FY 2007 Committee of Supply Debate 2 Reply by MOS Lui Tuck Yew On
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FY 2007 Committee of Supply Debate 2nd Reply by MOS Lui Tuck Yew on Holistic Education Nurturing Character, Values and Life Skills for the Future INTRODUCTION 1. I thank Mr Lim Biow Chuan, Mr Chan Soo Sen, Ms Denise Phua, Dr Amy Khor, Mr Hri Kumar and Mr Michael Palmer for their comments and questions on a wide range of topics covering the broader aspects of education. They embrace dimensions which I agree to be important and consider as part of holistic education and I will attempt to address them in my reply. NURTURING CHARACTER, VALUES AND LIFE SKILLS FOR THE FUTURE 2. Many consider academic achievement as the key outcome of education. Holistic education takes us beyond academics to include character education and skills development; both hard and soft skills, to help our young meet the challenges of the future. In the academic area, a robust curriculum, capable and motivated teachers, students who aim high, a rigorous and transparent assessment system are among the key features of our system that are well regarded by many, all over the world. Strength of character makes the difference in how we respond to trials and tribulations 1 and in how well we ride out the storms that buffet us, while values, like respect and care for others, add value to who we are and what we do. Hard skills position us well for employment. Soft skills like how we can better communicate ideas and connect with a wide spectrum of people, the ability to persuade and motivate those we work with give Singaporeans the edge when they are thrust into positions of leadership at home and abroad. Making sure that we achieve the right balance between these 3 aspects – academics, character and skills -- is an on-going effort and no easy task. 3. Holistic education has been at the heart of our education philosophy and is encapsulated and articulated in the desired outcomes of education. In recent years, we have been making gradual shifts to move people away from too narrow a definition of success, defined mainly in academic terms. We have given greater recognition to achievements in other fields. There is now a more flexible admission system into secondary schools, JCs, Polytechnics and Universities. Through the Direct School Admission, we give schools greater flexibility to select students through their own merit-based criteria and we give recognition to students with special skills and talents aside from academic qualifications. Schools are also developing niches of excellence to 2 cater for a wide range of diverse talents, including areas such as the arts, sports, character and leadership development. Similarly, the setting up of the Sports School and the upcoming Arts School allow students additional possibilities to find a new equilibrium between academic and non-academic excellence. The holistic report card which we have introduced to schools will also give greater recognition to the all-round development of the child. 4. We have also refined aspects of the system which tended to throw the spotlight primarily on academic performance. We have blurred the precision of the school ranking system and replaced it with school banding, recognising that there is little benefit to compare schools based on minute differences in academic performance. Another change has been to find ways to give a broader picture of the overall performance for schools. Achievement tables now reflect the performance of schools in aesthetics, sports and physical health, character development, staff development and in academic value-added. All these changes give a more comprehensive depiction of a school and what it is doing to bring out the best in every child. 5. Let me touch on Mr Lim Biow Chuan’s comments on stress. We have broadened our measures of success and we are less 3 exam-focussed compared to the other East Asian countries and India. But our education system, and indeed our society, is nonetheless competitive and achievement oriented. Our students work very hard and schools strive to ensure that students do their best. This strong work ethic and the robust foundation that results from their hard work are important attributes that help them progress in life. 6. In contrast, the systems which allow students to coast along in the hope that they will discover their strengths and talents without subjecting them to the rigour and discipline of competitive exams have done badly for their own children. Mr Alvin Yeo has reminded us of the danger of doing so. This is especially so for those from less advantaged backgrounds who only have the school to help them level up. 7. Some stress is not a bad thing as our young learn to handle challenges, cope with pressure and develop resilience. But we have to find the right balance. Both schools and parents must work on this together. We want the best for our children but must be mindful not to push them beyond their limits and give them outlets to express their frustrations and worries. Teachers look out for 4 students who exhibit signs of undue stress and all schools will have at least one full-time counsellor by 2008. 8. Mr Lim also asked about Teach Less, Learn More. This initiative is really about teaching better and not doing less on the part of the teacher. We have reviewed the curriculum and trimmed the syllabus, but teaching better actually means doing more – more thought put into lesson preparation, more creative and inspired delivery and better personal connection with students. 9. Moving on to character development, Mr Lim Biow Chuan and Ms Denise Phua gave some pointed comments on this. Over the years, we have placed even more emphasis on this aspect. We have the Character Development Award introduced in 2006 as the framework to give further encouragement and recognition to schools that have made consistent and effective efforts in this area. To date, 87 schools have obtained the Character Development Award. These schools were recognised for their effective strategies to integrate character education into their school culture. For example, in Gongshang Primary, pupils reflect on and give feedback about discipline in the school. Parent volunteers reach out to other parents through workshops and talks, as part of the ‘Values for Life’ Programme. In fact, all parents are involved in assessing their 5 children’s behaviour and attitudes at home. Emphasis is placed on role modeling as the school believes that values are caught, not taught. 10. The example of Gongshang Primary illustrates the importance of family and community support in sharing the effort to impart values and shape young lives, points that were also alluded to by Mr Chan Soo Sen and Mr Hri Kumar. Some schools have also meaningfully targeted fathers in their outreach and involvement. ACS (Junior) conducts an annual ‘Father and Son’ camp. In Montfort Junior, the fathers join their sons in an Amazing Race to deliver groceries to the needy. 11. Other than the Character Development Award Framework, MOE provides the structure and resources for character development through the Civics and Moral Education (CME) Programme which is allocated between 2-3 periods per week in all primary and secondary schools. As Mr Lim pointed out, some schools use CME and PE lessons for other purposes. We are watching this closely. The CME syllabuses provide a comprehensive coverage of 6 core values, namely respect, responsibility, resilience, integrity, care and harmony. The syllabus also covers sexuality education, building healthy relationships with 6 members of the opposite sex, marriage and parenting, though I don’t think it is to the same extent as suggested by Mr Chan. 12. But it is outside the classroom environment and within the contexts of school, family and community that values are best internalised and virtues such as humility, loyalty, compassion and filial piety are most meaningfully practised and understood. So we encourage more schools to venture more into this outside classrooms. 13. CCAs play an important part in building character. Uniformed Groups, clubs and societies provide varied opportunities to develop skills and qualities of leadership and enterprise. Rugged activities like adventure camps, expeditions and sports are especially relevant. Team spirit, a sense of adventure and self confidence are some of the qualities we hope to see in our children through their involvement in these pursuits. Let me assure Dr Amy Khor, despite the artificial turf, there are ample opportunities for students to experience nature. Artificial turf allows schools to use the field under all conditions. During the December holidays last year, a team of 8 boys and 4 teachers from Loyang Secondary braved sub- zero temperatures, tough terrain, rugged living conditions and made it to an Everest Base Camp, 5,400m above sea level. It was a 7 tough and toughening experience. One of the students, Thiagu Somashoordaram said: 'The trek gave us inspiration and confidence because we achieved something we thought was impossible.' – It was no doubt a watershed experience for Thiagu and the 7 others and one which strengthened their bonds, self worth and self belief. 14. I agree with Dr Amy Khor’s point that CCAs should go beyond competitions, and nurture students as the primary objective. Hence, we have given additional support so that more students can take part in CCAs without concern about being selected to the school team. 15. Competitions can do a lot to instil discipline, resilience and give a sense of purpose and accomplishment for individuals and team, especially for those whose talents may not be in the academic fields. They are also good opportunities to build team work and strong friendships. But we must be mindful not to fall into the trap of participating and winning competitions as an end in itself.