I am very happy to be here for Ngee Ann Polytechnic’s (NP) 41st Graduation Ceremony. This ceremony marks a significant milestone for close to 5,000 graduating students. At this session, we have 378 graduates from the Diploma in Business Studies and 41 students from the pioneer batch of the Diploma in International Business. My heartiest congratulations to all of you! I also want to recognise all the people who helped you to reach this milestone—your parents, grandparents, brothers and sisters who have stood behind you every step of the way. And I want to acknowledge all the lecturers at NP, who believed in you and guided you in your education journey.
In 1963, NP admitted just 116 students as its pioneer batch. Today over 16,400 full-time students are enrolled in NP, spread over 48 diploma courses covering a wide range of areas like engineering, business, IT, design, media and communications, applied sciences and nursing.
Through the years, NP and the other polytechnics have achieved much. Our polytechnics are internationally respected for their excellent applied and industry-relevant education. Here in Singapore, polytechnic graduates are valued by the industry, and form a critical core of our workforce. For some polytechnic students, their careers take off even before they graduate. One example is Nick Thng, who graduated from NP last year. With the knowledge and skills, as well as the entrepreneurial spirit he picked up from NP, Nick set up Dooxle.com a year before his graduation. Today, Dooxle.com is an innovative and successful e-shopping platform which connects shops and shoppers all over the world. The site has received over 26,800 “Likes” on Facebook!
The strengths of our polytechnic education are its hands-on, practice-oriented approach, built on very close links with the industry. For example, industry leaders sit on the polytechnic Boards of Governors, School Advisory Committees and Management Councils, and help to chart the curriculum of the polytechnics in many areas. Regular meetings and extensive networking with industry experts allow polytechnic staff to regularly fine-tune course curricula and keep them up-to-date.
The circulation of ideas across polytechnics and industry help to promote innovation and entrepreneurship. And this is further facilitated by various government schemes and initiatives. For example, the polytechnics and SPRING Singapore have been working on Centres of Innovation (COI), to serve as beacons of research excellence for local enterprises. So far, five COIs, co-funded by SPRING, have been established in the polytechnics. Two of them are in NP—the COI on Marine and Offshore Technology, and Environmental and Water Technology. MOE and the National Research Foundation (NRF) also support research and innovation at the polytechnics through the Translational Research & Development and Innovation Fund (TIF), which allows applied research ideas to be developed into commercial products and applications.
All these initiatives mean that there are many opportunities for students in the polytechnics to immerse themselves in applied research and hands-on learning opportunities. One example is Lyndia Teow, an alumni of NP’s Diploma in Environment and Water Technology, who undertook research on how nano-fibre membranes improve wastewater treatment in NP. Lyndia won the Best Internship Award for this project, and also accepted a job offer at the COI in April 2011 as a Design and Development Officer, before her graduation last year.
More importantly, I’m glad to see that in NP, innovation and entrepreneurship are deeply entrenched in the school culture. You have the EntrepreneursConnect@NP, a one-stop centre that offers product and market studies, business planning and development guidance, and seed money of up to $3,000 for each student enterprise. Nick and Dooxle.com benefitted from this. In November last year, NP’s Ideawerkz student innovation incubation centre organized an Innovation Challenge to encourage students to develop out-of-the-box solutions to liven up the campus. The first prize of $2,500 went to Sean Tan, who has just started his final year in the Diploma in Business Studies, for his Proximity Sensor project. This is a smart-phone application that helps students find seats in the canteens during peak hours. I am sure there are many other potential uses for this application, including helping people find seats at hawker centres!
For those of you with an interest in entrepreneurship or in starting your own business, I encourage you to pursue your passion in this area. Many of your seniors have taken this path, worked hard and achieved success. One example is Mr Darran Nathan who graduated from NP in 2000. He commercialised the IT technology he developed during his studies and started a company with venture funding from several sources, including the co-founder of Skype. Nowadays, there are many platforms to help you get started in a new enterprise. One initiative is SPRING’s Action Community for Entrepreneurship (ACE) Start-ups Grant. ACE will match $7 for every $3 raised, up to $50,000. So I urge all budding entrepreneurs out there to explore how ACE can help you start your businesses.
Many of you are probably seeking to upgrade to a degree qualification. I know there is a strong desire to get a university education. We have expanded our university sector over time, and will continue to do so. Last year, 12,000 Singaporeans were admitted into our public-funded universities and degree institutions. This year, we are adding over 1,000 university places for Singaporeans. You also have more options to choose from, be it NUS, NTU, SMU or our fourth and newest university—the Singapore University of Technology and Design. You should also consider carefully the many options available at the Singapore Institute of Technology (SIT). SIT has been growing steadily since its establishment, and currently offers degree places in 24 programmes with 10 reputable overseas universities. NP hosts seven of these degree programmes, including the latest addition—the BSc in Early Childhood Educational Studies from Wheelock College in the US.
Whether it is starting a company, working or pursuing a degree, the most important thing is that you do something you have a passion for, strive for excellence in all that you do, and fulfill your potential to the fullest. Always remember that success in life is not just the result of your qualification. Instead, the most important quality anyone can possess is character. Good character is about upholding the values we believe in, like honesty, trustworthiness, responsibility, and self-control. These values serve as our moral compass, to help us do the right thing despite pressure or temptations to the contrary. If you allow your character to be compromised, you will never be able to stand strong in your future.
Character can be developed in many ways. One way is to learn from your mistakes and failures. As you progress through life, you are bound to face some bumps along the road. That’s OK. Some of the most successful people in the world are the ones who have big failures in life—like Steve Jobs the founder of Apple, or JK Rowling the author of the Harry Potter books. These people succeeded because they understand that you cannot let your failures define you—you have to let them teach you. You have to let them show you what to do differently next time.
Character also can be built and developed through service and active citizenship. I therefore encourage all of you to actively seek out opportunities to serve your community and country. Whether it is leading community organisations or volunteering for projects and specific causes, I hope you will not shy away from stepping forward and offering your services. When you choose to serve, whether it is your nation, your community, or your neighbor, you are connected to a higher calling; you discover more about yourself, and about the meaning of community and the meaning of citizenship.
Finally, in closing, let me congratulate all of you once again on your achievement. Your education at NP has provided you with a good head-start for work and life. I encourage you to be innovative and entrepreneurial; to take every opportunity to upgrade and develop yourself; and most of all, to make the most of your lives and fight for your dreams. I am proud of what all of you have achieved and wish all of you every success in your future endeavours.
]]> Mr Tang Kin Fei, Chairman, Ngee Ann Polytechnic Council,Mr Chia Mia Chiang, Principal, Ngee Ann Polytechnic,
Parents and graduands,
Ladies and gentlemen,
Good afternoon.
]]>I am very pleased to be here with all of you for the first session of Nanyang Polytechnic’s (NYP) Graduation 2012 ceremony. Today we celebrate the achievements of 5,771 graduates from the Class of 2012. I understand that at this session, 340 graduands from the School of Business Management will be receiving their diplomas.
I would like to offer my congratulations to all graduands on the successful completion of your diploma course. Let us not forget the people who have played a part in your achievement - your loved ones as well as dedicated polytechnic staff.
Our polytechnic graduates are well-equipped for work and are highly sought after by employers. The practice-oriented and industry-relevant curriculum offered by the polytechnics has prepared our diploma graduates well to join the workforce. For example, the NYP’s Teaching Factory/ Teaching Enterprise offers a unique and industry-relevant training platform for its students to have first-hand experience in carrying out industry-commissioned projects.
In particular, under the Teaching Enterprise Project, students from the School of Business Management are attached to real-life businesses for practical training. Sharon Wong Geok Peng, a graduating student from the Diploma course in Business Management (specialising in Retail Management), has been able to acquire knowledge and skills in sales negotiations, retail operations, merchandise planning and marketing through her attachment to the Marketing Services Centre which operates the retail outlets on NYP campus. In fact, the training has equipped Sharon with the necessary foundation to set up her own online business last year while she was still in Year 3 of her Diploma studies. Sharon has since expanded her business and she has enlisted her family members to help out with the business while she pursues her degree in Business Administration at the National University of Singapore.
Given the current global economic climate, it is not unheard of for young graduates from polytechnics and universities in many countries to face unemployment. In Singapore, we strive to ensure that our polytechnic graduates continue to enjoy good employment outcomes. The latest Graduate Employment Survey (GES) shows that nine out of every ten polytechnic graduates found jobs within six months after their graduation in 2011. The mean starting salaries for our polytechnic fresh graduates are about $1,930, and that of post-National Service graduates are about $2,370. Compared to the previous year, this represents an increase of 3.2% and 8.6% respectively. This underscores the effectiveness of our polytechnic system in preparing our students for work.
As part of our continued support for the polytechnics, the government will spend up to $7 billion over the next five years on the polytechnic sector. This will serve to uphold the quality of polytechnic education and provide students with a more conducive learning environment. With the provision of financial assistance schemes such as MOE Study Loans and MOE Bursaries, no deserving student will be deprived of a polytechnic education.
Every student in a polytechnic has a chance to succeed. Among the graduands today, most of you would have come via the “O”-Level route and some from the ITE route. One example is Serene Aw Run Jia, who graduated with a Higher Nitec Certificate from ITE and took a slightly longer route to Nanyang Polytechnic compared with her peers who had sat for the G.C.E. ‘O’-Levels. However, this did not deter her from doing her best and becoming the top student in her Diploma course of Sport and Wellness Management. As the top student, Serene will be awarded the Singapore Sports Council Gold Medal.
We recognise that every student has different learning styles, and each of them can thrive in different environments when given the right opportunity. It is with this in mind that MOE introduced the two new through-train pathways for Secondary 4 Normal (Academic) students: the Polytechnic Foundation Programme (PFP) and the Direct-Entry-Scheme-to Polytechnic Programme (DPP) which will have the first intake in 2013. The PFP is a one-year programme that serves as an alternative to Secondary 5. It offers a practice-oriented curriculum to be taught at the polytechnics. After completing the PFP, students will be able to transit seamlessly into their diploma programmes. For the first intake next year, the PFP will cater to up to 1,200 students and will be offered at all five polytechnics.
The DPP is a pathway for Normal (Academic) students to benefit from the hands-on and experiential learning at the ITE by enrolling in a Higher Nitec programme immediately after Secondary 4. Those who do well in the DPP will be assured of a first- or second-year place in the polytechnics. The DPP will admit up to 1,000 students next year. This year’s Secondary 4 Normal (Academic) students will be the pioneer batch to benefit from these two additional pathways.
Both the PFP and DPP will further enhance the link between Secondary and Post-secondary education. We recognise the rising aspiration of students and will continue to offer more progression options to cater to different learning needs and styles. This will increase the flexibility of our education system and ensure that every student has multiple pathways to success.
Regardless of the pathway chosen, all students who work hard will stand to benefit from our education system. I want to illustrate this point by sharing with you three examples of NYP students.
The first example is Xu Jin’An who did not do well in secondary school but went on to perform beyond his own expectation at NYP. While in ITE, Jin’An was inspired by a hardworking and disciplined friend to re-examine his life choices. He subsequently graduated with a Nitec Certificate and successfully enrolled in NYP’s Diploma course of Electronics, Computer & Communications Engineering after his National Service. Being older than his classmates, Jin’An felt that he needed to make up for lost time. His drive and diligence led him to graduate as the top student in his course and he will be receiving the Tay Eng Soon Top ITE Upgrader Distinguished Award today. He will also be receiving the Agilent Technologies Gold Medal. It is commendable that Jin-An achieved all these while working part-time to supplement his family’s income.
The second example illustrates the fact that employers recognise polytechnic education in producing work-ready diploma graduates. Chong Shu Xin completed her three-year Diploma course in Accountancy & Finance with a GPA of 3.78. Though Shu Xin could have proceeded to the universities, she prefers to gain practical experience in the real working world. Her internship at Ernst & Young (EY) ignited her passion in Audit and Assurance, and triggered her decision to start her career straight after polytechnic. After completing her exams, Shu Xin applied for the position of Audit Associate with EY which has gladly accepted her. She will be joining the firm on 2 July and will be sponsored by EY to obtain her Association of Chartered Certified Accountants (ACCA) qualification.
The polytechnics also provide an avenue for people to upgrade themselves after they have attained clarity on their career aspiration. Muhd Abdillah Bin Mohd Arif graduated with the Higher Nitec Certificate from ITE and worked in the Singapore Police Force for a few years before deciding on a career in Sports Management. When he enrolled in NYP’s Diploma in Sport and Wellness Management, Muhd Abdillah was older than his classmates. However, his maturity, determination and passion for sports stood him in good stead and motivated him to complete his Diploma course in Sport and Wellness Management with Merit.
While polytechnic graduates are known for their strong content knowledge and industry-specific skills, there has also been positive industry feedback that polytechnic graduates exemplify important values such as perseverance, resourcefulness, empathy, integrity, resilience, teamwork and harmony which are essential to succeed at the workplace and in life. As part of holistic education and development, our polytechnics must also provide opportunities in character development and nurturing our students into responsible citizens.
I am heartened to hear that our polytechnics today actively support service learning projects which serve to instil important values and sharpen character development in our graduates. I strongly urge each and every one of you to put in practice what you have learnt to reap the maximum benefit from your polytechnic education.
Education and personal development are on-going, life-long processes. I encourage all of you to take the time and effort to discover your passion and to seek improvement in whatever that you do. As you embark on the next stage in life, please take every opportunity to develop yourself to the fullest, and use your skills and talent to ensure that Singapore remains a vibrant and exciting place to live and work in. Be creative and embrace the many challenges that you will encounter along the way. It is through solving and overcoming problems that help one to flourish and grow, and with growth comes better preparation to meet other newer challenges in life.
In closing, let me congratulate all of you once again on your achievement. Your parents, loved ones, friends and lecturers have every reason to be proud of you on this graduation day. I hope that you will also take the opportunity to show your appreciation to those who have given you their support and encouragement. I wish you all the best in your endeavours.
Thank you.
]]> Mr Lim Chin TongMembers of the Board of Governors,
Mr Chan Lee Mun
Principal and CEO, Nanyang Polytechnic,
Parents and graduands,
Ladies and gentlemen,
Good morning.
]]>It is indeed a great pleasure for me to be here today at Pioneer Junior College’s 11th College Day Celebrations. This evening would see many of you become proud recipients of various awards for your achievements in academic subjects as well as core curricular activities. Many of you would also be recognised for your strong partnerships with Pioneer Junior College to deliver a holistic education for students.
The theme for this year, A Jubilant Tribute, cannot be any more appropriate as we gather here this evening to recognize and celebrate the success and contributions of so many of you.
Today’s jubilance is also about Pioneer Junior College and its journey so far. The college also celebrates a new milestone today with the launch of the 3rd Malay Language Elective Programme (MLEP) Centre right here on campus.
Bilingualism has been one of the fundamental tenets of Singapore’s education system. A mother tongue education provides our young with time-tested values and principles. It helps our young Singaporeans gain a sense of identity and self-respect, and access to their culture. These values give them an anchor in a world of change.
Looking ahead, the study of any Mother Tongue language is also about developing and remaking the language and culture. A language and culture that is constantly enriched and thriving will contribute effectively to Singapore’s distinctiveness and identity as an Asian society.
In that vein, the Malay Language Elective Programme (MLEP) was introduced in 2001 to provide more opportunities for students who are keen to pursue the Malay Language at a higher level.
In 2012, Pioneer Junior College (PJC) became the third MLEP Centre, Tampines Junior College and Innova Junior College being the first and second centres set-up in 2001 and 2006, respectively. The first cohort of 18 MLEP students was admitted in January 2012 and has commenced their journey on the programme.
PJC students on the MLEP programme will be engaged in a series of learning programmes and activities, including overseas immersions and mentoring by distinguished professionals. The programmes will be developed and carried out in collaboration with community organizations such as Yayasan MENDAKI, Association of Muslim Professionals (AMP), and Singapore Writers’ Movement ’50 (Asas ’50). These meaningful and relevant experiences will help to equip MLEP students with the 21st century skills set needed to nurture them as our potential future leaders.
[In Malay] Let me say a few words in Malay about the MLEP programme offered at this college:
Saya gembira kerana sebagai maktab rendah yang ketiga menawarkan Program Elektif Bahasa Melayu(MLEP), Maktab Rendah Pioneer telah menerima 18 orang pelajar perintis. Para pelajar MLEP ini akan didedahkan kepada pelbagai kegiatan dan program bahasa dan budaya, termasuk kegiatan penyerapan (immersion) di luar negara dan bimbingan karyawan terkemuka. Saya percaya bahawa pengalaman yang relevan dan bermanfaat ini akan membantu mengasah kemahiran kepimpinan para pelajar dalam menghadapi cabaran-cabaran kurun ke-21 ini.
Besides sustaining good performance for Malay Language, PJC has also produced outstanding students who have offered H2 Malay Language and Literature. Amongst the top performers in PJC include Nur Amalina Kamal who is presently reading law at the National University of Singapore and Nur Shadrina Mohd Noor who is presently pursuing accountancy at the National University of Singapore.
Now, as an MLEP Centre, PJC is indeed well poised to produce even more top performers whom I am sure will go on to make significant contributions to both the community and the nation.
PJC, despite being a relatively young college, has indeed come a long way since its establishment in 2001. The college had its humble beginnings at a holding site at Science Centre Road before settling down in 2003 in the current sprawling campus.
As testaments to its efforts to deliver a holistic education to its students, the college has garnered several awards over the last few years. Recently, PJC was the proud recipient of the National Arts Education Award (SPARK), the only junior college amongst the list of schools receiving this award. These awards attest to the college’s learner-centred approaches to bringing out the best in its students, through a balanced curriculum with multiple opportunities to excel.
I am also happy to note that the college has developed several niche programmes which include:
These are just some examples that clearly demonstrate the college’s commitment to equipping its students with 21st Century Competencies, enabling them to navigate a future full of uncertainties as well as possibilities.
The stage is set for PJC to soar to greater heights and I am confident that the college will continue to do well and have many more jubilant tributes and celebrations in its journey ahead.
A College Day Celebrations like this brings us together to reflect on how we got here, and to celebrate our moving forward. Let me congratulate all the award recipients and I urge you to continue to keep up the good work. May this award spur you to greater heights and encourage the rest in PJC to follow your footsteps.
Thank you.
]]> Mrs Tan-Kek Lee Yong, Principal, Pioneer Junior CollegeMs Dilys Yong, Vice-Chairperson, College Advisory Committee
Members of the College Advisory Committee
Distinguished Guests
Parents, Teachers, Students
Ladies and Gentlemen
]]>I am grateful for the Singapore Buddhist Lodge’s generous contributions that complement MOE’s efforts in financial assistance for our children. I also commend the close cooperation among Jamiyah Singapore, the Hindu Endowments Board, the Taoist Federation and the Singapore Buddhist Lodge in making these bursaries available to needy students. This ceremony is more than just a bursary awards event. It is also a strong affirmation of the common space that unites our multi-racial and multi-religious society. With the contributions of stakeholders like yourselves, we have made much progress in education and can all take pride in what we have achieved together. Ours is an inclusive education system that provides all young Singaporeans with ample and equal opportunities to maximize their potential. It is an education system that offers many pathways to suit different needs and abilities, to fulfill the promise of every child.
While the scholarships and awards provide recognition and make it possible for deserving students to pursue academic success, it is also our hope that, in working hard and doing their best in their studies, our young people would acquire sound values and character traits. We want our students to be naturally curious, confident, flexible and happy learners. We also want to instill in them important life skills like discipline, flexibility, critical thinking and problem solving. These are attitudes and competencies they would need in future, especially when they confront something difficult or unexpected challenges, which are bound to happen along their journey in life.
That is why I am pleased that other than the bursary awardees, we will also be giving out the Endeavour Award today. This award is given to students who demonstrate not just academic excellence, but also outstanding performance and contribution in CCAs, as well as a moral and upright character.
Three students will be receiving the Endeavour Award this year. One of them is Tok Jing Ye of Woodgrove Secondary School. Jing Ye is a diligent and responsible student, well liked by his peers and teachers. Besides being actively involved in the Singapore Youth Festival 2011, where he was part of the Chinese Orchestra team, he achieved a top 10 placing in his school for the 2011 N-Level examinations. Despite his busy schedule, he still finds time to help his classmates in their studies. In all that he does, Jing Ye has shown discipline in his own conduct, as well as care and concern for those around him.
The second student is Ong Cai Shi, from River Valley High School. Cai Shi manages her time well between her studies and CCAs. She is a responsible and conscientious student who always performs her duties with attention and diligence. As an Orientation Camp leader in 2012, she displayed dedication and initiative in helping out at the school’s orientation camp. Furthermore, Cai Shi’s care for others extends beyond the school as she participates actively in Community Service and was awarded the RV Big Hearts Award for devoting time and effort in helping others in the community.
Finally, there is Chua Bing Ren of Bukit Panjang Government High School who showed great improvement in his studies over the last few years. He has put in great effort in improving in his studies and this is a testament of his drive, determination and commitment to excellence. On top of that, Bing Ren is actively involved in sports and has represented the school in soccer, basketball and captain ball. He exemplifies the school’s values of responsibility, being passionate about learning and serving others with humility.
The achievements of these three students show that our young people can accomplish much when given the right support and encouragement. I would like to congratulate all 3 Endeavour Award recipients as well as all the bursary awardees and encourage you to continue to do your best, not just in your studies and CCAs, but also to be responsible citizens with good character, and to be role models for your peers.
To conclude, let me once again thank the Jamiyah Singapore, the Hindu Endowments Board, the Taoist Federation and the Singapore Buddhist Lodge for making this event possible. What you have done and are doing is a clear statement of the values you uphold: the value of learning and developing ourselves to the best of our ability; the commitment to provide everyone with an opportunity to succeed, regardless of family circumstances; and to help everyone succeed in life.
To all the bursary and Endeavour Award recipients, no matter what you choose to do in future, always put in the hard work, and strive for excellence. Also remember the opportunities that you have been given today, and consider how you can give back to society, to help those who are in need and less fortunate than yourselves. Congratulations once again on your graduation, and I wish you every success in your future endeavours.
]]> Haji Abdul Karim Maidin, President, Jamiyah SingaporeMr N Prushuathamum, Member, Hindu Advisory Board
Mr Tang Ah Sek, Asst Secretary General, Taoist Federation Singapore
Mr Lee Bock Guan, President, Singapore Buddhist Lodge
Principals, Teachers, Students
Ladies and gentlemen
]]>I am grateful for the Singapore Buddhist Lodge’s generous contributions that complement MOE’s efforts in financial assistance for our children. I also commend the close cooperation among Jamiyah Singapore, the Hindu Endowments Board, the Taoist Federation and the Singapore Buddhist Lodge in making these bursaries available to needy students. This ceremony is more than just a bursary awards event. It is also a strong affirmation of the common space that unites our multi-racial and multi-religious society. With the contributions of stakeholders like yourselves, we have made much progress in education and can all take pride in what we have achieved together. Ours is an inclusive education system that provides all young Singaporeans with ample and equal opportunities to maximize their potential. It is an education system that offers many pathways to suit different needs and abilities, to fulfill the promise of every child.
While the scholarships and awards provide recognition and make it possible for deserving students to pursue academic success, it is also our hope that, in working hard and doing their best in their studies, our young people would acquire sound values and character traits. We want our students to be naturally curious, confident, flexible and happy learners. We also want to instill in them important life skills like discipline, flexibility, critical thinking and problem solving. These are attitudes and competencies they would need in future, especially when they confront something difficult or unexpected challenges, which are bound to happen along their journey in life.
That is why I am pleased that other than the bursary awardees, we will also be giving out the Endeavour Award today. This award is given to students who demonstrate not just academic excellence, but also outstanding performance and contribution in CCAs, as well as a moral and upright character.
Three students will be receiving the Endeavour Award this year. One of them is Tok Jing Ye of Woodgrove Secondary School. Jing Ye is a diligent and responsible student, well liked by his peers and teachers. Besides being actively involved in the Singapore Youth Festival 2011, where he was part of the Chinese Orchestra team, he achieved a top 10 placing in his school for the 2011 N-Level examinations. Despite his busy schedule, he still finds time to help his classmates in their studies. In all that he does, Jing Ye has shown discipline in his own conduct, as well as care and concern for those around him.
The second student is Ong Cai Shi, from River Valley High School. Cai Shi manages her time well between her studies and CCAs. She is a responsible and conscientious student who always performs her duties with attention and diligence. As an Orientation Camp leader in 2012, she displayed dedication and initiative in helping out at the school’s orientation camp. Furthermore, Cai Shi’s care for others extends beyond the school as she participates actively in Community Service and was awarded the RV Big Hearts Award for devoting time and effort in helping others in the community.
Finally, there is Chua Bing Ren of Bukit Panjang Government High School who showed great improvement in his studies over the last few years. He has put in great effort in improving in his studies and this is a testament of his drive, determination and commitment to excellence. On top of that, Bing Ren is actively involved in sports and has represented the school in soccer, basketball and captain ball. He exemplifies the school’s values of responsibility, being passionate about learning and serving others with humility.
The achievements of these three students show that our young people can accomplish much when given the right support and encouragement. I would like to congratulate all 3 Endeavour Award recipients as well as all the bursary awardees and encourage you to continue to do your best, not just in your studies and CCAs, but also to be responsible citizens with good character, and to be role models for your peers.
To conclude, let me once again thank the Jamiyah Singapore, the Hindu Endowments Board, the Taoist Federation and the Singapore Buddhist Lodge for making this event possible. What you have done and are doing is a clear statement of the values you uphold: the value of learning and developing ourselves to the best of our ability; the commitment to provide everyone with an opportunity to succeed, regardless of family circumstances; and to help everyone succeed in life.
To all the bursary and Endeavour Award recipients, no matter what you choose to do in future, always put in the hard work, and strive for excellence. Also remember the opportunities that you have been given today, and consider how you can give back to society, to help those who are in need and less fortunate than yourselves. Congratulations once again on your graduation, and I wish you every success in your future endeavours.
]]> Haji Abdul Karim Maidin, President, Jamiyah SingaporeMr N Prushuathamum, Member, Hindu Advisory Board
Mr Tang Ah Sek, Asst Secretary General, Taoist Federation Singapore
Mr Lee Bock Guan, President, Singapore Buddhist Lodge
Principals, Teachers, Students
Ladies and gentlemen
]]>I am very pleased to be with all of you today for the first session of the Republic Polytechnic’s (RP) 7th graduation ceremony. Today is a very special day for all of us as we celebrate the achievements of 4,037 graduates from the Class of 2012. I understand that today, 520 graduates will receive their diplomas, including the first batch of graduates who have completed the specialisation track on Theme Park and Attraction Management from the School of Hospitality, and 53 mature students of the Specialist Diploma in Supply Chain Management from the School of Engineering.
I would like to offer my congratulations to all graduands on the successful completion of your diploma. Many people are sharing your joy today - friends, relatives, lecturers and especially your parents and family members. I am sure in your own ways, you would be expressing your appreciation to each and every one of them.
This year marks a milestone for RP. RP celebrates its 10th anniversary. From its pioneer batch of 821 students in five diploma programmes in 2003, RP’s enrolment today has grown to more than 14,000 students in 39 programmes. RP has built up recognition from students and employers for its Problem-Based Learning (PBL). In its efforts to provide the best teaching and learning environment for its students and staff, RP has received many accolades and awards, including the People Developer Standard, the Singapore Quality Class Star and the Innovation Class Award.
Many economies around the world are facing difficulties and young graduates from polytechnics and universities in these countries are not able to get jobs. In Singapore, our polytechnic graduates continue to enjoy good employment opportunities. The latest Graduate Employment Survey (GES) show that nine out of every ten polytechnic graduates found jobs within six months after their graduation in 2011. The mean starting salaries for our polytechnic fresh graduates are about $1,930, and that of post-National Service graduates are about $2,370. This is one indication of the effectiveness of our polytechnic system. Our polytechnics’ focus on practice-oriented and industry relevant curriculum enables our students to get good jobs.
We will continue to invest in our polytechnics. The government will spend up to $7 billion over the next five years on the polytechnic sector, to maintain the quality of education and to expand opportunities. Today, about 43% of each Primary One cohort attend our polytechnics, and we are on track to raise this proportion to 45% by 2015.
More students are finding the polytechnic pathway an attractive pathway to pursue their interests and to develop themselves fully. MOE will continue to expand the available pathways for students to progress to polytechnics and beyond. The two new Through-Train pathways for Normal (Academic) students: the Polytechnic Foundation Programme (PFP) and the Direct-Entry-Scheme-to-Polytechnic Programme (DPP) will cater for up to 1,200 students and 1,000 students respectively when the first students enrol next year in 2013.
Let me now say a few words about our graduands, and I want to give special mention of four graduates of the Specialist Diploma in Supply Chain Management, who were at least 50 years old when they enrolled in the Specialist Diploma programme. The eldest graduand, Mr Lim Peng Young, is currently 59 years old, and had previously completed a Diploma in Security and Fire Safety Management at Temasek Polytechnic. Another graduand, Mr Teo Chin Hin, has a bachelor’s degree in Business, while the other two graduands also have bachelor’s or master degrees. Yet they all found it relevant to pursue a polytechnic diploma. You have set good examples for the younger graduands here on the importance of continual upgrading, lifelong learning and commitment to excellence in whatever you do. So, thank you very much for setting that example.
The government has also held its firm commitment to keep polytechnic education accessible and affordable. We have been able to accomplish this by significantly subsidising polytechnic education and offering financial assistance schemes such as MOE Study Loans and MOE Bursaries for those in need.
Since the MOE Bursaries were enhanced last year to benefit up to two-thirds of Singapore households, we were able to almost double the number of diploma students who have been awarded the bursaries.
These bursaries and financial assistance schemes are part of our efforts to build an inclusive society. We will continue to ensure that all Singaporeans, regardless of their financial background, have the opportunities to benefit from our education system.
It is heartening that many individuals feel that apart from government support, they too can make an important contribution. In his speech earlier, your Principal Mr Yeo Li Pheow mentioned two examples of other sources to help deserving RP students.
First, the donation of $3 million from Ngee Ann Kongsi and second, over $3,000 from RP’s graduating Class of 2012. I would like to thank Ngee Ann Kongsi. I am also particularly impressed with spirit of giving back from the Class of 2012 in raising this sum. You have certainly set a precedent that will hopefully be emulated by future graduating cohorts. So, very well done, class of 2012. Together with the amount pledged by Ngee Ann Kongsi, these generous donations will help needy students to benefit from RP diploma programmes.
RP has also received contributions from well-wishers and RP’s own staff members, and the fund has already benefited more than 800 students. I am heartened by these gestures that show different segments of our inclusive society are rallying together as a caring community to build a brighter future for all through education.
The strength of our polytechnic system is also evident from the positive industry feedback that polytechnic graduates exemplify important values of empathy, integrity, resilience and harmony besides just possessing industry-specific skills. In addition to the rigorous academic programmes, our polytechnics today provide opportunities for holistic education in character development and nurturing our students into responsible citizens.
I am pleased to note that RP has been an advocate of these fundamentals.
RP has been actively supporting service learning projects. Each year, RP students and staff embark on projects on themes ranging from education, environment and empowerment, with the projects being carried out in Singapore and abroad.
One such project was Project Tooth Fairies, a nickname that students gave for the 9-day dental mission to Ballangk Commune, in Siem Reap, Cambodia, last September. 12 RP students embarked on this project in collaboration with a volunteer team of dentists and dental therapists from the National Dental Association.
The Ballangk Commune villagers had no access to dental care prior to this project. With no existing facilities, the RP team worked out arrangements with the Ministry of Health Cambodia and local government authorities to set up a mobile dental clinic. Although the students were mainly assistants to the dentists, they were also glad to share brushing techniques with the local children to raise awareness of good oral hygiene. By the end of the project, about 500 villagers had received dental treatment. With such a warm reception towards the project from the villagers, I was told that they are considering sending annual Tooth Fairies to serve a different village each time!
Locally, we have the RP Supermarket Run. Started in 2010, with the support of grassroots organisations, welfare associations and private companies, RP students help elderly residents to shop for their daily necessities from local supermarkets. Over its four runs, more than 300 students have contributed to the success of this project, benefitting about 200 residents. I understand that come 26 May, the project will be expanded with participation from local and international student volunteers from all five polytechnics.
Regardless of where the project is carried out, the community benefits from the skills, expertise and efforts contributed by the students and staff. These projects serve as valuable learning opportunities to nurture our students to become compassionate, responsible and thinking citizens.
To benefit more students, RP has also embedded the 21st century competencies in its Problem-Based Learning (PBL) pedagogy for all its diploma programmes. In PBL, students constantly have to define problems in a way that is meaningful to them, before they set about learning new knowledge and skills to find solutions as a team, and learn to optimise the use of available resources.
Service learning is an ideal platform for PBL. As students address a specific need within our community, they develop themselves into civic-minded global citizens, who are able to think critically and creatively and hone their communication skills. Mastering these competencies will prepare them well to thrive in our world that is highly-connected and rapidly evolving.
Let me now share the stories of two RP graduates who have benefitted from this unique blend of education with PBL and service learning.
Caleb Wang Li Rong enrolled in RP after completing his National Service in 2009, having earlier gone through ITE and graduated with a NITEC in Info-Communications Technology. Besides excelling in his studies, Caleb has led various community and service learning events under the Tan Ean Kiam Service Learning Project and served as Buddy Leader for a project in Vietnam. He has found time to engage his community through his role as a mentor for the National Youth Mentoring Test-bed Project, and was also selected as a Protocol Assistant for a front-row experience at the inaugural Summer Youth Olympic Games in Singapore. Caleb embodies the “can-do” spirit and is an outstanding student, leader and community volunteer. In addition to being on RP’s Academic Roll of Honour in 2010 and 2011, Caleb graduates today with a Diploma in Information Technology Service Management with Merit, and is the winner of the Tay Eng Soon Gold Medal.
Also seated amongst here today is Leo Chan Sze Chun, who graduates with a Diploma in Biomedical Sciences with Merit, and is awarded with the Lee Kuan Yew Award for Mathematics and Science. He is an ambassador of good health habits, and has led his CCA, the Maven Interest Group, to greater heights by organising several biomedical events and community health screening activities. Leo also served on the Executive Committee of the Health Promotion Board Youth Advolution for Health (YAH) Programme that promotes good health practices among youths through creative methods. In recognition of his excellent performance, Leo was placed on RP’s Academic Roll of Honour in 2010 and 2011, and was awarded the Goldlite Scholarship in 2010 and the Advancetech Scholarship in 2011.
Both Caleb and Leo are examples of our students who have thrived on the opportunities available in our education system, persevered, and with encouragement from their family, peers and teachers, achieved their dreams.
In conclusion, let me say that education and personal development are ongoing, life-long processes. Education never ends. I encourage all of you to find joy through self-discovery and innovation, to be resourceful in learning skills and knowledge from diverse sources, think creatively as you solve new problems that you encounter, and develop values that will stand you in good stead for the future.
To the Class of 2012, you are well positioned to embrace the remarkable opportunities that the future holds for you and Singapore. I wish you all the best in your endeavours.
On this joyous occasion, I hope that you will take the opportunity to show appreciation to your loved ones for their encouragement and support. I congratulate you once again on your achievements, and wish you all the best in your endeavours.
Thank you.
]]> Mr Richard SeowMembers of the Board of Governors,
Mr Yeo Li Pheow
Principal and CEO, Republic Polytechnic,
Parents and graduands,
Ladies and gentlemen,
Good afternoon.
]]>I am very pleased to join you today for the inaugural Education Innovation Conference 2012 organised by SPRING Singapore. Let me start by extending a warm welcome to our speakers who have come from abroad to share your insights with us.
It is also very heartening to see today’s diverse turnout from various education sectors. We have in our midst private education SMEs whose course offerings span between pre-school, corporate and tertiary education, as well as two of our public institutions — the National Institute of Education or NIE, and Republic Polytechnic.
Seeking quality in education offerings is an imperative shared by all education institutions, private or public.
Over the years, Singapore has built up a strong brand in education, which has come to be seen as synonymous with quality and with innovation. The achievements of our public school system, for example, in international benchmark tests like Programme for International Student Assessment or PISA are very well documented, and we do well in these tests. Two of our Autonomous Universities are among the top ranked in the world, and we have introduced new degree pathways through institutions like the Singapore University of Technology and Design (SUTD) and the Singapore Institute of Technology (SIT). These new institutions have partnered best-in-class universities like MIT, Zhejiang University, University of Glasgow, and the Technical University of Munich, just to name a few partners, to provide a range of innovative learning options designed to maximise the potential of our students.
Besides the publicly-funded institutions, many Singaporeans also opt for educational offerings by local private players, particularly at the tertiary level. MOE values the role played by our private education sector to provide additional pathways for Singaporeans to upgrade their qualifications and to upgrade their skills.
In line with our overall emphasis on quality education, we would like the private education institutions in Singapore to offer high-quality programmes, to support continuous learning and skills upgrading at all levels of our workforce. This is why MOE has been pushing for higher standards in private education. In 2009, we established the Council for Private Education, or CPE, which set out baseline standards for institutional quality, and also a voluntary EduTrust Certification scheme for higher quality private institutions to distinguish themselves. These regulatory measures resulted in a significant restructuring and consolidation of the industry. Over the years, we have seen significant change and the number of players falling from around 700 in 2009 to 350 today.
Going forward, I anticipate that the private education industry will see further restructuring as it confronts several challenges. First, there will be a limit to the number of international students that can be enrolled given Singapore’s population constraints. Private institutions therefore can no longer base their business model solely on international student volume, but have to move towards a quality-driven strategy, with higher-quality and more knowledge-intensive courses.
Second, CPE intends to review and strengthen its regulatory framework to encourage more private institutions to focus on quality outcomes. EduTrust currently provides prospective students with a measure of confidence that processes are in place to run a sound organization and student interests are well looked after. But EduTrust is just the first step in distinguishing quality from baseline requirements. There is much more that can and should be done to raise standards. For example, we can consider enhancing the EduTrust requirements or quality outcomes, or publishing outcome indicators for every institution and programme, so that students can make more informed choices about their education needs. CPE is studying these issues, and will seek industry feedback and views as it seeks to strengthen its regulatory framework.
I firmly believe that further restructuring of the private education sector towards higher quality is a move in the right direction. It will benefit both Singapore and Singaporeans at large. With higher quality programmes, we will, as a country, sharpen our competitive edge and reputation as a provider of quality education. At the same time, Singaporeans will benefit from access to better higher quality education offerings. Nevertheless, I also recognise that the continued restructuring of the industry can create difficulties for some institutions. In anticipation of these challenges, CPE will not only drive quality through regulatory levers, but will also support the industry through capability-building initiatives.
CPE has embarked on designing such initiatives through partnerships with agencies like IDA, SPRING and STB. Over the past year, CPE has gathered extensive industry feedback to identify areas where capabilities can be enhanced. A number of you present today, such as SMa Institute of Higher Learning and TMC Academy, have contributed much to the recommendations that CPE is coming up with, through your participation in various focus group discussions. CPE has reviewed these recommendations thoroughly, and I am pleased to announce two sets of measures which CPE believes are ready for immediate implementation.
The first initiative involves the aggregated use of information and communications technology or ICT to set up school management systems for smaller private education institutions. These systems will help to streamline key business and administrative processes, achieve greater cost efficiencies, and enhance the learning experience of students.
To keep costs affordable, the CPE and IDA have been working to pool demand from the industry for such systems. In fact, schools can also tap on funding through IDA’s iSPRINT scheme, which supports 50 to 70 percent of qualifying costs of ICT adoption by SMEs. I strongly encourage private education SMEs to tap on this opportunity to upgrade your ICT infrastructure.
The second initiative is a new part-time Specialist Diploma in Applied Learning and Teaching by Republic Polytechnic, which will be launched in July this year. Following feedback from many private institutions, this course in pedagogy, curriculum design and assessment has been developed to improve the instructional skills of private school teachers.
The 280-hour programme will be supported by MOE funding under our Continuing Education and Training framework. This will allow eligible trainees to enjoy substantial subsidies for their training and skills upgrading.
Besides improving the quality of academic staff, upgrading the capabilities of administrative and management staff is also essential. To achieve this aim, CPE and SPRING are working on other initiatives which will be rolled out in the coming months, and these will help to encourage stronger corporate governance and sharing of best practices across the industry. Innovation for Quality Education Outcomes
The theme for today’s conference — “Education Innovation for Sustainable Growth” — also points to another area where all education institutions, private or public, should pay attention to, and that is, innovation. Education innovation can take many forms. For one, it is crucial for education practices to harness advances in technology to enhance the learning experience of your students.
At the same time, education should also evolve through new forms of curricula, pedagogy and assessment, by taking into account individual student needs, as well as the skill sets necessary for our young people to succeed in the future, Learning cannot just be a process of transferring information through rote memorization. It is not about scoring straight As in exams, but mastering the essential skills.
And increasingly in an information-rich world, what you know will be far less important than what you can do with what you know. Our students must have the ability to learn on their own, to create and apply new knowledge in solving problems, and to be ready for whatever the future has in store.
At MOE, educational innovation is one of our key priorities. The Ministry, in partnership with NIE, continues to invest in education research to provide our teachers and our schools with tools to transform teaching, and to inspire learning.
NIE is in fact launching its Education Innovation Book Series here this afternoon. In this book series, we have documented examples of education innovation over the last 40 years in our public schools. The series also draws comparisons between our experience with education innovation, and the experiences of other successful education systems around the world. I hope that you will find this book series to be an insightful and useful resource.
The CPE initiatives and innovation resources I have highlighted will help to address some immediate capability gaps in the industry. However, for our private education institutions to ensure competitiveness over the long term, the drive to continually innovate and improve education practices is crucial. I will encourage all private education providers to continue to improve both their institutional and programme quality, to enable the industry to build and leverage on quality as its competitive advantage.
Finally, I extend my appreciation to SPRING Singapore for organising this valuable platform for education providers to learn, share and network. I wish you all a rewarding conference, and a fruitful exchange of views and ideas. Thank you very much.
]]> Mr Ted Tan,Mr Henry Heng,
Chief Executive, Council for Private Education,
Distinguished Speakers,
Ladies and Gentlemen.
]]>I am very pleased to join you today for the inaugural Education Innovation Conference 2012 organised by SPRING Singapore. Let me start by extending a warm welcome to our speakers who have come from abroad to share your insights with us.
It is also very heartening to see today’s diverse turnout from various education sectors. We have in our midst private education SMEs whose course offerings span between pre-school, corporate and tertiary education, as well as two of our public institutions — the National Institute of Education or NIE, and Republic Polytechnic.
Seeking quality in education offerings is an imperative shared by all education institutions, private or public.
Over the years, Singapore has built up a strong brand in education, which has come to be seen as synonymous with quality and with innovation. The achievements of our public school system, for example, in international benchmark tests like Programme for International Student Assessment or PISA are very well documented, and we do well in these tests. Two of our Autonomous Universities are among the top ranked in the world, and we have introduced new degree pathways through institutions like the Singapore University of Technology and Design (SUTD) and the Singapore Institute of Technology (SIT). These new institutions have partnered best-in-class universities like MIT, Zhejiang University, University of Glasgow, and the Technical University of Munich, just to name a few partners, to provide a range of innovative learning options designed to maximise the potential of our students.
Besides the publicly-funded institutions, many Singaporeans also opt for educational offerings by local private players, particularly at the tertiary level. MOE values the role played by our private education sector to provide additional pathways for Singaporeans to upgrade their qualifications and to upgrade their skills.
In line with our overall emphasis on quality education, we would like the private education institutions in Singapore to offer high-quality programmes, to support continuous learning and skills upgrading at all levels of our workforce. This is why MOE has been pushing for higher standards in private education. In 2009, we established the Council for Private Education, or CPE, which set out baseline standards for institutional quality, and also a voluntary EduTrust Certification scheme for higher quality private institutions to distinguish themselves. These regulatory measures resulted in a significant restructuring and consolidation of the industry. Over the years, we have seen significant change and the number of players falling from around 700 in 2009 to 350 today.
Going forward, I anticipate that the private education industry will see further restructuring as it confronts several challenges. First, there will be a limit to the number of international students that can be enrolled given Singapore’s population constraints. Private institutions therefore can no longer base their business model solely on international student volume, but have to move towards a quality-driven strategy, with higher-quality and more knowledge-intensive courses.
Second, CPE intends to review and strengthen its regulatory framework to encourage more private institutions to focus on quality outcomes. EduTrust currently provides prospective students with a measure of confidence that processes are in place to run a sound organization and student interests are well looked after. But EduTrust is just the first step in distinguishing quality from baseline requirements. There is much more that can and should be done to raise standards. For example, we can consider enhancing the EduTrust requirements or quality outcomes, or publishing outcome indicators for every institution and programme, so that students can make more informed choices about their education needs. CPE is studying these issues, and will seek industry feedback and views as it seeks to strengthen its regulatory framework.
I firmly believe that further restructuring of the private education sector towards higher quality is a move in the right direction. It will benefit both Singapore and Singaporeans at large. With higher quality programmes, we will, as a country, sharpen our competitive edge and reputation as a provider of quality education. At the same time, Singaporeans will benefit from access to better higher quality education offerings. Nevertheless, I also recognise that the continued restructuring of the industry can create difficulties for some institutions. In anticipation of these challenges, CPE will not only drive quality through regulatory levers, but will also support the industry through capability-building initiatives.
CPE has embarked on designing such initiatives through partnerships with agencies like IDA, SPRING and STB. Over the past year, CPE has gathered extensive industry feedback to identify areas where capabilities can be enhanced. A number of you present today, such as SMa Institute of Higher Learning and TMC Academy, have contributed much to the recommendations that CPE is coming up with, through your participation in various focus group discussions. CPE has reviewed these recommendations thoroughly, and I am pleased to announce two sets of measures which CPE believes are ready for immediate implementation.
The first initiative involves the aggregated use of information and communications technology or ICT to set up school management systems for smaller private education institutions. These systems will help to streamline key business and administrative processes, achieve greater cost efficiencies, and enhance the learning experience of students.
To keep costs affordable, the CPE and IDA have been working to pool demand from the industry for such systems. In fact, schools can also tap on funding through IDA’s iSPRINT scheme, which supports 50 to 70 percent of qualifying costs of ICT adoption by SMEs. I strongly encourage private education SMEs to tap on this opportunity to upgrade your ICT infrastructure.
The second initiative is a new part-time Specialist Diploma in Applied Learning and Teaching by Republic Polytechnic, which will be launched in July this year. Following feedback from many private institutions, this course in pedagogy, curriculum design and assessment has been developed to improve the instructional skills of private school teachers.
The 280-hour programme will be supported by MOE funding under our Continuing Education and Training framework. This will allow eligible trainees to enjoy substantial subsidies for their training and skills upgrading.
Besides improving the quality of academic staff, upgrading the capabilities of administrative and management staff is also essential. To achieve this aim, CPE and SPRING are working on other initiatives which will be rolled out in the coming months, and these will help to encourage stronger corporate governance and sharing of best practices across the industry. Innovation for Quality Education Outcomes
The theme for today’s conference — “Education Innovation for Sustainable Growth” — also points to another area where all education institutions, private or public, should pay attention to, and that is, innovation. Education innovation can take many forms. For one, it is crucial for education practices to harness advances in technology to enhance the learning experience of your students.
At the same time, education should also evolve through new forms of curricula, pedagogy and assessment, by taking into account individual student needs, as well as the skill sets necessary for our young people to succeed in the future, Learning cannot just be a process of transferring information through rote memorization. It is not about scoring straight As in exams, but mastering the essential skills.
And increasingly in an information-rich world, what you know will be far less important than what you can do with what you know. Our students must have the ability to learn on their own, to create and apply new knowledge in solving problems, and to be ready for whatever the future has in store.
At MOE, educational innovation is one of our key priorities. The Ministry, in partnership with NIE, continues to invest in education research to provide our teachers and our schools with tools to transform teaching, and to inspire learning.
NIE is in fact launching its Education Innovation Book Series here this afternoon. In this book series, we have documented examples of education innovation over the last 40 years in our public schools. The series also draws comparisons between our experience with education innovation, and the experiences of other successful education systems around the world. I hope that you will find this book series to be an insightful and useful resource.
The CPE initiatives and innovation resources I have highlighted will help to address some immediate capability gaps in the industry. However, for our private education institutions to ensure competitiveness over the long term, the drive to continually innovate and improve education practices is crucial. I will encourage all private education providers to continue to improve both their institutional and programme quality, to enable the industry to build and leverage on quality as its competitive advantage.
Finally, I extend my appreciation to SPRING Singapore for organising this valuable platform for education providers to learn, share and network. I wish you all a rewarding conference, and a fruitful exchange of views and ideas. Thank you very much.
]]> Mr Ted Tan,Mr Henry Heng,
Chief Executive, Council for Private Education,
Distinguished Speakers,
Ladies and Gentlemen.
]]>Teachers are key to all that we do in education. Besides teaching their students, teachers develop the right values and attitudes in their students. It is through personal interactions and their influence as role models that teachers mould and nurture their students, shaping their character, and imbuing them with the values, attitudes and skills that will enable them to meet future challenges.
When we reflect on our own school days, I think all of us will be able to recall a teacher who has touched our hearts, who has influenced our choice of careers, or who has left an indelible impression through a kind word, or an inspiring lesson.
These were the teachers who were prepared to go the extra mile, and who passionately believed in the innate qualities and latent talents of their students, no matter how ‘difficult’ they might have been.
It is such teachers that we are honouring today — dedicated and caring teachers are prepared to go beyond the call of duty, sacrificing their own time and energy for the interests of their students.
I believe one of the most important things a teacher can do is to make their students apply themselves diligently to their work. Some teachers achieve this through gentle coaxing and encouragement. Others use stricter disciplinary measures. Both strategies are forms of love and care for students.
For in the long-run, the real lesson you want your students to learn is not about the subject matter at hand, but the importance of perseverance and diligence, even when what they are learning is confusing and hard. Many years later, your students may not remember the exact facts, figures and problems you give them. But they will remember the resilience, critical thinking and problem solving skills they have actively applied in their school work. These are the skills they will need in future each time life presents them with something difficult or unexpected.
Caring teachers know how far to push their students, and help them achieve their fullest potential. When a student fully capable of A+ work submits one that only gets an A-, you make it clear that the student can still do better. On the other hand, if a struggling student truly applies himself and earns a C+ on an assignment, you congratulate him on a job well done.
Caring teachers know the unique strengths of every student, whether in the arts, humanities, science or mathematics. Caring teachers have their sights set on the real goal — it is not about producing straight-A students, but encouraging the development of naturally curious, confident, flexible and happy learners who are ready for whatever the future has in store.
In short, caring teachers do all they can to nurture their students to be the best they can be. You are passionate about your work, and tap into your own free time to think about how you can help students who are slower to learn, or make lessons more engaging in your class. In turn, these are the teachers whom students work the hardest for, because they don’t want to let them down. These are also the teachers whom students look to for direction and guidance in life.
There are fifteen special teachers seated among you today, who have achieved the accolade of “Caring Teacher”. I congratulate them. These teachers have a strong sense of mission, going beyond the call of duty, expending time and energy in order to help their students realise their potential. They have all led by example, and shared the wisdom gained from their own life experiences selflessly, in order to help students overcome personal adversities and challenges.
I would like to acknowledge in particular our three National Award winners — Madam Valerie Chee from Xinghua Primary School, who teaches and guides Foundation Stream students, instilling in them sound values; Mr Allan Yeong from Northland Secondary School, whose dedication to his students has transformed many lives and garnered him much respect from them; and, Mr Ng Hong Peng from Anderson Junior College, who goes the extra mile to coach his students after school and offers a listening ear to their problems.
For each awardee that we honour today, there are many more teachers who remain unsung heroes, who tirelessly fight the good fight, who go about their work quietly and without fanfare. I salute and commend all of these teachers. I also thank Exxon Mobil Singapore for its continuing support of the Caring Teacher Awards. You have helped to make possible a meaningful award that recognises the hard work, commitment and dedication of our teachers.
Being a teacher is one of the greatest jobs in the world. It is a noble path and a special calling that all of you have chosen — to leave every student you teach, better prepared for the future than they were when they first entered your class. I wish all our teachers every success as they pursue this important undertaking, to nurture and groom our next generation of Singaporeans.
]]> Mr Matt Aguiar,Mr Loh Pin Chuan,
Singapore Public and Government Affairs Manager, ExxonMobil Asia Pacific,
Dr Nick Aplin,
Chairman of the Caring Teacher Awards Organising Committee,
Colleagues and Students,
Ladies and Gentlemen
]]>翻译对我来说，是个人爱好。不知道为什么，我自小就对中英对照的一切事物很感兴趣。学生时代，时有做一些笔译、口译，不算正式。进入政府部门之后，偶尔因为工作需要，也担任一些英翻中、中翻英的笔译、口译工作。
后来成为南洋理工大学高级翻译文凭课程（GDTI） 第一届学员。这门课是郭振羽教授当年在南洋理工大学组织创办的。上了这个课程，我感觉到从前自己胡乱摸索的经验得到了系统性的分析和整理，富有实战经验的老师们倾囊相授，悉心指导，耐心纠正，使我们这批学员对翻译的认识和水平有所提升。之后翻译起来就觉得更加踏实，更有信心。
我在社区基层服务的时候，翻译也派上用场。基层活动产生不少的会议记录、传单、通告、刊物，很多都需要翻译，而翻译的工作时常都是由义工亲力亲为。加上与居民面对面的交流，也时常要用两种以上的语言转换。
从政之后，要时常与民众交流、面对媒体，更觉这门技能很管用。若能做到翻译不求人，就可以在工作上享有很多方便，省去不少时间。
对于翻译，我有一些学习和实践的经验。在 政府部门及社区基层服务时 ，又参与过翻译产品的采购和审核。翻译，可能是我一生中最学以致用的一门科目了。有机会学翻译，我很感恩。
在场的各位应该都是业内人士、专家学者，或是特别关心翻译的有心人，有缘和大家聚在这里讨论一个我们都很关切的课题，我感到很荣幸。
在座的各位，心中可能都有许多想谈的具体话题。我在来之前也请教过一些关注翻译行业的前辈与朋友，其中包括数位精通双语的国会同僚。总结起来，可归纳于以下几类问题。
首先是质量问题。时不时会有媒体报导，本地翻译所出现的错误， 特别是笔译、尤其是英翻中的笔译材料。引起人们对翻译产品质量的关注也引起采购者是否严肃对待把关、审核的环节的讨论。
接下来是人才问题。我们要如何培养出顶尖的翻译人才？关心这个问题的朋友认为，功力深厚的笔译人员不多，口译人员更是短缺，特别是难度大的同声传译，这类人才更是凤毛麟角。有翻译需求的机构要找到有把握胜任的优秀业者，不太容易。
还有就是市场与薪酬问题。不论笔译或口译，翻译在本地是否能作为一个真正可以养家糊口的专业？
相信接下来出场的专家们对以上问题都会提出一些真知灼见，在这里就不展开谈了。在这里把自己的一些观察和体验拿出来分享，希望可以抛砖引玉。
先谈一个问题：今天的新加坡，需要重视翻译吗？
一种看法是，翻译在于大众传播的作用会减少。懂英文、用英文的人越来越多，重要信息的传达，用英文就可以了。
另一种看法是，翻译在于人与人之间的沟通作用会减少。基本掌握双语的人越来越多，如果很多人都能基本听懂、看懂两种语文，那就不需要专业翻译了。比如说，我们两个人交谈，我比较习惯讲华语，你比较习惯讲英语，两个人各说各的却也可以相互听得懂。我们在社区里就常常看到这种情况。
还有一种看法是，科技发达，Google Translate 这么好用，可能越来越不需要真人翻译了。
我认为，我们还是需要翻译，而且需要优质的翻译。原因有三。
第一、本地社会语言环境复杂多元。虽然英文是主要工作语言，也是各个种族相互沟通的重要媒介语，可是还是有不少人比较熟悉华语、马来语、淡米尔语等。日常沟通，信息传达，娱乐文化，都需要多种语言。特别是重要的公文、告示等还是需要以四种官方语言传达。不论是公共机构还是私人企业，每天都生产数量可观的翻译产品。
第二、作为一个对外开放、与全世界打交道的国际都市，哪怕国内上下都只用一种语言，为了与外界有效交流，也不能不具备一定的翻译能力。旅游景点、重大会展，都需要用到翻译。
第三、我认为，翻译人才的实力，体现了一个双语社会的整体水平。具备双语能力，不一定就会翻译。我们不需要也不要求每个懂双语的人都会翻译，可是无可否认的，一个培养不出翻译人才的双语社会，就像金字塔缺了尖端，成不了金字塔了。
但是，本地市场对翻译的具体需求也会取决于我国社会的特色。我国人口不多，市场有限，这是一个客观现实。一些翻译类别较难有独立发展的空间。文学翻译就是一个例子。技术性翻译也比较有限。
贴近日常生活、实用型的文字，倒是存在不少翻译需求。里面包括了字幕、告示、公文、广告、标语等类别。
以本地市场的情况，可以形成一大批专门从事翻译行业的人吗？学了翻译，是否就一定能够成为全职翻译员？这很难说。 不过，作为一种副业，或是工作上要具备的一种技能，我认为翻译还是有一席之地的。
最近华文媒体有不少言论，指出本地翻译出现的一些毛病。基本上问题出在英翻中的笔译材料。这是一个本地翻译水平低落的表现吗？
任何一种市场的商品都可能存在质量问题。翻译产品良莠不齐，是可以理解的。关键在于消费者，采购者，也就是采用这些翻译的机构，识不识货。
这里面涉及至少两个环节：一个是消费者或是采购者有没有这个觉悟，重视翻译产品质量，坚持采用合格的翻译。另一个是有没有可靠的商品认证系统，协助消费者辨认好坏。两个环节是息息相关的，缺一不可。
对于采购者来说，什么才算是好的翻译产品呢？一说起翻译质量标准，便离不开现代翻译泰斗严复先生提出的信、达、雅。根据本地翻译市场的特色，可能还可以更具体一些。
既然贴近生活、实用型的翻译需求比较突出，那么，好的翻译，求的是又准又快。 口译如此，笔译也是如此。如果我是一个有翻译需求的机构，谁能够提供又准又快的翻译服务，我就用谁。
“准”，其实就是严复先生所主张的“信”和“达”。“快”又是从何说起？我认为，在本地最有市场的翻译产品种类，都是讲究交货速度的。官方机构有时需要向公众传达重要信息，特别是紧急情况，速度越快越好。若是商业机构要传达市场资讯， 如广告 — 商业竞争，分秒必争，也是慢不得。
只准不快，没多大用处。等材料翻好，情况已有所变化，或是商业机会已流逝了。只快不准，帮倒忙。不但达不到沟通的效果，还会添乱。不准不快，就不必说了。
可能正是因为我国双语教育的普及，使一些人以为翻译很简单，也对翻译有一些误解。翻译是有一定难度的；中英互译更有难度。
不是光能用两种语言就可以翻译。笔译要译得好，必须彻底消化两种不同语系语文的文化背景，还要具备创作能力。好的笔译，其实就是一种再创作。我们要的不单是bilingual ability, 而是 “bi-literary” ability。
口译不仅如此，还考验语音、考验台风、考验胆识。这是一门表演艺术。
翻译的准确性，讲究的是意，而不是形。例：从事翻译的人常常会被问到，一个成语，有没有一句与它意思完全相同的英文谚语？个人浅见：有时有，有时没有，意思表达出来就可以了，形态上无须强求。Google Translate, 达不到这样的作用。
有时光靠翻译还是不够的。 好的翻译产品，必须根据具体沟通要求进行内容的加减。还有，翻译人员需要时时考虑到沟通的对象，彻底掌握当地的语境。因此，跨境外包的做法，用在翻译上，很多时候并不合适。还是需要建立本地的翻译队伍。
刚才分享了几点关于翻译行业的一些个人观察和体验。任何行业的发展，最终还是要落实到人才的培养。在这里，我想回顾近年来本地翻译人才培训的一些动态。
2004 年，政府成立一个跨部门的“翻译专业指导委员会”，探讨如何提升本地中英笔译口译水平，其中的一个工作重点就在于培养本地翻译人员。 有了这个契机，南洋理工大学于2005年成立了高级翻译文凭课程， 我也有幸成为第一届的学员。
经历数年，本地翻译课程已有所增加。南洋理工大学于2005 年开办了翻译副修课程，今年就有170学生选择这门副修。新跃大学在2007 年开办的翻译及传译学士学位课程也很受欢迎，至今已有70学生毕业于这个课程, 而在读的学生有超过200名。新加坡国立大学也提供不同阶级的翻译单元，每年平均有100多学生选修其中的“基础翻译”单元。
南洋理工大学孔子学院的商务翻译及口译技能文凭，与新加坡中华总商会管理学院提供的翻译口译技能文凭，则是为专业人士所设的一些翻译课程。 从招生情况来看，不少人对于学翻译抱有热诚，这是一个好现象。
2010年， 教育部完成母语教学的检讨，也提出要在2015年在初级学院引进华文语言学与翻译一科 (Chinese Linguistics and Translation)，到时会有更多学生有机会接触翻译。可见，本地翻译人员的培训管道，在多方努力之下，正在逐渐形成。
另一方面，在行业认证方面，也有一些进展。由新跃大学所推出的专业译员资格认证，就是一个例子。
翻译对本地社会仍然有价值，我们也不缺乏想学翻译的人。接下来，翻译事业应该如何发展呢？在下来几场讨论中，希望可以听见各种意见，碰撞出新的火花。
我所带领的双文化工作小组对于翻译事业的未来也非常关注。我们愿与关心翻译的朋友们一同推动翻译事业在我国的进一步发展。
谢谢！
]]> 新跃大学校长新跃大学副校长（学术）
徐继宗教授
新跃大学学术顾问兼新跃中华学术中心主任
郭振羽教授
联合早报总编辑
吴新迪先生
各位嘉宾,
大家下午好!
]]>首先，让我恭贺南华中学95周年校庆！ 我很高兴能够在这一天与大家一同庆祝。作为特选中学中历史最悠久的南华中学，95周年校庆具有重大并深远的意义。我也要在此恭喜所有得奖者。希望今天的鼓励与肯定， 能激发你们在各自的领域中，继续让南华的精神发扬光大！
早自新加坡1819年开埠以后，许多来自中国及南洋各地的华人来到此地营生，继而在此开枝散叶。华文教育便于此时在新加坡起始。从1819至今，学校的模式由私塾转变为新式学校，再由新式学校转化为特选中学，直至今天的自治、直通车学校等， 可说是历经了许多变化。
在先贤孙中山、陈嘉庚、林文庆等的积极提倡以及华文媒体的大力宣传下，南洋地区华侨妇女教育逐渐受到重视。为了响应这个倡议，先贤熊尚父先生于1917年6月14日创办了南华女校，也即是今天南华中学的前身。
从最初只有100名学生，还曾因经费不足而暂时关闭，到今天备受肯定，享有自治中学与特选学校的身份， 南华经历了不少的变化。
在这里，我想顺带分享一个小故事。南华中学的前身，南华女中，是我的外婆曾经就读的一间学校。所以，我是校友的外孙女。我的外婆出生于柔佛边加兰的乡村，受了新潮思想的影响，渴望念书，成为独立自主的现代女性。不过，她的父亲，也就是我的曾外祖父，还是坚持旧观念，不同意让女孩子受太多教育，导致父女之间起了很多冲突，最严重的一次甚至还把外婆吊在树上毒打一顿。我的外婆个性比较坚强，并不死心，找了一个机会跟家里说生病了，要到新加坡看医生，结果看病时挂了帐，把带出来的钱买了皮箱就偷跑到吉隆坡附近上女中。后来终于得到父亲的谅解，可以光明正大地回新加坡上学。当时的外婆已经是一个超龄生，英文也不好，但是南华女中的冯依眉校长很宽容地收了她。我的外婆在南华女中念到中二，就打仗了，学校暂时停办了。虽然她在南华时间很短，但是这是我外婆很珍惜的一段求学经历，影响了她的一生，在后来的日子里她对南华女中一直念念不忘。
当年的学生求学不容易，要克服旧观念、经济条件、甚至是战争等层层障碍。如今的我们，能够在和平、舒适、相对富足先进的环境中上学，希望同学们惜福。
学校现有的成就基于95年不懈的努力，是创校先贤‘前人’们所‘种下的树’，惠及今日我们‘后人’而得以‘乘凉’。正因为得来不易，所以才要时时自我警惕、自我挑战、自我超越，才可以力争上游并薪火相传。这也显现了95周年校庆主题“继往开来、百年树人”的贴切！
同样的，在面临大环境的改变时，特选中学不仅必须要能够‘因时制宜’，并也要懂得‘坚持’的重要性。在‘因时制宜’方面，学校必须能够制订出一套有利于新一代同学们发展的课程，以迎接未来的挑战。我很高兴从校长报告中，知道南华中学从‘双语’转向“双文化”的新发展, 致力于为社会培养一批批具有二十一世纪技能、学贯中西的双文化人才！而在传统、信念方面，‘坚持’则更显得重要与必然，但也同时需要极大的耐心与毅力，才能够在这条漫长的道路上继续向前。南华中学在舞蹈方面有着悠久的历史文化传统。从1966 年第一届国庆日检阅礼上，350 名南华学生呈献的舞蹈表演，到2010年，157名南华学生在青奥会开幕仪式的演出， 看到了南华多年以来持续在这方面的努力与成就。南华在表演艺术项目，尤其是舞蹈方面的专长，都备受认可。
接下来，我将以英语加以补充。
SAP schools were first established in 1979 to preserve the best traditions and ethos of the Chinese medium schools and to nurture a core group of students strong in both English and Chinese. Over the years, greater support from MOE has been given to strengthen the SAP school ethos. Some of these include supporting each SAP school in developing its unique SAP Flagship Programme which enriches the learning of Chinese language and traditional values, the introduction of the Bicultural Studies Programme (Chinese) as well as piloting the Traditional Chinese Values Resource Package.
SAP schools carry with them the ethos of the early Chinese medium schools as well as their founding fathers’ educational beliefs. They are, therefore, well-positioned to provide students with a unique teaching and learning environment that inculcates desired values and provides holistic education.
Values form the foundation of a person’s character. The well-known saying by Confucius, “修身、齐家、治国、平天下”, highlights the importance of cultivating one’s own values first, before one can make a difference in other contexts. Values shape a person’s beliefs, attitudes and actions. They guide students in making good decisions and demonstrating positive behaviour and attitudes.
While schools provide a supportive environment for the learning of values by, for example, reinforcing the values taught in Character and Citizenship Education lessons and through learning experiences provided on platforms such as Co-Curricular Activities and Values in Action (VIA), they cannot accomplish the goal of values education alone.
Parents play an important role in moulding the character of their children. Schools and parents must work together to educate our youths. Nan Hua High has provided an excellent example of constructive home-school collaboration with the development of the Values Education Portal.
The Values Education Portal illustrates how schools can leverage the strong partnership they have with their PSGs. The PSG has played a vital role in discussions with teachers on the Portal resources, piloting the use of the resources and promoting the Portal to other parents. To ensure the Portal remains relevant, parents, PSG representatives and students will be invited to participate in focus group discussions to provide feedback on the resources and approaches. I am pleased to launch the Values Education Portal and congratulate Nan Hua High and the PSG for their good work.
I would also like to congratulate all prize winners on the occasion of the school’s 95th Speech and Prize Giving Day. You deserve the accolade having worked hard to do your best. I am certain that the Nan Hua experience has given you a strong foundation for your continual pursuit of excellence. I hope the school values will continue to anchor your beliefs and actions as you serve the community and nation.
Thank you!
]]> 梁庆经博士洪葆女士
南华中学校长
Mrs Rathi Parimalan
西区第一校群督导
各位来宾
各位老师以及同学们
大家下午好！
]]>首先，让我恭贺南华中学95周年校庆！ 我很高兴能够在这一天与大家一同庆祝。作为特选中学中历史最悠久的南华中学，95周年校庆具有重大并深远的意义。我也要在此恭喜所有得奖者。希望今天的鼓励与肯定， 能激发你们在各自的领域中，继续让南华的精神发扬光大！
早自新加坡1819年开埠以后，许多来自中国及南洋各地的华人来到此地营生，继而在此开枝散叶。华文教育便于此时在新加坡起始。从1819至今，学校的模式由私塾转变为新式学校，再由新式学校转化为特选中学，直至今天的自治、直通车学校等， 可说是历经了许多变化。
在先贤孙中山、陈嘉庚、林文庆等的积极提倡以及华文媒体的大力宣传下，南洋地区华侨妇女教育逐渐受到重视。为了响应这个倡议，先贤熊尚父先生于1917年6月14日创办了南华女校，也即是今天南华中学的前身。
从最初只有100名学生，还曾因经费不足而暂时关闭，到今天备受肯定，享有自治中学与特选学校的身份， 南华经历了不少的变化。
在这里，我想顺带分享一个小故事。南华中学的前身，南华女中，是我的外婆曾经就读的一间学校。所以，我是校友的外孙女。我的外婆出生于柔佛边加兰的乡村，受了新潮思想的影响，渴望念书，成为独立自主的现代女性。不过，她的父亲，也就是我的曾外祖父，还是坚持旧观念，不同意让女孩子受太多教育，导致父女之间起了很多冲突，最严重的一次甚至还把外婆吊在树上毒打一顿。我的外婆个性比较坚强，并不死心，找了一个机会跟家里说生病了，要到新加坡看医生，结果看病时挂了帐，把带出来的钱买了皮箱就偷跑到吉隆坡附近上女中。后来终于得到父亲的谅解，可以光明正大地回新加坡上学。当时的外婆已经是一个超龄生，英文也不好，但是南华女中的冯依眉校长很宽容地收了她。我的外婆在南华女中念到中二，就打仗了，学校暂时停办了。虽然她在南华时间很短，但是这是我外婆很珍惜的一段求学经历，影响了她的一生，在后来的日子里她对南华女中一直念念不忘。
当年的学生求学不容易，要克服旧观念、经济条件、甚至是战争等层层障碍。如今的我们，能够在和平、舒适、相对富足先进的环境中上学，希望同学们惜福。
学校现有的成就基于95年不懈的努力，是创校先贤‘前人’们所‘种下的树’，惠及今日我们‘后人’而得以‘乘凉’。正因为得来不易，所以才要时时自我警惕、自我挑战、自我超越，才可以力争上游并薪火相传。这也显现了95周年校庆主题“继往开来、百年树人”的贴切！
同样的，在面临大环境的改变时，特选中学不仅必须要能够‘因时制宜’，并也要懂得‘坚持’的重要性。在‘因时制宜’方面，学校必须能够制订出一套有利于新一代同学们发展的课程，以迎接未来的挑战。我很高兴从校长报告中，知道南华中学从‘双语’转向“双文化”的新发展, 致力于为社会培养一批批具有二十一世纪技能、学贯中西的双文化人才！而在传统、信念方面，‘坚持’则更显得重要与必然，但也同时需要极大的耐心与毅力，才能够在这条漫长的道路上继续向前。南华中学在舞蹈方面有着悠久的历史文化传统。从1966 年第一届国庆日检阅礼上，350 名南华学生呈献的舞蹈表演，到2010年，157名南华学生在青奥会开幕仪式的演出， 看到了南华多年以来持续在这方面的努力与成就。南华在表演艺术项目，尤其是舞蹈方面的专长，都备受认可。
接下来，我将以英语加以补充。
SAP schools were first established in 1979 to preserve the best traditions and ethos of the Chinese medium schools and to nurture a core group of students strong in both English and Chinese. Over the years, greater support from MOE has been given to strengthen the SAP school ethos. Some of these include supporting each SAP school in developing its unique SAP Flagship Programme which enriches the learning of Chinese language and traditional values, the introduction of the Bicultural Studies Programme (Chinese) as well as piloting the Traditional Chinese Values Resource Package.
SAP schools carry with them the ethos of the early Chinese medium schools as well as their founding fathers’ educational beliefs. They are, therefore, well-positioned to provide students with a unique teaching and learning environment that inculcates desired values and provides holistic education.
Values form the foundation of a person’s character. The well-known saying by Confucius, “修身、齐家、治国、平天下”, highlights the importance of cultivating one’s own values first, before one can make a difference in other contexts. Values shape a person’s beliefs, attitudes and actions. They guide students in making good decisions and demonstrating positive behaviour and attitudes.
While schools provide a supportive environment for the learning of values by, for example, reinforcing the values taught in Character and Citizenship Education lessons and through learning experiences provided on platforms such as Co-Curricular Activities and Values in Action (VIA), they cannot accomplish the goal of values education alone.
Parents play an important role in moulding the character of their children. Schools and parents must work together to educate our youths. Nan Hua High has provided an excellent example of constructive home-school collaboration with the development of the Values Education Portal.
The Values Education Portal illustrates how schools can leverage the strong partnership they have with their PSGs. The PSG has played a vital role in discussions with teachers on the Portal resources, piloting the use of the resources and promoting the Portal to other parents. To ensure the Portal remains relevant, parents, PSG representatives and students will be invited to participate in focus group discussions to provide feedback on the resources and approaches. I am pleased to launch the Values Education Portal and congratulate Nan Hua High and the PSG for their good work.
I would also like to congratulate all prize winners on the occasion of the school’s 95th Speech and Prize Giving Day. You deserve the accolade having worked hard to do your best. I am certain that the Nan Hua experience has given you a strong foundation for your continual pursuit of excellence. I hope the school values will continue to anchor your beliefs and actions as you serve the community and nation.
Thank you!
]]> 梁庆经博士洪葆女士
南华中学校长
Mrs Rathi Parimalan
西区第一校群督导
各位来宾
各位老师以及同学们
大家下午好！
]]>I am very pleased to be here today to launch the YMCA Student Care Centre, or SCC in short, at East View Primary School. This school-based SCC will be the 57th of its kind in our schools and we aim to increase the number of school-based SCCs to 70 by the end of 2014.
After-school care provides important learning support. They provide care and supervision to school-going children and their programmes aim to meet the broad range of a child’s social, emotional, recreational, physical, intellectual and creative needs.
East View Primary first embarked on an in-house pilot project from 2010 to 2011, in response to parents’ request. The success of the pilot project led to the collaboration with YMCA and MCYS which resulted in the brand new double-storey prefab SCC.
The SCC provides a safe and conducive platform for guiding young minds and inculcating good habits through supervised study time and character building programmes.
The YMCA team and the school have forged a partnership to reinforce character building through the adoption of the Character First programme. Let me share some of the early successes the SCC has experienced at East View Primary.
A mother of a Primary 4 boy decided to place him in the SCC, in the hope that he can benefit from the structured after-school programme. Initially, the boy was an unwilling learner and showed little respect for his peers and teachers. Unfazed, the SCC teachers worked on inculcating in him the value of respect and motivated him to take ownership of his studies. Soon, the boy’s mother noticed a positive change in her son’s personal habits and work ethics and she is grateful for that.
In another case, the SCC came in time to help a Primary 2 pupil who was cared for by his aged grandparents. This boy struggled through Primary 1 because of the lack of home supervision and understanding of the English Language. The school worked with MCYS to support the boy’s enrolment in the SCC. The boy’s performance has improved by leaps and bounds. Within a short period of time, he is now able to converse confidently with his peers and teachers in English and is quite a leader, I am told. His vast improvement is testimony to what the school believes in, the “Better than Before” spirit of excellence.
In East View Primary, the SCC also plays a part in the school’s induction programme for the P1s. The school plans a series of programmes to help ease the anxiety that is commonly experienced by new P1 pupils and their parents as they transit into the primary school landscape. Take, for example, the school’s “K-2-1 Bridging Programme”. The Senior Teachers of the school work with the Parents Support Group, the School Family Education Co-ordinator and the SCC to conduct a 3 half-day workshop in November, before the new academic year begins for the new P1s. Topics such as Model Reading, Storytelling, Math Counting Songs, Craftwork and Outdoor activities are included in this programme. Parents attend a morning session on “Getting Ready for Primary School” so that they can help induct their children entering P1 into primary school life.
Pupils who have registered with the SCC will also be brought to the Centre immediately after school to orientate them to the Centre and to make them feel at home in the new environment. This year, the school’s P1 induction programme ended with the “First 43 days” session conducted in mid-February for all P1 parents. The P1 pupils showcased what they had learnt during the first one and a half months of primary school. This included performing what they had learnt during their Programme for Active Learning (PAL) lessons and walking their parents through their portfolio of learning.
I am pleased to learn that East View Primary will be extending its customised Character First programme to the SCC. The Character First programme in EVPS believes that when we can connect with the child and help him develop the right traits, other positive changes will come naturally. I understand that the school team has been making improvements to its Character First programme and has now developed a set of school-based materials to explicitly teach school values in tandem with its pupils’ developmental needs. Over the course of six years, from simple to more complex ideas, each school value is taught using the strategy of Anchoring, Being and Checking or the ABC strategy.
This strategy also encompasses the use of music. The school introduces values to the students during mass assembly through songs which convey the meaning of the value and relate a story of the importance of the value. During Form Teacher Guidance Periods, the Form Teacher will reinforce the values through activity worksheets prepared specially for the teaching of a particular value. This innovative musical approach has become a mainstay of EVPS’ morning assemblies since 2008 and is a fun and easy way for the students to learn values.
The adaptation has resulted in the refinement of the Civics and Moral Education grade assessment and the Model Pupil Award assessment. As part of the refinement effort, the school has formulated the P.R.I.D.E. award, which encourages all-rounded pupil development in the areas of Physical fitness, characteR traits, Intellectual performance, leaDership qualities and acquiring of aEsthetics skills. The P.R.I.D.E. Award is given to pupils who have excelled in all the five areas. I am encouraged by East View Primary’s innovative and dedicated approach to delivering values-driven education to its pupils.
East View Primary illustrates well our belief that every school is a good school. I commend and congratulate East View Primary and YMCA for forging this partnership to make a difference to the lives of our pupils. I am sure East View Primary’s experience will encourage more schools to work closely with community partners to provide quality school experiences for our pupils, both during and after school hours.
Thank you.
]]> Mr Musa Fazal,Mr Albert Ching,
General Secretary, YMCA
Mr Justin Arul Pierre,
Cluster Superintendent E4, MOE
Mrs Yao-Lee Seow Foong,
Principal, East View Primary School
Distinguished Guests
Parents
Ladies and Gentlemen
]]>SICCI, which was formed in 1924, is one of the most respected business groups today, with nearly 1,000 members. Over the years, SICCI has played a significant role in working with businesses, especially small and medium enterprises (SMEs), to develop their capabilities and to seize new opportunities in emerging markets.
The current global economic situation remains challenging, and we must be prepared for volatility ahead. Global economic growth started to decelerate on a broad front in mid-2011. Global growth for 2012 and 2013 is expected to be below trend.
During the earlier recession, I spoke to several of the Board members and I was interested to hear that despite the uncertainty, you remained upbeat about your business opportunities. It speaks well of our scope for growth but at the same time, many of you remain cautious. Being cautious and optimistic is a good stance to take. In periods of uncertainty, local trade associations and chambers, including SICCI, will play an even more important role. Through various initiatives, SICCI helps member companies to grow locally and globally. The Chamber provides training courses, programmes and networking activities for members to enhance their knowledge and build capabilities. It also provides important feedback to government agencies and this is an important aspect of our policy-making, where there is a strong government and private sector partnership.
Amid the global uncertainties, Singapore’s economic growth is also expected to slow. However, our external economic linkages in trade and investment remain sturdy. Asian economies are expected to do well, with continued inflow of capital due to the attractive long-term growth prospects. As a Global-Asia node, Singapore can ride on this positive trend.
In the coming years, major economies in Asia will become more important partners for Singapore. Our economic ties with our neighbours, Malaysia and Indonesia, are strong and continue to grow. The Asean economic community will bring the Asean economies closer together and will have a more integrated structure, which allows us to compete more effectively with bigger economies in the region. In the broader region, our ties with major economies like China and India are also growing strongly. Our economic ties with India, in particular, have been growing from strength to strength, especially after the signing of the Comprehensive Economic Cooperation Agreement or CECA. In that regard, I would like to thank Mr Sat Pal Khattar and members of SICCI for your advice and guidance when I was negotiating that agreement as a Permanent Secretary of the Ministry of Trade and Industry.
SICCI plays a key bridging role between India and Singapore. It conducts business missions to different parts of India on a regular basis to keep businesses in Singapore aware of the fast changing economic landscape of India. SICCI also receives many delegations from various Indian states and sectors. These exchanges enable businesses on both sides to explore opportunities.
On the education front, our ties with India are growing steadily. SICCI, for instance, has been playing host to student groups from India, which include groups from premier Indian institutes such as the Symbiosis Institute of Management and Human Resources, Alliance University of Bangalore, BSE Institute and Pillay Institute of Management. During these visits, students learn about business trends and opportunities in Singapore, and Singapore’s role in linking the Global-Asia markets.
Since 2009, SICCI has also been sending students from Singapore universities on a three-month internship programme with reputable Indian companies. When I was in the Ministry of Trade and Industry, we started an Asian Business Fellowship with a view of encouraging our students to explore opportunities in China and India. I am happy to hear that the SICCI is taking up the call to continue with this initiative. I understand that 24 students have benefited from the exposure in working in the different cultural and economic environment of India. In the more globalised environment, it is very important for our students to acquire global civic and cross-cultural awareness to stand them well in future. I am happy to hear that the feedback received from both the students and the companies has been very encouraging, and that SICCI plans to add more places on the programme.
Besides India, SICCI’s business missions to other emerging markets such as Vietnam, Sri Lanka, and Indonesia, continue to help Singapore companies develop and enhance their business and investment ties in these countries. SICCI is planning a mission to Myanmar in late May 2012—this is timely and opportune, as Myanmar starts to open up its economy. Singapore businesses should take this opportunity to learn about the market in Myanmar and to explore viable opportunities. In discussions about Asean economic integration and programmes that we could embark on, we spent some time in Myanmar talking to officials to explore what we could work on together. Many businesses which were set up in Myanmar then went in very early and were a little disappointed with the developments since then. However, recently, I learnt that hotel rates in Myanmar have doubled within the last few months and tourist numbers have also shot up significantly.
During this year’s Budget debate, DPM Tharman Shanmugaratnam outlined an important set of measures to make Singapore stronger in general and to build a more inclusive society. A key part of making Singapore stronger is to continue to restructure our economy. To sustain Singapore’s growth, we must focus on raising productivity, promote innovation and reduce our reliance on foreign labour. To succeed, our companies have to innovate and restructure. SMEs, which are an important part of the Singapore economic landscape, need to build on their existing strengths and develop new capabilities to compete effectively. The Singapore government has put in place numerous assistance schemes and initiatives to support SMEs in their restructuring, including recent schemes which focus on enhancing productivity and innovation.
SICCI and the other local chambers have also been working closely with government agencies to reach out to SMEs to understand their challenges, and propose relevant assistance mechanisms to address these concerns. Our Chambers play a vital role in helping the SMEs tap on the various upgrading programmes and schemes, and I urge our companies to make full use of these schemes and the services of our Chambers.
In closing, I would like to commend SICCI for your achievements over the years and encourage the Chamber to continue to play your role of building the capabilities of companies and helping them build the external wing.
This evening marks yet another important chapter in SICCI’s history. We will witness the induction of a new Board of Directors under Mr Narayanamohan’s leadership. I am confident that the incoming Board of Directors will continue to develop new strategies to meet the needs of businesses in Singapore, as we navigate the complex and rapidly changing economic landscape ahead.
I am also confident that the Chamber will continue to work closely with the relevant government bodies and other chambers and business associations to further contribute to the growth of the Singapore economy and to continue to build the brand name of Singapore businesses and Singapore as an investment destination.
I congratulate the incoming Board of Directors and wish SICCI every success ahead.
Thank you.
]]> Mr R Narayanamohan,Mr Sat Pal Khattar,
Advisor to SICCI
Excellencies
Board of Directors and Members
Distinguished Guests
Ladies and Gentlemen
Good evening.
]]>Someone once said that the two most important jobs in the world are “teachers” and “parents”. This is because they spend the most time with children, and hence exert the most influence over the lives and future of children. I fully agree with this view. In MOE, we believe that in order to nurture the whole child, a strong Home-School partnership is needed. When parents and teachers work together, we are better able to achieve a student-centric, values-driven education. Since 1998, the COMmunity and PArents in Support of Schools, or COMPASS, had advised MOE on ways to strengthen and promote home-school-community collaborations. Over the years, COMPASS has used various platforms such as school visits and seminars to advocate greater involvement of the family, alumni, community and enterprise in education. Starting last year, MOE has also conducted parent engagement sessions under the aegis of COMPASS. Recently, MOE also announced the Parent Support Group (PSG) Fund, a one-off funding of $2,500, which can be used by schools to enhance their partnership efforts with parents and to try out new ideas to engage parents. This is over and above the current funding provided by MCYS for the School Family Education programme and the Fathers@Schools programme.
As our children spend a large part of their formative years in school, schools are an indispensable platform to continue cultivating strong parent-child relationships. We know that mothers have traditionally been actively involved in their children’s lives but today, we are also seeing a greater number of fathers wanting to play a more active and involved role. As Minister Heng Swee Keat mentioned at the “Back to School with Dad” event on the first day of school this year, it is very helpful for dads to share the responsibility and joy of raising the child. As a father, I attest to that. Fathers have important influence on their children. We are happy to support the Fathers@Schools initiative, which seeks to reach and support fathers through the school platform. We recognise that greater involvement from the fathers can result in better life outcomes for our children.
Research has shown that children with highly involved fathers are more likely to perform better academically, participate in co-curricular activities and enjoy their schooling experience. They show better rates of school attendance and exhibit fewer discipline or behaviour problems. These benefits hold for both intact and single parent families, and more importantly, are independent from the effects of mother involvement. Fathers@Schools helps to raise awareness of these benefits while creating opportunities for father-child bonding, and father-focused equipping.
I have heard many stories of fathers and children benefitting from the Fathers@Schools programme. For example, 24 father-child pairs from Punggol Primary School thoroughly enjoyed a sleepover during the March school holidays. The fathers showed their Primary 1 and 2 children how to play with toys and games from their own childhood days, bringing about much laughter and unforgettable memories. For some fathers it was their first night alone with their children and I am sure the experience would be forever treasured and remembered.
And then there’s the father whose child is in Tampines Primary School. He joined the Parents Support Group and participated in activities with his daughter. From barely speaking or spending time together, his daughter now feels comfortable approaching him for a chat and is much happier in school. For this dad, his fathering role went through a transformation. For another dad, a game showed him how unique a father-child relationship is—his daughter, blindfolded, recognised his voice calling out “I love you” to her. She was guided by her father’s familiar voice, and made her way into his arms.
If you think it is only the fathers who benefit from this programme, think again. In my view, mothers too can benefit from the Fathers@School programme. How so? Well, just last Monday, when I visited Yu Neng Primary School together with COMPASS members, a mother told me that she was very supportive of Dads for Life and Fathers@Schools. The lady happened to be Mdm Elis Tan, the Principal of Yu Neng Primary School. Her two sons are in a secondary school that is active in Fathers@Schools. In fact, she said this, and I quote “Because of Dads for Life, now there is Life for Mums!” In case some of you missed it, let me repeat slowly—“Because of Dads for Life, now there is Life for Mums”. I actually like it; so, mothers, please encourage your husband to be active in Fathers@School.
I am pleased that our schools are actively promoting the programme. Last month, a group of school counsellors from the North 4 Cluster organised a Fathers’ Seminar for the schools in the Cluster to showcase the successes of father-child programmes under Fathers@Schools. It was an opportunity for schools under the initiative to provide support to those yet to come on board, and share community resources. This seminar was possible because of the support of the Principals and school leaders of the N4 Cluster. I understand that the Superintendent, Mr Loke Chee Pheng, attended the seminar to lend his support. School cluster-initiated gatherings such as this keep the pulse of the movement beating and I look forward to more of such ground initiatives.
Fathers@Schools is one of the key programmes in the Dads for Life movement. It is heartening to note that within two years, we already have over 150 schools on board. In order for Fathers@Schools to continue its growth, so that more fathers and children can benefit from this initiative, a supportive environment comprising principals, teachers, counsellors, parents and the community is necessary. Thus, I would like to take this opportunity to thank all the participating schools, father volunteers, as well as our generous partners who have facilitated father-focussed activities or workshops for these schools.
I would also like to take this opportunity to congratulate the first batch of Fathers@Schools Ambassadors. Thank you for agreeing to take on this very important role. I am confident that with your passion, knowledge and experience, new schools will be able to learn from you and more schools will be encouraged to start this meaningful journey that you and your schools have embarked on. I wish you all every success.
Whilst Fathers@Schools seems to be an initiative for fathers, we know that the ultimate beneficiaries are our children. I look forward to welcoming more schools to the initiative.
]]> Mr Lim Soon HockMembers of National Family Council, Fathers Action Network, and COMPASS
Ms Adrienne Burgess
Our distinguished keynote speaker for today
Principals, Teachers, Parents, and Guests
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