Chai Chong Yii
Singapore
“The other problem is that manpower will not be fully utilised due to the reduction of routes or frequency. Now, the MRT is only running at about half of its full capacity. When fully completed and all the routes are fully used, it will affect the manpower even more.”
“Sir, I beg to move, That the sum to be allocated for Head T be reduced by $10 in respect of Code TG 2000 of the Main Estimates. Sir, this morning the Minister of State explained the rationale for withdrawing the priority in the allocation of rental shop units. I have no quarrel over that point.”
“Sir, perhaps I did not make myself clear. The other park which the Minister of State mentioned is normally known as Xiao Qui Lin. It is more or less completed. But if he can put in some more facilities, like pavilions or running tracks around it, that would add to the facilities and it would make it an even better attraction.”
“The Government looks forward to cooperating with leaders of the Malay community to build a stronger multi-racial society, both in Singapore in general, and particularly in the Singapore Armed Forces.”
“Purchase of Properties for Overseas Missions (7) That the sum to be allocated for Head O be reduced by $10 in respect of Subhead OA-03-8101 of the Development Estimates. The sum of $56,192,200 for Head O ordered to stand part of the Main Estimates. The sum of $20,776,000 for Head O ordered to stand part of the Development Estimates.”
“I would like to ask the Minister for Communications and Information to be bold and courageous in the formulation of land transport policies so that our successors in this Parliament, and our children, will not, 20 or 30 years from now, blame us for the problems that we have caused for them or for the lack of courage in opting for firm mea…”
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Every one of 280 lines we hold for Chai Chong Yii, in date order, each linked to its source. Free to read, in full, without an account. Page 4 of 6.
“Sir,I feel that the Member for Sembawang is not quite conversant with the meaning of full-day schooling. At the moment, the Anglican High School and a few other schools may be said to have full-day schooling because they do not have afternoon sessions. But this is not really full-day schooling. In respect of The Chinese High School, it is not exactly a complete full-day school because the school session is only in the morning; in the afternoon there are no official classes. The teachers and students are allowed to continue to remain in the school for unofficial classes. It is just that. I say that if anything is good to the school, we allow it to carry on. Sir, if we are going to have full-day schooling, then we will have to double the number of schools to accommodate the student population and we may not be able to find enough land. People from various parts of the world have enquired of our two-session education system wanting to learn from us.”
“Sir, in fact when the Member for Boon Lay touched upon educational matters while speaking on Culture. I thought of giving him a reply. But thinking that one of the Eastern virtues which we are promoting as our education policy, is to be patient and tolerant. I stopped there. Talking about the Ministry of Education fighting shy of its own decision. I would say that all our policy decisions have always been taken only after careful consideration. So it is not a matter of fighting shy or engaging in double-talk. What happens is that while a certain policy decision is still not ripe for publicity, the newspaper reporters for their own reason had formed their own picture. So something reported in one newspaper could be different from what is reported in the other newspapers. That is quite common, and it does happen quite frequently, though not intentional. For this reason. I would not like to touch on it further. Otherwise there will be a lot to argue about without reaching any conclusion. When I first went to the Ministry. I told my officers that the first thing they must learn is how to take blame or reprimand calmly and in good spirit. On the matter of textbooks, why we could not carry the policy further, is because everybody has a different view. No two principals can agree completely which textbook is better, and we would not like to take away from the principals this privilege to decide. At the moment, we are encouraging the principals to be more independent and to be better able to guide their schools. However, these textbooks are generally written out of the same syllabuses. So they cannot vary too great an extent, except in the style of writing perhaps. It rests with the principal to decide what textbooks to use. We would not like to revoke this power.”
“Sir, today I speak in Mandarin in this Chamber not because I purposely do not want him to understand me. Earlier I had already told him that I would be speaking in Mandarin because basically as I am educated in Chinese I am more conversant with the language. If I speak in English I might unconsciously mislead him. Since he is much older than many of us naturally we have a respect for him. Whatever he has said in this House is quite reasonable and not without merit, and I respect its wisdom. But not everything can be realized or practical. I just respect everything that he has said for its worth. I have already given a reply to him and, if he has no objection, I do not want to repeat what I have said. As regards the question of language and education, it will always occupy everybody's body and mind. Psychologically, it will even go deeper, and even affect one's soul and spirit. So I respect his opinion. I can just say that, wherever possible. I will take note of what he has said. Of course. I may not be able to satisfy him in all respects. Perhaps he will agree with me.”
“When the new textbooks are out. I hope they will use only the unified version so that the simplified forms will be standardised and then there will be less confusion. Old texts, if used, will of course lead to such problems which we are trying to avoid. On the question of different varieties of textbooks used by different schools, it is again a delicate problem. They all have been approved by my Ministry. If we try to reduce the variety of textbooks into just two or three, this will also lead to problems. After some study, my Ministry found that at the moment we could not standardise the textbooks. For the time being we are not taking further action on the matter. Having spoken thus far. I think I have covered all the points raised. 7.00 p.m.”
“According to my knowledge, the number bought back by the schools did not amount to more than 500 pieces totalling some $2,000 altogether. But these materials can still be used by students of higher classes later and they are not a waste. The Member for Jalan Kayu also mentioned several points. Of course, I have already touched on the post allowance for principals which is in the final stages of consideration before any action will be taken. As regards over-reaction by the officials in the Ministry of Education. I think it is quite common with the civil service. Of course, I agree that it is not reasonable to call up all four or five teachers in one day from a small rural school for a meeting. If there is such an incident. I hope the MP concerned will inform me so that I can take steps to rectify it. But he cannot just pick up one or two instances and generalise it on the whole body of officers in the Ministry of Education. As we all cherish self-respect, so in cases like this, we need some discussion among us in order to better resolve the problem or rectify the matter. He also asked whether the Chinese simplified form wu () of the characters xia wu () (afternoon) could be used for the wu () in tiao wu () (dancing). We simplified about 500 characters at the first stage of simplification. The second stage has expanded to cover more characters. When implemented in full, some confusion is inevitable. On the whole, these simplified versions are borrowed from China as we are too small a nation to produce on our own. But there are a few simplified forms which are only used locally and not in other places. It is difficult for us to abolish such local simplified forms developed through usage, because language is a matter of usage peculiar to a habitat.”
“In addition, there are three representatives from our own Ministry: one is in charge of curriculum, one is in charge of technical education and the other acts as the secretary. These are the people who are conversant with the situation in the schools. He also asked two more questions: one is whether we should have another committee to look into the question of extra-curricular activities. I feel that for the, time being it is not necessary to do so because we have already paid attention to matters relating thereto and how to relieve the burden of the students. The other question is whether we are paying too much attention on examinations for students. It seems that every student is studying only for the examination, and he asked if we could reduce the burden of the students in this respect, at least psychologically. I feel that this matter is worth studying. The series of actions taken by the Ministry of Education lately is part and parcel of a policy in this direction, such as, not publishing the examination results and candidates' names. Consideration will be given on whether to set up an internal committee to study psychological pressure on students regarding examinations, and how to relieve the pressure. But it is not possible to do away with examinations entirely. At present, there is no other alternative. I do not think anybody will really request the abolition of examinations for students. What we can do is to reduce as far as possible the psychological pressure of examinations on students. He also asked about the recent announcement regarding the schools' intention to buy back technical drawing sets bought by Secondary I students. I do not have the exact figures with me.”
“If it is so important or such that it requires the signature of the senior officer, then he will sign the letter himself. But if it is a very routine matter, then it will be a waste of time to make it compulsory for the senior officer to sign it. Of course, no disrespect is meant to the principals concerned. The Member for Moulmein mentioned that recently the Ministry of Education announced the change in Secondary I syllabus by leaving out courses on technical drawing and basic electricity. The department concerned had made a careful study before taking such action. It was not cancelled just for the sake of cancelling it. As regards technical drawing. this is still taught in the subject Workshop Practice, but not as a separate subject as before. From our study we found that although it is useful to learn this subject, the time factor does not permit it and the students could learn them at a later stage. This is the main reason why we are doing away with the subject. As regards basic electricity, we feel that it is not necessary for them to study it at this stage. The Shelley Committee had considered this subject together with other courses such as metalwork, carpentry and woodworking, and had decided to leave out basic electricity as a separate subject. The Member also asked about the composition of this committee and the publication of its report. This is an internal working committee, and therefore we feel that it is not necessary to publish its report. The Chairman of this Committee is Mr Shelley and he is a private engineer. Another member on the Committee is also a private engineer. There is one representative each from the University of Singapore, the Singapore Polytechnic and the Industrial Training Board.”
“The Member for Jalan Kayu has also raised a similar matter. Consideration of this matter is now in its final stages, and the Public Service Commission, the Prime Minister's Office and the Ministry of Finance are now looking into the final details before the implementation. So the complaint of false alarm will soon be proved wrong. Regarding the language of school names mentioned by the Member for Jurong, our present policy is this. The signboards may be in one language or with other languages. In newly-built Government schools, the languages for the signboard will be as many as the languages used in the school concerned. There will always be a Chinese name for every new school, because Chinese language is not romanized, though sometimes its Chinese name may not be painted on the wall. Names of schools are permissible in different languages. It is up to the principal to decide. There is no compulsion. For initial painting we have given instruction to the PWD that if it is a bilingual integrated school, then the name of the school will be in English and Chinese or English and Malay according to the language streams adopted in that school. The Member for Jurong also raised the point that notices are not signed by senior officials. I have to clarify that we have two types of notices to schools; one is notification and the other is circular. Notification will carry the name of the issuing unit and the officer-in-charge, sometimes even telephone numbers are stated for easy contact. Circulars definitely will be signed and the name of the issuing officer is also stated therein. This is also to facilitate contact. Whether it is really necessary for the senior officer himself to sign all the circulars, depends on the nature of the communication.”
“On private schools, kindergartens and correspondence schools, they have to be registered under the Education Act and they have to seek approval of the fees payable by the students. We are paying attention to this. The Member mentioned the numerous commercial schools that are being run on a profit-making basis. It is because they are in great demand at present. The Adult Education Board is running more and more commercial classes and will provide better facilities and other courses for the public. If members of the public still want to go to private commercial schools, it is up to them. It is entirely their own choice. But I believe the Adult Education Board will greatly expand its facilities in future. On the bilingual policy referred to by the Member for Jurong, I would say that bilingual education is one of the basic policies of our education system. There will be no change. But because of a shortage of teachers and other problems, some schools may not be able to meet the required percentage of exposure time. This is a practical problem. Ideally, we would like to see a balance at 50% exposure time for each of the two languages without a lowering of the standard of either language, but it is not possible `to achieve uniform performance in educational pursuits because different people have different make-ups and linguistic aptitudes. There is one other point raised by the Member for Anson which I overlooked just now. This is on syllabus. He asked whether there is a standard or unified syllabus. I would say yes. If he is aware of any schools still using the old syllabus and textbooks, he should let me know, then I will make a check. The Member for Jurong mentioned the question of post-allowance and salaries for principals.”
“I can assure him that the Ministry has no intention to get free labour from the students. We never have this intention. The schools do not have the intention to retrench any of the workers either. This campaign is only one link in the educational process where we get students to experience the use of their hands. The poor children never grumble about using their hands because they are used to it at home. Those who are well-to-do and do not do any manual work at home, however, are the true target of this campaign. This is the category of students that we want to educate. I hope they will start to learn something. Let us take Japan as an example. Even the children of owners of business establishments have to start from the most junior position before they can be promoted. We should emulate this spirit. In our schools, we also have children from millionaire families who do not have to lift a finger to do any household work. In the schools, however, they have to be educated on the use of their hands. I hope they will appreciate this as part of their education and not treat it as being used for free labour, otherwise the significance of the campaign will be totally lost. 6.45 p.m. In June last year we conducted the first "Use your hands" campaign, and we intend to carry out this campaign in the middle of every year in the schools. It may not be on a national basis but we may ask the MPs of the respective areas to help in the "Use your hands" campaign to be carried out in the schools. When that time comes, we might ask the Member for Anson to go to the schools in his constituency to help run the campaign.”
“We are giving them contracts of two to three years after which time we hope to be able to solve our teacher-shortage problem. Most of the teachers recruited are teachers of English from these countries. According to their performance in the schools, we can say that their response has been fair. Since they are expatriates, we will pay special attention to them. About promotion exercises, we have only had two promotion exercises in the past four years. We should have one last year but we are now in the course of preparing another promotion exercise. This matter, as mentioned by the Member for Jurong and supported by the Member for Jalan Kayu, is tied up with the consideration for the post allowance for principals and other related matters. Promotion will give rise to the question of fairness as also mentioned by the Member for Jurong. It is very difficult to satisfy everyone, and that is the reason why there is some delay in the next promotion exercise which I believe will come up sometime this year. On fees payable to invigilators, the complaint is that fees have not been paid up to this day. If this is true, then something is wrong. As far as I know. fees for invigilators are paid within two months of the examination. I have made some enquiry into the delay and have found that some 85% have already been paid. We have about 13,000 sets of claims to check, All this checking contributes to the delay. There is no good justification for the delay in the payment of fees for as long as four months or more. Normally fees should be paid within two months, which is long enough. Something must be wrong somewhere, and I will take note of this. The Member for Anson also referred to the "Use your hands" campaign.”
“Of course, the Education Development Officers and the Specialist Advisers do visit all schools in Singapore. They have a certain schedule to keep; those schools with more problems will have more visits, while the rural schools which do not have so many problems will have less visits, But they are visited at least once or twice a year. The Member for Anson quoted one example of changing teachers in Secondary IV classes. I do not know which particular school or class he was referring to. I can say that, in principle, we advise principals to avoid changing teachers in the Secondary IV classes. We appreciate that it is not good to change teachers, especially during the crucial time when it is so close to the Secondary IV final examinations. But sometimes changes are inevitable. For example, a teacher may be successful in his application for a scholarship. And we cannot stop him from going on a scholarship. As far as possible we avoid changing teachers at the Secondary IV class level. If the changes are too frequent, perhaps there is something wrong with the principal. If there was such a case, it should be reported to me and I will look into the matter to see if I could be of any help to the principal to put it right. There are merits and demerits of the individual. It may be that some principals have a special reason for changing teachers; we do not know. Next comes the question of recruitment of teachers from England. England is the native land of the English language. Of course, we do not deny the existence of other English-speaking countries. We do recruit teachers from New Zealand. Australia and other English-speaking countries. But this is on a short term basis, not a long term one.”
“This matter was raised and debated before, and the Ministry of Finance had opposed it strongly. If we give the teachers transport allowance, then what about the others? Moreover, it is already stated in the terms and conditions of service that teachers are liable to be transferred anywhere in Singapore. Of course, we try to be fair but sometimes fairness is very hard to gauge. It depends on the stand taken. If he considers himself weightier than others, then he wants to be treated more fairly. It is a difficult problem. So we are trying to find a better solution. The Member for Anson says that they can go by rotation. This is one point that we have considered. But we have not come to any decision so far. We can only hope for the time being that those teachers who have been posted to the rural areas will be conscientious and forbearing enough to consider the educational needs of children in the rural areas and continue to teach happily. Next we come to the telephone in the rural schools. Some schools in the rural areas are without telephones. But they form only a small number. To generalize is to create misunderstanding. We have altogether some 500 schools in Singapore but only 26 schools are without telephone facilities. Of the 26 schools, 9 are in surrounding islands, and the remaining 17 are all in very remote areas. Some of these schools could have telephones installed. They are small aided schools. Perhaps some of these schools feel that there is no need for a telephone and they do not apply for a telephone. I do not think that it is because they do not want communication with the Ministry's officials. Telephones are not for communication with the Ministry alone but there are other uses. About visits by school inspectors.”
“I can assure him that there is no discrimination against any language. Tamil is a long standing language with a long historical and cultural background. Although I may not know Tamil, which is the only official language I do not know. I can assure him that there is no discrimination of any sort. The next point the Member raised is in relation to our transferring of teachers from English stream to rural schools, and forgetting about them entirely. We have no intention to forget such teachers. Every teacher gets paid. So we cannot forget them, otherwise they get no pay at all. But there are problems in regard to transfers. Most of the teachers live in Housing and Development Board flats and in the urban areas. Many of them do not like to go to schools in the rural areas. But students in the rural areas are also entitled to go to schools. That is the problem. So we have to send some teachers to the rural areas and we hope that these teachers will accept their transfer as a challenge to shoulder their responsibility as a teacher to educate the children in the rural areas. Of course, facilities in the rural schools may not be as good as those in the urban areas. But rural people are more friendly and they respect the teachers more. I was a teacher in a rural school some 20 years ago and I know that the rural people are more friendly and understanding and there has been no change in this attitude. Teachers sent to the rural areas may lose materially but spiritually they may be compensated for, I hope. The Member for Jurong has also spoken on the question of teachers in rural schools. He asked whether we could give them transport allowance. No. we cannot give them transport allowance.”
“Although it is not in his constituency, the students in his constituency can go to the new school that is to be built there. The Member for Anson has numerous sources of information and so he has a lot of matters to bring up in this House. It is good of him to speak for his constituents, and we pay him all the respect due. But sometimes he raises so many questions that if they are not answered will give rise to misunderstanding. The Member for Anson has raised 11 points. His first point was in relation to the learning of the Tamil language. This is an annual affair, but I can assure the Member that this is not to be taken as a joke. We have given this matter our serious consideration. We give equal treatment to the learning of all the four official languages. There is no discrimination against any particular language. It is up to the parents to choose the language. The second language or the first language is entirely the free choice of parents, and we give them all the assistance available and possible. But sometimes because of certain limitations, we have problems. We have instructed schools to accept enrolment of Tamil students, but whether we have enough students to run a Tamil class is a different matter. If we have only two or three students, we cannot run a class for them. This is the main crux of the matter. He cannot say that the principal does not accept Tamil students. Probably it is because of the language problem that there is a misunderstanding. The principal may say that if there are not enough students to justify a class he may not have a Tamil class for the learning of Tamil language. This may lead to some kind of unintentional misunderstanding. After some clarification I hope the Member will not raise the matter again next year.”
“They go for the ITC, i.e. Industrial Technician Certificates. So we have quite many outlets for such students. But, of course, we shall continue to pay attention to these students because we do not want these people to idle. They are not idling as alleged by the Member for Sembawang. At the moment, we are also studying the secondary school system. We have said so a few days ago when answering a question by the Member for Punggol. We are looking into this matter to see whether every student can continue to study until the age of 18 years. This is a long-term matter which requires careful consideration. Of course, we have to tailor our needs within our limited financial resources. As regards the relaxation of entry qualifications for foreign students into Singapore schools. I will say that the present requirements do provide for the easy entrance of students from ASEAN countries. Of course, students from non-ASEAN countries will have to comply with stricter requirements. Those students who comply with the requirements and can catch up with the standards in our schools, we do accommodate them. Further relaxation will not be of help to anybody because some of the students may not be able to cope with our syllabus requirements here. We have also limited vacancies in our schools. Some kind of balance has to be struck. At present, we do not propose to relax further the entry qualifications for foreign students. 6.30 p.m. Next, dealing with the question of a new secondary school in the Marsiling area. I would like to tell the Member for Sembawang that we propose to build a new secondary school in Woodlands New Town but it is not in his constituency. It is in Bukit Panjang.”
“Sir, the Member for Sembawang has brought up several questions. He touched on full-day schooling, the setting up of commercial schools, and so on. He has even asked for a relaxation of rules for the entry of foreign students into Singapore schools. He has also requested for new secondary schools to be built at Woodlands in his constituency. So I have to answer his queries one after the other briefly. The full-day school system is good, I agree. But the question is whether we have enough schools to run the system. If he thinks of asking those schools which have accommodation or vacancies and within their manpower resources to run full-day session then he will have a lot of problems. For example, for a full-day school it will start from 9 a.m. and end about 2 or 3 p.m. That means the students have to have lunch in the school and this will present a problem to anxious parents. The teachers and the students will also come across unexpected problems. Our basic policy is that if a school can cope with a full-day session with its available accommodation and resources, well, it can go-ahead if it wants. As regards commercial schools, the Adult Education Board has four centres running commercial classes in the day time. They are at Kim Keat Centre. Mountbatten Centre, Hai Sing Dewasa Institute and Stamford Girls' School. This year we are going to have another school. We now have more than 2,000 students attending such classes in the day time. And if we include students in the evening classes, it will come to about 9,000. Of those Secondary IV students who are not able to join Pre-University classes, some are attending the evening classes run by the Adult Education Board. Others join the technical classes in the Vocational Institutes under the Industrial Training Board.”
“Mr Speaker, Sir, it is true that the daily-rated workers sometimes have nothing to do during the school vacation. But we do try to give them whatever jobs there are, possibly in schools. But unfortunately, it is not always possible, especially during the long vacation. Their number in schools is fairly small. MAIN AND DEVELOPMENT ESTIMATES OF SINGAPORE FOR THE FINANCIAL YEAR 1ST APRIL, 1977 TO 31ST MARCH, 1978 Order read for consideration in Committee of Supply [4th Allotted Day] 2.45 p.m. [Mr Speaker in the Chair] Head U - (cont.)”
“Sir, if everything goes on smoothly, it may be next year. CHANGI VILLAGE (Development as a tourist resort) 3. Mr Teo Chong Tee asked the Minister for Finance whether it is planned to develop Changi Village as a tourist stopover point in view of its close proximity to the Changi International Airport.”
“Mr Speaker, Sir, the results of second language performance in the Primary School Leaving Examination and the GCE `O' and `A' level examinations show improvement over the years. Nevertheless, programmes to train and upgrade second language teachers have been and continue to be conducted by both the Institute of Education and the Regional Language Centre. In addition, teaching guidelines are being prepared to accompany the second language syllabuses. Instructional materials in second language teaching and learning, resource materials, and ETV language programmes are also all being used in a concerted effort to improve the teaching and learning of second languages in our schools. To ensure there are sufficient second language teachers, we have taken into account the projected needs in planning our programmes for the recruitment and training of these teachers. The resources of the Institute of Education and the Regional Language Centre will be made use of for these programmes.”
“Mr Speaker, Sir, with the swing towards enrolment of pupils in English-medium schools over the last few years, a situation has been created where there is a shortage of English-medium teachers and a surplus of Chinese and Malay-medium teachers. These surplus teachers who are able to be retrained to teach in the English medium, particularly in the areas of most shortage, namely Science and Mathematics are being retrained and redeployed to teach in the English medium. Others are being redeployed to English-medium schools to take second language classes as well as classes in physical education, arts and crafts, education for living, ethics, civics, etc. With the introduction of the Basic Course from this year, a number of teachers will be required to take the Basic Course classes. All surplus teachers, as a result of the swing towards enrolment of pupils in the English-medium schools, will be suitably redeployed and none will be made redundant as a result of this. SECOND LANGUAGE TEACHING AND LEARNING (Raising of standard) 13. Mr Ng Kah Ting asked the Minister for Home Affairs and Education what steps, if any, have been or will be taken by his Ministry to ensure that the standard and quality of the second language teaching are raised; and what steps his Ministry proposes to take to ensure that there are sufficient language teachers to meet demand.”
“Sir, under the current School Building Programme, new schools are built to meet the demand arising from the shift of population to HDB new towns and estates. In the Thomson Constituency, except for the 1.178 housing units built in Sin Ming Industrial Estate, there has been no new HDB town or major housing estate. The existing secondary schools on the fringe of Thomson Constituency can adequately meet the present demand for secondary school places in that constituency. Another two secondary schools providing 4,480 places will be built this year in Ang Mo Kio New Town which is also on the fringe of Thomson Constituency. There are, therefore, presently no plans for a new secondary school in the Thomson Constituency. The Ministry of Education is, however, in continuous liaison with the HDB and will put up plans for a new secondary school in Thomson Constituency should this be justified. SURPLUS OF CHINESE AND MALAY-MEDIUM TEACHERS 12. Mr Ng Kah Ting asked the Minister for Home Affairs and Education, in view of the surplus of teachers in the Chinese stream, what measures his Ministry will take to contrive optimal utilisation of their services.”
“Mr Speaker, Sir, the answer is no. There is no such danger. These committees set up as and when necessary are working committees. They make recommendations to the Planning and Review Committee. These recommendations, in turn, are studied and if found acceptable, are put to the Ministerial Committee for a final decision. There are therefore two layers of coordinating committees. 3.23 p.m.”
“Mr Speaker, Sir, I mentioned Indian culture. I did not use the word `Tamil'. As for second language, of course, Tamil is one of them.”
“For instance, the NTUC and the teachers' unions as well as employer organisations have been consulted from the early stages in the formulation of the Basic Course and the Junior Trainee Scheme and continue to be consulted on this. The teachers' unions were also consulted before the changes to the Secondary 1 curriculum were affected this year. Members who are concerned as to whether civil servants read Hansard and whether their comments are taken seriously may be interested to know that the Planning and Review Branch of the Ministry of Education has compiled a list of the comments made by Members pertaining to the education system since 1972. These are being studied so that appropriate remedial, where necessary, action may be taken. 3.19 p.m.”
“The Planning and Review Branch, set up some six months ago, researches into and collects data on the education system and monitors it closely through sources both within the Ministry and the schools and from outside. From time to time, special committees may be set up with the best expertise available from different sources to review particular aspects of the system. For example, in the recent review of the secondary school technical education programme, a committee was set up chaired by a professional engineer in private industry who also has been and is a member of various public bodies. The committee members comprised another industrialist in the private sector and representatives of the University of Singapore, Polytechnic and the Ministry of Education. Based on the recommendations of this committee, changes were made to the secondary school technical education curriculum in Secondary 1 classes this year. Other such committees can be and will be set up where necessary. Various channels have been set up for consultation and communication. Since early last year, a team of senior Ministry officials have been visiting schools to find out their problems and have informal discussions with the principals and senior teaching staff. In addition, a series of seminars and workshops for principals and teachers have been and continue to be held where policies, plans and problems are discussed and recommendations put forward. These recommendations are, in turn, studied by the Ministry officials. The Ministry officials themselves also have regular residential seminars to discuss basic issues of concern to the education system. There is consultation with bodies outside the Ministry and the schools too.”
“This was put forward as reasons for commissions of inquiry to be set up and for reviews to be made of past policies and actions. I do not think there is a need for such a Commission. The Basic Course has been introduced as a continuation and development of the programme launched some 17 years ago to provide universal primary education. The initial efforts in this programme were towards providing places in primary schools for all those eligible for admission .. Not only has this been achieved but the success of the population control programme has been so successful that there has been a reduction in the primary school enrolment of about 13% from 363,000 in 1966 to 316,000 10 years later in 1976. The Ministry is therefore now in a position to allow retention to be practised at all levels in the primary school system and also provide an avenue for channelling into the Basic Course those pupils who are unable to cope with the more academically-inclined Standard Course. This was as a result of a continuous review and monitoring of the education system. There is in the Ministry of Education, a Ministerial Committee chaired by the Minister and comprising the Minister of State, Parliamentary Secretary, Permanent Secretary, Director of Education, heads of branches and other senior officials of the Ministry. This committee meets monthly and reviews the major policies and activities of the Ministry. In addition. there is a Planning and Review Committee chaired by the Permanent Secretary and comprising the Director of Education and other senior officials of the Ministry which directs research into and collection of data on various aspects of the education system. makes recommendations and reviews plans and work programmes.”
“It is my Ministry's policy to encourage the Management Committees of these aided schools to rebuild where there is a need. My Ministry is offering them capital aid up to 50% of the total approved capital expenditure. A number of village schools have already been rebuilt or extended through this scheme. Adult Education Adult education programme is managed mainly by the Adult Education Board. It runs language courses in our four official languages as well as in other languages such as Japanese, German, French and Arabic. In 1976, a total of 10,000 students attended these courses. In the field of general education, the Board conducts courses leading to the GCE `O' and `A' levels. There were over 20,000 students enrolled in these courses in 1976. Students in the Board's commercial education courses are prepared for external examinations and examinations conducted by the Board. A total of over 9,800 students attended these courses in 1976, of whom 2,000 were full-time day students. The Board also conducted a variety of vocational and technical education courses for a total of over 7,200 students in 1976. There were also further education courses in Interior Decoration, Home Furnishing and so forth for which the enrolment in 1976 was over 4,700. The Board is expected to continue with these types of programmes. In particular, more emphasis will be given to commercial education. The Board will also be organising and conducting the extension education programme for the primary school Basic Course pupils who enter the Junior Trainee Scheme. Evaluation and Assessment of the Education System Comments were made on the Basic Course and its introduction projected as an indictment of past policies and actions of the Ministry of Education.”
“But these minimum standards are not high Grade 8 which has been specified for 1979 is really just below pass level, while Grade 7 which has been specified for 1980 and 1981 is still not even a pass at `O' level, that is, equivalent to a pass at Sec. II or Ill level. These grades should be attainable by most pupils as is shown by the fact that the proportion of pupils who sat for and passed the GCE `O' levels in Chinese as a second language, for example, was 60% in 1973, 57% in 1974, 59% in 1975 and 69% in 1976. Nevertheless, the language requirements are not intended as a bar to those who are well qualified for and able to benefit fully from a university training. Consideration may be given to exceptional cases depending on the merits of each. A general exception to those who score not more than an aggregate of 15 points has already been announced. They will be allowed provisional admission to Junior Colleges and Pre-University classes even if they fail to meet the language requirements. Kindergartens A request was made that the Ministry of Education takes over all kindergartens in order to control standard and quality. I wish to inform the House that there is provision for kindergartens to be registered with the Ministry and satisfy certain conditions. Standard and quality of teaching are some of the conditions. I would also like to inform hon. Members that a committee has been set up comprising representatives of the Ministry of Social Affairs, the People's Association and officials of my Ministry to look into the improvements that can be made in kindergarten education. Village Schools It is true that most rural aided schools are small but not all of them are sub-standard.”
“Not only teachers but parents, family and friends all have a part to play in this, Language Policy Criticism has been directed at the announcement made by the Ministry of Education on 22nd January regarding first and second language requirements for admission to Junior Colleges and Pre-University classes from 1979. This is no new and ad hoc policy but a continuation and development of the bilingual policy advocated 17 years ago in 1959. It is important for those graduating from universities who will be holding key positions of leadership in our society to be effectively bilingual in their mother tongue and English. The language requirements announced on 22nd January are principally for the purpose of raising the level of the first language of those entering the universities. Employers in both the public and private sectors have complained of the declining standards in language of our university graduates. The universities, on the other hand, blame this on the standard of the students coming to them from the schools. The need to raise the level of the first language is shown by the results in English as a first language in the GCE `O' level examinations. In 1973, 35% of those who sat for the examination passed in English as the first language. 37% in 1974 and 44% in 1975. While the intention of the announcement is to raise the level of the first language, we have to ensure that this is not done at the expense of the second language. Therefore, minimum standards have also been specified for the second language for admission to Junior Colleges and Pre-University classes from 1979.”
“Mr Speaker, Sir, several Members have commented on the activities and plans of the Ministry of Education. I shall try to answer those policies and actions which appear to be misunderstood. I shall also outline the decision-making and consultative processes in the Ministry of Education to show that despite contrary views expressed by some Members the Ministry does not rush into changes and ad hoc policies. Moral and Social Values and Attitudes The question has been asked as to what is meant by "Asian values". This term is only a convenient way of referring to the variety of norms, practices and beliefs inherent in the cultures, traditions and customs of Asia. It is intended only in this geographical sense. Since the vast majority of our population are of Chinese, Malay and Indian ethnic origin and we are in a geographically Asian context, it is essential to our survival as a nation that values and attitudes based on the Chinese. Malay and Indian cultures, traditions and customs are promoted and encouraged But this does not mean that Western values and attitudes have no place in our society and school curriculum. It is only the values and attitudes of the West that are pernicious to our society that we are against. As for the teaching of these desirable values and attitudes in our schools, while this is done through the subject Education for Living at the primary level, at the secondary level, there is no such single subject but three separate subjects of Civics, Geography and History. However, the teaching and acquisition of desirable values and attitudes is not by formal lessons in the classroom alone but also by precept and example.”
“They were unable to substantiate their recommendation to the satisfaction of the Ministry. GUILLEMARD ROAD MARKET SITE (Conversion into children's playground) 17. Mr Ng Yeow Chong asked the Minister for National Development and Communications if he will ask the Housing and Development Board to convert the former site of Guillemard Road Market at Cassia Square into a children's playground for the benefit of the children in Guillemard Estate,”
“Sir, if the allegations can be substantiated, I can assure the Member that action will be taken. JTC EXECUTIVE FLATS AND LOW-COST FLATS (Particulars) 12. Mr Ho Kah Leong asked the Minister for Finance if he will ascertain from the Jurong Town Corporation (i) the breakdown cost; (ii) the selling price; (iii) the floor area; and (iv) the total number of flats built and the occupancy rate, in respect of (a) an executive flat (luxurious type); and (b) a low-cost 5-room flat.”
“If the Member can give me the name of the school, then I will look into that.”
“Sir, the study of a second language is encouraged, irrespective of whether it is Tamil or any other language. But we have to look into the rationale of its cost and practicability. If we can do it, then we will do it in designated schools. For example, if we have a sufficient number of students in a particular school - by sufficient, I do not expect the number to be 40, but it must be reasonable enough to form a small class - then the particular language can be taught.”
“Sir, obviously it is not possible for every school to offer Tamil as a second language. From the figures I gave, in 1974 there were only 1.542 students registered for Tamil as a second language and in 1975 there were only 1.563. We have more than 350 primary schools and we cannot run a class for two or three students. This year we have announced in the newspapers the designated schools. Here is a question of money. If we have the money, then perhaps we can fulfil the wish of the Member for Anson, but I am afraid I have to disappoint him. It is not possible to do that.”
“May I first answer the Member for Tiong Bahru, Sir, It is most likely that the proposals would not deviate fan from the development plan. But I myself am not sure about this because the detailed operation of Nanyang University is under the control of the Council and not under the Ministry of Education as such. The Ministry of Education merely looks after its finance. The Member for Jurong wants an assurance regarding the building of the Students' Hostel and the Staff Quarters. I have just looked at the Budget estimates and I find there is no asterisk to these two items. I presume the plans have already been approved and it is now a matter of administrative expediency. I will convey the wishes of the Member to the Nanyang University authorities to see that they are built as soon as possible. On the question of the "New Canteen for Library", I see an asterisk against the provision in the Budget estimates. There is also an asterisk against the provision for the "Department of Student Affairs Building". This means that they are subject to sanction by the Development Planning Committee. The final approval still remains with the DPC. They have only been approved in principle. Regarding the canteen, I have said that the top floor of the building would be used as additional space for the Library. But I would like to inform Members that, as far as I know, the Department of Student Affairs is quite large. One floor in the Library building is not big enough to accommodate that office. In fact, it is quite far from the Students' Union House and, therefore, it would not be practical.”
“On the question of whether there is a need to put up a building for the Department of Student Affairs, the Member for Delta happens to be the Director of the Department of Student Affairs, and he may be able to substantiate or to add to my reply if it is not satisfactory. Although it would seem practical and convenient for the Department of Student Affairs to be housed in the Students' Union House, this is not feasible as it is fully occupied by the various student societies of Nanyang University. The existing premises of the Students' Union House is not adequate even to meet the requirements of the students. The various sections of the Department of Student Affairs are presently operating at different parts on the Campus due to a shortage of space. Besides, with the increase in the student intake and the corresponding increase in students' activities, the present general office of the Department of Student Affairs will be inadequate to cope with the day-to-day administration of the Department. This situation affects the efficiency and smooth functioning of the Department of Student Affairs. Hence, there is a need for a new building.”
“Sir, the need to revote the provision for the Students' Hostel is due mainly to a change in the decision to resite the hostel from the site near the Sports Complex to the present site near the Auditorium next to an existing block of hostels. The delay has also been due to construction activities, such as boundary surveys, soil testing, earthworks, layout, drawing up of detailed architectural plans, and plan clearance by the relevant authorities. In the case of Staff Quarters, the delay was, in part, due to difficulties in finalising the policy of allocation and the actual number of units to be built. Formal clearance of the Development Planning Committee is also awaited before expenditure could be incurred. As for the Sports Complex, it is expected to be completed in mid-June or early July this year. When not in use by the students, I understand that the University is prepared to make its facilities, or pant of them, available to organised groups only. On the question of building a new canteen, I would like to inform the House that the present location of the canteen on the top floor of the Library has been found to be unsatisfactory. Those using the Library are disturbed by the students and staff members going to and from the canteen, as they have to pass through the Library. The present canteen, therefore, has to give way to expansion of the Library to cope with the increase in student enrolment and an increase in the collection of books. The new canteen will be constructed outside the Library building to replace the existing one.”
“The Centre is, in fact, in the process of planning to upgrade the courses for senior English language teachers in secondary schools. These courses are specifically designed to meet the needs of Singapore. 7.30 p.m. On the change of the name of the Regional English Language Centre (RELC) to the Regional Language Centre (still RELC), I would like to inform Members that the first 5-year phase of operation of the RELC is scheduled to end in December 1976. During this phase of operation, the primary objective of the Centre was to improve the teaching of English as a second on foreign language in member countries of SEAMEO. The Centre will soon move into its second 5-year phase of operation. At the same time, its name will also be changed to the Regional Language Centre. Its emphasis will correspondingly shift to the undertaking of research and publication of the problems and needs of the region. While it will not be engaged specifically in training in the use of the different languages, it will delve into contrastic studies, cross cultural studies. social linguistic studies and other such related studies, all of which cut across language barriers. It will continue to assist member-countries in improving the teaching of the English language.”
“Sir, on the question of whether there is any change in the membership of SEAMEO. I would say at the moment "legally no" although the three Indo-Chinese states did not attend the meeting. As for our contribution to the Secretariat, it varies from year to year. Based on a formula, Singapore's contribution is approximately 4%, or slightly more, of the total expenditure. Touching on linguistic studies at RELC, the RELC is a regional institution with regional responsibilities. It has to concern itself with the varying needs of the South-east Asian member-nations in the improvement of English language teaching. These needs are expressed to RELC equally by each country through RELC's governing board. One of the means of meeting these diverse needs is through RELC's training courses for key personnel from the region. The courses are specially designed for teacher-educators rather than teachers, designers of research rather than researchers, supervisors, inspectors and curriculum specialists and other key personnel. It is, therefore, necessary to design the curriculum content of these courses to meet the needs of training personnel at this high level. The Centre nevertheless does offer short-term courses designed specially to assist teachers in improving their methodology in the teaching of English in schools. The Ministry of Education is aware of the need to review continuously the need of upgrading Singapore's English language teaching programme that can best be served by the RELC. These are being channelled to the Centre through the governing board. Our suggestions for change to meet the needs of Singapore, however, would have to be considered by the governing board in the light of the overall programme of priorities of the Centre.”
“Various research projects conducted by the Institute centre upon the socio-economic and sociopolitical problems of the South-east Asian region. The nature of the problem delved into and the contact developed with scholars of the region will also promote a better understanding between the nations of the region. The Institute is presently located within the campus of the University of Singapore. To absorb it into the University proper would cause it to lose its regional and autonomous character. Further, it exists to serve the region as a whole and its interest lies further afield than the more restrictive curriculum and research conducted at either of our universities. Therefore, to absorb it as part of either of the universities would stifle the original objective in the establishment of this Institute besides curtailing the freedom under which it may operate. There is no economic advantage too in the proposal.”
“Furthermore, with similar courses being offered by the two universities, the spirit of competition will spur them on to greater heights of achievement. On the question of Youth Associations. I would like to inform the Member that the grant to the Youth Associations in question is meant only to supplement the shortfall in annual operating costs in respect of the Singapore Scout Association and the Singapore Girl Guides Association. The activities of these two associations form an integral part of the extra-curricular activities organised for students and are distinct and separate from other youth activities run by community centres. On the question of the Institute of Southeast Asian Studies. I would like to inform the Member that in the past year the Institute of South-east Asian Studies awarded a total of seven Research fellowships for research into various areas of current interest. These are: three Institute of South-east Asian Research Fellowships, three fellowships in conjunction with the Federal Government of Australia on South-east Asian relations, and one Fulbright Hays scholarship. In addition to these, the Institute received five Visiting Fellows. On the seminar and conference front, only one major international seminar was organised and this centred on the topic "Trends in Thailand" as a follow-up of the previous year's seminar on "Trends in Singapore". Occasional seminars held during the year numbered 20 and in addition to this, 28 in-house seminars were also organised. The research effort has resulted in a total publication of 17 new titles for the year. The existence of the Institute has brought about closer contact among scholars and specialists concerned with modern Southeast Asia and its development.”
“Sir, on the question of the subsidy per student for Nanyang University and the University of Singapore for FY 76, I regret to say that it is not possible to provide information for FY 76 since the actual increase in expenditure for the two universities as well as the student enrolment are still not available. Similarly, the information for FY 75 is dependent on the finalisation of accounts due to be closed on 31st March, 1976. However, I can give the Member some figures for 1974. I am making a comparison of the Arts and Social Sciences, Commerce and Business Administration, and Accountancy because Nanyang University has place for only three departments and it is not comparable to take in Medicine, Law. Engineering and Dentistry. For the University of Singapore the subsidy per student for these three departments works out to an average of $4,279 whereas for Nanyang University the subsidy was $3,506. But I must hasten to add that subsidy means a deficit, and in Nanyang University there are other incomes to be taken into consideration. If we take the actual expenditure, not the subsidy, per student for 1974 for these two Universities the total sum for the University of Singapore was $4,729 whereas for Nanyang University the actual expenditure per student was $4,637. On the question of merging the two universities, I would like to say that the Government is not contemplating a merger of the two universities, There is no good reason to do so. On the contrary, because of their traditional academic organisational and administrative incompatibility, there is every reason to encourage them to develop their individual disciplines, each on its own, Even economically there is no benefit to be gained in the proposal.”
“Sir, I fully realise the importance of trade unionism. As I said just now, this is being discussed in schools in the General Paper because, among other things, they have to understand current affairs; but not to the extent of making it a separate subject as you need fairly seasoned minds to understand it. At upper secondary and pre-.U level, I feel that the curriculum is already overloaded. I realise the importance of trade unionism and whenever possible they should discuss it under current affairs. Question on the amendment put, and negatived”
“Mr Deputy Speaker, Sir, just now when I answered in English, maybe there was some distortion in the interpretation. So if I may now speak in Mandarin to answer the Member for Paya Lebar's questions. Basically, there is no change in our bilingual policy. There has only been some emphasis placed on certain aspects of the policy as a corrective measure. The Member for Paya Lebar asked whether equal exposure time could be given to both the mother tongue and the second language in pursuit of the Singapore type of school espoused by him. I must say that although the schools in Singapore belong to different language streams, they are, in fact, gradually moving towards one common type. We cannot enforce the change rapidly. The reasons are quite obvious. There is a shortage of suitable teachers: furthermore, the pace cannot be enforced just by making some regulations that cannot be carried out. But it is obvious that the trend is going towards that direction.”
“Sir, there are a few graduates, both local and foreign, teaching in primary schools. Most of these graduates have been accepted for training in the Institute of Education specifically for primary school teaching. As for Taiwan degree holders not being allowed to teach in secondary schools, this is the practice all along. Some of the graduates may have the ability to teach in the secondary schools but the point is how are we to select and get the right person to teach in the secondary schools, especially when we have an excess of Chinese language graduates. What we are short of is English language graduates who are able to teach the English language in secondary schools.”
“Members will notice that there were less resignations in 1975 than in 1974. In 1 973 there were 379 resignations. giving a total of 2.1%, which was even higher. In other words, the trend in resignation is coming down. It is not true that the teachers are running away. 6.45 p.m. Sir, I fully agree with the Member that good teachers and good principals should be remunerated or should be commended because sometimes it is not always possible to adequately remunerate a person in terms of money, especially in the field of education. Wherever possible and wherever we can identify, I fully agree that we must give them due recognition for the good work done. So if Members come across any particular principal or teacher who has done very well and has not been discovered, please let me know and I will personally look into it. I would like to clarify one point made by the Member for Moulmein. He quoted my words saying that when I replied to the Member for Jurong, I said that it v/as not necessary to consult the teachers' unions. I did not say that. I merely said that the consultation does not necessarily mean that it may end up with their views being accepted. I did not say that it is not necessary to consult the unions. Sir, on the question raised by the Member for Boon Teck whether we could include trade unionism as a subject in secondary and pre-university classes, I would like to say that it is not feasible at the moment, especially when there are so many complaints of overloading of the curricula on the students and whatnots. I would like to let him know that the general idea of trade unionism is discussed in current affairs and the study of economics, in the upper secondary and pre-U classes. But it is not taught as a subject.”
“Sir, on the points raised by the Member for Serangoon Gardens, I would like to inform the House that the Ministry of Education is now in the process of setting up a feedback unit to monitor the results of any policy which has been implemented. This will also answer the question raised by the Member for Moulmein as to how to consult. Once this unit is set up, then of course it would be easier to monitor the principals' and teachers' views, especially the rationale behind the various objections or support for any policy. I fully agree that we need a feedback in order to make modifications to any policies. On the question of illiteracy, I would like to say that there will always be a certain percentage of people who are illiterate, even in a monolingual society in advanced countries where education is free and compulsory. The recent statements made by the Prime Minister and the Deputy Prime Minister merely drew the attention of the people, especially the Ministry of Education, to some aspects of illiteracy which we have not perhaps given sufficient attention We are now directing our attention to this problem so as to minimise illiteracy in our population. On the question of parent-teacher association raised by the Member for Serangoon Gardens, it is a good idea. We will encourage the setting up or such associations whenever possible. But It would appear that there are not many such associations being set up at the moment. The Member for Henderson has pointed out that a large number of good principals and teachers have resigned from the education service. I would like to give some statistics in case a wrong impression is created. In 1975 there were only 306 resignations, giving a total of 1.7%. In 1974 there were 350 resignations, giving a total of 1.9%.”
“We will do as much as we can to help, but I do not think we can really control, in the sense of the word.”