. The Tay Eng Soon Endowment Fund, donated by the Temasek Education Foundation, is named after our late former Senior Minister of State, Dr Tay Eng Soon, and serves to nurture students gifted in mathematics and science.
The endowment fund has created new possibilities for NUS High School students. Awards and scholarships will be given to deserving students to recognize and support them in their learning. For instance, the NUS High School Study Award will recognize students, who are on full financial subsidy from MOE, for their good conduct and academic performance. The school will also be launching the NUS High School Tay Eng Soon Scholarships for NUS High School students who exhibit great promise in mathematics or science, or in both disciplines.
This year, for the first time, the school will be awarding the Tay Eng Soon Gold Medal. This pinnacle award, which will be presented at the Convocation today, and henceforth annually, honours the best student who shows passion, talent and achievements in mathematics and/or science.
This year’s recipient of the Tay Eng Soon Gold Medal is an individual who has distinguished himself not only with his achievements in various local and international mathematics and science Olympiads, but more strikingly, with his passion and flair for fusing mathematics, computer science and origami, which led to his clinching the First Award in the Computer Science category at the Intel International Science and Engineering Fair. This individual is also an avid chess player who has served and led the NUS High School Chess Club in various leadership roles including Vice-Chair and Chairperson. The Tay Eng Soon Gold Medal will be another feather in his cap, adding to the accolades he has earned, such as the Lee Kuan Yew Award for Mathematics and Science and the A*STAR Science Award. Ladies and gentleman, the fine young man who will be the recipient of the inaugural Tay Eng Soon Gold Medal, is Cheng Herng Yi.
I believe that you will one day contribute to society in your own special ways, and especially in the areas of mathematics and science. Your experiences in this school have equipped you with the foundation to be creative thinkers and innovators, and we look to you to be the future leaders of Singapore, whether in our knowledge economy as inventors, researchers, and technopreneurs, or in whichever field that you may choose.
Today marks the end of your high school education but the start of your lifelong journey of learning and discovery. Continue to learn, explore and create, and to pursue your dreams.
As the next chapter of your life unfolds, your dreams may take you to lands far away. Regardless of where you may be, do not forget the teachers, parents and fellow students who have offered their guidance and support, and walked alongside you on this journey. Maintain your deep ties with Singapore and make Singapore and NUS High School proud.
My heartiest congratulations to the Class of 2011!
]]> Professor Tan Eng Chye,Mr Wee Heng Tin,
Chairman,
Board of Governors, NUS High School
Dr Hang Kim Hoo,
Principal, NUS High School
Distinguished Guests
Teachers, Parents
The Graduating Class of 2011
Good Afternoon.
]]>All of us are here because we believe in providing a strong foundation for our nation’s children. The research on pre-school education is clear. Evidence in many studies show that quality early learning programmes work — for our children and for our society. Participation in high-quality pre-school programmes results in both short- and long-term positive outcomes for children, including their willingness to persevere through adversity, their motivation in learning and their ability to acquire future skills.
MOE has taken active steps to raise the quality of pre-school education in Singapore. One major milestone is the development of the Singapore Pre-school Accreditation Framework (SPARK) — a quality benchmark for all childcare centres and kindergartens to strive towards. In September this year, 52 pre-schools received their SPARK certificates of achievement at the inaugural SPARK Certificate Presentation Ceremony. Tomorrow, another 17 pre-schools will be receiving their SPARK certificates of achievement. Congratulations to all of these centres! I encourage more of you to strive towards the standards articulated in the SPARK.
Going forward, MOE will continue to do more to support pre-schools in their quality journey through two broad strategies: First, we will enhance teacher quality. Secondly, we will enhance the quality of pre-school programme offerings. Let me elaborate on these.
Critical to quality pre-school education is the quality of teacher training. The quality of the courses which prepare candidates to be pre-school teachers is important and a regular review of the courses is necessary to ensure its relevance for beginning teachers.
This is why MOE has embarked on a review of the teaching and leadership Diplomas in Early Childhood Care and Education, i.e. the DECCE-T and DECCE-L. The objective is to raise the standards and rigour of the diploma courses, so that diploma graduates will be well-equipped to fulfill their responsibilities as pre-school educators. Earlier this year, the Pre-school Qualification Accreditation Committee or the PQAC, organised focus group discussions with pre-school teachers, principals and training agencies to gather feedback on this review. I thank you for your feedback and suggestions which will be taken into consideration as part of the review, to be completed next year, with the revisions to be implemented in 2013.
To prepare teachers and leaders for a career in early childhood education, continual professional upgrading and development is necessary. MOE provides a spread of opportunities for professional upgrading and development. Since 2008, MOE has provided scholarships and bursaries to encourage teachers to obtain the DECCE-T. As at June, 87% of kindergarten teachers and principals have attained or are undergoing diploma training, up from 52% five years ago.
In addition, MOE awards scholarships and bursaries to support teachers in higher learning at UniSIM: the Bachelor of Early Childhood Education with Management and the Bachelor of Early Childhood and Chinese Language Education. To date, 165 teachers have received scholarships, bursaries and teaching awards for the diploma and degree courses. This year, in keeping with our efforts to support teachers in professional upgrading, MOE started to provide scholarships for the Master of Education in Early Childhood Education conducted by the National Institute of Education (NIE). This morning, I am pleased to announce that five teachers will form the first batch of scholarship and teaching awardees for the Masters programme. I encourage all pre-school teachers and leaders to apply for these professional upgrading opportunities.
Besides upgrading your professional qualifications, it is important for you to deepen your knowledge and skills in early childhood education through the course of your career. Continual professional development is necessary because it helps you to enhance the quality of adult-child interactions, school-family partnerships and contributes to the quality of children’s learning in pre-school.
MOE will provide even more training opportunities to help you keep abreast of developments in the field. In addition to this conference, two symposiums were organised this year: the inaugural Music Symposium in May and the Innovation Symposium in September. The symposiums were well-received and we will continue to organise such professional development opportunities next year. MOE also organises workshops on curriculum and pedagogy as well as leadership and management, all of which have received positive feedback from the participants. The full list of workshops are compiled in the MOE Professional Development Prospectus, which you will be receiving today. I hope you will make use of this prospectus to plan your own professional development; for pre-school leaders, you can use this to come up with a training roadmap for the development of your teachers.
I am also pleased to announce that in January next year, MOE, in collaboration with Republic Polytechnic, will be launching a certificate course in music and movement for pre-school teachers. This part-time 75-hours course spans 2 months and equips teachers with knowledge of basic music theory, music making, dance concepts and movements. The course will enable teachers to design music, movement and dance activities for young learners. It would be good if every kindergarten has at least one teacher who is well-trained in music and movement. I encourage you to make full use of this opportunity to upgrade your skills in music and movement.
To recognize the dedicated and passionate pre-school teachers amongst us, MOE gives out the Outstanding Kindergarten Teacher Award (OKTA) every year. This morning, we are pleased to have two teachers receiving the Outstanding Kindergarten Teacher Distinction Award — Ms Nadiya Priyadishni from the Ramakrishna Mission Sarada Kindergarten, and Ms Estrelita Maria Gaspar from the Ascension Kindergarten. Both teachers are passionate about pre-school education. They have the ability to engage and connect with children, and to bring out the best in them. They are also actively involved in building strong school-community relations. Both Ms Nadiya and Ms Estrelita are mentors to new teachers, and held in high regard by their supervisors and peers. They are truly an inspiration to all of us.
Quality teachers must be complemented with quality programmes. In my visits to pre-schools, I am heartened to observe that there are many efforts by teachers to try new things and experiment with more effective ways of engaging the children. Many kindergartens have made good use of the MOE Innovation Grants to develop a culture of innovation, and to enhance teaching and learning outcomes. This year, a total of 21 projects will receive the Outstanding Kindergarten Innovation Award. “Learning Beyond Boundaries” by PCF Punggol East is one such award-winning project. In PCF Punggol East, children use the ‘Skype’ video-conferencing software to interact with people, including experts on a local Frog Farm, and even students in a pre-school in India! Learning extends beyond the four walls of a classroom and the children develop a greater awareness of the world around them. This is an innovation that does not cost much to implement but yet has great impact because it re-defines learning paradigms.
MOE will continue to invest in innovation at the pre-school level, so as to improve the quality of pre-school programmes and unlock the potential of every child. The application for the 2012 Innovation Grant opens today. So if you are seeking funding for your innovation projects, do send in your applications early.
Besides nurturing a culture of innovation, teachers need a curriculum framework to guide their decisions on what and how to teach. A 2010 Organisation for Economic Co-operation and Development (OECD) report noted that setting out a curriculum framework with broad teaching and learning guidelines can improve the quality of pre-school education.
Last year, in response to feedback from many teachers, MOE developed a “Nurturing Learning Dispositions” curriculum resource to guide teachers in nurturing six learning dispositions in children: Perseverance, Reflectiveness, Appreciation, Inventiveness, Sense of wonder and curiosity, and Engagement; or PRAISE in short.
Today, I am pleased to launch a set of six picture books to complement the existing curriculum resources. MOE collaborated with local authors and illustrators to feature local contexts which young children in Singapore can relate to. Teachers can use these picture books to help children develop an awareness of and recognise the learning dispositions depicted. All MOE-registered English Language teachers will receive a set of these six picture books.
Going forward, MOE will review its Kindergarten Curriculum Framework to refresh key teaching and learning principles so as to better prepare our children for living and working in the 21st century. The current Kindergarten Curriculum Framework was published in 2003. It highlights what we consider to be key principles of a quality preschool education in Singapore. Many of the broad principles in the existing framework are still relevant. But we want to update the Kindergarten Curriculum Framework with the latest research about how children develop and learn. We will also articulate the desired pre-school curriculum philosophy and approach, as well as outline strategies for teachers to plan and deliver engaging and holistic learning experiences for children.
Earlier this year, MOE had engaged pre-school teachers and principals to get preliminary feedback on updates to the Kindergarten Curriculum Framework. I would like thank those who were involved in sharing your views with us. Today, a draft of the updated framework will be distributed to all kindergarten teachers. We invite you to give us your feedback and suggestions to help make this framework an even better one for our children’s development and learning.
In closing, I would like to thank all of you for the challenging and meaningful work that you do on behalf of this nation’s children and families. All of you are on the frontline of change — to transform our pre-school education sector, and to ensure excellent early learning and support for all children. MOE is committed to support you in your efforts to improve the quality of pre-school teaching and the quality of pre-school programmes. I wish you all the very best as we embark on this exciting journey towards high-quality and affordable pre-school education for the benefit of every child.
]]> Professor Marilyn Fleer,Pre-school leaders and teachers,
Distinguished guests,
Ladies and gentlemen,
]]>First of all, I would like to commend Sembcorp Marine for initiating the SchoolBAG scheme as part of the company’s corporate social responsibility programme.
Now into its 11th year, the SchoolBAG scheme supplements government-led assistance schemes and schools’ efforts to help needy families and students.
I understand that the scheme has been reviewed and broadened over the years to benefit more recipients who are in need of financial assistance. I am pleased that this year, more than 1,500 students will benefit from the SchoolBAG scheme. Since its inception in 2001, more than 12,000 students have benefited from Sembcorp Marine’s total contribution of S$2.48 million.
I would like to mention a couple of recipients that have benefited from the SchoolBAG scheme. Loshini, a Primary 5 student from Keming Primary School, has been a beneficiary of the SchoolBAG scheme since Primary 2. Her teachers describe her as a cheerful and diligent girl despite having a hearing disability. She is a curious and keen learner, and is a proud recipient of the Edusave Good Progress Award last year. Loshini enjoys reading and, I understand, she is appreciative of the financial assistance which enables her to purchase books and stationery. Her favourite books are mysteries and she aspires to be a lawyer or detective in the Police Force. With the support of the SchoolBAG scheme and the support of the school, I am confident Loshini will strive to do well and realise her dreams one day.
The SchoolBAG scheme has also helped Ang Rui Mei, a Secondary 2 student from Riverside Secondary School. Her mother is the sole breadwinner and the SchoolBAG grant Rui Mei has been receiving since 2007 eases her family’s financial situation. With the grant, Rui Mei is able to purchase books and stationery. At school, she is an active member of the Symphonic Band and impresses her teachers and peers with her positive attitude. Rui Mei hopes to succeed in the field of accountancy and fulfil her mother’s dream of a good education and career for her.
Enabling social mobility will continue to be a hallmark of our education system. Regardless of family circumstances, MOE believes that all children should have access to good education regardless of their race, gender or social background. Our students also benefit from a wide range of enrichment activities and overseas programmes, through Edusave and the Opportunity Fund and the Trips for International Experience Fund. We have created many new opportunities for every Singaporean to shine – new pathways, more options and greater flexibilities. Our students are able to learn at their own pace, and develop in areas they are passionate about and can excel in, and achieve their maximum potential.
Equipping our students with skills and knowledge, values and character development will be at the core of our education system to enable our students to have the confidence, grit and determination to succeed.
To achieve this, schools need the partnership of parents and the community, such as self-help groups, grassroots and private organisations, like Sembcorp Marine, to develop our children’s potential and support schools’ efforts in nurturing and shaping their character, and instilling in them a strong sense of responsibility to contribute to the success of Singapore and the well-being of fellow Singaporeans. Principals, teachers, parents and our partners in the community, we all have a challenging task ahead, but it is also an honourable one. I urge you to continue to nurture, encourage and support these students to enable them to reach greater heights.
To all recipients of the Sembcorp Marine SchoolBAG grant, I urge you to continue to work hard in your studies. I hope, too, that you will remember and appreciate your parents, teachers and supporters who have helped and supported you in your education and that you will, in turn, give back to society by helping others in need.
Let me take this opportunity to commend the principals and teachers as well as the team at Sembcorp Marine for their generosity and selfless support in making a difference to the lives of our students.
Thank you.
]]> Mr Wong Weng Sun,Madam Sung Mee Har,
Principal, Woodgrove Secondary School
Principals and Teachers,
Ladies and Gentlemen,
Boys and Girls,
]]>It is my pleasure to be here at the 3rd Educating For Health (EFH) Conference. I would like to extend a warm welcome to our guests, partners, school staff, counsellors and parents to this conference.
The first Educating For Health (EFH) conference held in 2007 was an initiative by the Healthy Youth Committee or HY-Com in short. This inter-agency committee championed by the Ministry of Education (MOE), was formed to align, synergise and maximize the health promotion efforts for our children and youths. The conference, in its third run, has stayed true to its intent of equipping and deepening the knowledge, skills and attitude of our schools’ stakeholders in promoting and managing the holistic health of our students.
“There can be No Health without Mental Health”. United Nations Secretary-General Ban Ki-moon delivered this message on World Mental Health Day 2010. His message, which highlights the importance of mental health, resonates with our conference theme - ‘Mind Your Health’. ‘Mind your Health’ has two underlying messages. Foremost, it reminds us to ‘take care or mind our health’. It also highlights that the state of our mind or mental well-being is deeply connected to our physical, social and overall state of well-being and health.
This conference will deepen our understanding of how our mental health connects, interacts and impacts our physical, social and overall health. The learning that we will glean can be applied in both the school and community setting, benefitting our children and youths. The keynote session by Dr James Hudziak (University of Vermont, USA) informs us on the impact of genetic and environmental influences on the behavioral traits and wellness of children. The plenary sessions on “Tipping The Balance: Risk To Resilience” by Dr Maureen Neihart (NIE) and “Building The Child’s Self-esteem: Contribution Of Sports And Physical Activities” by Dr Bervyn Lee (SSC) will demonstrate how children can achieve emotional health and social competence despite extreme stress and adversity.
Our schools’ journey in promoting health has indeed come a long way. In 2007, the implementation of the Holistic Health Framework (HHF) in schools signaled our strong emphasis of providing holistic education for our children, which encompasses the physical, social and mental well-being for our students. One of the key thrust of HHF is developing the total health of every student which involves building intrinsic motivation and ownership for their own holistic health and well-being. A very unique feature of the EFH conferences is the inclusion of a Youth Programme which aims to develop student leaders for health. These youth health ambassadors will support and role-model healthy living to their peers.
A comparison study on “Worldwide Trends in Childhood Overweight and Obesity” by Wang and Lobstein in 2006 estimated that the prevalence of overweight school-age children in South East Asia in 2010 is 23%. Based on the BMI-for-Age norms, Singapore’s overweight percentage for school going children in 2010 is 10.9%. Our Singapore schools have done well when compared with countries in our region. I would like to emphasize that our efforts to maintain an acceptable and healthy weight for our children to ensure their healthy growth and development remains our priority. This is because not only do overweight children have a higher propensity for chronic health problems, but they are also generally more likely to experience a lower quality of life physically, emotionally and socially . This is another illustration that the health domains, physical-social-mental, are inter-connected and each is critical in contributing to the total well-being of our children.
It is important to acknowledge that our efforts to promote and inculcate holistic health in our children and youth will not be sustainable unless we build a systemic and inclusive approach within the school system, riding also on current curriculum areas and promoted by the right expertise. The implementation of MOE policies on increased PE curriculum time and optimal deployment of qualified PE teachers in Primary and Secondary schools underscores the importance and value of our students’ health. These 2 policies coupled with the effective delivery of PE lessons, where health concepts are applied through physical activities, will help our students to internalise active and healthy living. For this to happen, we would continue to work towards having qualified PE teachers to teach all PE lessons as they have the expertise and knowledge in both health and physical activities.
In the area of mental well-being, our efforts to reach out to schools have gone beyond MOE programmes. MOE has strategically partnered with the Health Promotion Board (HPB), and Institute of Mental Health (IMH) over the past years, utilising their respective expertise to work collaboratively in developing various resources in the area of mental well-being for our school teachers and students. For example, the Mind Your Mind (MYM) Mental Health Education Programme, a mental health programme, for Primary and Secondary students is an on-going collaborative effort between MOE Guidance Branch and HPB. Beyond our school curriculum, a new mental health literacy programme was rolled out in July this year for our secondary school teachers and counselors by CGH and supported by HPB. This programme, entitled “Youth Mental Health First Aid” (YMHFA) aims to increase awareness of mental health problems and provide teachers with the knowledge to detect and assist affected youth in seeking appropriate professional help.
Beyond our mainstream school settings, HY-Com’s efforts to move health promotion upstream adopt a more preventive approach for health instead of remediation. For example, Singapore Sports Council (SSC) developed the Fundamental Movement Skills (FMS) resources for pre-school students. Research has shown that acquiring FMS for students in this age group will enable them to have a strong foundation to engage in physical activities and sports later on in life. SSC has also collaborated with MOE Pre-School Education Branch to train more than 500 pre-school teachers to implement it in their school curriculum.
Moving forward, MOE will also focus on promoting mental wellness at an early age to ensure our children have the coping skills to go through different life stages. A good example is the development of a giant storybook entitled “Colin Cool goes to School” by HPB to help our pre-school teachers prepare our young children to be mentally prepared for the transition to Primary one (display the book cover on power point). This resource has been distributed to all pre-schools in October this year.
I am glad to inform all that seated among us today are not only our school leaders and teachers, but also our parents, counsellors, pre-school teachers, sports coaches and health administrators from various health agencies—all key stakeholders who focus on the health of our children and youths. Indeed, the EFH Conference has evolved with time, trend and current practices. As holistic health care is multi-faceted and complex, it requires synergistic collaboration amongst different stakeholders to achieve the greatest leverage for our children. At this conference, I strongly encourage you to share ideas, experiences and even expertise, so that we can learn and benefit from this amalgam of health knowledge and wisdom.
Lastly, I would like to take this opportunity to thank schools, ministries and agencies represented here for providing continued and sustained support to impart health literacy, cultivate positive attitudes towards health and nurture healthy habits among our young in Singapore.
I wish all a meaningful and fruitful learning at this conference. Thank you.
]]> Ms Ho Peng, Director General of EducationDistinguished Guests
Overseas Delegates
Principals, Vice Principals
Ladies and Gentlemen
]]>