View measures as part of whole approach - not in isolation, he says
By Janice Heng And Andrea Ong, The Straits Times, 22 Aug 2013
THE shifts in education policy announced in last Sunday's National Day Rally (NDR) must catalyse mindset changes among parents or they will have no impact, Education Minister Heng Swee Keat said last night.
"If parents' mindsets don't change, whatever changes we make will not have any impact," he said, rounding off a public forum on the Rally held by government feedback unit REACH.
About 180 people - ranging from grassroots leaders and unionists to business representatives and students - attended the forum at Rendezvous Grand Hotel.
Some of the 21 participants who spoke were sceptical about the effectiveness of proposed moves, such as replacing the T-score for Primary School Leaving Examination results with broader bands of grades.
In response, Mr Heng said the changes announced in the Rally should not be seen in isolation.
In education, for instance, the overarching aim is "to be able to create opportunities for every child regardless of background".
He reminded the audience of his ministry's work in that regard over the past few years, from investing more in pre-schools to giving needy children a stronger foundation in basic skills such as mathematics and languages.
And in the NDR speech, one measure to create opportunities was giving flexibility to Secondary 1 students in all streams to study subjects at a higher level, if they are good enough.
"If you look at this whole package of measures, it is not about one measure announced by the Prime Minister... It is part of our whole philosophy or approach," he said.
The minister also defended the ideal of making every school a good school.
Some participants had questioned this.
Student Sun Jia Ying, 13, for instance, would like to study pure humanities subjects at Secondary 3. But her school, Pei Hwa Secondary, said it could not offer her the opportunity as it did not have enough qualified teachers.
"Why are there not enough qualified teachers... when all schools are meant to be good schools?" she asked.
Mr Heng did not answer that question directly, but noted that a good school "cannot just be defined by an academic yardstick".
Though Singaporeans are used to thinking about schools only in one dimension - grades - being a good school is about helping children develop in their areas of strength, which might be in arts or sports. Parents cannot expect all children to leave their schools with all As, he said - and if that is the measure, then not every school can be a "good school".
Over at The Grassroots Club, Minister for Muslim Affairs Yaacob Ibrahim chaired a closed-door session with members of the Malay-Muslim community.
Their top concerns were in housing, education and health care, he said, including the affordability of homes and the expected rise in premiums for MediShield insurance - now being expanded to cover all for life, including those with pre-existing ailments.
Over at The Grassroots Club, Minister for Muslim Affairs Yaacob Ibrahim chaired a closed-door session with members of the Malay-Muslim community.
Their top concerns were in housing, education and health care, he said, including the affordability of homes and the expected rise in premiums for MediShield insurance - now being expanded to cover all for life, including those with pre-existing ailments.
On housing affordability, Dr Yaacob said the Prime Minister had gone on the national stage and offered to be Singaporeans' property agent to stress that the Government would keep homes affordable, especially for first-time buyers. "He's putting his reputation on the line," Dr Yaacob said.
On MediShield, he said the Government has pledged to help those who cannot afford the premiums.
New PSLE scoring system won't change parents' mindset
THE move to revise the Primary School Leaving Examination (PSLE) scoring system is timely and a step in the right direction ("PSLE T-score to go in a few years' time"; Monday). But it will not change the mindset of parents.
Singaporeans like to compare and compete. This is the way we are brought up. Our society demands it.
Those who excel academically have the pick of the best jobs. It is inevitable that job selection criteria are based mainly on the only objective benchmark - paper qualifications.
As long as society uses academic qualifications as a major yardstick in assessing a person, parents will continue to push their children to study harder and get excellent scores. After all, who doesn't want his child to do better in life?
The grade scoring system is definitely better than the points system; the latter is just too cruel for 12-year-old children.
What we need now is to focus on a child's talents and skills, and less on academic results.
Academic prowess is not the only way to succeed in Singapore. We need people with different talents at all levels of society.
Sonny Yuen
ST Forum, 21 Aug 2013
ST Forum, 21 Aug 2013
Principals welcome move for Normal stream students
By Pearl Lee, The Straits Times, 21 Aug 2013
By Pearl Lee, The Straits Times, 21 Aug 2013
ALLOWING Normal stream students to take subjects that they are good in at the Express level right from the get-go will help them do better for their O levels, said principals yesterday.
They were reacting to Prime Minister Lee Hsien Loong's announcement in Sunday's National Day Rally, that Normal stream students who do well in certain subjects for their Primary School Leaving Examination will be able to study them at Express level from Secondary 1.
Currently, they are allowed to take Express subjects only at Sec 3, following an assessment by teachers the year before.
PM Lee said the new move will give students the flexibility to learn each subject at their own pace. "You can build on your strengths, and build up your confidence, your pride, and then you can go further and fulfil your potential," he said.
Principals agreed.
"If we identify the correct students at Sec 1, it will help them to cope better," said Ang Mo Kio Secondary principal Abdul Mannan.
With the same grounding as Express students from the start, Normal stream students will be better equipped when taking the O-level exams for these subjects in Sec 4. Getting a good enough grade will then free up more time for their weaker subjects in Sec 5, said Mr Lim Yu Kee, principal of Bedok Green Secondary.
Critically, the change will also boost students' morale.
"No matter what you say, many students are affected by labelling," said Mr Abdul. "By allowing Normal stream students to take subjects at O levels, we are letting them know that if you're good in a subject, it doesn't matter what stream you are in. We will let you do it."
Currently, about 20 out of 80 Normal (Academic) students at Ang Mo Kio Secondary are studying mathematics and mother tongue at the Express level.
"Our Normal (Academic) students usually get B3 or better for their O-level subjects, and if they want to improve the grade, they can redo the exam when in Sec 5," said Mr Abdul.
An Education Ministry spokesman said that on average, about 4,000, or one-third of each Sec 4 Normal (Academic) cohort, take O-level subjects. About 40 per cent of each Sec 1 cohort enter the Normal stream. Those in the Normal (Academic) course usually finish the O-level exams in Sec 5, while the Normal (Technical) course prepares them for the Institute of Technical Education.
Bedok Green Sec 3 student Gary Lou, 15, was offered the chance to study mathematics at the Express stream this year.
The Normal (Academic) student said he did not feel challenged by maths lessons in the past. Now, the questions are harder but more stimulating, he said.
MP Baey Yam Keng, who sits on the Government Parliamentary Committee for Education, called the move significant.
He said: "It lets students learn individual subjects at a pace more appropriate to them. Or else when they are forced to learn subjects at a slower pace even though they have a strength in them, they will feel bored."
BOOSTING MORALE
No matter what you say, many students are affected by labelling. By allowing Normal stream students to take subjects at O levels, we are letting them know that if you’re good in a subject, it doesn’t matter what stream you are in. We will let you do it.
– Ang Mo Kio Secondary principal Abdul Mannan
APPROPRIATE PACE
It lets students learn individual subjects at a pace more appropriate to them. Or else when they are forced to learn subjects at a slower pace even though they have a strength in them, they will feel bored.
– MP Baey Yam Keng, who sits on the Government Parliamentary Committee for Education
Putting students in bands will help with holistic development: NIE Director
By Ng Jing Yng, TODAY, 20 Aug 2013
By Ng Jing Yng, TODAY, 20 Aug 2013
While he acknowledged that changing the Primary School Leaving Examination (PSLE) scoring system will not remove all the stress for parents and their children, National Institute of Education (NIE) Director Lee Sing Kong said the move to put students in bands — instead of giving them aggregate scores — will accord the space to develop students more holistically while retaining academic standards.
He said that abolishing the PSLE — which some have called for — is not a viable option for now as there is no alternative “objective testing tool”. Other formats such as the performance-based assessment used in American schools — for example, by observing a student’s communication skills — require extensive training for assessors and there is also subjectivity involved which might arouse doubts from the public, he added.
Among the other changes to the education system announced during Sunday’s National Day Rally was greater flexibility to allow Secondary 1 students to take subjects across streams. Prof Lee said this will create a more homogeneous classroom setting for teachers to adopt a suitable pedagogy for learners of similar aptitude.
Currently, upper secondary students can take subjects across streams if they are assessed to be suitable. A Ministry of Education spokesperson said that between 2008 and last year, an average of about 4,000 Secondary 4 Normal (Academic) students each year — or one-third of each cohort — took O-Level subjects. Over the same period, an average of 150 Secondary 4 Normal (Technical) students — or 2.5 per cent of each cohort — took N(A)-Level subjects each year.
PSLE change will create other headaches
WHILE the move to replace Primary School Leaving Examination (PSLE) aggregate T-scores with grade bands is well-intentioned, it will create other problems ("PSLE T-score to go in a few years' time"; Monday).
First, the grades will have to be converted into points through which secondary school admission will be decided. So stress in the system will remain.
Second, under the current system, pupils do not get penalised too much if they miss out on a grade by a few points.
For example, a pupil scoring 74 per cent in a subject will get a B grade, while one scoring 76 per cent will get an A. A small difference in marks between an A grade and a B grade may not have much impact on the T-score.
To illustrate this, my son had four A* in his PSLE exam but his schoolmate with three A* and one A had a higher T-score.
But under the new system, there will be a huge difference between someone who gets an A and another who gets a B. There will be mad scramble to get all A* so that the pupils can enter top secondary schools.
Third, it was mentioned that top secondary schools will take in more students from different backgrounds through the Direct School Admissions scheme, and that qualities like character, leadership and resilience would be considered.
Introducing subjective measurements of these traits in 12-year-old children will create all sorts of problems.
While our current education system has served us well in the past, it clearly needs to be transformed.
Hence, I urge the Government to conduct more thorough and wide-ranging consultations, come up with a master blueprint of our desired education system with bold changes, and then implement them progressively.
Nilesh Sahita
ST Forum, 21 Aug 2013
ST Forum, 21 Aug 2013
No way to assess character objectively
DURING his National Day Rally speech, Prime Minister Lee Hsien Loong mentioned that qualities such as character and drive may soon be considered under the Direct School Admissions scheme ("Flexibility in secondary schools"; Monday).
How does one measure character objectively?
Are we to depend on testimonials? Then we would be determining the students' ability to convince others that they have good character, regardless of their actual character.
Are we to interview the students? Then we would be testing their interview skills.
Or are we to look for anecdotal evidence? Then we would be crediting serendipity.
Despite our apparent need for everything to be measurable, humans are too complicated to gauge.
More importantly, do we really want to turn character into a commodity?
How do we define good character?
Is making a list of desirable character traits not equivalent to coming up with an authoritative criterion for what makes a "good" person?
By giving a person special privileges for demonstrating a certain trait, are we not saying that he is a better person than his peers for it? Who are we to do that?
Regardless of which way one leans in the nature-versus-nurture debate, this is not an appealing proposition.
We are either crediting children for being fortunate enough to have been born with certain characteristics, or crediting them for successfully adopting a certain prescribed moral code.
Lim Shu Ning (Ms)
ST Forum, 21 Aug 2013
ST Forum, 21 Aug 2013
Include character, PE as PSLE components
I AGREE with Mr Nilesh Sahita ("PSLE change will create other headaches"; Wednesday) that the move to replace Primary School Leaving Examination (PSLE) aggregate T-scores with grade bands will substitute one category of stress for another.
Take my daughter, for example. She is inclined towards science and mathematics, but her nemesis is Chinese.
I encouraged her in her interest and ability in science and maths, knowing that if she scored very well in those two subjects, it would compensate for her less-than-sterling results in Chinese, the learning of which causes much angst and not a few tears.
She scored two A* (for science and maths) and two As in the PSLE. Her T-score put her in the top 10 per cent of her cohort, paving the way for her entry into the Integrated Programme.
But with the new system, pupils (and their parents) will have to ensure that they are good in all four subjects.
That character traits such as resilience and drive can be considered under the Direct School Admissions scheme shows the Ministry of Education (MOE) is on the right track.
Recent research highlighted in books such as How Children Succeed: Grit, Curiosity And The Hidden Power Of Character by Paul Tough emphasises those traits.
Dr Angela L. Duckworth and Dr Martin E.P. Seligman described their research results in the paper, "Self-Discipline Outdoes IQ In Predicting Academic Performance Of Adolescents".
If MOE is serious about holistic development, why limit these considerations to a handful of pupils? Why not have a component comprising such traits, perhaps with less weightage, reflected in the PSLE?
For that matter, MOE should also consider physical education as part of the component to emphasise the importance of physical fitness.
I know of a pupil who was posted to the Normal (Technical) stream, but did very well and was transferred to Normal (Academic) after Secondary 2, where he remained - in Sec 2 - for another year.
I was not surprised by the transfer as he is very motivated. He was on the school's student council and basketball team.
If his traits had been identified and included in the PSLE, he could perhaps have made it to the Normal (Academic) stream from the outset.
Maria Loh Mun Foong (Ms)
ST Forum, 23 Aug 2013
ST Forum, 23 Aug 2013
Scoring changes won't lessen stress
I HAVE three children, whose Primary School Leaving Examination (PSLE) scores ranged from 230 to 281.
When our eldest child scored 281, my wife and I did not stress ourselves to ensure that the younger two would emulate their older brother.
This is because we realise that children are not born the same. And if all parents were to adopt this mindset, the stress level would be greatly moderated.
It is futile to force the issue - if a child is not academically inclined, no amount of pushing would change the status.
I find it incredible that parents take leave from work to coach and/or provide moral support to their children during the PSLE.
Most schools start preparing pupils for the PSLE from as early as Primary 5. So if the pupils are not up to it by the time the PSLE approaches, they simply are not. No amount of parental help at this point will make a difference.
Basically, the stress is created by parents.
In many cases, they are more anxious than their children. It is as if they are the ones sitting the examinations. Ironically, good pupils will do well despite the stress, and poor pupils will fare badly despite the lack of it.
Hence, no amount of tweaking the PSLE scoring system will lessen the stress. As long as there is a score and if it cannot be dispensed with, the stress will remain.
In fact, the introduction of subjective assessment elements will heighten the stress. The only way to lessen it is not to divulge the scores, as was the case during my time. We were none the worse off for it.
In any case, what is wrong with stress? It serves to raise a people who are hardy, resilient and have perseverance. Stress can bring out the best in individuals if properly managed.
Lawrence Loh Kiah Muan
Lawrence Loh Kiah Muan
ST Forum, 23 Aug 2013
PSLE T-score not the true source of pressure
From Marcus Hoh, Voices TODAY, 21 Aug 2013
From Marcus Hoh, Voices TODAY, 21 Aug 2013
The removal of the Primary School Leaving Examination aggregate score (or T-score) and restructuring of the PSLE system according to the O- and A-Levels, announced at the National Day Rally, fall short of my expectations.
The intention is good; I applaud the efforts to respond to parents’ varied concerns. It remains to be seen, though, how effectively these measures will solve a key predicament of our pupils: The immense pressure to secure a place in a good secondary school.
Whether or not aggregate scores are present on PSLE result slips seems inconsequential. So long as secondary schools’ main criteria for selecting pupils is academic-based, there will be pressure to excel academically.
As one who sat through the A-Levels, I can say that the consideration of the manner in which my results were going to be reflected on my certificate had negligible bearing on how hard I pushed myself.
After all, the main requirement for entry into the university faculty of my choice is, and has always been, academic excellence.
The removal of aggregate scores will prevent secondary schools from nitpicking over tiny margins separating pupils with similar scores.
How much will it alleviate the stress placed on our pupils, though, if little is done to restructure the results-oriented barriers to entry into secondary education, the true perpetrators of the problem?
Furthermore, with no aggregate scores, primary school pupils would be compelled more than ever to pursue other means of distinguishing themselves from the rest.
While some see this as an opportunity for our pupils to develop holistically, this compulsion to accumulate more non-academic achievements for their portfolio would erase whatever marginal improvement the new measures would bring.
Where pupils previously chased an additional point or two, they would be pursuing excellence in multiple fields to be ahead of the pack.
It would be an exercise in futility if academic competition remains as tough and yields as much pressure as before while competition shifts to other arenas. More importantly, our pupils would be bearing the brunt of any increased strain from juggling their pursuits of excellence.
Parents welcome less stress for kids, but worry about transparency
By Amelia Teng, The Straits Times, 20 Aug 2013
By Amelia Teng, The Straits Times, 20 Aug 2013
PARENTS were all for the long-awaited change in the Primary School Leaving Examination (PSLE) scoring system, saying it would go some way to reduce stress, but wanted to know more about how it would work.
With the scrapping of the T-score, they asked what criteria schools would use in selecting pupils with comparable results, and whether this would lead to a less transparent system.
Prime Minister Lee Hsien Loong had announced on Sunday that in a few years' time, the T-score will be replaced with wider grade bands.
Currently, pupils are given letter grades for the four subjects they take. But when they apply to secondary schools, they use an aggregate of their numerical scores for each subject, called a T-score.
The problem with the T-score, which has been used since 1980, is that it sorts children too finely as it is based on how well a child does relative to his peers, said parents. For example, the one-point gap between a T-score of 230 and 231 could result in a significant difference as to which school a pupil is posted. That has led to an obsession over precise scores.
Under the new system, pupils will get a grade band, similar to how students get A1 to F9 for the O levels. These grades will be converted into points for admission to secondary schools. For instance, an A* could mean one point, like in the O-level system.
When contacted yesterday, the Education Ministry said it will be releasing further details of the new scoring system in due course.
MP Lim Biow Chuan, who chairs the Government Parliamentary Committee (GPC) for Education, said the upcoming change may allow schools to admit students based on other criteria besides grades, such as their co-curricular activity records, testimonials and interviews.
MP Denise Phua, who also sits on the GPC, agreed, pointing out that "even Ivy League institutions do not use such narrow admission criteria".
Parents welcomed the new grading system, saying it would help relieve pressure. Housewife Janet Yong, 40, who has two sons in P1 and P4, said: "It's a good thing to move away from detailed grading, because now we compare marks, like 98 versus 99."
Some expressed fears though, that it could lead to a less transparent system. Without the T-scores, schools may have to choose from a larger pool of pupils and use more subjective admission criteria. For instance, if a school has 400 vacancies, but 450 pupils with four As apply to it, it has to decide who to accept.
Said Ms Cheryl Liew-Chng, 45, who heads a consultancy firm: "I prefer the precise T-scores, as it gives a clear picture and doesn't allow for speculation." She has three sons aged six, 10 and 15.
But Madam Yong felt that living with some "flexibility" is required, in order to move away from a system that focuses too much on results. "There will be some uncertainty but, as parents, we have to trust that the ministry will still allocate based on meritocracy. But we need to be told what else is being measured," she said.
Schools approached said the change was for the better. A spokesman for Raffles Girls' School said it would "allow for more holistic development of students". A Hwa Chong Institution spokesman said it would "foster greater student diversity".
Parents' attitudes, however, must also change, noted former Raffles Girls' School principal Carmee Lim. "Parents must realise that not every child needs to go to a top school, and they must focus on real learning. Children have other talents besides doing well in exams."
Reserving 40 places in P1 exercise 'a right step'
But it is not enough as alumni still get most places, say some parents
By Pearl Lee And Audrey Tan, The Straits Times, 20 Aug 2013
But it is not enough as alumni still get most places, say some parents
By Pearl Lee And Audrey Tan, The Straits Times, 20 Aug 2013
THE new rule setting aside 40 places in the later phases of Primary 1 registration is a step in the right direction, parents said yesterday. But some complained it did not go far enough with alumni members still getting the lion's share of places at popular schools.
Others suggested that all 40 places should be allocated to children with no connections, instead of 20 being given to those who, among other conditions, have clan and church links. That will give those living near schools a better chance of gaining entry.
During the National Day Rally on Sunday, Prime Minister Lee Hsien Loong announced changes to the Primary 1 registration.
Yesterday, the Education Ministry revealed that 40 places will be set aside for Phase 2B and 2C right from the start, and divided equally between the two. This guarantees there will still be vacancies in these later phases. Earlier stages give priority to children whose parents are alumni, for instance.
Housewife Stella Teo, 35, who intends to enrol her son in the popular Tao Nan School next year, said this "enables all Singaporean children to stand a chance of entering their dream school". She added: "Without this, it would be almost impossible to enrol him in the school under Phase 2C as we do not have any affiliation."
During this year's registration, Tao Nan, with 360 vacancies, had 49 applications for 40 places in Phase 2C. This phase is for children with no connections to the school, or who failed to get a place in the earlier phases.
Phase 2B is for children whose parents are school volunteers or active community leaders, or who are endorsed by the church or clan directly tied to the school. In this earlier phase, Tao Nan conducted a ballot for 41 places, having received 66 applications.
In Phases 2A1 and 2A2 - for children of alumni and those who studied there respectively - the school admitted 92 kids.
But Ms Teo added: "For more popular schools, 20 seats make little difference. I'd prefer for all 40 seats to go to Phase 2C, to give mothers who cannot afford the time to be parent volunteers a higher chance."
Banker Kathleen Khor, 37, who has two sons, shared Ms Teo's sentiment. She said 40 places over two phases means "chances are only increased marginally".
Parents also fear that the change will see alumni members doubling up as parent volunteers to increase their chances of securing a spot at a coveted school.
A mother of two, who wanted to be known only as Mrs Cheng, said: "The 40 places will come from the earlier phases, and that may mean balloting for alumni.
"Will this mean that more parents will volunteer or be active in the community?" asked the 35-year-old housewife.
When asked if the new ruling will encourage alumni parents to sign up as parent volunteers, Henry Park Primary's principal Chia Soo Keng said: "It is possible."
But the school has always kept its number of volunteers small, at about 10 a year, he added. Henry Park had just eight spots for 25 children in Phase 2C this year. In 2B, nine applied for five spots. In 2A1 and 2A2, 124 out of 300 places at the school were filled.
Chairman of the Government Parliamentary Committee for Education Lim Biow Chuan said: "I'd have liked to see more places reserved (for 2B and 2C), maybe at least 60. But there is no right figure, it is an issue of balance."
He said he is aware of people who take advantage of the current policy, which gives absolute priority to alumni in Phase 2A1.
"There are people who have not done anything for the school, yet they sign up (as alumni) just one year before registration. They still enjoy the same benefits as other alumni who have made a difference to the school," said Mr Lim.
Acknowledging that the issue is tricky, he added: "Maybe the alumni should draw up its own criteria to decide who gets to benefit from the priority."