SINGAPORE
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Sources: United Nations Population Division and Statistics
Division (www.un.org); United Nations Educational, Scientific and Cultural
Organization (www.unesco.org); UNESCO Institute for Statistics
(www.uis.unesco.org); United Nations Development Programme (www.undp.org); The
World Bank (www.worldbank.org); Food and Agriculture Organization of the United
Nations (www.fao.org).
[…] not available.
Updated version, April 2003.
Principles and general
objectives of education
In general terms,
the aim of the education
system in Singapore is to bring out the best in all children, provide them with
knowledge and skills to earn a living, and develop them into good citizens.
The mission of the Education Service is to mould the future
of the nation, by moulding the people who will determine the future of the
nation. The Service will provide children with a balanced and well-rounded
education, develop them to their full potential, and nurture them into good
citizens, conscious of their responsibilities to family, society and country.
Every citizen is valuable and has a unique contribution to
make. Through education every individual can realise his/her full potential,
use his/her talents and abilities to benefit his/her community and nation, and
lead a full and satisfying life. Every child must be encouraged to progress
through the education system as far as his/her ability allows. Advancement must
always depend on performance and merit to ensure equal opportunity for all.
Every child should be taught at a pace he/she can cope with. Each should be
stimulated to excel according to his/her individual aptitudes. The system must
be flexible, to cope with pupils who mature mentally, physically, emotionally
and socially at different rates. All children must learn to take pride in their
work, to do their best and excel in whatever they doe, and to value and respect
honest work. Education should equip students with the skills and knowledge, as
well as the right values and attitudes to assure the livelihood of the
individual and the country's survival and success. Pupils must learn to be
self-reliant, yet able to work closely with others; individually competitive,
yet with a strong social conscience. They must be flexible in mind and outlook
to adapt constantly to a rapidly changing world. Pupils must develop a sense of
shared identity and destiny, the instinct to defend Singapore's national
interests, and the resolve and confidence to stand together as one people, to
overcome threats and challenges. Pupils ought to know their own cultural
heritages and mother tongues. At the same time, they must learn to understand
and respect the different racial, religious, cultural and language backgrounds of
their fellow citizens.
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:
- A 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.
Laws and other basic regulations concerning
education
The legal framework for education in Singapore is defined in the Education Act (1985 Ed) and the School Regulations (1990 Ed).
The Compulsory Education Act (Cap 51) was passed by
Parliament in October 2000 and compulsory education is being implemented from
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. If a child
fails to attend as a pupil at a national primary school or a designated
school/home-schooled (where exemption is granted), a parent/guardian of the
child may be guilty of an offence. The penalties provided for a person
convicted for the offence are a fine not exceeding 5,000 Singapore dollars, or
to imprisonment for a term not exceeding twelve months, or to both.
The Compulsory Education Act 2000 also provides for the
establishment of a body known as the Compulsory Education Board. The duties of
the Board include investigations whether the provisions of the Act or any
regulations have been contravened and to make recommendations on their
enforcement.
Administration and management of the
education system
The Ministry
of Education directs the formulation and implementation of education
policies. It has control of the development and administration of the
Government and Government-aided primary schools, secondary schools and junior
colleges. It also supervises private schools.
The
National University of Singapore, the Nanyang Technological University, the
National Institute of Education, the Singapore Polytechnic, Ngee Ann
Polytechnic, Temasek Polytechnic and Nanyang Polytechnic, the Institute of Technical
Education and the Singapore Science Centre are all statutory bodies of the
Ministry of Education. While they are responsible to their own governing
boards, statutory bodies follow the overall policy direction of the Ministry.
Structure
and organization of the education system
Pre-school education
Kindergartens provide a structured three-year pre-school education programme
for children aged 3-6. The three-year programme consists of nursery,
kindergarten 1 and kindergarten 2. Kindergartens function daily, five days a
week, with schooling hours ranging from 2 ½ to 4 hours each day. Most
kindergartens function at least two sessions a day.
Child-care centres also offer kindergarten programmes to children aged 3-6. Kindergartens are registered with the Ministry of Education (MOE) while child-care centres are licensed by the Ministry of Community and Development.
Primary education
Primary education caters to children starting at age 6 and lasts six years. It consists of a four-year foundation stage (Grades I-IV) and a two-year orientation stage (Grades V and VI). According to the Compulsory Education Act 2000, from January 2003 primary education is compulsory.
Secondary education
Pupils are
placed in secondary school courses based on their Primary School-leaving
Examination (PSLE) performance. Pupils who are within the top 10% in the PSLE
can choose to go to the Special course. Other pupils are placed in either the
Express course or the Normal course. The Special and the Express courses are
four-year programmes (Grades VII-X) leading to the Singapore-Cambridge General
Certificate of Education Ordinary level (GCE O-level) examination. The Normal
course offers a four-year programme leading to the GCE N-level examination.
Students who complete secondary education “may either go on to junior colleges
(Grades XI and XII) or seek alternatives studies at either the polytechnics or
the vocationally oriented Institute of Technical Education.” (Yeoh, 1995, p.
866). Junior colleges offer two years of the GCE Advanced level (A-level)
studies preparing for tertiary education. Polytechnics provide full-time
courses leading to the award of the three-year diploma or two-year certificate.
The Institute of Technical Education offers two to three years full-time vocationally
oriented courses leading to the award of the National Technical Certificate,
Grade II (NTC-2). “More able students can advance to higher level courses whose
training leads to the award of the certificate in fields such as business
studies and office skills” (ibid.).
Admission to the two universities depends on the academic
performance at the Singapore-Cambridge GCE A-level public examination.
Universities offer degrees and post-graduate studies in a wide range of
disciplines.
The school year is divided into two semesters, each one
including two terms. It consists of forty weeks (thirty-six weeks of effective
instruction).
The financing of education
In 1997, government recurrent expenditure on education per student was as follows: primary level, 3,230 Singapore dollars (S$); secondary level, S$4,845; junior colleges, S$7,715; Institute of Technical Education, S$8,942; polytechnics, S$8,856; universities (including the National University of Singapore, Nanyang Technological University and the National Institute of Education), S$19,926. (Singapore Department of Statistics, 1998)
In 2001,
public expenditure for educational institutions amounted to 4.1% of the Gross
Domestic Product.
The educational process
Pre-primary education
As mentioned, kindergartens provide a structured three-year
pre-school education programme for children aged 3-6. The three-year programme
consists of nursery, kindergarten 1 and kindergarten 2. Kindergartens function
daily, five days a week, with schooling hours ranging from 2 ½ to 4 hours each
day. Most kindergartens function at least two sessions a day.
Child-care centres also offer kindergarten programmes to
children aged 3-6. Kindergartens are registered with the Ministry of Education
(MOE) while child-care centres are licensed by the Ministry of Community and
Development (MCDS).
Kindergartens are run by the private sector, including
community foundations, religious bodies, social organisations and business
organisations. There are also foreign system kindergartens that offer
pre-school programmes for children of expatriate parents. Except for foreign
system kindergartens, MOE-registered kindergartens carry out their programmes
in English and a second language. A kindergarten can be considered for
registration by the MOE if it fulfils the following requirements: (i) a
programme that is assessed to be appropriate by the MOE; (ii) teachers
possessing the minimum acceptable academic and pre-school teaching professional
qualifications; (iii) suitable premises approved for use as kindergartens and
meeting all safety requirements stipulated by the relevant authorities on
buildings; and (iv) a properly constituted committee of management to
administer and manage the kindergarten efficiently.
The daily programme of each level includes activities that
develop language and literacy skills, basic number and simple science concepts,
social skills, creative and problem-solving skills, appreciation of music and
movement and outdoor play. Children learn in two languages, English as the
first language and Chinese, Malay or Tamil as a second language. At the end of
pre-school education, children should:
- know
what is right and what is wrong;
- be
willing to share and take turns with others;
- be
able to relate to others;
- be
curious and be able to explore;
- be
able to to listen and speak with understanding;
- be
comfortable and happy with themselves;
- have
developed physical co-ordination and healthy habits ;
- love
their family, friends, teachers and kindergarten.
In January 2001, the Pre-school Qualification Accreditation
Committee was set up to oversee the standards and quality of pre-school teacher
training for both the kindergarten and child-care sectors. This is jointly
steered by the MOE and the MCDS, which introduced an integrated Pre-school
Education framework for teacher training and accreditation. The training route
for pre-school teachers is effective from January 2001.
Academic entry points are specified for the Certificate- and Diploma-level courses. The Specialist Diploma in Pre-school Education is available for polytechnic/degree holders from other disciplines. This programme incorporates both the teaching and the leadership components of both the Diploma in Pre-school Education–Teaching and the Diploma in Pre-school Education–Leadership. The target set is for all principals of kindergartens to be trained at diploma in leadership level. The time frame to achieve this is five years with effect from 2001.
Primary education
Primary education consists of a four-year foundation stage
(Grades I-IV) and a two-year orientation stage (Grades V and VI). The overall
aim of primary education is to give children a good grasp of English, the
mother tongue and mathematics.
At the end of primary school, pupils should:
- be
able to distinguish right from wrong;
- have
learnt to share and put others first;
- be
able to build friendships with others;
- have
a lively curiosity about things;
- be
able to think for and express themselves;
- take
pride in their work;
- have
cultivated healthy habits;
- love
Singapore.
The foundation stage is the first stage of formal schooling.
The first four years concentrate on English, the mother tongue (Chinese, Malay
or Tamil) and mathematics. Other subjects include: civics and moral education,
science, social studies, art and crafts, music, health education and physical
education. At the two-year orientation stage, there are three main language
streams available–the EM1, EM2 and EM3 streams. An ME3 stream is also available
if there is demand for it. At the end of Grade IV, pupils are assessed on their
performance in English, the mother tongue and mathematics. Based on this
assessment, the school recommends the stream which pupils should attend in
Grade V.
In the first four years, pupils focus their attention on the
two languages and mathematics. The learning of English in the early years
includes the study of general topics such as health education and social
studies. The study of the mother tongue includes civics and moral education. On
the average, over the four years, 33% of the curriculum time is spent on
English, 27% on the mother tongue, 20% on mathematics and the remaining 20% on
the other subjects such as art and crafts, music and physical education.
Science is taught from Grade III onwards and social studies from Grade IV
onwards. The lesson timetable for the first four years of primary education is
shown below:
Primary
education (foundation stage): weekly lesson timetable
|
Subject |
Number of weekly periods in each
grade |
|
|
I |
II |
III |
IV |
|
English
language |
17 |
17 |
15 |
13 |
|
Chinese/Malay/Tamil
language (including civics and moral education) |
15 |
13 |
12 |
11 |
|
Mathematics |
7 |
9 |
11 |
11 |
|
Science |
- |
- |
3 |
4 |
|
Social
studies (*) |
1 |
- |
- |
2 |
|
Arts and
crafts |
2 |
2 |
2 |
2 |
|
Music |
2 |
2 |
2 |
2 |
|
Physical
education |
3 |
3 |
3 |
3 |
|
Assembly |
1 |
1 |
1 |
1 |
|
Total weekly periods |
48 |
47 |
49 |
49 |
Source: Committee on Compulsory Education, 2000. Each
teaching period lasts 30 minutes.
(*) Pupils in Grade I started studying social studies from January 2000. Pupils in Grades II and III will study social studies in 2001 and 2002, respectively.
Pupils doing very well in English, the mother tongue and
mathematics are recommended for the EM1 stream offering English and the mother
tongue as first languages at a higher level (i.e. Higher Chinese, Higher Malay
or Higher Tamil, formerly known as CL1, ML1 and TL1). The majority of pupils
are recommended for the EM2 stream which teaches English as first language and
mother tongue as second language (Chinese, Malay or Tamil, formerly known as
CL2, ML2 and TL2). The principals decide if pupils need additional lessons in
English in the EM2 (E) sub-stream, or the mother tongue in the EM2 (MT)
sub-stream.
If a pupil is less able to cope with languages and
mathematics, he/she will be recommended for the EM3 stream, offering English as
first language and the mother tongue at basic oral proficiency level. The
teaching of the mother tongue emphasizes oral skills, reading and listening
comprehension as well as conversation. Parents of children recommended for the
EM3 stream may opt for the ME3 stream. Schools provide ME3 classes if there is
sufficient demand for them. Pupils in the ME3 stream study the mother tongue as
first language (Higher Chinese, Higher Malay or Higher Tamil) and English at
basic level, emphasizing oral skills, reading and listening comprehension, as
well as conversation. The language of instruction for all school subjects in
the ME3 stream is the mother tongue. Transfers between streams are possible at
the end of Grade V. These are decided by the principal on the basis of pupil’s
progress. The lesson timetable for the orientation staage is shown below:
Primary education (orientation stage, Grades V and VI): weekly lesson timetable by stream
|
Subject |
Number
of weekly periods in each grade |
|
|
EM1
stream |
EM2
stream |
EM3
stream |
|
English
language |
12 |
13 |
16 |
|
Chinese/Malay/Tamil
language |
10 |
8 |
4 |
|
Mathematics |
9 |
10 |
13 |
|
Science |
5 |
5 |
3 |
|
Civics
and moral education |
3 |
3 |
3 |
|
Social
studies |
3 |
3 |
3 |
|
Arts and
crafts |
2 |
2 |
2 |
|
Music |
1 |
1 |
1 |
|
Physical
education |
2 |
2 |
2 |
|
Health
education |
1 |
1 |
1 |
|
Assembly |
1 |
1 |
1 |
|
Total weekly periods |
49 |
49 |
49 |
Source: Committee on Compulsory Education, 2000. Each
teaching period lasts 30 minutes.
Note: EM1 offers English and the mother tongue as first languages at a
higher level; EM2 offers English as first language and mother tongue as second
language; EM3 offers English as first language and the mother tongue at basic
oral proficiency level.
Retention is not generally practiced in Grades I-IV; but, in exceptional cases, such as those which lead a pupil to miss school for a good part of the year, he/she may be retained in a particular class. A pupil in Grade V may be allowed to repeat in the following year if the principal thinks that he/she will benefit from this retention. In particular, a pupil in Grade V in the EM3 stream may be retained in Grade V in the EM2 stream if the principal feels that it will help the pupil to join the EM2 stream.
The Primary School-leaving Examination (PSLE) is a national
examination which pupils sit at the end of Grade VI, no matter which stream
they are in. Its purpose is to assess pupils’ suitability for secondary
education and place them in the right secondary school course, one that matches
their learning pace, ability and inclinations.
If a pupil is in the EM1 or EM2 stream, he/she will sit for
four subjects at PSLE, namely English, the mother tongue (Chinese, Malay or
Tamil), mathematics and science. If he/she is in the EM1 stream, he/she may
also sit for an additional paper, the mother tongue (at Higher Chinese, Higher
Malay or Higher Tamil level). If a pupil is in the EM3 stream, he/she will sit
for three subjects at PSLE, namely English, the mother tongue at basic
proficiency level and mathematics. Pupils in the ME3 stream will also sit for
three subjects at PSLE, namely the mother tongue (at Higher Chinese, Higher
Malay or Higher Tamil level), basic English and mathematics–which will be
examined in the mother tongue.
All pupils who sit the PSLE and successfully complete
primary education go on to secondary school. Depending on their PSLE results,
they will go to the Special course, Express course or Normal course at the
secondary level. The Special and Express courses lead to the GCE O-level
examination in four years, whereas the Normal course leads to the GCE N-level
examination in four years, with a fifth year leading to the GCE O-level
examination. There are two course options within the Normal course, the Normal
(Technical) and the Normal (Academic) course. The Normal (Technical) course
will gear pupils towards technical-vocational education and training in
technical or commercial institutes. There may also be appropriate courses at
secondary level for pupils from the ME3 stream, if there is sufficient demand.
Secondary and post-secondary education
Students are placed in secondary school courses according
their performance at the PSLE. Students who are within the top 10% in the PSLE
can choose to go to the Special course. Other pupils are placed in either the
Express course or the Normal course based on their PSLE results. Generally,
each school will offer two courses, Special and Express, or Express and Normal.
The latter includes both the Normal (Academic) N(A), and the Normal (Technical)
N(T) course.
At the end of secondary school, students should:
- have
moral integrity;
- have
care and concern for others;
- be
able to work in teams and value every contribution;
- be
enterprising and innovative;
- possess
a broad-based foundation for further education;
- believe
in their ability;
- have
an appreciation for aesthetics;
- know
and believe in Singapore.
The lesson
timetables for lower and upper secondary education are as follows:
Lower secondary education (Forms I and II): weekly lesson timetable by course
|
Subject |
Number of weekly periods in each
form |
|
|
Special/Express |
N(A) |
N(T) |
|
English
language |
6 |
6 |
8 |
|
Chinese/Malay/Tamil
language or Basic Chinese/Malay/Tamil |
6 |
6 |
3 |
|
Mathematics |
5 |
6 |
8 |
|
Science |
6 |
5 |
4 |
|
Literature |
2 |
2 |
- |
|
History |
2 |
2 |
- |
|
Geography |
2 |
2 |
- |
|
Arts and
crafts |
2 |
2 |
2 |
|
Design
& technology and home economics |
3 |
3 |
- |
|
Computer
applications |
- |
- |
4 |
|
Technical
studies and home economics |
- |
- |
4 |
|
Social
studies |
- |
- |
2 |
|
Civics
and moral education |
2 |
2 |
2 |
|
Physical
education |
2 |
2 |
2 |
|
Music |
1 |
1 |
- |
|
Assembly |
1 |
1 |
1 |
Total weekly periods |
40 |
40 |
40 |
Source: Committee on Compulsory Education, 2000. Each
teaching period lasts 35 to 40 minutes.
Note: N(A) = Normal (Academic) course; N(T) = Normal
(Technical) course.
Upper secondary education (Forms III and IV): weekly lesson
timetable by course
|
Subject |
Number of weekly periods in each
form |
|
|
Special/Express |
N(A) |
N(T) |
||||
|
Core
examination subjects: |
|
|
|
|
||||
|
English
language |
|
8 |
9 |
|
||||
|
Chinese/Malay/Tamil
language or Basic Chinese/Malay/Tamil |
24-26 |
6 |
3 |
|
||||
|
Mathematics |
|
6 |
9 |
|
||||
|
A science
subject |
|
- |
- |
|
||||
|
A
humanities subject |
|
|
|
|
||||
|
Computer
applications |
- |
- |
4 |
|
||||
|
Elective
subjects |
2-4
subjects |
2-4
subjects |
1-3
subjects |
|
||||
|
|
8-10
periods |
3-8
periods |
3-9
periods |
|
||||
|
Compulsory
non-examination subjects: |
|
|
|
|
||||
|
Civics
and moral education |
2 |
2 |
2 |
|
||||
|
Physical
education |
2 |
2 |
2 |
|
||||
|
Music |
1 |
1 |
1 |
|
||||
|
Assembly |
1 |
1 |
1 |
|
||||
|
Total weekly periods (max.) |
40 |
40 |
40 |
|
||||
Source: Committee on Compulsory Education, 2000. Each
teaching period lasts 35 to 40 minutes.
Note:
N(A) = Normal (Academic) course; N(T) = Normal (Technical) course.
The Special course is a four-year course leading to the
Singapore-Cambridge GCE O-level examination. In this course, students study
English and Higher Chinese, Higher Malay or Higher Tamil, in addition to the
usual humanities, mathematics and science subjects. In Form I (Grade VII) and
Form II (Grade VIII) students are taught a common curriculum. In Form III
(Grade IX) and Form IV (Grade X), students are offered a core curriculum which
includes the two languages and a choice of elective subjects. This course is
suitable only for students who are strong in both English and the mother tongue
and have a good score in their PSLE (within the top 10%).
The Express course is also a four-year course leading to the
GCE O-level examination. In this course, students are taught English and
Chinese, Malay or Tamil and follow a curriculum similar to that in the Special
course. The Normal course offers a four-year programme leading to the GCE N-level
examination. A fifth year is available to students who do well in this
examination, in order to prepare them for the GCE O-level examination. Students
in this course follow either the N(A) or N(T) curriculum. The N(A) curriculum
includes English, the mother tongue, mathematics and a range of subjects
similar to those in the Special and Express course. The N(T) course includes
English, the mother tongue at the basic level (which emphasizes oral competence
and reading comprehension), mathematics, computer applications and subjects
with a technical and practical bias, such as technical studies.
Students can move from one course to another at the lower
secondary levels. Schools keep records of students’ performance and progress to
assure fair and accurate decisions are made regarding the movement of students
across courses and levels. Transfer from a less demanding to a more demanding
course and vice versa may take place at the end of Form I and Form II, based on
the performance of students and the professional assessment of the principal
and teachers. Transfer from the N(A) to the N(T) course and vice versa may,
however, take place at the end of Form I, based on the performance of students
and the professional assessment of the principal and teachers.
In the Special and Express course (Forms I-II) the common
curriculum includes: English, the appropriate mother tongue, mathematics,
general science, literature, history, geography, art and crafts, design and
technology or home economics–which are examination subjects. In addition, the
curriculum includes civics and moral education, music and physical education–as
non-examination subjects. Students in the top 10 % of the PSLE cohort who are
good in languages and are also very good in their other subjects, may be
offered a third language (German, French, Japanese or Malay Elective), subject
to the availability of places. In Forms III and IV, core subjects are: English,
the appropriate mother tongue, mathematics, a science subject, a humanities
subject, and up to four elective subjects that best match students’ abilities
and interests. Those who are talented in art and music may choose these
subjects under the art and music elective programmes, if they meet the
selection requirements. Civics and moral education, music and physical
education continue to be taught as non-examination subjects.
In general, students take seven or eight subjects at the GCE
O-level examination. Those of exceptional academic ability may take a ninth
subject.
Students in Forms I and II in the N(A) course follow common
curriculum including: English, the mother tongue, mathematics, general science,
literature, history, geography, art and crafts, design and technology or home
economics as examination subjects. In addition, they are taught civics and
moral education, music and physical education, as non-examination subjects. In
Forms III-V, the curriculum includes English, the mother tongue and mathematics
as core subjects and two to four electives. These electives could be chosen from
a range of subjects in the humanities and sciences, and other practical
subjects such as food and nutrition, fashion and fabrics, design and
technology, principles of accounts and commerce. Civics and moral education,
music and physical education continue to be taught as non-examination subjects.
Students in Forms I and II in the N(T) course follow a
common curriculum including: English, the mother tongue at the basic level,
mathematics, computer applications, science, technical studies and home economics.
Social studies, art and crafts, civics and moral education and physical
education are non-examination subjects. In Forms III-IV, the curriculum
includes: English, the mother tongue at the basic level, mathematics and
computer applications as core subjects, and up to three electives. These
electives are: technical studies (or design and technology), science, food and
nutrition, fashion and fabrics, art and crafts and elements of office
administration. Civics and moral education, music and physical education
continue to be taught as non-examination subjects.
In general, students in both the N(A) and N(T) course take
five to seven subjects in the GCE N-level examination. As already mentioned,
students who do well in the GCE N-level examination will have the option of
doing a fifth year in school and be prepared for the GCE O-level examination.
For a balanced education, students are required to
participate in extra-curricular activities. In general, students participate in
one sports and games activity and another activity chosen from the list of
uniformed organizations, or cultural activities such as music, dance, art and
crafts and drama.
Under-achievers can be retained or laterally transferred to
a less demanding course. When deciding on student movements, school principals
and teachers exercise their professional judgement in the best interests of
their students.
Students
who are academically inclined and have the necessary GCE O-level qualifications
may apply for pre-university (post-secondary) education at the junior colleges,
centralized institutes and pre-university centres. This course of studies leads
to the GCE A-level examination. Admission to the universities depends on
performance at this examination. Students with technical and commercial
inclinations and the necessary GCE O-level grades can apply to the
polytechnics. Polytechnic graduates with good grades in their studies will have
the opportunity to pursue tertiary education at the universities. Students with
GCE O- or N-level certificates can join technical-vocational courses offered by
the Institute of Technical Education. Those who do well in these courses will
be able to proceed to the polytechnics for diploma programmes.
The first
junior college was established in 1969. In the 1970s, another six colleges were
established and in the 1980s the remaining seven were established. Today there
are fourteen junior colleges spread across the island. In 1997 (end of June),
there were 21,273 students enrolled and the total teaching staff was 1,510.
At the end of junior college, students should:
- be
resilient and resolute;
- have
a sound sense of social responsibility;
- understand
what it takes to inspire and motivate others;
- have
an entrepreneurial and creative spirit;
- be
able to think independently and creatively;
- strive
for excellence;
- have
a zest for life;
- understand
what it takes to lead Singapore.
The junior college offers an advanced curriculum that
stresses academic and mental discipline and so prepares a student for
university entry. The Singapore-Cambridge GCE A-level examination, for which
all junior college students sit at the end of two years of study, acts as a
university entrance examination. This is an examination recognized both by
local universities and universities abroad. With a good A-level certificate,
the student enters the university immediately, or after National Service in the
case of young men. Work experience is not required.
The lecture-tutorial system that characterizes the
organization of the junior college allows students to interact across groups,
while offering them a variety of venues for lectures, tutorials and laboratory
sessions.
In addition to the basic examination papers (General Paper)
set for each A- level subject, an optional Special Paper is offered for
selected subjects. This Special Paper requires the study of questions that are
normally within the syllabus for the basic A-level, but the study approach is
more analytical in nature than is usually required for these papers. It tests a
student’s intellectual grasp of a subject and his/her capacity to think about a
subject. Students who show a particular aptitude for a subject, and whose
overall academic work is of a sufficiently good quality, are encouraged to take
on the challenge of an “S” Paper in one or two subjects. They are given extra
tutorial assistance and guidance to help them respond to the demanding nature
of this paper. Universities and scholarship bodies attach importance to “S” Papers.
The Institute of Technical Education (ITE) provides
full-time and part-time technical education and training for secondary
school-leavers. School-leavers with GCE O- or N-level qualifications can take
up full-time training at eleven ITE technical institutes, selecting from a wide
range of courses in electrical, electronics, mechanical, precision engineering,
business studies and drafting. Full-time engineering courses lead to the award
of nationally-recognized certificates at the levels of Industrial Technician
Certificate (ITC) and National Technical Certificate, Grade II (NTC-2). Courses
leading to the award of the Certificate in Business Studies (CBS) and
Certificate in Office Skills (COS) are offered for business studies courses. In
1996, the enrolment for the six two-year courses was about 2,000. The enrolment
for CBS and COS courses was about 1,400 and 900 respectively. The remaining
sixteen NTC-2 courses had an enrolment of some 3,200 students.
Most apprenticeship programmes under the New Apprenticeship
System (NAS), which cater to the needs of the manufacturing, commerce and
technical support industry, lead to certification at the NTC-2 level.
Apprenticeship programmes are also available for the service, commerce and
health care sectors. Secondary school leavers have a range of more than seventy
programmes to choose from. In 1996, there were 1,700 apprentices registered
with ITE. A total of 707 companies had received approval to participate in the
NAS.
Higher education
As mentioned, non-university (post-secondary) education is
offered by fourteen junior colleges, the Institute of Technical Education
(ITE), centralized institutes, pre-university centres and four polytechnics.
The Nanyang Polytechnic (NYP), established in April 1992,
offers twenty diploma programmes as well as a wide variety of advanced diploma
and specialist courses designed for professionals. In 1996/97, it had an
enrolment of over 7,700 full-time students in its four schools.
The Ngee Ann Polytechnic, the Singapore Polytechnic and the
Temasek Polytechnic offer a wide range of full-time and part-time courses at
the certificate, diploma and advanced diploma levels. In 1996/97, the total
full-time enrolment was 14,480, 19,787 and 7,463, respectively.
University education is provided by two universities. The
Nanyang Technological University (NTU), through its six schools, offers
undergraduate courses in accountancy, business, communication studies,
engineering and applied science. It also offers post-graduate programmes
leading to the degrees of Master, Doctor of Philosophy and post-graduate
diplomas. The National Institute of Education (NIE) is part of NTU and provides
professional training for teachers, as well as the study of science, physical
education, the humanities and fine arts in its four schools. The NIE offers
courses leading to either a Bachelor of Arts or a Bachelor of Science degree
with a Diploma in Education/Physical Education. It also offers a post-graduate
diploma in education programme for university graduates, and a two-year diploma
in education/physical education programme for holders of GCE A-level
qualifications.
In 1996/97, the undergraduate enrolment in NTU amounted to
12,186 students and the post-graduate enrolment was 3,233.
The National University of Singapore (NUS) has eight
faculties (architecture and building, arts and social sciences, business
administration, dentistry, engineering, law, medicine and science) comprising
more than fifty teaching departments. In addition to undergraduate courses, NUS
faculties and four post-graduate schools offer courses and research work at the
post-graduate level. The University also hosts several national research
institutes and centres in the fields of engineering, medicine, science and
information technology. In 1996/97, the undergraduate enrolment was 17,960,
while a total of 4,318 students were pursuing post-graduate studies in the
various disciplines. In the same year, the University had more than 2,700
teaching and research staff.
The SEAMEO Regional Language Centre (RELC) is an educational
project of the Southeast Asian Ministers of Education Organization (SEAMEO).
Its members are Brunei Darussalam, Cambodia, Indonesia, Lao People’s Democratic
Republic, Malaysia, the Philippines, Singapore, Thailand and Vietnam.
Australia, Canada, France, Germany, the Netherlands and New Zealand are
associate members. The centre conducts advanced courses in language teaching,
undertakes and promotes research, disseminates information, and provides
library and information services. The regular post-graduate courses lead to the
Diploma in Applied Linguistics or the Master of Arts in Applied Linguistics.
Shorter courses lead to the Certificate in Applied Linguistics, the Teaching of
English for Business and Technology and specialized areas.
Special
education
The education of children with disabilities is provided in
special education (SPED) schools. As at January 2002, there were nineteen SPED
schools run by Voluntary Welfare Organizations (VWOs) receiving funding from
the Ministry of Education and the National Council of Social Service. The SPED
schools run different programmes catering to distinct disability groups of
children who are unable to benefit from mainstream schooling. Special education
is also available at the Genesis School for Special Education which is a
commercially-run centre, and the Dover Court Preparatory School which is a
foreign system school with a special education department.
The programmes offered by SPED schools are aimed at
developing the potential of pupils and helping them to be independent,
self-supporting and contributing members of society. Individualized Educational
Plans are drawn up for all pupils. Besides receiving classroom instruction
conducted by their teachers, pupils also receive help and training from
paramedical professionals such as psychologists, speech therapists,
physiotherapists and social workers. The general mission of SPED schools is to
provide the best possible education and training to children with special needs
so as to enable them to function optimally and integrate well into society.
Pupils who are able, sit the PSLE. If successful, they leave
SPED schools to continue their education in mainstream secondary schools. These
pupils attend regular classes and special resource teachers are deployed to
designated mainstream secondary schools to assist these pupils. Hearing
impaired pupils who communicate using sign language, can opt to attend one of
two designated secondary schools. Visually handicapped pupils from the
Singapore School for the Visually Handicapped who pass the PSLE can choose to
attend one of the four designated schools.
Pupils who are unable to continue their education in
secondary schools will proceed to one of the training centres or workshops run
by VWOs. Such training equips them with the necessary skills for employment.
Those who are able are placed in open employment whilst those who require more
supervision attend production sheltered workshops or work activity centres.
Private education
The State is the principal provider of education at the
primary, secondary and tertiary levels. In the case of non-formal education,
the private sector plays the complementary role of running
continuing/supplementary education classes in commercial/business studies,
computers, languages, fine arts, tuition, etc. Current regulations require
private schools conducting educational courses such as those stated above to be
registered with the Ministry of Education.
Private schools issue certificates for attendance and/or
completion of courses. In some instances, schools also issue certificates to
students who have been successful at internal examinations/performance
assessments conducted by the individual school concerned. The results obtained
at internal examinations such as those taken upon completion of a course are
normally viewed as students' preliminary performance prior to sit external
examinations.
Singapore does not have a central authority that accords
recognition to qualifications and courses of study. The Ministry of Education
is not an accreditation authority on qualifications. Recognition and/or
acceptance of certification is entirely at the discretion of the individual
prospective employer. When considering suitability for appointment to a
post/job vacancy, employers take into consideration a whole host of factors,
including the character and conduct of the applicant; his/her academic track
records; reputation and academic standing of the educational institutions where
the applicant studied, relevance of the applicant's qualifications, experience,
etc.
Individual private schools have their own regulations on age
limit for enrolment into courses of study. The Ministry of Education registers
privately-run schools offering academic courses leading to GCE examinations,
and courses in commercial/business studies, computer education, languages, fine
arts, etc. It also registers tuition schools, enrichment centres and foreign
system/international schools. Registration of the above schools and related
matters are handled by the Private Schools Section.
Means of instruction,
equipment and infrastructure
The Master Plan for Information Technology (IT) in Education
is a blueprint for the integration of IT in education as a strategy to meet the
challenges of the twenty-first century. The Master Plan envisages that by 2002,
pupils will spend up to 30% of curriculum
time using IT. To achieve this, a pupil-computer ratio of 2.1:1 is targeted
for every school by 2002.
To commence, all primary schools will initially establish a
pupil-computer ratio of 6.6:1, so as to achieve IT-based learning for 10% of
curriculum time. Secondary schools and junior colleges will be given the
capacity for an initial pupil-computer ratio of 5:1, enabling IT to be used for
14% of curriculum time.
In addition to computer laboratories, pupils will be
provided with access to IT in all learning areas of the school. Computers will
be provided in classrooms and other learning areas, such as libraries and
special rooms. This will allow more convenient and effective integration of IT throughout the curriculum,
and allow for its use both during and after curriculum hours. The use of
notebook computers in classrooms, with their advantages of size and
portability, is an option that schools can employ. Notebooks would overcome
constraints of space, give flexibility in the arrangement of pupils for group
learning, and enable higher utilisation of computers through their deployment
to different classes at different times.
The Master Plan provides for a teacher-notebook ratio of 2:1
in every school. Schools will deploy their notebooks flexibly, so as to ensure
maximum utilization by teachers and appropriate use during and after school
hours. The Ministry of Education will also provide grants for teachers to
purchase their own computers, in order to promote the use of the computer as a
personal tool for every teacher.
The Master Plan also provides for school-wide networking in
every school. It would allow courseware, the Internet and digitized media
resources to be accessed in every classroom and in all learning areas.
Networking will also allow for sharing of teaching resources within and between
schools. All schools will be linked through a Wide Area Network (WAN), which
will eventually be connected to the high-speed
backbone of Singapore ONE. All teachers and pupils from Grade IV and
above will be provided with e-mail accounts. Additional physical infrastructure,
with respect to power, space and furniture required for an IT-enriched school
environment, will be incorporated into future school building specifications.
Every teacher will be trained to handle IT-based instruction
and support new learning strategies among their pupils. The National Institute
of Education (NIE) will align its teacher training programmes to ensure that
all graduating students have core skills in
teaching with IT resources. This will require the effective infusion of
IT into the NIE’s own curricula; the training of all academic staff, so that
they become role models in the use of IT for teaching; and providing ready
access to IT tools and related resources for all trainee teachers. The first
priority will be to equip graduates with the basic skills required to integrate
IT into the teaching of school curricula subjects. NIE will also introduce a
scheme to encourage trainee teachers to purchase their own computers.
Adult and
non-formal education
In addition to providing training to school leavers, the
Institute of Technical Education (ITE) offers training courses to help working
adults upgrade their skills. ITE’s training for working adults covers two broad
areas–skills training and worker education.
For skills training courses, ITE offers three
broad-based technical training programmes. These are the: Modular Skills
Training (MOST), Training Initiative for Mature Employees (TIME) and Adult
Co-operative Training Scheme (ACTS). MOST is a national programme for working
adults who wish to acquire new skills or upgrade their skills. As a part-time
programme, MOST offers a range of 138 NTC-2 (National Technical Certificate,
Grade II level), NTC-3 and certificate competency modules grouped under
thirty-six skills areas. The training places for MOST in 1996 totalled 13,700.
TIME enables workers aged 40 years and above to take up NTC-3 courses,
conducted in six-month modules. A total of 400 training places were taken up in
1996. ACTS is aimed at working adults 20-40 years old with few or no skills.
The scheme is conducted in the apprenticeship mode, comprising on-the-job and
off-the-job training. A total of 300 training places were taken up in 1996.
Under work education, ITE provides courses to
help working adults improve their academic foundation, in order to help them
improve on their jobs or take up skill training courses. The Basic Education
for Skills Training (BEST) course enables working adults to acquire basic
proficiency in English and Mathematics up to the Grade Six of primary
education. In 1996, a total of 20,800 training places were taken up. The Worker
Improvement through Secondary Education (WISE) enables working adults who have
completed their PSLE or the BEST programme to take the GCE N-level examination
in English and/or Mathematics. A total of 16,200 training places were taken up
in 1996. In addition, ITE offers part-time continuing education programmes from
the first grade of secondary education (Normal Course) to GCE N-, O- and
A-level. The intake for academic classes in 1996 was 12,400.
The ITE works hand in hand with employers to enhance the
quality of Singapore’s workforce. Companies with the necessary infrastructure
in terms of training curricula, facilities and staff, are given the Approved
Training Centre (ATC) status by ITE. ATCs train their employees and apprentices
and test them for ITE certification. There were seventy-three ACTs at the end
of 1996, with an intake capacity of about 6,500. Companies also provide
on-the-job training to their employees through the Certified On-the-Job Training
Centre (COJTC) System. Under this scheme, companies plan, schedule and conduct
training programmes that are tailor-made to the specific needs of their
workers, with ITE providing assistance and auditing the quality of the
programmes. By the end of 1996, a total of 320 companies were certified as
COJTCs.
The Ngee Ann Polytechnic, a Government-funded institution,
also serves as a continuing education centre for working people who wish to
improve or update themselves in their work-related areas and fields of
interest. In 1996, the polytechnic’s Continuing Education Centre conducted a
total of 74 short courses, with an enrolment of 3,414 students.
In 1996, the literacy rate (residents aged 15 years and
over) was 92.2%.
Teaching staffThe Education Service is committed to building
up teachers as a quality professional force, exemplary in conduct and
commitment, up-to-date in skills and knowledge. Good leadership and sound
people-oriented management will help to develop a cohesive, committed and
competent teaching service. Teachers must keep up with professional
developments in their fields, and judiciously apply new educational theories
and practices to the classroom. They need drive and conviction to translate
education policies into practical and effective programmes to meet the learning
needs of their pupils. Teachers are mentors and role models to their pupils.
They influence young minds and inculcate sound social and moral values through
word and deed, within and outside the classroom. They must impart to pupils
learning skills, thinking skills and life skills to cope with the future; an
attitude of continuous learning and improvement; and a sense of commitment and
belonging to Singapore.
The National Institute of Education (NIE) is the sole teacher
training institute in Singapore and a part of the Nanyang Technological
University. The mission of the NIE is to be a world-class university institute
renowned for its excellence in teacher education and educational research.
The NIE is organized on a the basis of a programme-driven
matrix system with twelve academic groups, three IT clusters and selected
research centres. There are about 360 academic staff members: 70% are PhD
holders, 25% Master's degree holders and 5% Bachelor's degree holders or
holders of professional qualifications. Some 19% of staff are expatriates.
Enrolment at NIE as of August 2002 was 10,578 with 5,729 full-time equivalent
students (74% women and 26% men; 69.5% Chinese, 17.7% Malay, 7.9% Indian, and
4.9% others). The NIE offers the following programmes:
- The
BA/BSc (Education) degree is a four-year (primary school emphasis)
programme requiring A-level entry.
- The
Diploma in Education is a two-year programme covering two academic
subjects and pedagogy. Students can enter either the primary or the
secondary programmes. Students can enter this programme with A-levels or
Polytechnic Diplomas.
- The
Diploma in Physical Education (PE) is also a two-year programme. Students
study PE plus one academic subject and can teach in either the primary on
secondary school on graduation.
- The
Diploma in Home Economics is a two-year programme. Students study home
economics and pedagogy subjects. Entry requirements include a Polytechnic
Diploma. Students teach in the secondary schools on graduation.
- The
Diploma in Art and Music requires students to cover subjects in Art/Music
and pedagogy. It is a 2-year programme and accepts students from LaSalle
School for the Arts and the Nanyang Academy of Fine Arts. Students teach
in the secondary schools on graduation.
- The
BA (Education) in Malay language and Malay literature with pedagogy is a
four-year programme. It qualifies students to teach in the secondary
school. A-levels and Polytechnic holders are eligible for entry.
The NIE also offers the MA, MA (PE), MSc, MSc (PE) as well
as the PhD degree by research. Similarly, the NIE offers course work and
dissertation Master's degrees on a part-time basis.
A wide range of in-service courses are offered. Teachers can
attend these courses to broaden their knowledge base and learn/share ways of
making teaching and learning more effective. There are also milestone courses
to equip officers for leadership roles. Officers earmarked to be Heads of
Department enrol for the Diploma in Departmental Management (DDM) programme at
NIE to prepare them for their managerial roles. Officers who have the potential
to be school leaders attend the Leaders in Education programme at NIE.
Non-graduate teachers who wish to pursue a degree programme can apply for no-pay study leave to pursue full-time degree programme. In addition, candidates can apply for interest-free study loans and MOE course sponsorships. Post-graduate studies, relevant to the Education Service, are available to officers with a first degree, once they have gained some teaching experience and have consistent good performance. These studies are pursued by coursework or research at the Master's degree level. These may be undertaken on a full-time or part-time basis, either on scholarship or study-leave. The aim is to provide good teachers with post-graduate training in specialized areas relevant to the Service.