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Districts Partner to Build School Music Programs - Education Week

A school district delegation from Anaheim, Calif., traveled to Nashville, Tenn., this spring to learn what it takes to create a robust music education program.

NCLB Rewrite Would Expand Core-Subject Definition - Education Week

The U.S. Senate draft of the rewritten No Child Left Behind Act adds writing, music, computer science, technology, and physical education to the list of disciplines it defines as "core academic subjects."

Math Education - Education Week

Algebra teachers should show students both correctly and incorrectly solved problems and have students discuss them, according to a new practice guide.

Junior Sports Academy

Ministry Of Education Feed - 13 April 2015
Response

The Junior Sports Academies (JSAs) for primary school students were set up in 2008 to systematically identify and nurture young sporting talents in our schools. To date, more than 2,200 students have participated in the JSAs.

The JSAs have provided opportunities for students to train and learn with peers of similar sporting ability and to help each other improve their game. Beyond the deepening of sports skills and knowledge, students have also made new friends passionate in sports, from other schools. The programme enables students to practise values such as discipline, teamwork and responsibility, which can be transferred to other learning contexts.

The revised JSA programme will provide deeper and broader sports development opportunities for budding sporting talents across all primary schools. In particular, this programme caters to students with high natural ability in the physical domain, but who may not have prior access to sport-specific training.

The revised JSA has been developed based on our research of studies and best practice around the world. It takes a long term and holistic view to athlete development. To enable students to explore, discover and develop their areas of sports interests and strengths, the revised JSA programme comprises two main components - Sports Modules, and Sports Education Modules. Students will choose and participate in a total of four sports, over two years. They will also attend workshops that focus on various aspects of athlete development, such as mental skills and fitness conditioning, to prepare them for future sporting development.

For a start, around 400 Primary 4 students will be selected from across all primary schools to join the programme.

12 sports will be offered in 2015. At steady state, students will have the option to choose sports modules from 28 sports in the National School Games for secondary schools. This is to provide developmental pathways for students to continue their sport development at the secondary school level.

MOE will conduct workshops for parents and coaches to understand how they can complement this programme. With the support from parents, coaches and the respective National Sports Associations, graduands of the programme will be equipped with a strong foundation as they continue to pursue sports beyond the primary schools.

Sports Participation by Youths

Ministry Of Education Feed - 13 April 2015
Response

The Ministry of Education adopts a holistic approach towards physical and sports education throughout the education system. At the pre-tertiary level, Physical Education (PE) lessons are designed to help students develop strong fundamental motor skills, expose them to a wide variety of sports or physical activities, and equip them with knowledge to design their own fitness programme. With access to sports facilities and recreational games, students have the opportunity to enjoy and live a healthy lifestyle, building a foundation to pursue these activities beyond their years in school.

At the tertiary level, our post-secondary education institutions (PSEIs) continue to provide an environment which supports sports participation. At most of the polytechnics and the Institute of Technical Education (ITE) colleges, students participate in compulsory sports and wellness modules. The Sports for Life programme at Singapore Polytechnic (SP), for example, allows first-year students to participate in a sport of their choice, with options ranging from common sports such as swimming and tennis, to more novel ones such as laser tag and martial arts. Beyond the first year, students can continue to take elective modules to further their sports journey. The larger universities (NUS, NTU) also offer sports modules - some of which are credit-bearing - to their students.

Outside of the formal curriculum, mass participation events and competitive inter- and intra-institution games build a sporting culture at the PSEIs, and provide convenient opportunities for students to be involved in sports, regardless of their level of proficiency. The NUS Sports Club, for example, organises “SunNUS”, a popular annual beach sports event that brings together students, staff, alumni, and the public for a day of sports on Sentosa’s beaches. The barrier to entry is low, and caters to those looking for recreational sports. Those seeking more competitive sports can also participate in inter-faculty games at the PSEIs, or the annual inter-institution games, including the Singapore Universities Games (SUNiG), the Inter-Varsity Polytechnic Games (IVP) as well as the Polytechnic-Institute of Technical Education (POL-ITE) Games. These programmes and activities are often free, if not heavily subsidised, to ensure that the cost of sports participation is kept as low as possible. Students also have access to a wide range of facilities at the PSEIs to pursue sports at their own time, and in line with their own interests.

Not all within the 20-24 age group are enrolled in our IHLs. Many are already in the workplace, and Minister Lawrence Wong in January this year outlined the efforts that MCCY is making to encourage sports participation among this group, as well as among the public. These efforts by our IHLs and MCCY are contributing to reversing the trend of declining sports participation among those in this age group. The member will be pleased to hear that dipstick figures taken between 2012 to 2014 have reflected an increase in the sports participation rates for this age group to about 70%.

While this trend is encouraging, sports participation should be for life, and should not stop once students leave our PSEIs. To encourage active and healthy living beyond students’ tertiary education years, our PSEIs also conduct sports and health-related education programmes. For example, NTU has a Healthy Lifestyle Unit that organises health education and healthy lifestyle activities. At the polytechnics, RP’s Health and Fitness module equips students with strategies to maintain a healthy lifestyle. These efforts lay the foundation for our students to engage in sports and lead healthy lives throughout their adult years.

Recruitment Processes in the AUs

Ministry Of Education Feed - 13 April 2015
Response

It is important that our Autonomous Universities (AUs) recruit academic staff based on merit, to ensure that they hire the best talent able to deliver high quality education and conduct research that will benefit our students and Singapore.

All eligible Singaporeans are considered carefully, and processes are in place to ensure that hiring is non-discriminatory. Applications for academic positions are put through multiple approval layers involving selection committees, Academic Heads of Department and Faculty Deans, before final approval by top management. Senior appointments must be approved by the Presidents or Boards of Trustees.

The government and our AUs are keenly aware of the need to develop local talent. This is why I recently launched the new Singapore Academic and Research Talent Scheme, to encourage more young Singaporeans to pursue an academic career. At the undergraduate level, a MOE-AU undergraduate scholarship has been launched for those who have keen interest and strong aptitude for a career in academia. Under this scholarship, recipients will be paired with NUS, NTU or SMU, and benefit from academic mentorship throughout and beyond his undergraduate studies. The student will then be expected to apply for a postgraduate scholarship from our AUs, for PhD studies and post-doctoral stints. These postgraduate scholarships will be co-funded 50-50 by MOE and the AUs. This comprehensive developmental programme is only available to Singaporeans and is intended to prepare each individual for an academic career.

Under the Singapore Academic and Research Talent Scheme, we will grow the number of existing postgraduate scholarships for Singaporeans who are interested to do research and teach at our AUs. We intend to offer over 1,500 scholarships at both the undergraduate and postgraduate levels, over the next 15 years.

Additionally, our AUs also actively try to reach out and recruit Singaporean academics based overseas.

Edusave Awards

Ministry Of Education Feed - 13 April 2015
Response

Edusave was introduced to support the holistic development of students in MOE-funded schools.

We have recently extended Edusave Contributions to all Singaporeans aged 7 to 16, even if they are not in an MOE-funded school, so that they too can receive support for secular enrichment activities.

Edusave Awards recognise secular academic and non-academic achievements in the context of MOE-funded schools. It would not be appropriate to extend the Edusave Awards to students in private schools, including those in the six full-time madrasahs that offer a total curriculum that comprises both compulsory religious and secular subjects.

Madrasah students do receive support. MUIS provides assistance for madrasah students from low income families. In particular, MUIS provides the PROMAS Performance Award to needy madrasah students who perform well in both their religious and secular subjects and exhibit exemplary character.

N.Y. Budget Accord Seeks to Tighten Rules on Teacher Quality - Education Week

Education Week - Teachers - 13 April 2015
A last-minute budget deal in New York will have major implications for how the state’s teachers are trained, evaluated, and granted tenure.
Topic: Teachers

Blended Learning Research Yields Limited Results - Education Week

Drawing conclusions about what works in blended learning is difficult, because of the amorphous nature of the term, rapid changes in technology and how it is used, and other factors.

D.C. Favors Centralized, But Flexible Ed-Tech Buying - Education Week

The District of Columbia school system arranged to purchase a blended learning software program, ST Math, through its central office, but left decisions whether to adopt it to individual schools.

Colo. System Lets Individual Schools Shape Ed-Tech Buying - Education Week

A Colorado district has given its schools significant leeway in making decisions about buying blended learning software, despite the challenges in ceding purchasing authority.

No Child Left Behind Overview: Definitions, Requirements, Criticisms, and More - Education Week

This primer on the No Child Left Behind (NCLB) Act—the latest iteration of the Elementary and Secondary Education Act, or ESEA—includes information about compliance, proficiency, and waivers; milestones in the law’s history; main criticisms; and resources for further reading.

Religious-Freedom Laws Add to Schools' Complex Duties - Education Week

Recent controversies over statutes aimed at protecting religious beliefs offer a reminder of challenges school administrators face in dealing with the sensitive issue of religious accommodation.

Dueling Tests, Standards Put Squeeze on Tennessee Teachers - Education Week

Education Week - Teachers - 09 April 2015
The pressure is on as educators—especially those new to the classroom—toggle between leftover requirements from Tennessee's retired standards and those imposed by the common core.
Topic: Teachers

Eagerness, Anxiety Await Rollout of New Tennessee Test - Education Week

Education Week - Teachers - 09 April 2015
Next spring's round of assessments will be aligned to the Common Core State Standards, but the test-developer's tight time frame poses challenges.
Topic: Teachers

Opening Remarks by Mr Heng Swee Keat at the MOE Celebrates SG50 With Our Pioneers and Seniors at Gardens By The Bay Tribute Event

Ministry Of Education Feed - 04 April 2015

Welcome. We have been looking forward to this event, an exciting gathering of our pioneer educators to commemorate SG50 in education. A total of 11,200 pioneers and their guests have registered for today’s event. 4,700 pioneers and nearly 1,200 seniors will be our special guests today.

The oldest pioneer here today is retired principal, Mrs Mangalesvary Ambiavagar, born in 1914 and who turns 101 this year. Seven pioneers here today are aged 90 and above! They include two younger men - well, younger, relatively speaking - who are Mr Teo Shiong Hong, 93, former Vice-Principal of Chong Fu Primary School, as well as Mr Chen Kia Yong, also 93, who retired from teaching in Pei Chun Public School. At just 90 years old, the baby of the group is Mdm Aminah Binti Mohtaram, retired Principal of Telok Kurau Primary School. Thank you, for making time to be with all of us today!

Standing before you today, I am reminded of Mr Lee Kuan Yew’s speech at the Rally of Teachers in 1959, where he reminded the 10,600 teachers in schools then that they constituted “the most influential group of 10,600 people anywhere in Singapore” because in their care were “the impressionable minds of young Singaporeans”. Within months of achieving self-government, our leaders then knew that education had to be a top priority, and teachers were key.

Many in the audience today might have been present at those speeches, and were stirred by Mr Lee’s convictions to nurture a new generation of Singaporeans who will forge a multi-racial Singapore, become rugged and adaptable, and have the loyalty and leadership traits to take Singapore forward. The challenge was to do all these amidst great uncertainty, overwhelming odds, and meagre resources.

This gathering of our pioneer educators is an important occasion for MOE. It is first and foremost to thank you, to show appreciation for all that pioneers have done for Singapore. It is not an overstatement when I say: every person in Singapore today passed through your collective hands. Who we are today is a measure of your achievement.

Indeed, the true meaning of SG50 is about three things in equal measure: Appreciation of what has brought us this far; Reflection on what got us here and what we stand for as a people, and finally, taking Inspiration from what our pioneers have forged in the crucible of nation building, and furthering that legacy by asking: what must we do in future, for our future?

Appreciation - of pioneers and how far we have come

From Mr Lee Kuan Yew’s memoirs, The Singapore Story, comes an account of how in June 1964, the Kuala Lumpur federal government did not allow Singapore to use their Police Band for the Singapore State Day parade. Mr Lee was not happy about that. So he decided to get MOE and People’s Association to start a crash course for brass bands for all secondary schools. The plan succeeded - on Singapore State Day in June 1965, just one year later, the PA band as well as several school bands marched proudly in our parade. Mr Lee said, “We had shown KL (Kuala Lumpur) they could not hold down a resourceful and determined people.”

Such examples of determination and resourcefulness are, by now, familiar and inspiring stories told across many pioneer gatherings. Like our founding fathers, many of you who lived through those times had to overcome odds, faced situations where you were told you couldn’t do it, that it was impossible, or that you would fail. And time and time again, we hear stories of how our pioneers refused to accept the naysayers, dared to dream, and defied adversity by turning it into opportunity, resolute to make the impossible, possible.

And with that dramatic start, we had the beginning of what we now know as the Band Movement in Singapore. Though we started with only four brass bands and nine bugle bands in the mid-60s, today, we have almost 240 bands in schools. Many stories of educators who work in school bands echo the same determination shown us by then PM Lee in 1964.

For instance, we have Mr Lee Seck Chiang, who is 85 this year, and who started the Crescent Girls’ School band in the late-60s. He was the man who taught every instrument in the band, including the trumpet, tuba and trombone. But the amazing thing was - he could not read musical notes! This did not prevent him from putting up his hand when MOE called for Singapore’s pioneer Band Directors to be trained! Since then, Mr Lee has led his Crescent Girls’ School band, whose members include one Ho Peng, our former DGE, to perform some of its most challenging repertoire, including a 20-minute rendition of Tchaikovsky’s monumental 1812 Overture. Mr Lee Seck Chiang shared PM Lee Kuan Yew’s belief that band activities such as precision marching would build character, cultivate leadership, and a sense of purpose.

This is one trumpet player who refuses to blow his own trumpet, and in fact, is humble and continues to learn. He may be 85, but reveals that he taught himself how to play the flute at the age of 81 from a “Learn as you Play” DIY book. When asked why he still teaches despite his age, he simply said, “Why not?” Today, he is unable to join us due to a bad knee - we hope his knee recovers soon!

Moving on to 1995, we find Mrs Daisie Yip, now a retired Principal and former superintendent, who started the new Greenridge Primary School that year. Though the new school facilities were not ready, she pushed her staff and students to look beyond their makeshift circumstances. Her students wanted a school band which was a tall order, since there was no money. That did not stop her. She merely approached other schools for their old cast off instruments and with that auspicious start, set up the Greenridge Primary School Band CCA. In 1998, the Band had grown so well that it was the only Asian band picked from around the world to perform at Disneyland in France as part of the World Cup tournament’s opening ceremonies! Daisie is with us in the audience today - thank you, for helping your students to dream big!

Reflection - Lessons from the Past

Mr Lee Kuan Yew put Singapore bands on the parade square in one year, and boldly declared in our Independence year that we may be mudflats, but in 10 years, we would be a metropolis. Mr Lee’s determination has been echoed by our educators like Seck Chiang and Daisie. Their stories of determination, of never-say-die, and many other such stories illustrate the DNA of values and work ethic handed down to us by our pioneers.

In fact, this is exactly what our theme today is about - Living the Legacy, Sowing Seeds of the Future. It acknowledges how our pioneers’ true legacy is not in the brick and mortar, but rather, in the ethos, values, ideals and principles underpinning their toil. Today, these values and principles continue to be our compass in ensuring the future for the next generation, who are our little seedlings.

And I am glad that as we honour our pioneers it is fitting that we are doing so at this beautiful Gardens. In many ways, cultivating a garden is not very different from nurturing people. There is a Chinese saying, “十年树木,百年树人” - you take 10 years to grow a tree, and a hundred years to cultivate a person. As pioneers, you laboured, and we enjoy the fruits of your labour, “前人种树,后人乘凉”.

Mr Lee had said, “Just as a country is as good as its citizens, so its citizens are finally, only as good as their teachers.” Indeed. If I may extend this, it applies not only to teachers, but to anyone whose life’s work is in education, and who serves the students in our schools. Whether as school leaders, superintendents, policy makers in MOEHQ, support staff, or teachers, the collective impact of your work over the years has certainly been more than the sum of its parts. Your supervision and leadership of schools, your policies, your passionate lectures, your quiet advice, your inspiring classroom debates, your words and your deeds have shaped an entire generation, including myself. Thank you for leading, caring and inspiring.

Your life’s work stands before you today as far as your eyes can see, in the Singapore and Singaporeans around you. You helped nurture in our children the values of resilience, respect, responsibility, integrity, care and harmony, and taught them to think and act not just for themselves, but for the wider community. You nurtured in them the drive to succeed despite the challenges and set-backs in life. You helped them to dream beyond the reaches of the skies, and to stand up for what Singapore is today: a united people bound by their common objectives of happiness, prosperity and progress, in a country based on justice and equality for all, regardless of race, language or religion.

More than anything, you cared for them.

Launch of SG50 commemorative coins

This emphasis on education can be seen even in our currency - education as a theme is imprinted on the most ubiquitous of our dollar notes. The $2 note in circulation features familiar education scenes - students interacting with their teacher, prominent institutions of learning in the background.

To mark SG50, the Monetary Authority of Singapore (MAS) has over the last year been working on a set of Commemorative Notes and Coins. They will reflect both our history and the values that define Singapore. Details on the notes will be released later.

Today, I am pleased to launch the three SG50 Commemorative Coins, with values of $2, $5 and $50. The theme for this set of coins, “Education, Building Our Nation Together”, encapsulates education’s enduring role in nationhood.

The $2-value cupro-nickel coin features basic education at the primary and secondary levels, which equips our children with the skills, character and values that prepare them for the future. The $5-value silver coin showcases higher education and multiple pathways to success and a good, meaningful life. And finally, the $50-value gold coin proudly features our educators, who are at the front and centre of our work in bringing out the best in every child.

In fact, an exciting programme awaits you today - many of our students are ready to thank you with their performances and our fringe activities around the Gardens have been planned with you, and a little bit of nostalgia, in mind.

Inspiration - Building on the Legacy Together

Our pioneer educators played a pivotal role in shaping our society and nation. We remember your legacy, because we are living it.

In the past weeks, Singaporeans came together in unison, bonded by their deep respect and gratitude towards Mr Lee Kuan Yew, who gave his whole life to Singapore. They gathered their aged parents and young infants and braved a 10-hour queue for a few precious seconds, a quick bow and a heartfelt farewell to their founding prime minister as he lay in state. Their education has given them more than just the ability to make a living - it has given them a sense of identity, a sense of values, a sense of nationhood.

The journey made by many Singaporeans to Parliament House where Mr Lee lay in state, was a journey that started in your classrooms, when you taught them to be kind, to be grateful, to be responsible, to have a sense of togetherness. It was a journey that was nothing short of inspiring.

Your work, in the early years of our nation building, has forged a common experience and instilled a sense of togetherness. This is an intangible but critical achievement - I thank you deeply for this.

Many of my colleagues have told me that the events of the past weeks have renewed their belief in the critical role played by teachers in instilling values in our students. It inspired one of my young MOE colleagues, Lilian Tham, to say, “Now, we must press on, to have the indomitable will and spirit to continue this legacy”. It inspired another, Fang Yi, to say, “We will continue your legacy and make Singapore the brightest red dot on the world map.”

So SG50 is about bringing Singaporeans together to appreciate, and to reflect on how far we have come as a nation. But to stop there would not do justice to the legacy of our pioneers and forefathers. Mr Lee Kuan Yew’s reply when asked what he thought the next 50 years for Singapore would be like was that “The next 50 years will be better than the first 50.” He reminded us, right from the start that our future was ours to make and build, or to lose and give away. Each and every one of us is responsible for building a better common future. But our educators have a special role. If each and every educator entrusted with our young can ignite the minds and touch the hearts of our young, we will grow and multiply the creative energies of our next generation to achieve more than we can ever imagine.

These same words remain relevant for us, 50 years on - if we stand together, united by a sense of common destiny, and pursue our common cause with a rugged, robust spirit, we shall surely see a new rainbow, and ride it in search of the next 50 years.

So let me end my remarks this morning with a question, a challenge; in the language of educators, let’s call it homework for everyone here today, if you like - “Now, how are we going to make the next 50 years brighter and better together?”

Thank you.

Extreme Classroom Makeover: Technology Edition - Education Week Teacher

Education Week - Technology - 01 April 2015
As English teacher Linda Yaron prepares to redo her classroom, she recognizes that technology is helpful, but it's more important to pay attention to how the entire space supports learning.
Topic: Technology

Board-Certified Teachers More Effective, New Studies Affirm - Education Week

Education Week - Teachers - 31 March 2015
Policy questions emerge as evidence continues to mount that teachers who earn national-board certification see higher test scores among their students.
Topic: Teachers

Award-Winning Educator Decries Current Teaching Climate - Education Week

Education Week - Teachers - 31 March 2015
Nancie Atwell, winner of the Global Teacher Award, had some surprising advice for young people interested in becoming public school teachers today: Don’t do it.
Topic: Teachers
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