1
CONTENTS
02 A PART OF SINGAPORE’S SUCCESS STORY 04 BRINGING OUT THE BEST IN EVERY CHILD 07 A SYSTEM THAT STANDS OUT
08 LAYING A STRONG FOUNDATION 10 PRE-SCHOOL EDUCATION 13 PRIMARY SCHOOL EDUCATION
16 THE SINGAPORE EDUCATION LANDSCAPE
18 BUILDING UP STRENGTHS 20 SECONDARY SCHOOL EDUCATION
26 GEARING UP FOR TERTIARY EDUCATION 29 PRE-UNIVERSITY
Photography: MrTan WenChuan,Compassvale Secondary School EDUCATION
32 SHARPENING The information contained in this booklet is correct as of March 2015 Produced by Design Branch, Communications Division, Communications and Engagement Group SPECIALISED SKILLS AND ABILITIES Acknowledgements 34 INSTITUTE OF The photos within this publication are courtesy of Institute of Technical Education, TECHNICAL EDUCATION LASALLE College of the Arts, 36 POLYTECHNICS Meridian Junior College, 37 UNIVERSITIES Nanyang Academy of Fine Arts, Nanyang Junior College, 38 ARTS INSTITUTIONS National University of Singapore, Ngee Ann Polytechnic, SIM University, and 40 ADDITIONAL Singapore University of Technology and Design. INFORMATION 2 EDUCATION IN SINGAPORE EDUCATION IN SINGAPORE 33
A PART OF SINGAPORE’S SUCCESS STORY The Singapore education Over system aims to bring out the best in every child by World-Class Institutes enabling each student to 360 of Higher Learning discover his talents, realise his potential, and develop schools for primary, secondary a passion for learning that and post-secondary lasts throughout his life. education supported by
This brochure provides an 33,000 overview of the Singapore education education landscape and of cers explains the programmes Annual education budget of and curricula available to cater to our students’ in diverse aptitudes and $11.5b 2014 interests. 4 EDUCATION IN SINGAPORE 5
BRINGING OUT THE BEST IN EVERY CHILD
OE is committed to giving a strong foundation of literacy and each child a broad and numeracy, our schools also develop the Mdeep foundation for a physical, aesthetic, moral, and socio- lifelong journey of learning, emotional aspects of our students. providing additional support for those Apart from the academic curriculum, who need it. To bring out the best in our students can develop their interests every child, the Singapore education in the arts, music and sports through system emphasises a broad-based and co-curricular activities (CCA). These holistic education, bilingualism, high activities provide our students with teacher quality and the integration opportunities to hone their talents and of information and communication leadership skills, as well as develop their technologies (ICT) to aid learning. We socio-emotional competencies. have created a variegated education landscape with diverse pathways to At the primary level, the Programme provide our students with a variety for Active Learning (PAL) engages of learning opportunities so as to younger students in learning and helps best cater to their different interests, them discover their interests and strengths, and learning needs. We also strengths. At the secondary level, the believe that our schools should work Applied Learning Programme (ALP) and closely together with parents and the Learning for Life Programme (LLP) offers community to create richer learning students more opportunities to pursue environments and better educational learning in line with their interests, outcomes. and helps deepen their 21st century competencies through a combination BROAD-BASED AND of applied learning experiences HOLISTIC EDUCATION and life-skills experiences. This is in Holistic education is about nurturing addition to the enrichment and co- the whole child, developing in our curricular programmes that cater to our children an enduring core of skills, students’ interests. Contributing to the dispositions and competencies, steeped community around the school through in values and character, to enable them Values-in-Action (VIA) projects is also an to thrive in the future workplace, and integral part of school life. In addition, more importantly, lead purposeful and education and career guidance offers meaningful lives. Our broad-based perspectives beyond the classroom basic education exposes each child to help our students discover their to different possibilities and ensures interests and strengths, and choose the a strong foundation for learning in a pathways that allow them to achieve variety of domains. their fullest potential.
Our schools play a key role in providing All these learning experiences help a rich diversity of learning experiences our students cultivate qualities such for our students. Besides building as creativity, con dence, compassion 6 EDUCATION IN SINGAPORE 7
and resilience – life skills essential in a Education (NIE). Opportunities for rapidly changing world. They also learn our teachers to strengthen their values such as respect, responsibility, skills and deepen their craft on-the- integrity, care, and harmony; all of job are present through in-service Photography: MrChanGuangHui,Woodlands Secondary School which are important for safeguarding professional development led by the our cohesive and harmonious multi- Academy of Singapore Teachers (AST), racial and multi-cultural society. which are supported by other teacher Collectively, these are the Education academies and language institutes Ministry’s efforts to ensure that all our and complemented by networks of students acquire a broad and deep learning communities in schools and foundation for a lifelong journey of school clusters. In-service professional learning. development helps to foster a stronger culture of dedication, collaborative BILINGUAL ADVANTAGE learning, and professional-led Bilingualism is a key feature of excellence. Singapore’s education system. While the medium of instruction in school ICT-INFUSED CURRICULUM is English, all students are expected We are constantly working to enrich and to learn an of cial Mother Tongue transform the learning environments of Photography by: AlvinToh Language. our students and to equip them with the critical competencies to succeed in a Our bilingual policy aims to equip knowledge-based economy. our students with the language competencies necessary to access Asian Teachers collaborate with one another cultures and develop a global outlook. and stakeholders to develop innovative This gives our students a competitive teaching practices. Together with the edge by helping them appreciate use of purposeful integration of ICT their own culture and heritage and and the provision of online quality connecting with people from different learning resources to enhance the A SYSTEM THAT STANDS OUT backgrounds so that they can thrive in a student-centricity of students’ learning globalised world. experience, we bring about new Singapore’s education system is also learning experiences for our students NE OF THE WORLD’S Singapore identi ed as one of the world’s consistently ranked amongst the best GOOD TEACHERS AND even as we prepare them for the future. BEST-PERFORMING best-performing school systems SCHOOL LEADERS OSCHOOL SYSTEMS in terms of the ability to meet the McKinsey Report, published November 2010 Teachers, allied educators, and school PARTNERSHIP WITH PARENTS We set ourselves apart needs of a competitive economy in the Singapore students ranked among the top in Mathematics and Science leaders form the core of Singapore’s Parents are our key partners in with our consistent and outstanding Global Competitiveness Report. The Trends in International Mathematics and Science Study education system. We are committed to delivering a holistic education for our accomplishments in Mathematics and McKinsey Report, which studied the (TIMSS) 2011 nurturing and motivating our teachers students. Their involvement and support Science across all students at all levels. characteristics of school systems that to grow and reach their personal in school programmes is crucial to Singapore ranked among the top in Students also build strong linguistic consistently produce students who Literacy and Informational Reading and professional best, in line with bring out the best in all our students. Progress in International Reading Literacy Study their aspirations and interests, and to To this end, we encourage parents and foundations through our bilingual policy. perform in international benchmarking (PIR LS) 2011 the community to work together with Consequently, they have excelled in studies, placed Singapore high on embody the qualities articulated in our Singapore students ranked among the top Teacher Growth Model1. Our teachers schools to create a conducive learning international benchmarking studies its list of best-performing school in Reading, Mathematics and Science Programme for International Student Assessment receive comprehensive pre-service environment in schools and within systems. Quality teachers and rst-rate such as the Trends in Mathematics and (PISA) 2012 training at the National Institute of students’ homes and the community. Science Study (TIMSS), the Progress in instruction are highlighted in the report Singapore ranked among the top in International Reading Literacy Study as the key reasons for the success of the “Quality of the Educational System” and 1 To re ect the multi-faceted nature of their work, the TGM presents a holistic portrait of the 21st century Singapore teacher with “Quality of Math and Science Education” (PIRLS), and recently, the Programme for Singapore education system. the following ve desired outcomes: Global Competitiveness Report 2013-2014 • The Ethical Educator • The Competent Professional • The Community Builder • The Collaborative Learner • The Transformational Leader and International Student Assessment (PISA). 8 EDUCATION IN SINGAPORE 9
LAYING A STRONG FOUNDATION 10 EDUCATION IN SINGAPORE 11
PRE-SCHOOL EDUCATION
o raise the quality of We have also set up the MOE KEY FEATURES kindergarten education in Kindergartens to provide quality pre- % Two years of kindergarten Singapore, we are developing school education that is affordable to education (Kindergarten 1 and T the Nurturing Early Learners Singaporeans. These MOE Kindergartens Kindergarten 2) (NEL) Curriculum, a comprehensive will also introduce new teaching and % Typical age of children enrolled in tool kit to support early childhood learning resources and establish good kindergartens is 5-6 years old educators in creating quality learning practices for sharing with the pre-school
% A variety of pre-school experiences for children four to six years sector. Five MOE Kindergartens started programmes offered by MOE, old. The NEL Curriculum comprises a operations in 2014 and a total of 15 MOE community-based, and private Framework, an Educators’ Guide, and Kindergartens will be set up by 2016. operators to cater to the different needs of children teaching and learning resources and a parallel set of each for the Mother The MOE Kindergartens aim to nurture Tongue Languages (MTLs). The NEL children holistically, so that they Curriculum provides a shared language develop self-con dence, social skills and tools to inspire our early childhood as well as foundational literacy and educators to conduct re ective practice, numeracy skills. These ensure a strong enhance their professional growth, and foundation for children to con dently build their knowledge and con dence move on to formal learning in Primary 1. to support children’s learning and Key features of the MOE Kindergartens’ development. We are working with the curriculum include having a distinct Early Childhood Development Agency to Singapore avour, which allows children train and equip teachers to use the NEL to learn in an authentic context, as well Curriculum and resources effectively. as two agship programmes. 12 EDUCATIONEDUCATION IN SINGAPORE IN SINGAPORE 13
PRIMARY SCHOOL EDUCATION
nglish Language, Mother skills, and develop the core values that KEY FEATURES Tongue Language, and de ne a person’s character and their % Six years of education Mathematics make up a sense of responsibility to society. (Primary 1 to Primary 6) E signi cant part of the primary % Typical age of student enrolled in Primary 1 is seven years old school curriculum with Science being Character and Citizenship Education % Programme for Active Learning (PAL) introduced as a subject from Primary (CCE) is an important part of the 3. These subjects help our students curriculum as well. In CCE, our students develop bilingual literacy and problem learn to be responsible to family and solving skills. community, and understand their roles in shaping the future of our nation. Students also take up subjects such as CCE comprises CCE lessons, the Form Art, Character & Citizenship Education, Teacher Guidance Period (FTGP), Music, Social Studies and Physical school-based CCE programmes, and the Education. These subjects expose our CCE Guidance Module. The outcomes students to different areas of study at of CCE are also achieved through the an early stage and help them discover delivery of other components of the their interests and talents, acquire a curriculum, e.g. Social Studies. broad base of important knowledge and 14 EDUCATION IN SINGAPORE 15
LANGUAGES English# Mother Tongue#
EDGE L SK W I O L N L S K LIFE SKILLS CCA, CME, SEL,
NE, PE, Health LEGEND Education^ CCA Co-Curricular Activities CME Civics and Moral Education SEL Social Emotional Learning After the Foundation Stage (Primary 1 to These enhancements include a greater NE National Education HUMANITIES MATHEMATICS PE Physical Education Primary 4), students are offered English emphasis on engaging teaching PW~ PW Project Work Language, Mother Tongue Language, methods and assessing students & THE ARTS & SCIENCES SUBJECTS TESTED IN PSLE Mathematics, and Science are at either holistically, and providing opportunities the foundation or standard level at the for lower primary pupils to learn through Standard Subjects: # Orientation Stage (Primary 5 to Primary activities that leverage the arts, outdoor Social Studies, Mathematics English, Mother Tongue Language, 6), depending on how well they have education, and sports – the Programme # Mathematics, Science Art, Music Science * developed their foundation. Students for Active Learning (PAL) – that better Optional: who do well in their Mother Tongue engage them and help them discover Higher Mother Tongue Language Language may also take up a Higher their interests. Foundation Subjects: Mother Tongue Language. The different Foundation English, Foundation Mother Tongue Language, Foundation levels available to students help At the end of Primary 6, all students are Mathematics, Foundation Science teachers take into account the students’ assessed on their academic progress pace of development when designing through the Primary School Leaving # From Primary 5, English, Mother Tongue Language, Mathematics and adapting lessons and assessment Examination (PSLE), and placed in a and Science will be taught at the tasks to an appropriate pace while secondary school course that suits their appropriate level according to the ensuring students remain engaged in pace of academic learning and aptitude. ability of the student. * Science is taught from Primary 3 learning. Other than their PSLE results, students onwards. can also seek admission to a secondary ^ For Primary 1–4, Health Education is not a separate subject but A range of enhancements implemented school based on their achievements and relevant topics are included in the in primary school education makes talents across a diverse range of areas Foundation Stage Orientation Stage Primary School Leaving learning of English. learning more enjoyable and meaningful (including art and sports) through the ~ Project Work is conducted (Primary 1–4) (Primary 5–6) Examination (PSLE) during curriculum time but is not an for students as they develop the Direct School Admission exercise, which examination subject. desired skills and values that will put takes place before the PSLE. them in good stead for the future. 16 EDUCATION IN SINGAPORE 17
THE SINGAPORE EDUCATION LANDSCAPE 18 EDUCATION IN SINGAPORE 19
BUILDING UP STRENGTHS 20 EDUCATION IN SINGAPORE 21
SECONDARY SCHOOL EDUCATION
epending on students’ KEY FEATURES % Four to ve years of education academic progress as [Four years for Express and Normal indicated by their PSLE (Technical) courses, and ve years D scores, students can enter for Normal (Academic) course] Express, Normal (Academic), or Normal % Typical age of student enrolled in (Technical) courses, at the secondary Secondary 1 is 13 years old % Students attend single-session school level. Throughout their secondary school school education, students will have % Students participate in opportunities to transfer across courses co-curricular activities, such as based on their readiness at that time to sports, the arts, uniformed groups, clubs and societies study the curriculum offered in each of these courses.
Students in the Express course typically take six to eight subjects at the Singapore-Cambridge General Certi cate of Education (Ordinary Level) examination or GCE ‘O’ level examination at the end of Secondary 4. Those with exceptional academic performance may have a ninth subject. Students in the Normal (Academic) course take academically-based subjects while those in the Normal (Technical) course follow a curriculum that is more practice-oriented. Students in the Normal (Academic) and Normal (Technical) courses may take more academically-challenging subjects
Photography: MissLiaoZiyan, BendemeerSecondary School at the upper secondary levels if they perform well in those subjects. From 2014, exibility in subject offerings was also introduced in 12 pilot schools at the lower secondary levels to further cater to the strengths of students in different subjects. This will be extended to all secondary schools by 2018. 22 EDUCATION IN SINGAPORE 23
KEY FEATURES % Specialised Independent Schools such as the NUS High School of Mathematics and Science, Singapore Sports School, School of the Arts, and School of Science and Technology focus on developing students’ speci c talents and abilities to a higher level % Specialised Schools such as NorthLight School, Assumption Pathway School, Crest Secondary School, and Spectra Secondary School offer enhanced programmes that are customised for students inclined towards hands-on and practical learning, leading to a combination of academic and vocational quali cations Photography: MrChanGuangHui,Woodlands Secondary School IP aims to stretch their potential in non- academic aspects by engaging them in DIVERSE PATHWAYS broader learning experiences beyond We recognise the talents of our students the academic curriculum. Students sit in both the academic and non-academic for the pre-university examinations at domains. the end of six years. For instance, Specialised Independent SPECIAL EDUCATION Schools offer programmes to Our mainstream schools are equipped develop our students in areas such to provide support for students with as the arts, sports, mathematics, and mild special educational needs (SEN). science. Specialised Schools adopt a For those with moderate to severe whole-school approach in creating SEN, and require more specialized a nurturing environment that helps and intensive support, MOE and the students discover and develop their National Council of Social Service funds strengths and interests and build and supports 20 Special Education strong foundations for meaningful Students in both the Normal (Academic) examination also have the option of Students with a passion for the visual schools operated by Voluntary work and life. This is achieved through and Normal (Technical) courses will sit being admitted directly to polytechnics and performing arts, music, and Welfare Organisations (VWOs). Each a strong emphasis on social-emotional for the Singapore-Cambridge General through the Polytechnic Foundation languages can select from a range of Special Education school customises development and character education, Certi cate of Education (Normal Level) Programme, or via the Institute of elective programmes, which focus its curriculum, pedagogy and other and a customised hands-on curriculum or GCE ‘N’ level examination at the end Technical Education (ITE) through the on these speci c areas of interests, services (e.g. therapy) to cater to the that integrates both vocational and of Secondary 4. Students in the Normal Direct Entry Scheme to Polytechnic at secondary schools. They can also pro le of its students. The aim is to academic learning. (Academic) course who demonstrate Programme, if they satisfy the choose to take elective modules in equip them with the skills and values suf cient depth of academic knowledge respective qualifying criteria. applied areas such as Information they need to lead ful lling lives as Through direct admission exercises, in their GCE ‘N’ level examination can go Technology, Business, and Engineering. independent and contributing members junior colleges and polytechnics also on to a fth year of study, and sit for the Students in the Normal (Technical) These are offered in partnership with of society. have some exibility in selecting GCE ‘O’ level examination at the end of course are admitted to the ITE for a polytechnics or ITE. students on the basis of a diverse the fth year. Students who performed NITEC course after they complete Over the years, MOE has worked range of talents, and merits based on well academically in Secondary 2 or 3 their GCE ‘N’ level examinations. Some secondary schools also offer the with the Special Education schools transparent and meritocratic criteria. can also sit for the GCE ‘O’ level They can also be transferred laterally Integrated Programme (IP) – a six-year to uplift the quality, accessibility, and These allow students, whose talents examination at Secondary 5 without to the Normal (Academic) course at programme that caters to academically- affordability of Special Education, and cannot be measured by standardised needing to sit for the GCE ‘N’ level Secondary 4 if they meet the academic strong students who prefer a more has also put in place more pathways for examinations, to further their study and examination at Secondary 4. In addition, requirements. independent and less-structured students in Special Education schools, interests in a suitable post-secondary students in the Normal (Academic) learning style. Given the strong such as vocational training that leads to institution that can develop their talents course who sit for the GCE ‘N’ level academic aptitude of its students, the nationally-recognised skills certi cation. and deepen their skills further. 24 EDUCATION IN SINGAPORE 25
Flexibility between Courses
GCE ‘A’ Level Examination / LANGUAGES International Baccalaureate Diploma English / National University of Singapore Polytechnic High School Diploma Mother Tongue/Higher Mother Tongue/ Mother Tongue Language ‘B’ 3rd Language (optional – e.g. French, German, Japanese, Malay, Chinese) Junior College
DG Integrated Polytechnic Institute of LE E S GCE ‘O’ Level W K Programme Foundation Technical O IL Examination N L (Years 5 and 6) Programme Education S MATHEMATICS HUMANITIES K LIFE SKILLS & SCIENCES & THE ARTS CCA, CIP, Secondary 5N(A) CME, PCCG, Lower Sec Subjects: Lower Sec Subjects: NE, PE Mathematics, Science, Geography, History, Design & Technology, Literature in English, Home Economics GCE ‘N’ Level Examination GCE ‘N’ Level Examination Visual Arts, Music Upper Sec Subjects: PW Mathematics, a Science Upper Sec Subjects: subject Secondary 4 Express Secondary 4N(A) Secondary 4N(T) Combined Humanities Upper Sec Electives: Upper Sec Electives: e.g. Additional e.g. Geography, History, Mathematics, Biology, Secondary 3 Express Secondary 3N(A) Secondary 3N(T) Literature (in English, Chemistry, Physics, Chinese, Malay or Tamil), Combined Science options, Art, Music, various Design & Technology, Food applied subjects & Nutrition, Principles of Secondary 2 Express Secondary 2N(A) Secondary 2N(T) Accounts, other applied subjects
Secondary 1 Express Secondary 1N(A) Secondary 1N(T)
Primary School Leaving Examination (PSLE) LEGEND CCA Co-Curricular Activities CIP Community Involvement Programme CME Civics and Moral Education PCCG Pastoral Care & Career Guidance NE National Education PE Physical Education PW Project Work 26 EDUCATION IN SINGAPORE 27 GEARING UP FOR TERTIARY EDUCATION 28 EDUCATION IN SINGAPORE 29
PRE-UNIVERSITY EDUCATION
KEY FEATURES H1 pre-university course leading % Two to three years of education Half of H2’s curriculum time. to the Singapore-Cambridge % Typical age of a pre-university General Certi cate of student is 17 to 19 years old A H2 Education (Advanced Level) Examination – GCE ‘A’ level examination Equivalent to ‘A’ level – prepares our students for further 1 subjects prior to 2006 . education by equipping them with the essential skills and knowledge required H3 for tertiary education. Subjects with diverse learning opportunities for in-depth study Students may choose from a range of (e.g. advanced content research subjects from different academic areas project/ paper, university- such as the Languages, Humanities conducted programmes). and the Arts, and Mathematics and the Sciences. To ensure breadth of skills and knowledge, students are required to offer at least one contrasting subject, i.e. every student should take at least one subject from Mathematics and the Sciences, and at least one subject from the Humanities and the Arts.
1 Revised junior college (JC) curriculum introduced the H1, H2, H3 subjects where students will have to offer a contrasting subject. Prior to the revised JC curriculum, students offer subjects at the ‘AO’ and ‘A’ levels. 30 EDUCATION IN SINGAPORE 31
additional H1 or H2 subject to broaden Besides content knowledge, socio- their intellectual horizons, or by taking emotional competencies and life skills up to two H3 subjects for deeper are integral parts of pre-university specialisation. education. Students are given ample opportunities to engage in community Special elective programmes are work through Values-in-Action (VIA) also available to cater to students activities that help them cultivate with talents in speci c areas, such important life qualities such as as visual and performing arts, taking initiative, leadership, social music, drama, languages and the responsibility, and strength of character. humanities, and sports science. These elective programmes are offered as supplementary courses on top of the students’ core subjects.
LANGUAGES
Mother Tongue Language 3rd Language
LEDGE S W K O IL N L S K LIFE SKILLS CCA, CDP, HUMANITIES GPCivics, PCCG, PW NE, PE MATHEMATICS & THE ARTS & SCIENCES e.g. Art, KI Economics, e.g. Biology, Literature (in English, Chemistry, Chinese, Malay, or Tamil), Physics, LEGEND Students take subjects at three levels of Most students will take a combination Geography, History, Mathematics, CCA Co-Curricular Activities study – Higher 1 (H1), Higher 2 (H2) and of three H2 subjects and one H1 subject, CDP Character Development Music, Theatre Computing Programme Higher 3 (H3). H1 subjects offer students together with compulsory H1 subjects Studies & Drama PCCG Pastoral Care & Career breadth and suf cient depth for them of Mother Tongue Language, General Guidance to acquire foundational knowledge and Paper, and Project Work. Students with NE National Education PE Physical Education skills in a subject area. H3 subjects offer the ability and passion for a particular GP General Paper students learning opportunities to study subject or subject areas can offer an PW Project Work KI Knowledge & Inquiry a subject area more deeply. expanded curriculum by taking an 32 EDUCATION IN SINGAPORE 33 SHARPENING SPECIALISED SKILLS AND ABILITIES 34 EDUCATION IN SINGAPORE 3535
INSTITUTE OF TECHNICAL EDUCATION
nstitute of Technical Education (ITE) currently has three campuses in ISingapore: ITE College East, ITE College West, and ITE College Central.
The Institute of Technical Education aims to provide students with technical skills and knowledge that meet the workforce needs of the various industry sectors, and to build a strong foundation for the future upgrading of skills. ITE provides full-time institutional training and traineeship programmes as well as continuing education and training programmes for working adults.
ITE offers a broad-based, multi- disciplinary curriculum ranging from engineering to technical, business, and service skills areas. Through its collaborations with industry partners, ITE enriches students’ learning experiences and enhances their KEY FEATURES % Full-time or part-time education with different technical and professional knowledge. durations of study % Typical age of an ITE student is 17 to 20 years old Modern amenities and advanced % Students can choose to take up the ITE Skills facilities available on the ITE campuses Certi cate (ISC), National ITE Certi cate (Nitec) or allow students to be immersed in Higher Nitec in a wide range of industries % Emphasis on hands-on training vibrant learning environments and engage in hands-on learning. 36 EDUCATION IN SINGAPORE 37
POLYTECHNICS UNIVERSITIES
here are currently ve The ve polytechnics offer a wide KEY FEATURES polytechnics in Singapore: range of courses that allow students % Full-time or part-time education Nanyang Polytechnic, Ngee to pursue their interests and develop with different durations of study T Ann Polytechnic, Republic their expertise in various elds of study. % Typical age of a polytechnic student is 17 to 20 years old Polytechnic, Singapore Polytechnic and The curricular emphases are designed % Students can choose to take Temasek Polytechnic. in close consultation with industry to up Diploma courses in disciplines meet demands and requirements of the such as business, chemical and Polytechnics offer quality practice- industries. This ensures that our students bio-sciences, communications, oriented training to provide students keep abreast of changing technologies design, digital media, engineering, and manufacturing with the skills to contribute to the and developments in their chosen % Offers continuing education technological and economic development industry and enter the workforce with training in the form of Advanced of Singapore. Our polytechnic graduates relevant and high levels of technical and and Specialist Diplomas are knowledgeable, practice-oriented, professional knowledge. here are currently ve publicly- has also established a reputation for and problem solving professionals in their KEY FEATURES funded local universities producing high-quality graduates who varied elds, and are much sought after % Five publicly-funded offering full-time degree are highly sought after by employers by employers. autonomous universities T programmes: the National in the public and private sectors. SUTD % Global partnerships with University of Singapore (NUS), the was set up with the Massachusetts leading universities and Nanyang Technological University (NTU), Institute of Technology (MIT) in the educational institutions overseas such as the Cornell University, the Singapore Management University United States and Zhejiang University in Duke University, Georgia (SMU), the Singapore University of China as key partners, and matriculated Institute of Technology, Imperial Technology and Design (SUTD), and its rst cohort of students in 2012. College, Massachusetts Institute the Singapore Institute of Technology SIT was conferred the status of an of Technology (MIT), Stanford University, University of Adelaide, (SIT)—the latest addition. In addition, Autonomous University in 2014, and and University of California, SIM University offers publicly subsidised pioneers the applied degree pathway to Berkeley part-time degree programmes to adult cater to different interests, strengths, % SIM University offers a university learners and working professionals. and learning preferences. education for adult learners and working professionals The publicly-funded autonomous Our universities establish close universities maintain high standards partnerships and collaborations with of admission and have developed other top universities worldwide to programmes to equip students provide our students and faculty with to achieve their full potential and more/greater opportunities in learning contribute to the society. and research.
NUS and NTU have established themselves as world-class research universities that attract a large number of quality students every year. SMU 38 EDUCATION IN SINGAPORE 39
ARTS INSTITUTIONS
tudents with an aptitude KEY FEATURES and interest in the creative % 2 specialised arts schools arts may also choose to % More than 40 diploma and pursue their post-secondary degree courses S % Over 4,000 students education at two arts institutions in Singapore namely, the LASALLE College of the Arts (LASALLE) and the Nanyang Academy of Fine Arts (NAFA). NAFA and LASALLE offer specialist creative arts education with a practice-oriented approach, to develop artistic potential, and prepare students for entry into the creative industries and beyond.
Both LASALLE and NAFA offer publicly-funded diploma and degree programmes in a wide range of creative arts disciplines, such as music, theatre, dance, interior design, animation, and fashion design. 40 EDUCATION IN SINGAPORE 41 ADDITIONAL INFORMATION
RETURNING TO THE BOARDING SINGAPORE? More details on the different options are provided below: AWARDS SCHEME
Apply Apply to Primary Direct School directly to MOE to One School Placement schools / facilitate Registration Admission Exercise Back to School for Returning institutions placement Exercise Exercise (SPERS) Give your child the Singapore The inclusive environment that helps For more information on the Boarding Singaporean Children (anytime) (anytime) (Jul - Aug) (May - (Jul- Oct) Education experience students to forge friendships and Awards Scheme and online application, The Ministry of Education (MOE) Aug) Supplementary The Boarding Awards Scheme (BAS) encourages learning, giving them please visit http://www.moe.gov. provides several options for school Placement aims to help Singaporean parents who valuable experiences that build sg/education/admissions/returning- admission for returning Singaporeans Exercise are working overseas, but would like con dence and independence. singaporeans/boarding-awards-scheme/. (Oct – Dec) to choose from, based on their their children to continue studying in a individual needs. Primary mainstream Singapore school. Students have access to a number of Primary 1 recreational facilities, with modern For instance, returning Singaporeans Primary The BAS places secondary school and amenities and multi-purpose who have a strong preference for 2 to 5 Pre-University students in a hostel environments that allow for expression in sports, the arts, and music. a particular school can choose to Secondary where they can live, learn, and play in a approach the school directly to seek safe and secure environment. Secondary 1 admission. If they are prepared to Students will have a housemaster who consider a few suitable schools near Secondary The comforts and security of a will be their mentor, guardian and 2 to 3 their residential address, they can apply home away from home friend. Like parents, these housemasters to MOE for assistance to be placed in a Post- In a hostel, students will have the ensure their boarders’ welfare and suitable school. Secondary bene t of interaction with their peers. intellectual and emotional needs are Junior (Nov) well taken care of. Alternatively, returning Singaporeans College / can apply to participate in the Millennia Institute centralised school placement exercises, (Pre-U 1) such as the School Placement Exercise for Returning Singaporeans (SPERS) Polytechnics or the Direct School Admission (DSA) Institute of Exercise, to seek admission. Technical Education (ITE)
ELIGIBILITY • 100% of boarding fees if student DOCUMENTS NEEDED FOR APPLICATION • Child and at least one parent must be a is a recipient of the Edusave Entrance • Student’s Birth Certi cate USEFUL WEBSITES AND LINKS • http://www.overseassingaporean.sg/ • http://www.moe.gov.sg/ Singapore citizen Scholarships for Independent Schools • Singapore Identity Card or • http://www.moe.gov.sg – For – For information on Government education/admissions/dpa/– For • Child must be at secondary level or (EESIS) or Edusave Scholarships for Singapore Citizenship Certi cate more information on the Ministry services available to information on Direct Polytechnic Pre-University level (junior Integrated Programme Schools (ESIP) • Student’s academic records and of Education and the Singapore Overseas Singaporeans. Admission (DPA) Exercise. colleges and Millennia Institute) letter of offer for EESIS or ESIP (if any) Education System. • Both parents must reside overseas For more information on EESIS, please • Parent(s)’ Singapore Identity Card • http://www.moe.gov.sg/ • http://www.moe.gov.sg/ and are not expected to be in Singapore visit: http://www.moe.gov.sg/initiatives/ or Singapore Citizenship Certi cate • http://www.moe.edu.sg/ education/admissions/dsa-sec/– education/admissions/primary- for more than 90 days in a calendar year edusave/scholarships/eesis/. • Documents to certify parent(s)’ education/admissions/returning- For information on Direct School one-registration/– For information employment/overseas posting singaporeans/ – For information Admission - Secondary (DSA-Sec). on Primary One Registration Exercise. on schooling matters for AWARDS For more information on ESIP, please returning Singaporeans. • http://www.moe.gov.sg/ • 50% of boarding fees for students visit: http://www.moe.gov.sg/initiatives/ education/admissions/dsa-jc/ studying in Singapore secondary schools edusave/scholarships/esip/ and http:// – For information on Direct School or junior colleges or Millennia Institute www.moe.gov.sg/initiatives/edusave/ Admission — Junior Colleges (DSA-JC). scholarships/esip-jc/. 42 EDUCATION IN SINGAPORE
LEAVE OF ABSENCE SCHEME
Secure a place for your child Primary 1 Registration Exercise For Singaporeans working overseas, Parents who are overseas can still the Leave of Absence (LOA) scheme register their children who are assures parents that their child can be Singaporean Citizens or Permanent readmitted into the same Singapore Residents (PR) during the Primary 1 school upon their return home. (P1) Registration Exercise held in July/ August each year. Eligibility for the LOA Under this scheme, children can apply If an elder child is currently on LOA from for LOA with their school when they a primary school, the younger sibling go overseas with their parents who who is due to enter P1 can be registered are posted overseas, so that they can in the same primary school under Phase continue to be registered as a student 1 of the P1 Registration Exercise. If an of the school. While the students are elder child has graduated from the overseas, schools can keep in touch primary school, the younger sibling with them and upon their return, they due to enter P1 can register in the same can be re-admitted to their schools primary school under Phase 2A (2) of the straight away. P1 Registration Exercise.
The school principal can only grant an Additional Information LOA if the child is already a student of Application for LOA can be made at the the school. child’s current school by completing the Application Form for LOA, available at http://www.moe.edu.sg/education/ admissions/returning-singaporeans/ les/leave-of-absence-form.pdf The completed application form should Photography by: MissThamYoke Teng,HongKah Secondary School be submitted to the child’s current school.
ELIGIBILITY APPLYING? • Child must be a Singapore Citizen or • Applications are made directly to Permanent Resident who is presently the school concerned a student in a Singapore school and will • A nominal fee will be charged by be accompanying his parents on the school annually overseas posting, but intends to rejoin • The amount will depend on the school this school upon return; or concerned (may vary from year to year) • Has registered for Primary 1 but will • Parents must renew their applications not be returning from overseas to join every year to avoid a lapse in the child’s the school at the start of the school year LOA status 44 EDUCATION IN SINGAPORE NOTES 1 North Buona Vista Drive Singapore 138675 Tel: 6872 2220 Email: [email protected] www.moe.gov.sg