Current Educational Priorities and Concerns

Singapore has achieved almost universal education at the primary and the secondary levels. In 2001, the net enrolment rate at the primary level was 94%, and at the secondary level it was 93%. Thus, children who are not enrolled in national schools form only a small percentage of the cohort.

The Government was however concerned that they are not being equipped with the necessary skills and knowledge to be productive citizens in a knowledge-based economy. Hence, the Committee on Compulsory Education was formed in December 1999 to review whether compulsory education should be introduced in Singapore, and if so, the form and duration it should take. The Committee completed its work and presented its report to the Minister for Education for consideration. The Compulsory Education Act (Cap 51) was passed by Parliament on 9 October 2000 and assented to by the President on 16 October 2000. Compulsory education is being implemented from the new school term commencing on 1 January 2003. According to the Act, a child of compulsory school age is one who is above the age of 6 and who has not yet attained the age of 15.

The new pre-school curriculum framework was launched on 20 January 2003. The new framework is based on the desired outcomes of pre-school education and advocates a holistic approach to children's development and learning focusing on six key principles: a holistic approach to development and learning; integrative learning; children as active learners; adults as interested supporters in learning; interactive learning; and play as a medium for learning. These principles give kindergarten education providers a clear direction for developing an educational programme that meets the needs of their children physically, emotionally, socially and cognitively. They also provide a guide to good practices in pre-school education. 

Pre-school practitioners are also provided with resources to help them put the principles into practices. These resources include books that give suggestions of appropriate materials and activities for use in the lessons. The resources also include videos to raise teachers' awareness of various approaches to and concepts of teaching and learning. The new curriculum framework was designed in close collaboration with lecturers from the National Institute of Education, and field tested at pre-school centres during the period January 2001 to November 2002. 

According to the MOE, education needs to move away from an industrial model of production which worked well in the past when things were more organized, stable and bounded by convention. In the globalized world, there are fewer certainties and greater variability. The Ministry of Education has been making changes in this direction in the last five years. In particular, the MOE has: trimmed down curriculum content to give more emphasis to process skills and learning to apply knowledge; introduced IT to encourage independent learning and to expand the horizons of learning; encouraged multi-disciplinary learning, teamwork and new ideas through project work; introduced new assessment methods and continuous assessment for A-level practical; given greater recognition to achievements beyond the academic. In October 2002, the Government has accepted the recommendations proposed by the Committee on the Review of Junior College (JC) and Upper Secondary Education. The Committee has recommended a broader and more flexible JC curriculum and a more diverse JC/Upper Secondary landscape to better prepare students for the varied challenges of tomorrow. The Committee was set up in April 2002 to develop a revised JC curriculum framework and articulate a vision for JC/Upper Secondary education, including the appropriate structures, types of programmes to be offered, and the mix of schools to deliver these programmes. The Committee comprised political leaders, educators and representatives from the private and public sectors.

In drawing up its recommendations, the Committee examined past trends and future educational needs of Singapore. It took into consideration the feedback and views from various stakeholders through public consultations and dialogue sessions with professionals, employers, academics, parents, teachers and undergraduates, JC and secondary school students. The Committee also drew insights from visits and study of school systems in several other countries. Key recommendations included:

• Broader and more flexible curriculum. The revised JC curriculum will aim principally at developing thinking skills, and will engage students in greater breadth of learning. The revised curriculum will provide flexibility for students to study subjects at two levels (Higher 1and Higher 2) so that students can decide on the scope of content of a subject they wish to take. All students will be required to study at least one subject outside of their main area of specialization. In addition, students with exceptional strengths in a particular subject can pursue it at a higher level.
• More diverse landscape. The O-levels and the revised JC curriculum will remain the mainstay of the secondary/JC education system. However, the Committee recommended the introduction of a variety of programmes and routes. These include: the introduction of integrated programmes providing a seamless upper secondary and JC education; specialized schools to cater to exceptional talents in the arts, mathematics and science; allowing some schools to adopt alternative curricula and qualifications that are internationally recognized; and allowing a few privately-run and privately-funded schools to be set up. 

The revised curriculum can be introduced in three years' time, i.e. from 2006. Changes to the education landscape, in terms of greater diversity, can be expected from 2004.

The Ministry of Education has drawn up a set of initiatives to develop and enhance arts education in schools. These initiatives aim to create and sustain a vibrant arts culture through curricular and co-curricular programmes and activities. Resources are also being put in place to assist schools in planning and implementing arts programmes and recognition will be given to schools with best practices in arts education.

The enhanced arts education programme aims to further develop and harness the full range of our students' talents and contribute to their overall development. It will help to develop students to reach their full artistic potential. They will not only become individuals imbued with a sense of aesthetics, but will also be civic-minded, cultivated, gracious and able to express themselves through various art forms. They will also have a keen sense of the Singaporean identity and a spirit of experimentation and innovation.

Arts education will focus on three strategic areas: developing arts appreciation and building up the future audience base among the general student population; providing opportunities for recognition and grooming of artistic talents to be future artists and patrons of the arts; and cultivating in students the sense of national and cultural identity.

To achieve the objectives of arts education, the arts syllabi have been reviewed in alignment with the changing needs. Music in the secondary schools is being extended to the Lower Secondary Normal (Technical) curriculum from 2002. Schools will also have greater flexibility in the implementation of the revised Upper Secondary General Music Syllabus from 2003. Schools will have the autonomy to work out an effective arts programme customised to the needs and interests of their students. Such a programme could comprise a combination of formal lessons, and enrichment courses and activities.