Compulsory education
Saturday, October 31st, 2009I’D WRITTEN on NorthLight before, and I was asked questions on Singapore’s stand on compulsory education by some friends, so I just did a Google search:
From here
Compulsory Education (CE) was implemented in Singapore from the new school year commencing 1st January 2003. The first cohort of pupils coming under CE are Singapore Citizen children born between 2nd January 1996 and 1st January 1997 who are residing in Singapore.
Singapore has achieved almost universal education at the primary and the secondary levels through years of effort. Today, children who are not enrolled in national schools form only a small percentage of the cohort. The Government is however concerned that they are not being equipped with the necessary skills and knowledge to be productive citizens in a knowledge-based economy. Hence, the Committee on Compulsory Education in Singapore (CCES) was formed in December 1999 to review whether compulsory education should be introduced in Singapore, and if so, the form and duration it should take.
The report can be found here.
Key recommendations included:
* Compulsory education should be introduced.
* Responsibility for sending children to school and ensuring that they attend school should still remain with the parents.
* Compulsory education should be up to Primary 6 as this is considered the minimum period of education for all Singapore children.
* Certain categories of children, e.g. those with special needs will be exempted from compulsory education.
Statute
The Compulsory Education Act (Cap 51) was passed by Parliament on 9th October 2000 and assented to by the President on 16th October 2000. It provides for compulsory primary education in Singapore and related matters.
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NorthLight School
More photos here
The school’s garden
ST editorial on no-one left behind
From Challenge, a civil service magazine, Sept-Oct 2009
Guided by a North Light
by Jimmy Yap
CONTRARY to popular opinion, Singapore’s best school is not Raffles Institution or Raffles Girls School. It is a three-year-old vocational school tucked away off Dunman Road — NorthLight.
It’s Singapore’s best school because it does something more important than taking in bright young overachievers and turning them into the doctors, lawyers or President’s Scholars they would have become anyway. Instead, NorthLight takes in sullen, struggling or disinterested teenagers and transforms them into self-confident young men and women with a new love for school and a future as productive members of society.
NorthLight accomplishes this because the school curriculum is more than teaching students how to serve customers or repair air-conditioners. At NorthLight, character is just as important as cooking skills.
The principal of the school, Mrs Chua-Lim Yen Ching, is acutely aware that her students need an extra push. When you have failed your exams repeatedly and when even your primary school teachers call you stupid to your face, you lose faith in yourself. A vicious cycle starts: If you don’t believe you can succeed, why bother to try? And if you don’t try, how will you ever succeed?
So building the self-esteem of its students is high on the school’s priorities. NorthLight takes in students who have failed repeatedly in primary school, and hammers in the message that failing at exams does not equal failing in life. In our exam-oriented, grade-obsessed society, this is a powerful message.
The school is also blessed with teachers who see their work as a vocation. Teaching at NorthLight is not for the faint of heart. Fortunately, the educators signed up to teach there, and were not merely assigned by the Ministry of Education.
If I sound like a big fan of NorthLight, it’s because I have a very personal connection with the school — two of my daughters are currently studying there.
My daughters were adopted from Cambodia and came to Singapore when they were 11 and seven. Prior to that, they had never been to school. When we enrolled them in primary school in Singapore after home-schooling them for a few years, they couldn’t catch up. By Primary 5, they were completely out of their depth and failing miserably. NorthLight, which was set up just as my oldest daughter needed to transition out of her primary school, was the answer to my prayers.
A few months after she joined NorthLight, I asked her how things were in her new school. Her reply was: “My life has changed.”
In primary school, her life was a constant struggle. She didn’t understand classes, she fell behind her classmates and she appeared to have no future in the Singapore education system. At NorthLight, they uncovered her artistic ability and gave her leadership opportunities. She built up her self-confidence, she learnt to cook and to serve in a restaurant, and she now has a career in the food and beverage industry.
After seeing how the school has helped my children, I am convinced that NorthLight has much to teach other schools in Singapore.
In most schools, the focus is on imparting knowledge. That’s certainly important, but it’s not enough. Success in life requires self-belief. It requires the ability to bounce back from failure. It requires persistence to overcome obstacles and it means tearing down mental barriers that hold us back. If schools consciously teach our students this, Singapore’s future will be considerably brighter, just like my daughters’ futures.
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Hope redefined
by Charles David
Director of Schools Wong Siew Hoong: “In each cohort, there is a group of students who are unable to progress through the mainstream academic school system and are at risk of prematurely leaving school. They include students who are unable to pass the PSLE as well as students who prematurely leave secondary school.”
To cater to the needs of such students, the Ministry of Education has set up two schools — NorthLight School and Assumption Pathyway School — whose curriculum has been customised to better suit their learning styles and address their socio-emotional needs.
“It is not just to learn a living; it is also to learn the lessons of life,” says Mrs Chua Yen Ching, princopal of NorthLight School. “Many of the students experienced repeated failures and many do have low self-confidence and low self-esteem. We help them to redefine success and to redefine failure. Failure is only a moment in time. When a student fails the PSLE, he fails an exam. This does not mean that he will fail in life.”
Mr Wee Tat Chuen, principal of the Assumption Pathway School, believes that this approach will serve as a catalyst for these students to achieve their goals in life. “We aim to help them discover and nurture their strengths so that they may be ready to start a new chapter in their lives when they graduate from the Assumption Pathway School,” he said.
…For many of the teachers who opted to teach in these two schools, there was never a moment’s hesitation when it came to committing themselves to the task at hand. For Mr Matthew Lai, who teaches mathematics at the Assumption Pathway School, it was all about his desire to teach and help students who are less privileged and who have difficulties in learning.
“I wanted to challenge myself to teach at a school devoted to bringing out the best in such students. My experiences at my previous school convinced me that I would indeed find a great sense of fulfilment in helping them. I also wanted to provide the support that these students needed and which they could thrive on,” he says.
Former foreign exchange trader Mr Christopher Chee, who previously taught at another secondary school, is now a Senior Teacher (Mathematics) at NorthLight. “…I gained most satisfaction working with “at risk” students and I was totally in sync with the motive and philosophy behind the setting up of NorthLight School. I knew that this is exactly the kind of school that I wanted to be in,” he says.
…The curriculum of these two schools differs from the mainstream curriculum, with a focus on a more hands-on approach to learning. This enables students to have an earlier start in vocational training.
“Some of the kids were so used to failing (their tests, PSLE and so on) that they accepted failure as part of their lives. When the kids did their emotional quotient profiling when they first joined us, they scored very low on general mood — they possessed very low self-esteem and were not happy. They also scored low in interpersonal skills. Hence, there was a need to build up their confidence and relationship management skills. We incorporated these elements successfully into our curriculum,” says Mr Mohd Norzaidi, discipline master at NLS.
According to Mr Bernard Chan, who heads the Hospitality Department at NLS, it is all about seeing the students as individuals, and only when that happens, the learning begins. “I believe it is important to understand their individuality first. We have to realise that no two students are the same. We need ot get to know them and understand them, and then, adapt our teaching in so far as we can so that the teaching methods we adopt are the most suitable and effective,” he says.
…Some of the basic tenets are:
* Be genuine. “Love these kids as if they are your own,” says Mr Ali of Assumption Pathway School. “Show genuine care and support in whatever they do. Some of these kids come from broken families and are hardened by the trials and tribulations of life. They need a role model with whom they could share their joy, sorrow and even fears. Be open-minded and respect their views. Open up to them and share your weakness, fears and even your failures. The more human they perceive you to be, the more forgiving and trusting they are towards you. Spend time bonding with them and earn their trust. Once they trust you, half the battle is won. The other half is just facilitating their learning and development. Continue to motivate them. Start with the extrinsic but gradually shift inwards as they grow older.”
* Get the parents involved. “I cannot emphasise how important the role of the parents is,” says Mr Chee. “No matter how much we teachers put in, we can never substitute the role of their parents. It is important for parents to start believing that their children are indeed unique and talented in their own ways. They have to look beyond their academic achievements and recognise that their children excel in other areas and need their approval. Fathers must recognise that they play a very important role in the children’s upbringing. Certainly, the mother’s role cannot be discounted, but fathers need to spend more time with them and take a more proactive approach in their upbringing.”
* Never give up “Give them time to change, never give up on them,” says Mr Chow. “Believe that they can achieve whatever they set their minds on and support them, offering feedback on their improvement, one step at a time.”