Based on what the minister said about having more qualified teacher s or principals, I feel that the problem is not really with the quality but as in the quantity. In NZ where I used to visit the schools, the number of students to the teacher is 15 at max 20 students per teacher. They have teacher assistants to look after students who needs special attention like ADDHD or other pschological issues. In Singapore the MOE has reduced the number of Pri 1 &2 students to 30 per class but when they reached Pri 3 onwards the number went up to 40 or 42. The teacher handling 40 odd students is difficult when you have abt 5 odd students who give you trouble and needed more attention. . I would rather the minster inrease the number of teacher assistants(trained of course) to help the teacher than to look for more qualified teachers who may be needed for other areas in the ecnomy.

Dear People,

I think that the problem here is the OVER reliance on high stakes exams as a means of assessments for both students and schools. Remove the exam stigma and we are half way done !

Are you telling me that your O level results should be used to decide on your future ? Thats crazy !

We need to move away from quantitative means of comparison and into more subjective, qualitative means of comparison.

Besides – it would be wise to note that neither Einstein NOR Edison excelled at school exams !

I feel that education in Singapore is run like a business organisation, same as how politics is run here. The ultimate aim is to make more money flow around Singapore’s economy, regardless of whether you are singaporean, PR or foreigner.

“Dr Ng Eng Hen (simplified Chinese: ???; pinyin: Huáng Yonghóng) (born 10 December 1958) is the Minister of Manpower and Second Minister for Defence of the Republic of Singapore. He is the Minister for Education from 1 April 2008.[1]”
From wiki.

Now read this article and find out what Singapore education is all about.

http://scientific-child-prodigy.blogspot.com/2008/04/where-every-school-is-military-school.html

> 2) Dr Syed Alwi on August 15th, 2008 8.09 pm
> We need to move away from quantitative means of comparison and into more subjective, qualitative means of comparison

You see the difficulty? If you have read the other discussions on scholarships, you can see that some people want an objective selection process.

Here\’s how I view the issue of \”Quantitative and Qualitative Assessment\”

1 – It\’s impossible to do away with quantitative grades completely. It\’s a tried and tested (although imperfect) component that is needed to match students with schools, employers, and awards. Societies have found it is more beneficial with it then without it.

2 – In reality, subjective qualitative assessment is necessary too. For example, if quantitative grades are sufficient, then job interviews will not be necessary at all. We still want to get a \”feel\” of our prospective employee.

3 – The obvious but useless answer is to say: OK, we need to balance them. It\’s impossible to lay down the proportion exactly. The reality is that the call is determined by authority. If you are a boss of a company, you call the shots. If you are dealing with the government, they have a bureaucratic protocol in place.

4 – What we can do for the public is to yell when the pendulum is way off course. Practically speaking, it\’s impossible for us to fine-tune the sweet spot. How can one find the exact average of a million suggestions on where to place something which is so vaguely defined?

5 – So if you see something that is completely missing from an assessment process in society, scream it out. If you are involved in the assessment process whether in the public sector or the private sector, I urge you to exercise your say to fine-tune the criteria. This is where you can make a direct contribution. Help us find the next Einstein!

> 2) Dr Syed Alwi on August 15th, 2008 8.09 pm
> We need to move away from quantitative means of comparison and into more subjective, qualitative means of comparison

You see the difficulty? If you have read the other discussions on scholarships, you can see that some people want an objective selection process.

Here’s how I view the issue of “Quantitative and Qualitative Assessment”

1 – It’s impossible to do away with quantitative grades completely. It’s a tried and tested (although imperfect) component that is needed to match students with schools, employers, and awards. Societies have found it is more beneficial with it then without it.

2 – In reality, subjective qualitative assessment is necessary too. For example, if quantitative grades are sufficient, then job interviews will not be necessary at all. We still want to get a “feel” of our prospective employee.

3 – The obvious but useless answer is to say: OK, we need to balance them. It’s impossible to lay down the proportion exactly. The reality is that the call is determined by authority. If you are a boss of a company, you call the shots. If you are dealing with the government, they have a bureaucratic protocol in place.

4 – What we can do for the public is to yell when the pendulum is way off course. Practically speaking, it’s impossible for us to fine-tune the sweet spot. How can one find the exact average of a million suggestions on where to place something which is so vaguely defined?

5 – So if you see something that is completely missing from an assessment process in society, scream it out. If you are involved in the assessment process whether in the public sector or the private sector, I urge you to exercise your say to fine-tune the criteria. This is where you can make a direct contribution. Help us find the next Einstein!

Singapore’s education system must move beyond emphasis on results
By Ca-Mie De Souza, Channel NewsAsia | Posted: 14 August 2008 1839 hrs

SINGAPORE : Singapore’s Education Minister Ng Eng Hen said the country’s education system must move beyond academic achievements and offer students more individual attention.

Dr Ng was outlining the future education system at the 4th anniversary Public Lecture at the Lee Kuan Yew School of Public Policy on Thursday.

In 1980, only 58 per cent of Primary 1 students completed secondary school. Today, the figure is 98.4 per cent.

In a 2003 international study on mathematics and science, students in Singapore aged between 10 and 14 years old came out tops among 49 countries.

Dr Ng said this was due to the good education policy put in place over the years, including the use of English as the medium of instruction, the bilingual policy, streaming, good teachers, curriculum and pedagogy.

But going forward, there will be greater expectations. Dr Ng noted that parents today are better educated and have more financial resources, so he said there must be more teachers, so students get more individual attention.

The teachers must also have higher qualifications. And to do that, schools must also have more autonomy.

“We need to re-balance the education system so that we can maintain the academic rigour,… yet at the same time create space and structure… for the school to (achieve) these other aspects and impart values,” said Dr Ng.

As for graduates of the Institute of Technical Education and Polytechnics, apart from creating a 4th publicly-funded university, the Ministry of Education will explore ways to help them upgrade during their careers.

However, some parents were concerned that schools now may be chasing key performance indicators at the expense of long-term goals.

“One of the things I hope won’t happen is that those ideas, after implementation, will not be lost, because sometimes when it goes down the next level, it may become another set of goals, another set of numbers,” said Angeline Soo, a mother of two children.

Dr Ng emphasised that while Singapore’s first class education system is respected internationally, it can always do better. And that means a delicate balance between continuing with what has worked well and, at the same time, not closing the doors on new innovations. – CNA /ls

IS THERE SUCH A THING AS OLD INNOVATION?

Dear Dennis,

The Government can set a baseline like 60% exam results and 40% CCA performance for example. Of course this is just a suggestion – but I really do not see your objections. Let MOE decide on a fairer balance.

Maybe include portfolios as well e.g. 50% exam results, 20% portfolio and 30% CCA performance.

Dear Dr Syed Alwi,

Sorry for not making myself clear.

I wasn\’t objecting at all. Please allow me to try again:

1 – Performance assessment needs to have both quantitative and qualitative componenets

2 – Like you said, qualitative assessment involves subjectivity.

3 – Once subjectivity is involved, a combination of grades with subjective assessment into an exact grade is difficult. So setting a hard mixing proportion is not very meaningful.

4 – Example: suppose we want to combine the character of the student (30%) with his or her exam scores (70%) into a single numeric score. Because giving a numeric score to character is subjective, using another percentage, say 40/60, may turn out not to make it any better or worse than using 30/70.

5 – If afterall MOE really wants to do it, they\’ll do it. And it\’s not useful for us to argue if it\’s 60/40 or 65/35 or 55/45, etc. How accurate is the overall combined score, depends on the competence for the people judging the subjective elements and grade combination, if all at meaningful to say so.

6 – In current practice, another way of combining quantitive and qualitative performance is by gut feel.

7 – Example: interviewers look at exam grades, CCA participated, awards, teachers\’ descriptions, how the candidate answers interview questions, and subjectively decide who to hire or admit.

8 – Unless there is something totally missing from should be included to give the overall grade, or if the mixing percentage is too extreme (say 95/5 when it should be more like 30/70), it is hard for one person to tell another person how to fine-tine the mixing percentages.

9 – Example: A boss tells the hiring staff/interviewer to weight \”character\” slightly more next time, but not too much. It\’s difficult for the hiring staff to fine tune it. If \”character\” is not considered at all, then telling the hiring staff to include it is more useful.

9 – Therefore, I urge everyone who is
doing or have an influence over subjective or overall performance to do their part because you have more control over the process than us.

10 – Example: If the staff in-charge of admission strongly believe that a particular applicant could be the next Einstein, the staff should fight for the applicant to get admitted, and not let him slip by.

I think we missed out on the most important link in this argument. We shd ask Pri school students, in particular, what they like/dislike abt school, then we can get a better idea. IMO, the curriculum is too tight, teachers n students too hard pressed to show instant results at a very young age. It is too demanding on all the players involved. Shd we explore a concept of almost a full day sch (8 – 5) where CCAs n homework can be done in school, teachers will hv more time n students may hv more time to day dream, spend time with family. We seem to stick to the tried n tested way even though we are told to think out of the box/leave no stones unturned. For that matter, our kids really do not have much time to think, that accounts for the apathy that is very prevalent in our society.

Dear Dennis,

I think that values, character etc can be incorporated under CCA performance. It is in CCA that such intangibles come into play e.g. team sports, uniform groups, clubs and organisations like robotics, gardening etc etc.

I still believe that we can have system whereby :

Exam Results 50 % to 60 %
CCA Performance 20 % to 40 % and
Portfolio 10 % to 30 %

True – there is an element of subjectivity. BUT THERE IS NO PERFECT SYSTEM.

All that we can say is – this proposed system is better than the current one because it removes exam stigma from the student and schools. That even if you score 100 marks in your maths exam – it doesn’t guarantee you a better result than someone with 80 marks but much better CCA record.

In such a system – schools will naturally have to change their KPI’s and become much more HOLISTIC. Thats the word.

The system which I propose is simply much more HOLISTIC.

I will not name the polytechnic or name of course, but the course is not related to any trade/profession here in Singapore. So after my cousin graduated, she had to seek another course of studies. I wanted to ask her THEN WHY DID YOU TAKE THE COURSE? but I decided against it. >,< It’s just very odd that a polytechnic will offer to teach something that no employers are involved in.

No, it’s not a course about embalming – there are job opportunities for those who want to be an embalmer!

Ask primary school students “Who is Christopher Columbus?” Only 1 to 2 out of 30 will know the answer. (I had cheeky answer,”Christopher Cucumber??”) I don’t know…..I have been educated in Singapore all my life but I think the system isn’t perfect.

I do see improvements in education though: books are more well-illustrated; history is now more fun to learn. There are also more Maths examples that students can follow without asking their teachers or peers.

P.S. I think “streaming” students is effective and yes, tests are the only indicators whether students are performing well.

I also feel that Singapore should follow Finland’s way of education more closely. Students in Finland learn faster by researching and putting forth answers in their assignments rather than having the teacher hand all answers to the students (and having the students turn a deaf ear on what’s handed on a silver platter).

Taking into account students’ extra curricular activities can also be part of a more effective “wholesome” educational system because many employers look at graduates’/students’ contributions to his school clubs or societies especially true if all career candidates have about the same qualification). CCS or ECA are strong indicators of a youngster’s enthusiasm for getting a job done and done well.

Errata: CCA (not CCS – doing too many web style sheets of late!) >,<

In light of this discussion, allow me to do some shameless advertising.

There’s an upcoming public forum titled “Universities and the Undergraduates: Designing Education for the 21st Century”

Date: 23rd August 2008 (Saturday)
Time: 2.00pm to 5.00pm (Registration from 1.40pm)
­­Venue: Ngee Ann Kongsi Auditorium
Level 2, School of Accountancy, Singapore Management University
Dress Code: Smart Casual

Register your name and affiliation to sociologyntu@yahoo.com.sg

Check the website for details

Hope to see you guys there…
:D

Thank You

Dear Kelly,

I reject “streaming” !! It is inhumane to stream kids at the PSLE or younger age. I was a late bloomer myself. Were I streamed at the PSLE – I probably would NOT have completed my PhD.

I totally reject “streaming” . I prefer to indulge in Gardner’s Multiple Intelligences. That maybe – one who is weak in Maths might be good in the Fine Arts instead. Or maybe one who is weak in the Languages might excel in the Technical field.

I prefer to find and reward the brighter, better side of a child – rather than to penalise a child based on his or her weaknesses.

Those who believe in “streaming” are similar to the Nazis ! Sieg Heil !! SS Javohl !
Heil Hitler ! Hitler Youth !

STREAMING IS EVIL AND THOSE WHO SUPPORT IT ARE NAZIS !!

I oppose to removing streaming entirely, and I am not a Nazi.

1 – It is more difficult and less effective to teach a class in which the standard of the students vary widely.

2 – For example, I support grouping students with similar standard of English together. Their Maths or Art or other subject class groups can be different.

3 – This increases the morale of weaker students too since the they do not always to have to bottom the class.

4 – There are 2 aspects that I hope that the education system can continue to improve: maintaining mobility, and nurturing the individual strengths.

5 – Mobility. Students should always have the chance to switch classes based on merits at any point in time. This gives opportunities for late boomers.

6 – Individual Strengths. We should remove the one-size-fits-all curriculum, and allow students to customise it to best suit their strengths, i.e. there should be much more “streams” / subject combinations than what we have now. Also, students with non-mainstream strengths should be recognised too.

Not all children born is without defect or intelligence limit.
If this system is about attracting the most ‘hungry’ here, then, while on paper GDP may become good, I wonder what will be the Quality of Life ?

1. Children and their childhood. How hungry should they be brought up? How many books must they read more than the next hungry child? Read read read….becomes what?

2. Couples and Procreation – what if their child born not so perfect? How to compete in a very ‘hungry’ society? How many child you dare to produce? How expensive will it be given a very ‘hungry’ society if not the most hungry?

3. Retirement ? Will there be Annuity in future? Work in mc donalds till someone tells you your time is up ? Work in retirement to pay health bills?

Well, its your choice.

Dear Dennis,

Your grouses can be addressed by BANDING and not by streaming. I still believe that we should mix the students together. To me – there are NO weak students. Its just that they have different strengths. Perhaps a Maths wizard who is a complete geek – can be in the same class as a football jock who has certainly no maths ability. One good in maths and one good in football. Both good in something. Both just as talented but in different areas. Let them socialise and learn to deal with a spectrum of diverse human emotions.

Say no to streaming now !! Only Nazis support streaming !

Can you elaborate the differences between banding and streaming?

Dear Dennis,

Banding is when the students in a class – go to different classrooms for the same subject lesson. They are grouped according to ability.

In other words – during a maths period, the students in an entire level (e.g. Sec 2) go to different classrooms for their maths lesson – depending on their skill level. Some schools are already doing this in Singapore.

Same goes for Art, PE etc. Thus its a positive reinforcement because the kids are NOT penalised for their weakness – but instead are encouraged to develop on their strengths.

During Maths – the maths geek will go for an accelerated class while the football jock goes to a class for students who are weaker in maths. But then the table gets turned during PE. The maths geek may have to go for a softer option on PE while the football jock goes for a more intensive PE.

That way we encourage and develop talent BUT we do NOT penalise anyone for their weaknesses.

Dear Dr Syed Alwi,

Thanks for your description of banding. This is what I support too. (In point 2 of my comments #17)

What is streaming then? My confusion arises because I am thinking that both streaming and banding separate students in different class according to their ability.

Dear Dennis,

Streaming is when you group the kids into entirely different educational paths towards totally different educational goals. Like Normal Academic, Express and Normal Technical.

In my proposal – I do not separate between Normal Academic and Express and Normal Technical. All the kids are in the same academic group – but they learn at different paces and perhaps – different depths. Why not ?

The maths geek will learn at a faster pace and to a greater depth – thats just differentiated instruction. The football jock will learn maths at a slower pace and lesser depth. Similarly during PE – the maths geek go for softer PE while the football jock does a much more rigorous PE for example. Why should PE not be made an important subject ? Indeed some people will say that health is more important than money. In any case – sports science is a discipline in itself ! Talk to the PTI’s in the army for example !

This way – we avoid stigmatisation by streaming into totally different educational paths. Normal Academic and Normal Technical and Express are just streams and categories based on our own PREJUDICES.

To me – an excellent car mechanic or the good plumber – plays just as important a role as the businessman. Its only our own prejudices that puts the blue collar workers as being inferior to the white collar worker. In Western countries – the plumber makes a lot of money because his labour is valued highly !

Indeed – even as a scientist myself – I do acknowledge that good movies are important for society. So why should an actor be viewed as inferior to the scientist ? I certainly appreciate Fine Arts and Film Making even though I work with Black Holes and Quantum Theory !!!!!!

The problem with streaming into Normal Academic, Normal Technical and Express – is that it condemns the kids to specific and separate educational paths where society has – in a prejudicial manner – very unfair and stereotyped roles for them. They are condemned to specific roles based entirely on false prejudices !

Normal Tech kids may have failed PSLE – but then I have met and taught Normal Tech kids with skills and abilities that are good – but NOT recognised nor tested by the PSLE.

Suppose a Normal Tech kid can sing very very well – but cannot do maths for nuts. is such a kid talented ? To me – YES ! But not in our prejudiced, streaming system. Why not have music and dance and singing classes included in the curriculum ? That way the good singer from the Normal Tech class can excel in music !

Again – its all our own prejudices ! Are you telling me that Hady Mirza (Singapore Idol) is not talented because he is not an NUS graduate ? How about Fandi Ahmad ? Is he talented ? Did he go to Harvard ?

Indeed – did Thomas Alva Edison or Einstein go to Harvard ? Did Sim Wong Hoo go to NUS or NTU ? Yet Creative Technology is hailed as a Singapore success story !

So you see – streaming is NOT banding. Streaming is condemning kids into separate categories based on false prejudices !!

Banding and offering much more option subjects/electives – is the only way forward. Also – as I said previously – we have to change the way we assess the kids. 50 % exams, 30 % CCA and 20 % Portfolio. That makes for a fairer and more humane system !

The people and new borns have to become more ‘hungry’ than ‘hungry’ in order to survive.

enjoy.

Just imagine, if you child happen to be not the smartest. life is gonna be tougher for them.

Dear Dr Syed Alwi,

Thank for your clarification. I agree to your comments on the cons of streaming.

Using the same vocabulary, I reiterate that I support banding and offering customized subjects rather than the few streams currently offered.

This better nurture individual strengths and maintain social mobility.

Thank you Dr. Syed Alwi for highlighting the difference between banding and streaming. No matter, it is also the parents’ repsonsibility to take a more active role in their children’s education instead of leaving everything to schools. I would never have known who Nostradamus (along with other world history’s famous figures) was if my parents didn’t bring me to the National Library too! To rely totally on our current educational system is not gonna work.

Dennis I am with you on this confusion. haha

Let me explain why I said I thought “streaming” was good (is it supposed to be “banding”?) In MY time there’s no such thing as BANDING. Streaming was simply to seperate the kids: those who can graduate with GCE “O” cert in 4 years and those in 5 years. Now, it does seem that all the extra words for an education system makes it much more complicated.

P.S. Off-topic nugget: Dr. Syed Alwi’s description reminds me of the Japanese’s “streaming”. They seperate those who’ve qualifications and those without. Those with qualifications and “smooth hands” are forced to dig holes and wait for a tirade of bullets to send them to their doom while those without qualifications can starve but still manage to keep their lives and build roads etc.

There’s also something to be learnt from the Nazi’s leader, Hitler. Most world leaders (including ours) adopt the same ways of public speaking. Millions keep quiet as they speak.

i have been hearing this talk by politicians about school system must get less stressful, must not over rely on grades, must promote creativity etc etc for almost 15 years. yet what it is today is essentially no different from how it was then though the forms may be different.

in the last 30 years the education minister at each point in time have always been one of the most capable amongst PAP politicians in the parliament. PAP always gives high priority to that education portfolio.

yet after 30 years, we see the education system in the messed up but full of fanfare state. if one is to look up old speeches of incoming education ministers, its always full of hope, energy and focus. but after a term or two, the education sector will take new forms but essentially remain the same.

the problem totally lies in the poor macro vision that these politicians have. its always ridden with idiosyncratic attitudes and ideologies…

the problem also lies in the absolute absence of micro management by the top bureacrats and ministers. they simply lack the abilities to find out the truths and realities on the ground and instead believe whatever information their ground forward them. they also lack the courage and know how on how to transform those on the ground to meet the visions….

Singapoor you are right in many things you mentioned. Who are the best people to create better wheelchairs? The disabled. Who are the best people to create the next “better” contact lens? Contact-lens users. Transfer ideas from those people to the ones (top bureacrats perhaps?) that can make those products a reality.

Dear Kelly,

Well lets just wait and see how the Government is going to approach this problem. I am curious……..Will they adopt banding ? Will they include CCA and Portfolio as part of assessment ? Will they do away with streaming ? Who knows ?

Lets just wait and see……..

There have been a lot of very interesting comments made in this topic. Allow me to add some generalizations observed, as a parent of 2 young kids, one in a neighbourhood school, and as a Parent Volunteer in that school.

Personally, I feel the emphasis on grades by parents, at the primary level, boils down to what the end goal of a primary education is to them. And for many, it is to ace that all important PSLE. Much as some of us will say that education has to be more holistic then acing exams, the fact is that the system has “forced” parents into this mindset, less they have the means to pack up and leave.

In Spore, PSLE is more then just a proficiency exam. Indeed, it is much more a placement exam then it is a proficiency exam! The higher your marks, the higher you are placed, the better your chances of getting into a “branded” secondary school. It is no longer just a test to gauge if you are proficient enough to start secondary education.

As a result of what the PSLE truly is to many parents, below are just 2 of the side effects you see happening in schools:

a) Parents questioning teachers how certain questions are marked, even if it is a mere 1 mark question. Every mark counts! But more importantly, parents also want to know how do PSLE markers grade papers? If papers from neighbourhood schools are marked first, and when an answer from a student from a “branded” school is later found to be equally plausible, are all previously marked papers reviewed? Is it all about keywords in the answer script and the “spirit and intent” of a child’s answer counts for nuts if it does not contain such “keywords”? The result, of course, is a lot of stress, not only on the parents and child, but also on the teachers! …and the true purpose of education is ????

b) Most neighbourhood schools strive to complete their syllabus in time, which is already quite a big task. Teachers have to balance speed of teaching with the ability of students in a class to catch up. As the general education level of most parents is now pretty high, the “rub on” effect on their children has also been quite positive. Coupled with generally better kindergarten syllabi, problems with children from “poor and broken homes”, though not totally eliminated, has also been significantly reduced. HOWEVER, the influx of children from foreign talents has now created a new problem. We read so much about our children being beneficiaries because of the interaction and socializing. Whilst this may be true, the other “side effect” is not often mentioned. Some of such kids have extremely poor command of the English language that despite being placed at a level lower than what they were at in their home countries, they are still struggling. Result is that teachers have a tough balancing act of not slowing the pace too much as to bore our own children and risk not being able to complete the syllabus, at the same time not going too fast that these other children can’t catch up! And every now and then, our poor teachers get the brunt of parent’s complaining that their class is so much slower then other classes in the same cohort!

Besides this, MOE introduces new teaching concepts ever so often, without realizing the impact on lesson preparation time on the teachers. Whilst some of these new teaching methods are indeed more fun and “in tune with the times”, preparation and classroom execution time is also much longer, placing even more pressure on the teachers to complete the syllabus on time.

BUT, is completing the syllabus enough? Take a look at the kinds of examples and practice questions in your child’s textbooks and compare them to the types of questions asked in PSLE. One is rudimentary to reinforce understanding of concepts. The other is very application based, where ability to apply ones’ understanding of concepts is tested. So, if a school’s goal is just to complete the syllabus, most kids will be at the losing end if they have not been exposed to some typical applications of concepts. (Yes, most children at this age need exposure to typical applications. If you are blessed with a child who is more mature then his/her real age, more often then not, their mental faculties are able to work out such application questions. Which is a major reason, I feel, that some foreign children are doing better then our kids, they are actually older!) Thus the rise of the tuition / enrichment industry, parents ….. and the rise in “pressure” on the kids and parents.

What really irks me is that the above are not new, and yet our schools and teachers are told to settle issues with parents themselves. What is known as “giving schools more autonomy to do their own things”! Much as some parents can really be overly unreasonable, the fact is that the system has, in no small part, forced them to behave this way. Do we have an alternative like a private school concept for primary education out there, for such parents to go to? Are we finally REALLY going to have more teachers in schools, to help share the load and effectively implement such new teaching methods (like subject banding)? Much as more educated teachers are important in imparting knowledge to our children, an overly stressed educated teacher will actually do more harm than good!

Just as the aim and target of anything will set the tone and direction of all actions thereafter, perhaps the purpose of what PSLE serves needs to be re-examined? Should it be just a proficiency test and not a placement test as well? What makes a secondary school “branded” that most parents want their child to “placed” higher on their PSLE rank? Can the attributes of such “branded” school be replicated to more secondary schools so that showing proficiency to undertake secondary level knowledge is sufficient and all parents can place their children to whichever secondary school that is nearest to their homes? Are any of our education policies further “enhancing” this concept of “branded” secondary schools that “forces” parents to try and aim for it? If so, is it fair then to blame parents for being too fixated on grades, when in actual fact, the system has actually created this “side effect”?

Some may say that parents have a choice not to go with the ridiculous “rat race” that has resulted from our current system. I used to think that way too. Just as no man is an island, it is becoming extremely difficult to be that contrarian, when the norms of society have already been shaped that way. After all, we do have to live and play by the rules of the society we live in. Realistically, I mean.

Dear Secure Chain,

Your observations are valid. I believe that schools should not be ranked. In any case – we ought to avoid streaming. If there is no streaming – then the PSLE would not be so intimidating. The fear of being dumped into Normal Academic or Normal Technical will not be there and hence making the PSLE less stressful.

I favour the American system. And I fully agree that exams should just be proficiency tests and not placement tests for elite schools.

As for your complaint regarding syllabus, tough questions and so on – they would be a thing of the past if exams only accounted for 50 % of your grades while CCA and Portfolio makes up the other half. Why ? Because one cannot get added advantage with a few extra marks but must rather demonstrate a holistic excellence by doing well in CCA and Portfolio.

I am fully convinced of the following :

A holistic assessment system by making Academic Exams only 50 % of the grade, CCA 30 % and Portfolio 20 %.
Introduce Banding in schools.
Stop the practice of Streaming
Introduce many electives and subject options

Only then can we see a major improvement in our school system.

7) mina on August 16th, 2008 8.59 am Singapore’s education system must move beyond emphasis on results
By Ca-Mie De Souza, Channel NewsAsia | Posted: 14 August 2008 1839 hrs

“Dr Ng emphasised that while Singapore’s first class education system is respected internationally, it can always do better. And that means a delicate balance between continuing with what has worked well and, at the same time, not closing the doors on new innovations. – CNA /ls”

IS THERE SUCH A THING AS OLD INNOVATION?

Haha. Innovation is “something new or different introduced”. So how can there be new innovations?

[...] Re Education – Empty Vessel: Teaching better – Mr Wang Says So: Education – The Government Still Doesn’t Get It – To Fix a Mocking Peasant: The Education System Will Not Change – TOC: Educating the next generation [...]

Dear Dr Syed Alwi,

I\’m confused again. I\’ll talk about one of my points here.

Using your definitions of streaming and banding, I support banding. My goals are to better nurture the individual\’s strength while not putting them into an immobile stratum.

Banding was already practiced (at least partially) in my school more than a decade ago, although I\’m not sure if it\’s nationwide.

Students were assigned to a different English class according to their performance. (However, this policy was not applied for other subjects) Even further back in my primary school days, class assignments were determined by the overall grade. Students got to shuffle classes very year based on their end-of-year results, so they won\’t be stuck in a class for too long. In other words, students were still quite mobile.

Just an opinion, which i think many may shoot me or disagree….if we put in an opposition party member (the more credible ones) as education minister,i think the changes may be faster seen….

We keep bitching year in year out…..any changes done??
Yes,but very minimal….don’t you find it very time wasting?

Kevin

Kevin,

Exactly what I tell some of my Parent Volunteer kakis!

Many a times, parents get frustrated and lash out at the teachers and principals, when in actual fact, they are merely foot soldiers implementing orders from higher ups.

Taking it out on teachers only further adds on to their frustration, which in turn reduces their ability to better impart knowledge to our children! In instances where it is very clear that the root cause is beyond the school, I often “joke” with them that perhaps, they should be blaming themselves for asking for more of the same every 5 years….. :-)

Dear Dennis,

The problem begins at the PSLE where kids are streamed into the Express, Normal Academic and Normal Technical categories. Mobility is limited. Once you enter a particulat stream – you are stereotyped. Labelled.

Will a Normal Tech soccer star be viewed just as talented as an Express stream maths prodigy ? Thats the question I pose….

The current system does NOT take CCA & Portfolios as part of the overall grade as I have proposed. And banding is minimal.

What I am proposing is a major shift in policy ! I say again -

Academic Exams 50 % to 60 %
CCA 30 % to 40 %
Portfolios 20 % to 30 %
Introduce banding on a large scale
Stop streaming into Normal or Express streams
Introduce electives and subject options like music, drama & dance, sports science and so on to develop the strength in some kids

These ministers,i really wonder what impact they can make….look at minister Ng….a few years soent at MOM,and still there are so many unresolved issues down at the agency.Some of the work my colleagues here do involve MOM….there are soooo many lapses and flaws….and these agencies are so well staffed?
Where’s the improvements???

Are they really capable of making changes?Or just warming seats?
I can tell you….when my 8 month old baby turns 6-7 next time,we still won’t see much changes.
Its all a watse of time……

Kevin

“…Mr Ng believed there must be some form of tradeoffs. However, he said that these might just be over-generalisations by people at the end of the day.”

When you always deny the root of the problem,yoiu can never solve the problem.
I really wonder why they always deny the problem,when the problem is so clear for all to see…..is it they cannot accept criticism???

Kevin

Hi Dr. Syed Alwi,

These that you mentioned:

Academic Exams 50 % to 60 %
CCA 30 % to 40 %
Portfolios 20 % to 30 %…….
Introduce electives and subject options like music, drama & dance, sports science and so on to develop the strength in some kids

….sounds GREAT! In fact it’s very close to how American educational system is like. Employers would not want to employ someone who is excellent in academic subjects but stingy on contributing (shown in CCA activities participated).

Another thing I wanna ask to Dr. Syed Alwi, Dennis, SecureChain, Singapoor and other readers – do AUTONOMOUS schools have the right to conduct/cancel CCA sessions without school consent forms? What in your opinion, MAKES an autonomous school if it’s still under the umbrella of MOE? Do parents find exam questions ambigious that it may merit 2 answers instead of one (example in the case of Maths)? Thank you in advance if you find it in your time and heart to shed some light again.

I am involved in a primary school for the last 8 years. Every year, if there are changes in the education system or policies, the principal will announce it and make clear that is how the policies are going to work in the begining of the year. But people are creature of habits, they will go back to their old ways. It takes time for the staff to change. For example, no EM3 now Foundational, students still grouped together in the same class. or taken out of the classroom. More time wasted and more obvious to the other students. No more TAF club now call Combat club. No labelling? My son say “same shit but different name” I come across students who are good in their studies but bad in their character. Parents only care about their grades and will not see the character flaws of their children.
Education is not complete if it does not build up the character of the students and imparts moral values so that the student can be trained to be a man of character.

It didn’t occur to me (excuse my hindsight!) that “streaming” is “labelling” but what Dr. Syed Alwi said is true. I was an express (4 years to GCE “O”) student and we were always considered to be smarter than those in Normal stream (5years to GCE “O”),

>>>Quoted bySotong: Education is not complete if it does not build up the character of the students and imparts moral values so that the student can be trained to be a man of character.

Very true!

i see many valid, interesting and passionate comments here. as an educator, i am quite moved to know that there are still many people out there who feel strongly about education. however, i think the key and urgent issue we are facing now is how to RETAIN good teachers. moe has no problem recruiting, but getting them to stay after bond is over… i also have a bad feeling that it’s the good ones who are leavin :(

Vadhog, I didn’t think of that till you say it. I appreciate very much when teachers meet up psychologists of “problematic students” on their own accord; give remedial lessons after school; go out of their way to answer students’ parents emails/concerns within 24 hours; make it a point to check on an absent student by calling his/her home regardless of how busy he/she may be, etc.

These teachers are HARD TO COME BY and are the ones who deserve to be rewarded/compensated in some way. Awards? Monetary compensation? What else?

good teachers dun need awards to be one :) and if one is concerned about monetary compensation, he probably would not choose to be a teacher in the 1st place.

if i could speak on behalf of all teachers, i think we just like to be LEFT ALONE to do what we come in to do in the first place – TEACH. allow TEACHERS to decide what is best for OUR children. do away with all the fanciful policies and never-ending reviews to please our “stakeholders” at the expense of moulding our next generation.

dropping the ambiguious ranking of teachers and, if i am not wrong, principals, would be a good start. this will force moe officials to display REAL LEADERSHIP rather than use ranking to THREATEN teachers to submit to crappy policies.

Vadhog, then I don’t think anything much can be done to “retain” good teachers, except the appreciation or smiles of students and their parents. Or are you saying teachers need to be patted by their colleagues (may be even hugs) so they feel more motivated to stay in their professions? :D

you are right; a smile would make my day :)

Dear Kelly, Vadhog,

Not sure about the Autonomous School / CCA / Consent Form thingy. But if you are talking about cancelling classes without informing parents, then that is probably a boo-boo on the part of the school. So long as it is not a trend, I suggest not loosing too much sleep over it.

With the kind of stress and operational issues teachers / schools have to handle on a daily basis, to me, it is no longer a case of “will the ball be dropped” but more like “when will it happen”! Think Ministry of Home Affairs and their overworked officers, think escape terrorist, unchecked passport, etc….and you get worried! I certainly hope it does not have to take a stressed out teacher having a mental breakdown in class and harming our kids, before something is done.

That is why I am KEENLY following what will come out of this “NEW OBSERVATION” that more teachers are needed. Hope REAL help is given to teachers this time, before something happens in class!!

As to questions having more than 1 answer, VERY OFTEN! Which is why I mentioned if exams are all about keywords and the “spirit and intent” of a child’s answer counts for nuts if keywords are not used. However, I do think such incidences are more prevalent in Languages and Science subject, less so for maths. But this may change since more application based questions will be set as time goes by.

It is nice to see educators joining in this discussion. After the spate of forum letters from teachers / spouses about their plight, there was complete silence. I was beginning to wonder if there was a directive to teachers that they are not to voice their grouses, either directly or via relatives, through public channels. BTW, is there such a directive?

Teachers leaving the profession IS a real problem. It is happening in my daughter’s school as well. But like what vadhog mentioned, most teachers are not seeking for highest pay possible, fair pay is enough. JUST LET THEM TEACH!

As a parent of 2 young kids, you already sometimes feel like “outsourcing” them to whoever wants them. Multiply that by 30 / 40 kids and doing the same day-in day-out, it is not difficult to visualize the stress involved. And when you then add on wayang duties like collecting data / attending meetings for People Developer Awards, School Best Practices Awards, Cherish Award, Green Audit Award, etc, how many can tahan!

But having said that, I do have to admit that there are some of us parents who are just outright ridiculously unreasonable! Yes, we are also a push factor for this flight of teachers.

But I would probably say that some of this is due to just plain old communication breakdown. As mentioned previously, some issues are just beyond the schools and are a “side effect” of MOE policies. However, how many of us parents are “enlightened” enough to see such a big picture? And when teachers are unable (or is it not allowed) to say so, what happens? They have to bear with the brickbats till they decide to call it a day …. Sigh…. It is so unfair to see good ones leave through no fault of theirs…..

Perhaps TOC may like to set up a section, for educators to share the kind of issues they face with parents. I do believe the exchanges will serve as a great education, for both sides to understand each other’s anguishes over a child’s education.

Heck, if TOC is able to do so, might as well go all the way and set up another section, for educators to share the types of wayang duties they have to bear from MOE / Principals / etc. Changes may occur faster, before an alternative voice is found via the formal channel ….. :-)

My apologies to all…..this posting does seem to have digressed from the main topic.

Dear Secure Chain,

Actually, I’ve been trying to get teachers to speak out – and speak to TOC about their trials and tribulations. I know their working environment isn’t as great as it’s made out to be, from what I hear from my teacher-friends. In fact, I have seen for myself what they go through.

But they have a certain fear of speaking out – mainly because, they tell me, they are bounded by Govt rules (explicit or otherwise) of civil servants having to seek permission before they do. Even giving interviews require them to seek permission.

I would love to have a section on TOC specially for education as I feel it is one of the most important issues S’pore is facing. If you would like to help us make this a reality, please do drop us a note at theonlinecitizen@gmail.com

Also, any educator or teacher out there who wish to contribute articles, or be interviewed by TOC, or is willing to speak to TOC, please do drop us an email as well. All information will be held in the strictest confidence.

Dear People,

I am glad that you all seem to like my proposal. Its really a copy of the American system. I learnt a lot while I did my PhD in America.

I have taught in many places before – and that is why I am so concerned about the Education System. Besides – I have 3 children to worry about !

Kelly – your enthusiasm is a great encouragement for me. Thanks.

>>>>Quoted by SecureChain: As to questions having more than 1 answer, VERY OFTEN! Which is why I mentioned if exams are all about keywords and the “spirit and intent” of a child’s answer counts for nuts if keywords are not used. However, I do think such incidences are more prevalent in Languages and Science subject, less so for maths. But this may change since more application based questions will be set as time goes by.

Thank you SecureChain for replying my questions and doubts! It is a relief to know this!

Dr. Syed Alwi, you make me blush! keke Thank you so much for sharing your views too; the world need more sincere PhD minds like yours! :D

Vadhog, I am more than willing to give teachers smiles and a hug provided they don’t misunderstand. XD Teachers are one group of under-valued under-estimated under-appreciated people. If digital design were avail back then I would have printed digital awards for my teachers. (Mrs. Tan of Ghim Moh Secondary, Mrs Lau and Mrs Chew of Henry Park Primary – they were all great educators to me! Sigh…I miss being a student somehow!!)

Lunch time! Nasi padang anyone?

So sorry, Kelly, my poor sentence structure may have lead to a misunderstanding …. did not learn creative writing during my time…. :-)

What I meant to say was that with more application based questions in maths, more of such instances of questions having 2 possible answers may occur in the future. Currently, you see more of such things happening for Languages and Science then for Maths.

From my child’s experience till date, in some instances, certain answers were “more correct” then others, as the intent of the teacher was to stress the usage of a particular technique taught in that topic.

Perhaps, some educators may want to share their comments on this matter, for all to learn from.

And to TOC, thanks for replying to my email.

Regards.

Thanks again SecureChain! Appreciate you! :D

I agree with banding too. I recalled when I was in Pri School. There was this teacher who taught us maths. As he is teaching maths he obviously favours those students that excel in his subject.
He would seat those students that are good in maths in the 1st 2 rows & those that did badly in his subject to sit the last 2 rows. I was too young to understand that this is discrimination. If not, I would have written a complain letter to MOE at that time.

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Loop, how long ago was this? You can still complain if he’s still teaching! Let MOE investigate.