Sunday, December 19, 2010
Heavy Price due to Aggressive MOE Streaming
ranking and branding in our schools are as follow.
After many years of exam-based rankings and streaming,
students lack the capability to understand other students
who are different from them. This has a permanent ill-effect on society.
Instead of having brighter students in the same class to help
the rest, the less brighter students lack the opportunity to learn
from among the best of their peers and often face discrimination.
Due to the ranking system, parents and education professionals
are so obsessed in getting good grades that moral values
declined in the priority order. News like this is becoming common:
"Elite ACS students behave like ruffians by creating din and spewing vulgarities on bus.”
The youths these days are aggressive ( I mentioned earlier on rugby match gang fight)
unmotivated, laid-back and self-centred. The street gangs attacks that caused one life at the Downtown
East Pasir Ris Resort recently.
Is this system undermining our push for a more gracious,
all-inclusive and caring society? Is every individual given
an equal playing field to excel? Give every student true equal
opportunities to achieve good results and an inclusive environment
to learn from and understand one another.
Compared with the youths in
Hong Kong and Taiwan , the typical Singaporean youth does not
have a sense of entrepreneurship, much less to ever aspire to
become an entrepreneur. Can this be attributed to the dominance
of civil service jobs and the presence of multi-national corporations?
The civil service takes in the most talented scholars who might not
have had the exposure to or have ventured into business.
Singapore is a country with good administrators but a society
badly in need of entrepreneurs.
Tuesday, December 14, 2010
Singapore is larger than the PAP
Ngaim Tong Dow, Ex-Civil Service Chief, 2006, Straits Times
Thursday, December 9, 2010
The cost of having a child
Even while I was pregnant, I was considering having a second child, as I am already in my early 30s. However, the costs that added up from the time of our wedding through to post-natal and infant care have got me thinking again.
My project manager husband and I married in May last year, and got our Housing Board flat in December. Having worked for around 10 years each, we had accumulated a bit of savings to pay for our wedding and flat renovation.
Then I got pregnant.
The monthly checks at the gynaecologist came up easily to $1,500, of which only $450 was claimable through Medisave. When I gave birth, I stayed in a four-bedded ward in a private hospital and had to pay $4,000 in cash, after Medisave.
During my maternity leave, I had help from a confinement woman for the first month. I paid her $2,200. For the remaining three months of maternity leave, I took care of my child alone.
I sourced for help to take care of my child upon returning to work and eventually decided to place him in a nursery with infant-care facilities. This works out to $850 a month. Within a year, the baby bonuses and Children Development Account top-ups would have been fully utilised.
And I have not mentioned costs like maternity and baby clothes, diapers, vaccinations and all the other necessities that come with having a child.
As it is a personal decision to have a child, I am not lamenting these costs.
However, it would be good if we could move towards the 'French way' - one of the possibilities the editorial notes - with free nursery schools and generous tax allowances. This would definitely help ease the financial burden of families who wish to have more children.
Lee Meng Fern (Madam)
Sunday, November 28, 2010
Wednesday, November 24, 2010
Nurture not only Academic Achievements but also Moral Development & Discipline
It is puzzling why the school principal would not let the police get involved after a student challenged teachers openly in class and even flung a chair at the teacher.
It was no wonder that teachers in that school were afraid of that student and this may have led to the student feeling he could get away with unacceptable conduct. This in turn could have led the other boys in the school to see him as a leader.
Schools and principals must recognise that their duty is to nurture not only students' academic achievements but also their moral development and discipline.
While punishment may not always mend the ways of misguided students, eschewing punishment will encourage greater daring and resolve among such students not to mend their ways.
M. Lukshumayeh
Saturday, November 20, 2010
Proper behaviour and character are even more important today
I was shocked that the ministry awarded Wong a teaching scholarship. Imagine if he had escaped undetected, graduated and returned to Singapore to teach in our schools?
What remains unconfirmed - but needs to be clarified - is whether the ministry was aware of the punishment reportedly meted out to him, while he was a school student, for allegedly peeping at staff or other students. Did the ministry screen its applicants with due diligence before awarding them scholarships?
Being academically brilliant, as Wong apparently is, is especially not enough to qualify as a teacher.
Character, particularly unblemished moral behaviour, is vital, given the environment in which a teacher operates.
Proper behaviour and character are even more important today when both parents work and disciplining students has become more challenging.
Pang Jinghua (Miss)
Friday, November 19, 2010
What's wrong with our Education System?
Shin Min headlines (19th Nov 2010)
- another poly student attacked in AMK
- MOE scholar charged with making child porn in UK
Is producing bilingual graduates or pupils their only aim?
The suicide by a medical student from the National University of Singapore (the ninth by a student in from a tertiary institution this year), the fight between rugby players and spectators from Anglo-Chinese School and Saint Andrew’s Secondary School, two elite schools, as well as the recent sex-video of the two pupils from Anglo-Chinese Junior College, strongly reflect serious issues with our society. As children become more exposed in an increasingly connected world through the internet, busy parents are finding that they increasingly do not have the time to inculcate appropriate values in the upbringing of their children. What roles do our schools play in the area of moral education? Are moral lessons only taught by religious institutions?
Thursday, November 18, 2010
Why parents think PSLE is critical
Parents place a heavy emphasis on the PSLE because of the array of different educational avenues awaiting the pupil once he leaves primary school.
The PSLE decides the quality of a child's learning environment in the next five to six years, which is crucial in moulding him as an individual.
A key question one must ask is: How can we expect a 12-year-old child to understand the importance of this examination to his educational future?
Some argue that the O-level examination offers students a second chance to get into a good junior college or polytechnic programme.
I beg to differ. If the child does not do well in the PSLE, his learning environment in secondary school may not help him realise his hidden potential.
Furthermore, the tendency to gauge an individual's worth on the basis of the secondary school he attends is likely to further erode a child's self-esteem.
As for JC entry, the chances are becoming slimmer as a larger share of places in the best colleges are locked in for integrated programme students from the better secondary schools.
So it should not surprise anyone that it is becoming even more vital for a child to perform well in the PSLE.
While the PSLE may have its merits, it is obvious that it is an examination that discriminates against late bloomers.
It is unfair to place such an extreme burden on 12-year-old children who may not understand the gravity of the PSLE's implications.
Shalaka Nanda Kumar (Miss)
Wednesday, November 17, 2010
Singapore Education System – Comparison, Issues & Challenges
Parents and children have been worrying and struggling to cope with our highly stressed school system that has been caused by the Ministry of Education’s (MOE) aggressive streaming of students at too young an age and, the branding and ranking of schools. This has resulted in an climate of elitism in our education system. To be part of this elite, a “kiasu” and “kiasee” mentality has developed. Educators find themselves drawn into this culture and mentality, which results in a heavy workload as they try to keep their students up. If educators themselves are also feeling the stress from an increasingly heavy workload, what more their charges?
It is a fact that each student is different, with vastly different skills and abilities. While we should invest to help the gifted pupils to learn better and faster, this should not be done at the expense of the rest. Currently, gifted students are put into special classes to make them feel that they are the best, building in them a sense of arrogance which could polarise society. Thus, instead of segregation, I believe that we should provide them with after school programmes, equivalent to the Co-Curricular Activities (CCA), to help them to further develop their interests.
According to the Progress in International Reading Literacy Study (PIRLS) done in 2006, cited by MOE in a 2007 survey by the Fraser Institute, Singapore was ranked fourth among 45 education systems. This is indeed a very impressive achievement that we, as Singaporeans, can be proud of. Dr Kishore Mahbubani, Dean of the Lee Kuan Yew School of Public Policy at NUS, also proudly claimed that educational leaders around the world are flocking to Singapore to copy Singapore's successful educational model. He said that some North American schools are even using similar textbooks as those used in Singaporean schools.
Many first world countries may not have a perfect education system but the reliability of the survey is questionable. One has to question the criteria and sample size used for the survey. Weaknesses notwithstanding, most citizens of these countries are proud of their education system and will not trade it for the aggressive streaming system of Singapore, where one's future and career is based solely on academic results.
Studies have shown that passing standardised examinations with good grades does not necessarily mean that one has a better knowledge of the subject than another with lesser or failing grades. Excellent academic results should not simply be the holy grail of an education. Besides good examination skills, hard work, self-discipline, time commitment and mental capacity to learn and absorb the knowledge and are vital aspects as well.
Let’s take a look at the education system in Canada to illustrate how academic results are not the only barometer of success.
According to UNESCO in its 2007 annual report, Canada's literacy rate was 99% and it was placed 19th in the world, while Singapore's 94.4% and placed it at 74th. In Canada, children there are encouraged, at a young age, to develop at their own natural pace. Needless to say, there is no streaming. While Canada may not compare well with the Singapore education system in terms of world rankings, and Canadian students may not do as well in mathematics and science tests as their Singaporean counterparts, Canada has produced 18 Nobel Prize winners, 44 Olympic medallists (of which 9 were gold) in the last three Olympic Games. This is in addition to the hundreds of world-renowned entrepreneurs, artists, musicians, writers, actors and singers. If we look at population ratio as a measure, Singapore should have produced at least three Nobel Prize winners and scores of artists and writers. Hong Kong, with a comparable population, has managed to have one Nobel Prize winner, many Olympic medallists and entrepreneurs. Israel too does not enjoy the high ranking and the good educational track record Singapore enjoys. However, to date, Israel, with a population of only 7.5 million, has produced nine Nobel Prize winners and, astronauts that participate in NASA space shuttle missions. Even Saint Lucia, a small island with a population of only 200,000, has produced two Nobel laureates.
Let's make another comparison with another first world country – Finland. This country has a population of 5.3 million, compared to the 5 million in Singapore. Finland's world ranking in Science and Mathematics was first and second respectively, based on PIRLS and Program for International Student Assessment (PISA) (as reported by Tom Burridge of BBC World News America). Singapore is ranked fourth, based on PIRLS, as reported by the Ministry of Education, Singapore (MOE). It is surprising that Finnish pupils spend the least number of hours in their school and on homework compared to the other first world countries. Students in Singapore are doing the opposite. To date, Finland has produced 4 Nobel Prize Laureates. Singapore has yet to produce our first Nobel Prize winner.
What has MOE achieved over the last 45 years? Is producing bilingual graduates or pupils their only aim?
The suicide by a medical student from the National University of Singapore (the ninth by a student in from a tertiary institution this year), the fight between rugby players and spectators from Anglo-Chinese School and Saint Andrew’s Secondary School, two elite schools, as well as the recent sex-video of the two pupils from Anglo-Chinese Junior College, strongly reflect serious issues with our society. As children become more exposed in an increasingly connected world through the internet, busy parents are finding that they increasingly do not have the time to inculcate appropriate values in the upbringing of their children. What roles do our schools play in the area of moral education? Are moral lessons only taught religious institutions? Should it be so? Should this be the educational model that other countries aspire to and learn from?
One challenge that we have is to have more successful, world renowned and sustainable companies like Singapore Airlines. A strategic direction and policy shift is not a choice if we truly wish to join the first world competitive league, which implies that a country is sustainable and competitive, with highly innovative companies and a thinking workforce.
The essence of such success is none other than the people our education system has to develop. This is a long term process – Bai Nian Shu Ren – and is not going to be accomplished by the work of one or two ministers of education over one or two terms. Having enjoyed the fruit of the hard work of our forefathers, the continuous and sustained development and enhancement of a system is now our greatest challenge. The strategic importance of education cannot be rated any lower than say, that of defence. As such, the welfare, benefits and prestige of an educational scholarship cannot be perceived to be less superior to that of a defence scholarship. Perhaps the time is ripe for a president scholarship to be offered to MOE scholarship holders.
In the longer term, MOE should raise the educational level of its existing teaching staff to a minimum of a post graduate level, even for primary school teachers. Secondly, improving the teacher-pupil ratio is a pressing priority which will help to enhance teaching effectiveness, reduce teacher fatigue and foster closer teacher-pupil relationships. To encourage teachers to improve themselves, teaching bursaries and scholarships should be offered to all. Only after we have highly motivated and committed teachers, then and only then will we be able to truly develop a world class education system.
Saturday, November 13, 2010
Gangs Attacks
Is our country any safer now? Why so many youths turning to gangs? Is our schools just focused on developing the elites - mother's tongue, learning of languages, PSLE/IP - programmes (steaming/meritocratic - ranking)? What is the weightage and emphasis on moral education by MOE?
Saturday, October 23, 2010
Speaker's Corner Speech on Haze by Wilson Foo
Good morning, Singapore. I am here at Speaker's Corner this day to talk about a problem that surrounds Singapore, that envelops us and is right before our eyes, that leaves our throats dry and can even make our eyes tear.
You can see it for yourselves right now. The problem that we face this day is the haze. It may give our photographs a nice and fuzzy glow, but there is really nothing nice and fuzzy about it. Year after year, the people of South East Asia are subjected to this noxious smog that has deleterious effects on our health and casts a gloomy grey shadow over our cities.
Much of the haze, as we know, is caused by the practice of slash and burn agriculture. Primitive farmers continue to burn forests in order to increase the fertility of their land, heedless of the damaging health effects caused to the other peoples of the region. Before we ascribe ill will to these farmers, however, we may give them the benefit of the doubt - they may perhaps not have contemplated the consequences of their disagreeable actions. They have probably received limited education and a clear message has not been put to them that their form of agriculture brings the rest of us very much grief.
ASEAN, to its credit, has recognised that Transboundary Haze Pollution is a serious environmental concern. The ASEAN Agreement on Transboundary Haze Pollution was signed on 10 June 2002 in Kuala Lumpur, Malaysia. The treaty has been ratified by Brunei, Cambodia, Laos, Malaysia, Philippines, Thailand, Viet Nam, our very own Singapore, and even Myanmar. Conspicuously absent from the list is one of the founding members of ASEAN and one of its largest democracies. That nation, as you may have guessed, is Indonesia, of which Sumatra, the very place from which much of the haze is emanating from, is a part.
It is alarming that Indonesia has not ratified this treaty. Sumatra alone contains numerous hot spots, more than anywhere else in the region. According to HazeOnline, the ASEAN website dedicated to haze monitoring, fires in peat soils have been identified as a major contributor to transboundary haze pollution in the region, and Indonesia has about 70% of the region’s peatlands. Sumatra also has large numbers of slash and burn cultivators. The gains made by the efforts of the rest of ASEAN cannot possibly match the immense good that can be done by Indonesia by ratifying and implementing this treaty. In fact, Fitrian Ardiansyah, Director, Climate and Energy, World Wildlife Foundation (WWF) Indonesia, said in 2008, "Without Indonesia in favour of pushing this agenda at the regional level, there won't be any trans-boundary haze agreement."
Indonesia has mentioned that it will not ratify the treaty unless it includes agreements on illegal logging and fishing. With respect, the Indonesian stance of bartering its agreement on haze for the prevention of economic loss is untenable. The position taken by the Indonesian authorities is overly short term and fails to recognise that haze is an environmental problem like no other. In terms of the numbers of people it affects and its negative health effects, it may be orders of magnitude higher than some other environmental problems. The haze affects each and every one of us, including the population of Indonesia. Where the physical well being of people is being affected, concerns on economic loss should take a back seat.
Money can never give us back our health. The health effects of haze on healthy people include sneezing, running nose, eye irritation, dry throat and dry cough, which cause discomfort. However, the effects on persons with medical problems like asthma, chronic lung disease, chronic sinusitis and allergic skin conditions are more severe and they may even have to be sent to hospital. Money will also not buy us new forests and a new earth. The peatlands and forests destroyed by haze may be irreparably damaged and the huge amounts of carbon released into the air may exacerbate the problem of global warming. Forest fires, unmanaged, not only cause an increase in pollution, they destroy the very organisms that help to alleviate pollution, trees.
This day, I urge President Yudhoyono, the government and the legislature of Indonesia to take concrete steps to put an end to this scourge that plagues our region. The slash and burn cultivators have to be educated on the negative effects of haze pollution and told to cease and desist from their practices. They need to be taught other methods of farming that do not harm the environment by causing air pollution. Enforcement efforts should be stepped up and there should be more effort dedicated to the setting up of firefighting response teams. I urge Indonesia to expediently ratify the ASEAN Haze treaty, which will boost the progress of our entire region, including Indonesia.
I also hope that the people of Indonesia understand the plight that has been caused to us as a result of the haze, and hope that Indonesian civic society will take an interest in educating these slash and burn farmers on better and more sustainable agricultural practices. I understand that World Wildlife Foundation Indonesia has spoken out against the haze problem, and applaud their concern for Indonesia's environment. We appreciate every effort by the Indonesian people to reduce the problem of air pollution in the region.
Finally, I have a message for the slash and burn farmers. Please, have a heart, and understand that your actions have made many of us suffer and become sick. There are better ways to farm, like using fertilisers and better crop varieties. Please stop burning your forests and destroying your own environment. The smoke is bad for you too. Thank you. Sila berhenti membakar yang hutan-hutan. Terima Kasih.
Tuesday, October 12, 2010
Singapore MOE on the Right Track?
The Calm Before The Storm: Is the Singapore Education System In Crisis?
But this is a different world. The dynamism of the global community – galvanised by the advent of globalisation and modernisation – not only means that Singaporeans are inundated with a greater plethora of expectations and challenges, but also reflects the fact that blind adherence to our pedantic education curriculum and pedagogies would prove to be largely detrimental. Graduates would continue to emerge as empty shells: over-achievers in academic or scholastic performances, but overwhelmingly defective in their innovative capabilities, and deficient in life-skills with misdirected moral compasses.
How Examinations Are Killing Our Children
The value of examinations lies largely in their standardisation; basically, the implementation of an individual test or assessment in a certain domain would give teachers and students a gauge of the latter’s comprehension of that subject-matter. However, our attitudes towards examinations, and the desires of parents and teachers to place disproportionate emphasis on the end-results have sadly reduced many students to mere information-blabbering, knowledge-regurgitating, result- and achievement- oriented book smarts. To them, the ten to twelve years of foundation education is seen as a protracted preparation or application process for their universities.
Teachers are subtle victims of these expectations. The repeated concerns over superficial test-based preparations pressure them to rush through the prescribed syllabus, often without genuine care over the contents and subjects. After all, why bother about the significance of individual topics when stakeholders are asking for rote-learning, imparting of examination techniques and test practice to obtain the ideal grades?
Besides grossly betraying the spirit of education, our insistence is also hurting and disadvantaging students who might not be academically-inclined. The truth is that the inflexibility of the subject combinations and platforms for true learning is stifling the creative minds of many of our young people. There are insufficient avenues for them to showcase their true talents, and conservative mindsets prevent them from exploring extra-curricular fields they might be more accustomed to. Unfortunately, their inaptitude is conveniently dismissed as laziness and stupidity, without accounting for their strengths.
An Education Dead-End?
If we cannot completely eliminate examinations and its associated ramifications, the Ministry of Education (MOE) should continue its endeavours to reduce the number of these assessments. Introducing the Integrated Programme (IP), doing away with year-end examinations for various primary one and two students in select institutions: these are commendable efforts, yet the administration has relished in its conservatism and staunchly refused to take greater steps. Having been the part of the pioneer batch that experienced IP in its entirety – despite the eventual fluster for the GCE ‘A’ Level Examinations – the absence of a major examination and the adoption of holistic and year-based assessment allowed for greater liberty in exploration of fields of interest.
To segregate content based on their subject demarcations closes many doors for the student, as the mentality is geared to examination preparation and questions. It neglects inter-disciplinary integrity and strays away from a broad-based curriculum. Geography and Science share many common perceptions towards global warming, helping individuals form more wholesome understandings in terms of the issue; yet many stray away from such partnerships for fear of overlaps and unjustified conflicts.
MOE needs to work more closely with educators to devise methodologies to reinforce to students the purpose of teaching-learning and the respective subjects. Instead of shoving information and facts crudely down the throats of students, give them the space to contemplate the significance of what they are studying in. Besides the obvious importance of mastering linguistics – and the obvious decline in bilingualism – students should weigh for themselves why the humanities are essential, why the sciences are vital. As this independence is accompanied by moderation from the teachers, parents and students would be able to make more informed decisions about what they should study, and how much emphasis they should place.
An International Phenomenon?
Sir Ken Robinson, an international advisor on education, contended in 2006 during his Technology Entertainment and Design (TED) presentation on the state of schools that institutions were increasingly educating students out of their creative faculties. He subsequently made reference to the Pablo Picasso quote that “Every child is an artist. The problem is how to remain an artist once we grow up”. Sir Robinson acknowledges multiple types of intelligences, and is calling for a much-needed rethink of the global education system; and how we teach our kids.
Rather than allowing it to be an excuse for us to continue our ways, it should serve as an impetus for us to keep ahead of the competition. We do not need book smarts sorely lacking in emotional and adversity quotients; worse still, supposed “scholars” who selfishly care for their personal well-being, stubbornly rejecting all forms of information that serve no fruitful purpose. Neither should we stigmatise individuals who might excel in other areas. It is not only high time to bring creativity back to the classroom, but also return to back-to-basics education; a system that teaches us how to think, not what to think.
- Kwan Jin Yao
Friday, October 8, 2010
别来春半 - 南唐李后主
雁来音信无凭,路遥归梦难成。离恨恰如春草,更行更远还生。
寻春须是先春早,看花莫待花枝老。缥色玉柔擎,醅浮盏面清。
何妨频笑粲,禁苑春归晚。同醉与闲平,诗随羯鼓成。
李煜 - 南唐李后主
Sunday, October 3, 2010
Another case of undergrad suicide - 23 year old medical student
Friday, October 1, 2010
Thursday, September 23, 2010
Words of Wisdom
1) Prayer is not a "spare wheel" that you pull out when in
trouble, but it is a "steering wheel" that directs the right path
throughout.
2) Do you know why a Car's WINDSHIELD is so large & the
Rearview Mirror is so small?
Because our PAST is not as important as ur FUTURE.
Look Ahead and Move on.
3) Friendship is like a BOOK.
It takes few seconds to burn,
but it takes years to write.
4) All things in life are temporary.
If going well, enjoy it, they will not last forever.
If going wrong, don't worry, they can't last long either.
5) Old Friends are Gold!
New Friends are Diamond!
If you get Diamond, don't forget the Gold!
Because to hold a Diamond, you always need a Base of Gold!
6) Often when we lose hope and think this is the end,
GOD smiles from above and says, "Relax, sweetheart, it's just a
bend, not the end!
7) When GOD solves your problems, you have faith in HIS abilities;
when GOD doesn't solve your problems HE has faith in your
abilities.
8) A blind person asked "Can there be anything worse than losing eye
sight?
The reply: "Yes, losing your vision!"
9) When you pray for others, God listens to you and blesses them,
and sometimes, when you are safe and happy, remember that someone
has prayed for you.
10) WORRYING does not take away tomorrow's TROUBLES,
it takes away today's PEACE
Saturday, September 18, 2010
Friday, September 10, 2010
Wednesday, September 1, 2010
World-Class Tuition System
All three of them were getting average grades. However, to my utter shock and dismay, my eldest came home with red marks for her Primary 5 exams - she was the last in class. Her concerned form teacher told me she was attentive in class and was, in fact, chosen as the role model student for that year.
The teacher was surprised she had no tuition and that I did not tutor her myself. She was even more surprised that I had not bought any 10-year series or guidebooks for her. Due to time constraints, teachers usually had time to cover only the basics, so the child needed to do extra work at home or get tuition, she said.
That seems to be the reality, as I have found out from parents of children in other schools. Subsequently, I enrolled her for tuition for all four subjects and, for her mid-year exam, she achieved the first position in her class. I can now understand why the majority of parents are ready to spend so much money on tuition. The system is just not delivering.
Tuition centres are able to produce many students with As. Why is that so? The class size is about 10. The tutors are motivated to get the students to do well, either through bonuses or other means. More than that, they are not bogged down with many other responsibilities that distract them from teaching. Many good tutors I spoke to are former teachers.
If we could give our teachers a good environment, and not burden them with umpteen other responsibilities, they would have more energy and time left to prepare well for lessons.
Parents are focusing all their energies on academic achievement, thereby neglecting more important matters like character building and family bonding, which are so crucial in today's fast-paced world. It may be a good idea to set up a forum with parents, students, teachers, tutors and the Ministry of Education to analyse the situation. Singapore has a world-class education system. Perhaps, that is in part due to a world-class tuition system.
Michelle Choy (Ms)
Saturday, August 21, 2010
Why jobs are not taken up by Singaporeans?
To assuage these concerns, could the relevant authorities provide immigration and employment statistics to justify the high number foreign workers?
- the number of new value-adding jobs created in the transportation, banking, infocommunication, hotel, restaurant, entertainment and manufacturing industries over the past 5 years
- within each industry, the breakdown of the new jobs created by job descriptions, like operators, supervisors, managers
- the breakdown of the income earned in these new jobs, by income group, for example, S$1000-2000, S$2000-3000, etc
- the breakdown of the percentages of these new jobs created held by foreigners and local Singaporeans
- the differences in salary between local and foreign workers for the same job, eg SBS bus drivers, infocommunication engineers,
This increase is often explained by the fact that foreigners are needed to make up for the labour shortage situation seen in some professions. This shortage is often blamed on the fact that Singaporeans are not keen to take up these professions. Are there valid reasons viz-à-viz salaries and standard of living to explain why these jobs are not taken up by Singaporeans? How do we ensure that the high influx of foreign workers is not pressing down the value of the local Singaporean job market?
Saturday, August 7, 2010
Forefathers sacrificed their Lives for our Freedom
explosion on 6th August 1945 and the Japanese
surrender on the 15th August, our 9th August
National Day celebration
has another meaning to Singaporeans. Let's take a moment to reflect
on this part of history with a Chinese poem to remind our youths as well as remembrance of our forefathers who sacrificed their lives for our freedom….
南洋漫天烽煙起,
星州海島滿目風雨飛,
獅城醒覺決心本生死,
獻上熱腸壯士氣,
犧牲小我建仁義,
為保家國輕抛英雄熱血淚,
唯獨今朝少年未記起,
烈士千古,
芳草末殘碑.
- 任保南博士
Monday, August 2, 2010
Wednesday, July 28, 2010
Suicides Rise in Singapore
The Straits Times 26th July: SUICIDES rose in Singapore last year (2009) as the economy went into a recession. A total of 401 people took their own lives, up from 364 in 2008.In the latest statistics released on Monday by the Samaritans of Singapore (SOS), a helpline dedicated to suicide prevention, the rate of suicide went up from 8.76 per 100,000 residents in 2008 to 9.35 last year as Singapore battled its worst recession. While suicide rates have been known to rise during bad times, the SOS statistics are showing more worryingly, that suicide rates among youths are on the rise as well.The total number of suicides among those aged 10 to 19 years reached a six-year high in 2009, with 19 youths taking their own lives. This is a stark 58 per cent jump from a year earlier when 12 suicide cases among youths were reported.Based on statistics from 1991 to now, there has been three clear peaks in suicide rates among youths in Singapore, occuring in 1998, 2001 and 2009, all of which coincided with the economic instability.During the Asian financial crisis in 1998, youth suicides jumped from 22 deaths from 14 the year before. Similarly, youth suicides hit a record 27 deaths in 2001 during the economic downturn.
Saturday, July 17, 2010
Fare Hike - Transplanting of ERP Approach !
Car owners get penalized for driving, so either pay or use public
transport. Now to bus/train users, you caused overcrowding by using
public transport, so either pay more or walk to work. Never mind if
you are students or retired with no income. Something is seriously wrong here!
刘氏佣民, 汉世春秋
李后酒诗, 国殇绝唐
强曹霸羽, 未能尊胜
立备后邦, 汉室盛世
- 任保南博士
Do away with Primary School Exams Entirely
Furthermore, Scandinavians are among the most socially responsible people in the world. They are world-class citizens in all the fundamental aspects - some of which we still lack, for example, road manners.
While I applaud the Education Ministry's decision, it should adopt a bolder and more effective decision to do away with primary school examinations entirely.
This radical change will harvest us a reward of First World innovation and creativity.
- Samuel Ng
Thursday, July 15, 2010
Singapore Spending More Money on Tuition than any other Country
These bound documents, covering English, Maths, Science and Chinese in the 2009 exam, are sold at between S$30 and $40 per set. There are scores of such vendors all over the city.
In two nearby blocks of three-storey buildings in a suburban town centre, I counted no less than 15 tuition centres that offer almost every subject a child faces in the city’s stressful exams.
Others teach Life Sciences, Creative Writing or “Preparation for Primary 1”. Two are music centres, one teaches art and another provides Japanese lessons – mostly supplementary subjects.
At another suburb a kilometre away, 12 or more tuition centres are flourishing.
Private tuition – together with the trade in test papers – has become a booming industry, probably raking in hundreds of millions of dollars and providing jobs for thousands of people.
These figures may be too conservative, if one takes into account what Singaporean parents spend on tuition to give their kids a head start.
A reporter who did a random interview with 12 students found that their parents spent an average S$500 a month on their tuition fees.
In another case, a Chinese-language newspaper reported a father spent almost half his monthly salary, or S$960, to pay for his son’s English lessons.
In other countries, old test papers are generally used to wrap fish, but here it provides a living. Why are they so marketable?
Just as in societies like China, Japan, Taiwan and South Korea, Singaporeans worship academic achievement, maybe a little too excessively, some believe.
They have seen success often going to graduates with distinctions. They are picked for high office. It is exam results that often decide how well people are to live.
This is making test papers of top schools a hot commodity. Designed by individual primary and secondary schools to test their own pupils annually, they have long been packaged and sold.
The higher ranked the school, the greater the demand.
In this small city of 700sq km, there are at least 500 tuition centres, each with a database of home tutors for parents to select from.
The teachers charge hourly rates: S$15-S$20 for Primary 1-6, and S$20-S$28 for secondary 1-4.
Some tuition even takes place online, where test papers can be downloaded more cheaply. Some top junior college graduates have taken it further by selling their study notes on the web.
The exact size of the trade is not officially known because the thousands of people involved – especially freelance tutors or test paper vendors – work outside the tax system.
With the weak employment market for graduates, this is useful. It has allowed many retrenched professionals and executives to survive the crisis of unemployment.
More importantly, the role of the home tutor appears greater than the government is ready to admit. It touches the life of almost every Singaporean.
The Sunday Times conducted a poll in 2008 of 100 primary, secondary and junior college students and found that only three students did not have any tuition at all.
Even some university students have sought special tuition, but the starting age is getting lower. Two in every 10 involve kindergarten kids.
Contrary to belief, not all who seek help are students of average or poorer grades. They include straight-A students, too.
Predictably, the world crisis has pushed up the number of private tutors, many settling into it because it is recession-proof. This has allowed some jobless to survive.
A few with flair have actually done well enough to make it a career.
For example, a physics tutor to 80 students reportedly earns about S$20,000 a month. Even students – undergraduates and Junior College students – are earning good pocket money this way.
The term “private tuition” is generally disliked by fun-loving teens and, one suspects, by the government, too, for two reasons.
First, the vast number of Singaporeans who rely on outside tuition is interpreted by critics as indicating that the school system is far from adequate.
Second, a lot of this thriving revenue is going to individuals, rather than the Treasury – unreported and untaxed. It is part of the underground economy that no finance minister wants to have.
Singapore could well be spending more money per person on special tuition for their children than any other country.
Does tuition help to improve grades? The answer cannot be “no” when 97% of students have done it.
It provides a crucial help to children who are weak in certain subjects, be it English, Maths or Chinese. Singapore schools supply a general education that is quite modern and diverse.
It is winning accolades from some countries which have adopted its methods of teaching. However, it also faces criticisms for not producing creative workers good at solving problems.
A retired school principal commented: “Our children are very good at Science and Maths, but they are not groomed to be independent thinkers.”
- Seah Chiang Nee.
Tuesday, July 13, 2010
Is MOE on the Right Track?
and communicate long term cornerstone policies that should not and
will not easily and readily change in short terms, from short term
programs and practices that must promply adapt to rapid changing socio-
economic environments, both local and global. Bilingual and moral
education are example of the first. Use of evolving educational,
instructional and learning technologies and pedagogies, say, applied
to mother tongue for adaptation, is the second.
School principals who are under constant pressure to perform
according to moe KPIs by toeing the line of their bosses at HQ, rather
than professionally, selflessly and courageously acting by convictions
to do what is right and good for students in the long run but may not
be within moe's immedate interests or priorities. The constant
conflict here is what is for students' long term good, may not be good
for the school (in terms of ranking performance, publicity and
popularity) and the principal's personal performance and career
advancement. So, practically all schools degenerate into MOE's
nationwide distributed network of education factories producing 'on-specs' school
graduates with good grades, not necessarily competent, lifelong
learners and good citizens of society. In short, very, very few
principals are running schools according to their conviction and
professional ethics as educators - not independent and autonomous.
Even though they may know what is good and right, they won't do it. In
practice, they are very much civil servants of the ministry and the
ministers, much more than of their students! Sad but true, this is the
pathetic state and harsh reality of the school systems in this nation.
distributed network of education factories producing 'on-specs' school
graduates with good grades, not necessarily competent, lifelong
learners and good citizens of society. In short, very, very few
principals are running schools according to their econviction and
professional ethics as educators - not independent and autonomous.
Even though they may know what is good and right, they won't do it. In
practice, they are very much civil servants of the ministry and the
ministers, much more than of their students! Sad but true, this is the
pathetic state and harsh reality of the school systems in this nation.
Monday, July 12, 2010
The Straits Times Interview, Sue-Ann Chia - Senior Political Correspondent : Ready to Take on a Bigger Role
THE WP QUARTET OF NEW LEADERS
Insight
Four fresh faces joined the Workers’ Party’s new line-up of 15 leaders at a party conference on Sunday. Insight speaks to the quartet to find out what propelled them to take up the opposition cause
BY SUE-ANN CHIA
SENIOR POLITICAL CORRESPONDENT
JOHN YAM
Age: 48
Job: Technology consultant
Education: PhD, University of South Australia; Masters in Business Administration, University of Strathclyde, Scotland; Bachelor of Eng (Electrical Engineering), National University of Singapore
Status: Married with two children: a son, 17, and a daughter, 12
Pet peeve: The stressful education system in Singapore
Passionate about: Changing the education system
DR JOHN Yam says it is no secret that he was a member of the ruling People’s Action Party’s (PAP) youth wing in the mid-1990s.
He was helping out in then Deputy Prime Minister Lee Hsien Loong’s Teck Ghee ward in Ang Mo Kio, as his friend’s father was a grassroots leader there.
But he stopped his PAP activities after two years and let his membership lapse.
He did not feel very engaged, he says, and decided to focus his energy on pursuing his PhD.
Yet, his heart was never very far from politics. Before the 2006 general election, he began to consider being a political activist again. This time, in the opposition.
Why not the PAP?
“I want to play a constructive role. I don’t think I’ll be effective in the PAP as I won’t have the same freedom to talk about issues I feel strongly about,” he says.
He also thinks the current batches of leaders are not as inspiring or as grounded as those of earlier days.
The Workers’ Party (WP) caught his attention and he attended all its election rallies.
“I found them to be very responsible. They don’t want to rock the boat just for the sake of it,” he says.
“They want to provide competition, and were gentlemanly in their ways.”
But it took him almost three years before he joined the party, answering a calling he could no longer deny, says Dr Yam, who is a Christian.
He became a member in the middle of last year, with an aim to speak up for those who cannot do it themselves.
What issue does he want to raise?
The answer rolls readily off his tongue: Change the education system.
What gets his goat is the elitism, undue stress and what he describes as “aggressive streaming” in schools.
He writes regularly about these issues on his blog, criticising the system which he says penalises late bloomers.
“Education is not about competition but learning,” he says, sharing his personal experiences.
The former Beatty Secondary School student says he started concentrating on his studies only in Secondary 3, and did well enough in his O levels to get into the then Hwa Chong Junior College.
He then went on to get a bachelor’s degree, a master’s and a doctorate.
But he believes if he was in the current system, he would have been “finished” as he did not do well in his Primary School Leaving Examination.
Despite the pressure in schools, his advice to his two children has always been: Don’t worry about exams.
“Daddy will be happy as long as you put in your best effort,” he says, adding that what is more important in life is character building.
He says the flaw in the education system can be seen in our lack of Nobel Prize winners or even innovative companies like Ikea, Nokia or Apple.
He wants to set it right in Singapore.
“It starts with cultivating the right passion,” he says.
Monday, July 5, 2010
An Honour to Serve in The Workers' Party Leadership Team
05:55 AM Jul 05, 2010
SINGAPORE -The Workers' Party re-elected 11 of its 14 Central Executive Committee members yesterday, with party chairman Sylvia Lim and secretary-general Low Thia Khiang keeping their posts.
Four new members were elected, including those who had joined in the last two years.
Mr Gerald Giam, 33, a senior consultant with a global technology consulting firm joined the party about one-and-a-half years ago.
Another new council member is Dr John Yam, 48, whose blog states that he is in the telecommunications industry and that he holds a doctorate from the University of South Australia.
The other two are members who have been active in the WP Youth Wing.
Ms Frieda Chan, 34, joined the party in October 2006 and was elected as a member of the WPYW Executive Committee in 2008.
She was listed as the co-founding board director and chairperson of Life! Community Development and serving as social work ambassador for The Singapore Association of Social Workers.
The fourth new member is Mr Muhammad Faisal Abdul Manap, who served on the WPYW Executive Committee between 2006 and 2008.
Making way for these new faces were three candidates for the party at the previous General Election: Dr Poh Lee Guan, 48, who had contested in Nee Soon East; Brandon Siow, 34, and Perry Tong, 38, both of whom were part of the team which contested the East Coast Group Representation Constituency (GRC).
Monday, June 28, 2010
久合必分, 分久必合: 三分天下, 三國盡歸司馬氏
Sunday, June 27, 2010
Friday, June 25, 2010
Singapore Cruel Teacher
This is elitism in Singapore education system. Just take a look at the teachers'workload. If these educators are so stressed up, what more down the line to the students? The heavy price we are paying for due to agressive streaming, ranking and branding in our schools.Due to the ranking system, parents and education professionals are so obsessed in getting good grades that moral values declined in the priority order. Aggressive streaming done at too young an age kill alot of late developers and potential talents. This is equivalent to pre-qualifying marathoner during the early part of the race, eg the first five kilometers. Even Hong Kong already joined the Nobel club last year. Under MOE system, after more than 45 years, this country yet to produce our first Nobel Prize!
Singapore Drainage System Able to Cope?
http://www.asiaone.com/News/AsiaOne%2BNews/Singapore/Story/A1Story20100625-223858.html
Friday, June 11, 2010
Monday, June 7, 2010
Singapore Educational Elitism
...yet another stream exists in the Singaporean educational system, though it does not seem to be officially called a ‘stream’. Instead, it is a ‘programme’: the Gifted Education Programme. Its history dates from 1983, when the ‘Gifted Project’ Concept Paper was approved by the Ministry of Education, and it was first implemented in two primary schools and two secondary schools in 1984. GEP students would attend classes specially prepared for them on a tailored curriculum, separately from other pupils in the same school. Its mission is to ‘provide leadership in the education of the intellectually gifted’ and to ‘(nurture) gifted individuals to their full potential for the fulfilment of self and the betterment of society’ (MOE, 2004b). Selection for the GEP was based on a nation wide intensive battery of IQ based selection tests to identify the top 1 percent of pupils[9], at the age of 9 for the primary school programme and at the age of 12 for the secondary school programme. The curriculum is enriched and the teachers are specially trained (MOE, 2004b) as might be expected in a programme for pupils deemed to be gifted...read on...
http://thethirdweireading.blogspot.com/2005/09/singapore-educational-elitism.html
The Third Wei Reading
Friday, June 4, 2010
歷史考試前夕 - 梁文福
http://www.youtube.com/watch?v=WTMdrawBxGc
如果秦始皇燒書都燒完 我不必讀到三點半
如果周公真的忙著治天下 何必不斷催我入夢鄉
三閭大夫不投汨羅江 賣粽子老王生活怎麼辦
如果楚霸王當年不到烏江 隔壁班劉邦不會這麼囂張
西施不浣紗 昭君不和番 現代的古典美人做何打算
如果劉備哭不出諸葛亮 會不會鬧出一陣劇本荒
只看過薛丁山 偏要考安祿山 知道馮寶寶她演過楊玉環
若非十二金牌將岳飛來調返 今天還吃不吃到油條香
我吃過月餅當然知道朱元璋 吃榴槤知道鄭和下西洋
胡金銓的戲裡聽過東西廠 看金庸小說知道袁崇煥
只嘆林則徐燒鴉片燒不完 西太后偏偏相信義和團
珍妃不該嫁給那個光緒皇 幾千年等到一個孫中山
萬里長城長 沒有歷史長 考試題目比那絲路還彎
五胡亂華亂 我的腦筋更亂 心情比那個八國聯軍慌
多少年的改變已經很習慣 多少次革命總是革不完
謝天謝地近代史老師講不完 下一代歷史考試不敢想像
Wednesday, June 2, 2010
Flunked exams, still ended up in MIT - The ST Interview 2nd June 2010
I only realised that I was wrong this morning when I read The Straits Times - ST Interview. As reported, Mr Lee actually flunked in his Hong Kong's equivalent of the PSLE and had to repeat his exams. But his faltering first steps in education (in Hong Kong)did not stop him from excelling in his studies later. In 1973, he won a place at the Massachusetts Institute of Technology (MIT) to pursue a double degree in management and computer science.
I wonder if any of our pupils who flunked their PSLE exams today, will by default stream to study in the "Normal-Technical" course, will ever have the opportunity to further their studies like Mr Lee. Will such pupils have a second chance to prove themselves under our education system? Our present MOE policy of aggressive streaming at too young age, ranking and branding of the schools, is unhealthy in the development of creative and independent thinking next generation of Singaporeans, much less to ever aspire to become successful entrepreneur like Mr Lee Kwok Cheong. Late developers like Stephen Hawking and Albert Einstein have no place in Singapore under the present education system!
Wednesday, May 26, 2010
Why do Finland's schools get the best results?
A tactic used in virtually every lesson is the provision of an additional teacher who helps those who struggle in a particular subject. But the pupils are all kept in the same classroom, regardless of their ability in that particular subject.
Finland's Education Minister, Henna Virkkunen is proud of her country's record but her next goal is to target the brightest pupils.
''The Finnish system supports very much those pupils who have learning difficulties but we have to pay more attention also to those pupils who are very talented. Now we have started a pilot project about how to support those pupils who are very gifted in certain areas.''
The BBC's Tom Burridge talks to Henna Virkkunen, the Minister of Education and Science in Finland.
Late learners:
According to the OECD, Finnish children spend the fewest number of hours in the classroom in the developed world.
This reflects another important theme of Finnish education.
Primary and secondary schooling is combined, so the pupils don't have to change schools at age 13. They avoid a potentially disruptive transition from one school to another.Teacher Marjaana Arovaara-Heikkinen believes keeping the same pupils in her classroom for several years also makes her job a lot easier.
''I'm like growing up with my children, I see the problems they have when they are small. And now after five years, I still see and know what has happened in their youth, what are the best things they can do. I tell them I'm like their school mother.''
Children in Finland only start main school at age seven. The idea is that before then they learn best when they're playing and by the time they finally get to school they are keen to start learning.
Less is more:
Finnish parents obviously claim some credit for the impressive school results. There is a culture of reading with the kids at home and families have regular contact with their children's teachers.
Teaching is a prestigious career in Finland. Teachers are highly valued and teaching standards are high.
The educational system's success in Finland seems to be part cultural. Pupils study in a relaxed and informal atmosphere.
Finland also has low levels of immigration. So when pupils start school the majority have Finnish as their native language, eliminating an obstacle that other societies often face.
The system's success is built on the idea of less can be more. There is an emphasis on relaxed schools, free from political prescriptions. This combination, they believe, means that no child is left behind.
By Tom Burridge
BBC World News America, Helsinki
Monday, May 24, 2010
MOE on the Right Track? Learn from Finland - BBC Report
and Jack Neo's Singapore education " I Not Stupid" .
Finland by BBC : http://www.youtube.com/watch?v=rlYHWpRR4yc&feature=player_embedded
Singapore by Jack Neo : http://www.youtube.com/watch?v=jnYYNcwierU&feature=player_embedded
Is Singapore MOE on the right track?
Finland & Singapore MOE Comparison
Finland : F
Singapore : S
F: all schools the same, no comparison and competition among schools
S: elite schools, highly competitive with streaming & ranking
F: primary & secondary schools are merged into single school
S: primary & secondary separated with exception of some mission schools
F: same teacher teaching pupils a few years, excellent teacher-pupils relationships
S: relief teachers quite common - teach a few months and moved on
F : by age 13 years old, average pupils mastered 4th foreign language
S: struggling with 2nd language which is our mother tongue, pupils hate to learn this language (Mandarin), can't speak any dialects
F : first lesson of the day : Relax (a relaxed school philosophy), brighter and weaker pupils in the same class
S : streaming into different classes based on academic performance
F : success measurement: no winner or losers, brighter pupils help weakers pupils,encourage team-based learning, not just individual marks/grades
S: grade, marks, streaming
F: population : 5.3 millions
S: population : 5 millions
F : Nobel Prize : 4
S : Nobel Prize : None
F : First World (Internationally recognised)
S : First World (?)
Sunday, May 23, 2010
Singapore Built Truly to Last
from the same upbringing, religious faith or race, but we all want to move in the same direction - towards a better tomorrow for our children and grandchildren. We want to continue the challenging long march of those who had come before us. It should be a lifelong march for a more equal, caring, forgiving and prosperous Singapore, one with a multi-party political system that is able to withstand trials and time, a system of governance based on collective leadership and truly concensus-based decision making process not just within or by one political party - The People's Action Party (PAP). A stable and peaceful rise of multi-parties politics is healthy for Singapore ’s long term political stability and economic growth. Only then, Singapore is built truly to last! - Dr John Yam, Ph.D.
Friday, May 21, 2010
新加坡式的三民主義: 民奮主義、民權主義和民生主義
Principle of Mínquán is usually translated as democracy; the People's power or government by the People.
Principle of Mínshēng is sometimes translated as the People's welfare/livelihood, Government for the People, or even socialism.
Singapore being a multi-racial country, nationalism is not very suitable. Instead of nationalism, Patriotism will be more relevant for Singapore, hence
Principle of Mínzú should be replaced by Patriotism (民奮主義, Mínfen Zhǔyì).
杰出的爱国主义者和民族英雄、中国民主革命的伟大革命思想先行者
- 國父孫中山
Monday, May 17, 2010
Late President Ong Teng Cheong
that the government plans for him this Sunday, I wish to remind all Singaporeans of our late President Ong Teng Cheong who also equally deserved this highest honor, as ex-deputy prime minister and people elected President of Singapore.
http://www.youtube.com/watch?v=i-8HYcuNrG4&feature=related
Late HE President ONG , I was one of son
of our land that dedicated moment of silence in remembrance of you
this year - 8th anniversary February 8, 2002,
at the age of 66 from Lymphoma at home at 8:14 pm.
Forever in our hearts.
Mr Ong, you have done a great deal for Singapore as Cabinet Minister,
Deputy Prime Minister and People Elected President of our Nation!
God bless your children family and their generations to come.
History will remember your achievements
though most people take out your credit now.
I remember you as the Singapore President
with the most empathy and the real People's President.
往事难忘 温馨如昨 依然荡漾心头
春去春回 年年如梦 但愿你勿忘我
别时匆匆 互道珍重 骊歌声声情浓
年华已逝 友情如昨 依然常系心头
花开花落 几番如梦 但愿你勿忘我
Friday, May 14, 2010
Thank you Dr Goh Keng Swee! May your Soul rest in Peace...
You have done a great deal for Singapore as Deputy Prime Minister and cabinet minister, especially as minister of education. I am one of those who greatly benefitted from your education policy and programme you implemented. May God bless your family and children.
Wednesday, May 12, 2010
Albert Einstein Quotes on Education
The only thing that interferes with my learning is my education.
Education is what remains after one has forgotten everything he learned in school.
The important thing is not to stop questioning. Curiosity has its own reason for existing.
Most teachers waste their time by asking questions which are intended to discover
what a pupil does not know, whereas the true art of questioning has for its purpose
to discover what the pupil knows or is capable of knowing.
Never regard your study as a duty, but as the enviable opportunity
to learn to know the liberating influence of beauty in the realm
of the spirit for your own personal joy and to the profit of the
community to which your later work belongs.
Humiliation and mental oppression by ignorant and selfish teachers wreak
havoc in the youthful mind that can never be undone and often exert a
baleful influence in later life.
The aim (of education) must be the training of independently acting
and thinking individuals who, however, can see in the service to the
community their highest life achievement.
Teaching should be such that what is offered is
perceived as a valuable gift and not as a hard duty.
Bertrand Russell on Education and Discipline
Rebels, on the other hand,, though they may be necessary, can hardly be just to what exists. Moreover, there are many ways of rebelling, and only a small minority of these are wise. Galileo was a rebel and was wise; believers in the flat-earth theory are equally rebels, but are foolish. There is a great danger in the tendency to suppose that opposition to authority is essentially meritorious and that unconventional opinions are bound to be correct: no useful purpose is served by smashing lamp-posts or maintaining Shakespeare to be no poet. Yet this excessive rebelliousness is often the effect that too much authority has on spirited pupils. And when rebels become educators, they sometimes encourage defiance in their pupils, for whom at the same time they are trying to produce a perfect environment, although these two aims are scarcely compatible.
What is wanted is neither submissiveness nor rebellion, but good nature, and general friendliness both to people and to new ideas. These qualities are due in part to physical causes, to which old-fashioned educators paid too little attention; but they are due still more to freedom from the feeling of baffled impotence which arises when vital impulses are thwarted. If the young are to grow into friendly adults, it is necessary, in most cases, that they should feel their environment friendly. This requires that there should be a certain sympathy with the child's important desires, and not merely an attempt to use him for some abstract end such the greatness of one's country. And, in teaching, every attempt should be made to cause the pupil to feel that it is worth his while to know what is being taught-at least when this is true. When the pupil co-operates willingly, he learns twice as fast and with half the fatigue. All these are valid reasons for a very great degree of freedom.
Monday, May 10, 2010
MOE Lacking Moral Education & Character Development - 百年樹仁
Mother Tongue Change Weightage in PSLE Exam
MOE 2009 PSLE results, % pupils who "A" & "A*":
English 43.9
Chinese 81.1
Maths. 43.3
Science. 42.6
Assuming the above data is accurate, Chinese language is our pupils
best performing subject, why then the need to change as proposed by Dr Ng Eng Hen on
Chinese Language PSLE score weightage?
More puzzling, despite with a 81.1 percent, significantly higher than the
other three subjects, why so many kids these days " hated" to learn Chinese and great discussion going on with challenges in the learning of Mandarin.
I thought Singapore pupils scored among top in the world ranking (Singapore ranked 4th among 45 education systems”- Progress in International Reading Literacy Study -PIRLS, 2006)reported in Maths and Science - why aren't they performing better in Chinese Language. Guess, it's all about marking standard setting
and statistical moderation to create a more presentable "big picture".
Unknowingly, the MOE is confusing the public here - damage will be done to a generation of Singaporeans. Education minister needs to clarify the statistic and the new policy on reduced PSLE weightage on Mother Tongue.
Saturday, May 8, 2010
Bound to Live by the Light that I have - Proverbs/ 箴 言 31 : 8-9
"Speak up for those who cannot speak for themselves; ensure justice for those who
are perishing. Yes speak up for the poor and the helpless, and see that they get justice."
箴 言
31:8 你 当 为 哑 吧 ( 或 作 不 能 自 辨 的 ) 开 口 , 为 一 切 孤 独 的 伸 冤 。
31:9 你 当 开 口 按 公 义 判 断 , 为 困 苦 和 穷 乏 的 辨 屈 。
改变华文小六会考比重: 井底蛙的竞争
具有争议性的小六会考报告, 我针对陳思平读者在2010年4月24日的早报上的评论:2009年教育部小六会考成绩, A 和 A*的百份率比例
英文 43.9
数学 43.3
科学 42.6
华文 81.1
假设以上的数据是准确的,那么华文其实是我们学生众多学科中成绩最好的一门。那为什么有必要像黄永宏部長所建议改变华文在小六会考的比重呢?更令人不解的是,尽管有81.1% 的小学生的华文取得了A 和 A*的百份率, 明显高出其他三门学科,可为什么现在却有这么多的学子讨厌学习华文,以及社会有关华文太难学的热烈讨论。我想华文成绩好数据的原因是因为教育部通过设置批改标准与统计学修正给我们的一个幻觉。我想新加坡学生能在世界数学和科学成绩排名中名列前茅,为什么我们学习华文出了这么多问题呢?不知不觉的教育部是在加深对下一代新加坡人学华语根基的损害。让我们的华文水平每况愈下!真正的祸根是出自以多年來教育部的教育体制: 分流,学分和精英制度,我们的教育制度需要的不是淘汰,适者生存。我擔心教育部多年來的错误嚴重的话是否会造成我們下一代中华文化的滅絕。拒绝分流!
Parents and pupils are worried and struggling
to cope with our highly stressed school system that's
arised due to MOE aggressive streaming at too young an age
of our pupils, branding and ranking of schools - due to elitism in
MOE education system. Elitism in the education system triggers competition at all levels, among pupils, classes, teachers, principals, schools and parents. This quest to be the best inevitably results in an over emphasis on ranking. Instead of teaching and learning, schools are focused on comparing and competing. Aggressive streaming done at too young an age kill alot of late developers and potential talents. Everyone wants only top results. Many in this society only narrowly focus on getting these results at the expense of learning. This is competition in a well. In Mandarin, it's :井底蛙的竞争.