Hawazi Daipi
Singapore
“Madam, between 2001 and 2014, of the international students at secondary and junior college levels who were granted permanent residence (PR) on their own merit, around one-quarter were on scholarships, such as the Association of Southeast Asian Nations (ASEAN) scholarship, for their studies.”
“Madam, we are aware that these are secondary and pre-university students who are not likely to start working immediately after they have completed their "A" levels. So, we do not require them to work in Singapore. It is separate from the university-level scholarships. Page: 34”
“Madam, as I have said in my reply, we leave it to the schools to decide on whether a student or a staff member is fit or good enough for certain types of overseas trips. Some overseas trips can be very physically challenging, but some may not be.”
“Madam, the Member may be aware that MOE has worked with the Temasek Cares for a programme to assist families to manage the cost of treatment after the insurance coverage cap has been reached.”
“I think, generally, yes, Madam. The travel insurance coverage includes accidents and treatment of injuries as a result of accidents, as well as repatriation.”
“At the ground-breaking event, a number of non-Muslim grassroots leaders asked me how they can also support the construction of this community institution in Woodlands. I am heartened by such a supportive spirit and inter-racial and inter-religious cooperation.”
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“Sir, the Ministry tries to resolve the complaints/claims by employees as quickly as possible. Mdm Halimah surely knows that when we receive complaints/claims from workers, we will call both the employer and employee to verify the claims. If there is reason for us to believe that the employers have not complied with the Employment Act, we will ask them to comply with it. If, at the end of the process, there is no agreement between the employer and the employee, then, with the agreement of the worker, we can refer the matter for adjudication. It depends very much on whether we get information correctly and quickly from both sides.”
“Patients are now admitted only when they require surgery. This reduces the average length of stay by two days, with a corresponding reduction in the bill size. Another example of a change in clinical practice is the substitution of oral medication for intravenous medication. The National University Hospital has introduced the use of oral re-hydration for paediatric diarrhoea cases instead of total intravenous hydration. This costs less and shortens the length of stay. Patient care is not affected. Likewise, Alexandra Hospital has also reviewed their prescribing practices to encourage the use of cheaper alternatives, such as using standard instead of non-standard drugs for gastroscopy. Let me quickly add that in some instances, higher bills may not mean bad practices. For example, CGH offers a more costly treatment for asthma. This is because CGH thinks that it is more effective in the long term, avoiding future hospitalisation and therefore save costs for the patients overall. We should encourage such diversity in treatment protocols among our hospitals. It allows us eventually to better assess which is the more cost-effective protocol which can then be adopted by others as the best practice.”
“The publication of hospital bill sizes is another initiative in this process of review. Hospitals can now compare their cost with those of other hospitals when treating similar types of patients. No two hospitalisations are identical. But on a statistical basis, if a hospital remains a significant outlier compared to the other hospitals, this must alert the management to review their way of handling such types of patients. This allows the hospital and the clinicians to ask intelligent questions about why their charges are significantly different from the others. Finding answers to such questions may then lead to actions which benefit both the hospitals and the patients. An added benefit of publishing such statistics is that patients and their family physicians can now have a better idea of what to expect before their hospitalisation. They would be in a better position to make more informed choices with regard to their hospitals. We have launched this initiative for three months now and I am glad that the public has welcomed the efforts. We will continue to improve on the contents of the publication. The hospitals too have found the exercise useful and are actively following up. For example, Changi General Hospital (CGH) reviewed the medical conditions in which they had the highest bill sizes and found that their unit prices were not out of sync with the others. Their higher bills were due to differences in clinical practice. Let me give you an example. Prostate operations, where CGH used to admit patients immediately for investigations when they turned up in the A&E for acute retention of urine. CGH has now adopted the other hospitals’ practice of doing the investigations for urine retention on an outpatient basis.”
“Let me first reiterate that the two Teacher Counsellors are better trained compared to the other teachers. All teachers are trained in basic counselling so that they can provide first-line care-giving and advice to the pupils. The two Teacher Counsellors would be able to dwell deeper into their pupils' problems and would be able to counsel them further. If the school does not engage external counsellors but requires more specialised counselling for the pupils, it can refer the pupils to MOE. PUBLIC HOSPITALS (Review of costs and charges) 19. Mr Gan Kim Yong asked the Acting Minister for Health in view of the varying bill sizes charged by the different public hospitals, (a) whether efforts have been made to review the operating costs and charges imposed by hospitals with higher bill sizes; (b) what has been the outcome of such review if any; and (c) what actions have been taken to reduce the bill sizes of these hospitals. The Acting Minister for Health (Mr Khaw Boon Wan): Mr Speaker, Sir, the mission of our public hospitals is to provide good and affordable healthcare to Singaporeans, especially those from the lower and middle income groups. The key is to do more with less, so as to save money for the patients. Frills should be eliminated and unnecessary services avoided. This is of course not a once-off exercise but a continuous process of regular review of daily operations and clinical practices to identify areas of savings without compromising clinical care. Some initiatives undertaken so far include group procurement, encouraging day surgery where appropriate and better discharge planning. They have resulted in more efficient use of resources, reduced length of stay and moderated the increase in healthcare cost.”
“Sir, as I have said earlier, each school has two Teacher Counsellors who are able to advise and counsel pupils who have problems. We leave it to schools to determine whether or not they want to engage external counsellors. Up to now, about 70-odd schools are engaging school counsellors who were former school teachers or principals who have been further trained in counselling and are giving care to pupils. I do not think the number of schools which have decided to do away with external counsellors is very large. In any case, each school has Teacher Counsellors who can help the pupils.”
“Now, there are 24% of such neighbourhoods, although the total number of neighbourhoods has grown from 125 to 165. As the EIP is very important in maintaining racial harmony in Singapore, we have to apply it consistently. HDB will maintain this policy.”
“Sir, I do not know how to comment on this kind of suggestion. Yes, there will be changes. As there have been changes in employment in Singapore, there will be a lot of workers who will be on contract and there will also be a lot of workers who are working part-time. So the nature of employment in Singapore has changed. We acknowledge that. What I am trying to say is that despite these changes, so far, the system has worked. If there is a need to look at the system to serve our workers better, we will have to look at it. HOUSING AND DEVELOPMENT BOARD FLATS (Review of policy on sale and purchase) 5. Mr Leong Horn Kee asked the Minister for National Development whether he will (a) review the existing policy restricting sale and purchase in the open market of HDB flats located in some estates due to the ethnic integration policy, and (b) allow some flexibility for sale by persons who are affected by retrenchment, hardship or other grave circumstances. The Minister of State for National Development (Dr Vivian Balakrishnan) (for the Minister for National Development): Mr Speaker, Sir, the Ethnic Integration Policy (EIP) was implemented in 1989 to promote racial harmony in public housing estates. The policy maintains the proportion of each ethnic group in a neighbourhood and a block within certain limits. It is applicable for the purchase of new flats from HDB as well as resale flats from the open market. The EIP has worked well in forging ethnic integration and harmony among HDB residents. It has maintained the ethnic balance in our housing estates. In 1989, 28% of the 125 neighbourhoods had at least one ethnic group which had reached or exceeded the neighbourhood limit.”
“Thank you very much for the suggestion. But from the figures that I gave earlier - out of 199 cases, 129 are union members and 70 are non-union members - it appears that our workers are quite well-informed about their rights. If necessary, we can launch a public education campaign about workers' rights and the unions can of course help in this matter. But, generally, Sir, we find that workers understand their rights and, based on our experience, some appeals had been settled through conciliation. Let me give some figures. Out of 199 cases referred to MOM from 1998 to August 2003, 182 cases were settled. 92 appeals were settled through conciliation, 53 appeals were withdrawn, 7 appeals were upheld, and 30 appeals were rejected by the Minister. So what I am trying to say here, Sir, is that the process allows workers to raise their grievances. We will hear them, we will try to conciliate and, as the figures bear out, we find that the majority of the cases were settled amicably through conciliation.”
“Sir, generally, for workers who are covered under the two Acts, even though the employers may not be required to state the reason, our officers at MOM will investigate. If there is reason to believe that the dismissal is being unfairly meted out, the Ministry will require the employers to reinstate the employee. But for workers who are not covered under the law, in future, if there is widespread unfair dismissal amongst these workers, we will take a look at the possibility of amending the law, if necessary.”
“Sir, my short answer to the two questions is yes. If it is necessary, we will look into this. But, based on our experience, we find that the current system works, ie, there is recourse for workers to get their grievances heard and we will call both parties, the employers as well as the employees, so that both can be heard, and we try to arbitrate. If it does not work, we will adjudicate and the Minister will determine whether it is a fair dismissal or not and if some form of compensation is required.”
“The Ministry will investigate whether it is a fair or unfair dismissal. There are two laws that govern this issue. One is under the Employment Act and the other is under the Industrial Relations Act. Under section 14(2) of the Employment Act and section 35(2) of the Industrial Relations Act, the Ministry will investigate any matter with regard to dismissal and the Minister will have the power to determine whether it is fair or if conciliation fails.”
“Sir, there had been no survey or specific studies to determine how workers are coping with the rapid changes at the workplace. However, earlier studies in the insurance and healthcare sectors indicate there are a variety of factors contributing to stress at the workplace, including problems of work-life balance. We know that there are so many factors contributing to stress - relationships, nature of work, new job, new responsibilities. The new tool that has been developed has been successfully tested in 20 companies involving 300 employees in the service and manufacturing sectors. Mdm Halimah wants to know whether a study will be conducted. We will have to take a look at the results of the testing of our tool, and we will look into that possibility. Column No : 3144 INTEGRATING CYCLE PATHS INTO TRAFFIC SYSTEM 12. Ms Irene Ng Phek Hoong asked the Minister for Transport, in view of the rising number of cyclists involved in traffic accidents and of Singaporeans taking up cycling, will his Ministry study how developed countries such as Holland and Germany have brought down bicycle accidents drastically by integrating cycle paths into the traffic system in a coordinated network for both leisure cyclists and commuters.”
“In terms of training, which is to provide the most important tool for our workers to be relevant and employable, our unions actually spearheaded the birth of the Skills Redevelopment Programme (SRP). I remember that in 1996, the NTUC, together with unions in Singapore, looked at the issues of structural unemployment in Europe and came out with the idea of starting the SRP which was taken up by the Government as a national programme a year after that. At the same time, Sir, as mentioned by Mr Matthias Yao, our unions have also been very active in helping manage the cost of living in Singapore. NTUC's family - FairPrice, Healthcare and other cooperatives - has helped Singapore workers stretch their dollar. And, during the difficult times in the past, the union family in Singapore has given away a lot of benefits to our workers through the cooperatives. So, while Singapore workers feel that their wages have shrunk and that retrenchments may be looming, it is important for us to help them understand that the unions have played a very important role in helping them to keep their jobs by agreeing to measures like CPF rate cuts, promoting training and ensuring that fair play and job security continue to be practised in workplaces. Sir, I would like also to thank the hon. Member, Miss Penny Low, for her suggestions for more insurance schemes, using CPF savings. I am sure the CPF Board and the Ministry of Manpower will look into her suggestions.”
“Mr Ravindran also asked whether we should liberalise the wage system and leave it to the unions and the companies to determine wage level. Sir, we have to bear in mind that only 23% of our workers in Singapore are unionised. So, a larger proportion of our workers is not unionised. The tripartite National Wages Council is, therefore, a very important institution to help provide the guide for determining wage levels. Indeed, what the NWC was doing in the past years was to provide guidelines, rather than to give quantum increases or adjustments to our wages every year. But, more importantly, as a former official of a trade union, it is for us to remember and to appreciate the larger contributions of unions in Singapore. If I can elaborate on this, beyond negotiating for good wages and working conditions, our unions are also able to safeguard the workers' long-term interest. In a changing business and economic condition, the three key areas that I think most unions and union leaders concern themselves with remain intact: 1) Fair wages; 2) Fair play; and 3) Job security. The changing business and economic conditions necessitate employers as well as unions to look at all these three issues differently. Yes, we can expect that there is no more lifelong employment for most workers, if not for all workers. But, at the same time, despite the changes in the business and economic conditions, our unions are working hard to ensure that some form of job security can still be enjoyed by our workers, even though there would be constant churning in the economy. So, we should not look at the role of the unions only to fight for the maximum benefits in terms of pay and salary for our workers. They are doing more than just that.”
“Mr Ravindran is quite right that, based on the table distributed by the Acting Minister for Manpower yesterday, the withdrawal amounts assume that the 25th percentile worker has not touched his Medisave Account. This was stated in the footnote below the table distributed yesterday. If the worker uses up all the money in his Medisave Account, then at age 55 he would have nothing to withdraw. In fact, he would only have accumulated $50,000 for his retirement account and would not have reached the $60,000 cash component for the Minimum Sum. The annuity payouts per month would be correspondingly reduced to $362 from $433 per month. If we assume no transfer from the Medisave Account to the Special Account, then about 76% instead of 80% can reach the Minimum Sum. This figure may in fact be lower, as many members consume all the money in their Medisave Account and then would have to top up the $25,000 from their Ordinary Account and Special Account. These numbers reiterate my Minister's point yesterday that our CPF system meets basic requirements for housing, medical and retirement. We have not over-provided. Sir, I would like to touch on some comments made by Mr Ravindran on the tinkering of the CPF rate. Members should be aware that the CPF system is an instrument for us to safeguard our workers' interests in three main areas: housing, medical care, as well as for retirement. And this instrument has to be guarded very zealously. But, from time to time, when economic and business conditions change, we may need to take a relook at our CPF system to ensure that the long-term objectives for our workers, to provide for their social safety net, will always be safeguarded.”
“Hence, workers need not be unduly worried by these changes but continue to upgrade themselves so that they can continue to be relevant and employable. Need to restructure wages apart from CPF changes Making changes to the CPF system would be insufficient without at the same time pushing for wage restructuring. Although our wage system is more nimble than before, it is not responsive enough for companies to closely link their wage cost to corporate performance. Due to our seniority-based wage system, individual performance and contribution are also not adequately recognised and rewarded. Changes should be made to replace the seniority-based wage system with a performance-based wage system. With the impending changes to the CPF, companies should therefore quickly embark on wage restructuring, so that they could put in place a highly responsive wage system to better meet their needs in a rapidly changing business environment. To help expedite the implementation of a nimble wage system which could link rewards closely to company and individual performance, the Ministry of Manpower has set up a Tripartite Taskforce to study the issues and make recommendations. As has been reported in the House before, it is headed by the Permanent Secretary of the Ministry of Manpower with representatives from employers and the trade unions, and its study is expected to be completed at the end of the year. Sir, let me now turn to the question raised by the hon. Member, Mr R Ravindran, concerning the amount of money a worker can expect to withdraw at the age of 55, if he has used up all the money in his Medisave Account before reaching 55.”
“They may experience shortfall in their monthly mortgage repayments as a result of the CPF changes. To these workers, measures will be put in place to help them overcome their difficulties. These assistance measures have been announced earlier by DPM. Phasing out the 50% withdrawal rule Currently, 42% of active CPF members who have turned 55 are able to set aside the Minimum Sum of $80,000. The proportion of CPF members who are able to meet the Minimum Sum requirements is low, partly because of the 50% withdrawal rule. Under the rule, CPF members can withdraw 50% of their combined Ordinary and Special Account balances. Hence, most members do not set aside enough savings in the CPF for their retirement. The revision of the 50% withdrawal rule is to help CPF members set aside their Minimum Sum. Some workers may be disappointed by the change in the 50% withdrawal rule. However, CPF members who reach 55 over the next five years will not be affected. Even when the withdrawal rule starts to be phased out from 1st January 2009, it will be done gradually over five years. Also, members will still be allowed to withdraw the first $5,000, or lesser amounts, in their Ordinary and Special Accounts when they turn 55. Assistance measures I hope that workers understand the need to keep CPF contributions as low as possible to help companies remain competitive and preserve jobs. As assured by PM, DPM and Ministers, this will be done without undermining the fundamental objectives of meeting the housing, healthcare and retirement needs and, indeed, preserving the social safety net for our workers. Changes to the CPF will also be introduced gradually and assistance measures will be put in place to help workers who are affected by these changes.”
“Sir, the rationale and objectives of the CPF changes have been well explained by the Prime Minister, Deputy Prime Minister and Ministers. There is no need for me to further elaborate. While the CPF system has been re-tuned with a lower contribution rate, the fundamental objectives of the CPF to meet the basic housing, medical and old age needs will continue to be preserved. In other words, the basic social safety net for our workers will remain intact. However, with the lower contribution rate, Singapore workers need to make adjustments to their financial commitments, particularly on housing, so that they all could better manage their needs and expectations. This requires a mindset change on the part of CPF members and workers. Employability of older workers I would like to make reference to the problem faced by our older workers. As highlighted by the Prime Minister, workers aged 50 and above face greater difficulties in securing re-employment after retrenchment. This will be a growing problem because of our ageing population. Our workers must therefore take skills training seriously and continue to upgrade themselves to remain relevant. But skills alone are not enough. Due to our seniority-based wage system, our older workers are more expensive than the younger ones doing the same job. To help enhance our older workers' cost competitiveness and enable them to remain employed, a further reduction on the employer's CPF contribution rate for workers aged 50 to 55 is therefore necessary. This will help to reduce the cost burden of employers in retaining older workers arising from our seniority-based wage system. Some workers may be depending on their full CPF contributions in the Ordinary Account for their mortgage instalments.”
“He can claim for workmen's compensation because he is insured under it. LAND TRANSPORT DEVELOPMENT IN PUNGGOL 21 (Update) 4. Ms Penny Low asked the Minister for Transport (a) if he will give an update of the land transport development in the Punggol 21 area; and (b) whether the Ministry feels that the current bus service and road networks meet the needs of the growing population in that area.”
“Sir, it depends very much on whether the worker is employed by the company or whose service is used by the company, and not as an employee of the company.”
“Mr Speaker, Sir, while the Ministry does not have the historical data over the last five years on the number of manufacturing firms turning to labour suppliers or employment agencies, we have information for 2002. Findings of our survey on private sector establishments with at least 25 employees, showed that some 12% of manufacturing firms had made use of workers who were employed and supplied by labour suppliers or employment agencies in 2002. The number of workers involved was about 16,000, which constituted nearly two-thirds of the total of about 25,000 workers who were employed and supplied by the agencies to all the firms surveyed. On the question of whether there is any statutory protection given to workers employed by labour suppliers or employment agencies, the labour laws protect such workers as they are employees of labour suppliers or employment agencies. If workers employed by labour suppliers or employment agencies are not given the benefits as stipulated in the labour laws, such as statutory benefits in the Employment Act or CPF contribution, the person should approach the Ministry of Manpower for advice and assistance.”
“Sir, it is because we are not fully flexible yet. Yes, we have practised some form of flexible wage system based on the 1986 recommendations. However, we find that we are still not fully flexible yet. That is why we have formed a special Tripartite Taskforce to study how we can propose to companies to implement a flexible wage system so that companies can adjust their costs of operation according to economic conditions. LABOUR SUPPLY AGENCIES 3. Mr Steve Chia Kiah Hong asked the Acting Minister for Manpower (a) whether there is an increase in the number of manufacturing firms turning to labour supply agencies to fulfill their manpower requirement; (b) if there is, what is the breakdown figures over the last five years; and (c) whether there is any statutory protection given to these workers employed by the labour supply agencies for these firms.”
“Sir, the civil service is already implementing the flexible wage system. If you study it carefully, the civil service gives the variable component either at the end of the year or in the middle of the year. The total wage comprises many forms. It can be the basic wage, the variable component, overtime pay, and so on. The Member is talking about our wage level which may be higher compared to other countries, and that is what we are concerned with and we are looking into it.”
“In line with our national policy of Sports for All, there are many avenues for our students, including obese pupils, to participate in sports today. They range from PE lessons, recreational CCAs, to games and competitions at various levels - the school level, cluster level, and at class level too. Since 1999, schools have been encouraged to adopt the house system for their CCAs to further promote mass participation in sports. Some schools have even made special efforts to entice overweight students to exercise by introducing roller-blading, boxercise, games and ethnic dances, to make exercising fun. Others conduct their TAF activities in the form of a CCA, such as the Health and Fitness Club or the Fun and Fitness Club. Some schools also conduct seminars, talks and sharing sessions on wellness to educate and encourage parents to support and promote a healthy lifestyle for them and their children. I am very glad to report to Members that parents, through the parents support groups, do help our teachers to conduct these activities for the obese pupils. In order to overcome the manpower and physical resources limitations, some schools are tapping on the Singapore Sports Council's Learn to Play Sports Basic Programme to increase sports opportunities for students. This year, a total of 75 primary and secondary schools joined the programme. As suggested by Dr Lee, some schools do tap on their parent-teacher associations for support. For example, St. Michael's Primary School has the beginners' soccer programme known as Twinkle Toes, which is open to all interested pupils and run by two PTA members of the school.”
“Our PE programmes do teach students to play different sports and games, and it is fun-filled and yet achieving its objectives of developing students' motor and games skills. Students also learn to keep fit and appreciate teamwork, fair play and sportsmanship through PE. Madam, we compare well with other developed countries, like the USA, in the time allocated for PE. For example, for Primary One to Primary Four, we have between 90-120 minutes of PE per week, compared to 100 minutes for the USA. I wish to assure Mr Ng and Dr Warren Lee that MOE does not encourage the use of PE periods for remedial lessons. All remedial lessons are supposed to take place outside curriculum hours. Mr Ng also asked if we have a sufficient number of PE teachers and whether NIE opens its PE programme to fee-paying students who are interested in a career in the sports industry. We have sufficient qualified PE teachers to meet our demands and we are able to recruit sufficient number of PE trainees every year. As NIE's PE training programme prepares our teachers to teach PE in our schools, it is not suitable for someone who is looking for training in preparation for a career in the sports industry. On the Trim and Fit Programme, I am very pleased to note that none other than Dr Warren Lee has brought up the issue of the importance of trim and fit. I say this because he is a paediatrician. I would like to thank Dr Warren Lee for calling the Trim and Fit Programme (or TAF) a success and wish to assure Mr Ng Ser Miang that all TAF activities are conducted outside curriculum hours. Dr Lee also asked our schools to encourage mass participation in sports, including obese students to play sports and games. We agree fully with Dr Lee.”
“The causes for teenage pregnancy are multi-faceted. They include a lack of family support and cohesiveness, history of sexual abuse and low esteem. Schools alone cannot address all these issues and causes. What we can do, through sexuality education for students, is to inculcate the right values, raise their awareness of the options and the consequences, and equip them with the skills to make informed decisions. The family and the community must also play their part to support the school. On school discipline, Mdm Ho Geok Choo said that principals should temper discipline with a heart. Indeed, we agree with Mdm Ho. Our schools have a multi-tier discipline system, complemented by a pastoral care and guidance programme. When a pupil shows signs of misconduct, he will be counselled first by teachers and, if necessary, by a professional MOE counsellor. Schools also work closely with parents to help the child. For recalcitrant pupils, schools will turn to external agencies like the MCDS, the Juvenile Court, Family Service Centres and self-help groups to help such pupils. Disciplinary actions, like expulsion and suspension, are only meted out as a last resort. Even then, schools will re-admit these pupils if they change their undesirable behaviour and commit to improve their conduct. Similarly here, schools cannot work alone. It requires the cooperation of parents and the community, and will continue to work with them to help these children. Madam, on physical education, Mr Ng Ser Miang said that physical education (PE) should be serious, yet fun, and teach sports and games. He wondered if we had sufficient time for PE compared to other countries.”
“It is heartening to note that the majority of the MLEP and EMAS students, both at the Tampines JC and Bukit Panjang Government High, have performed well in the 'A' and 'O' level examinations in Higher Malay Language examinations. Let me now deal with the specific issues raised by Members. First, sexuality education. Dr Maliki referred to sex education, but we do not teach sex education per se. What we do is to introduce sexuality education. Dr Maliki asked about the effectiveness of our sexuality education, and how the programme is being received. The aim of sexuality education is to equip students with the knowledge and skills to make responsible decisions on sexuality matters, based on values in line with the national value of the family as the basic unit of society. Sexuality education is implemented in schools through a cross-curricular approach in subjects such as Health Education, Science, and Civics and Moral Education. It is also carried out as a co-curricular programme based on the Growing Years series. For Dr Maliki's information, six to eight hours of sexuality education is taught every year. It is conducted outside curriculum hours as an enrichment programme. Teachers are also trained by medical practitioners, the police (in the case of legal matters, the legal aspect of sexuality issues), social workers as well as by psychologists. Pupils have responded well to the programme, showing a significant increase in their knowledge and understanding of sexuality matters. It is, however, too early to assess the impact of the programme on pupil's sexual values and attitudes, bearing in mind that the influences on them are so varied and very strong from many different sources. Dr Maliki also asked why teenage pregnancy has increased.”
“One example is River Valley High where students celebrated the International Friendship and Racial Harmony Day with students from other schools in their cluster. Another example is Chung Cheng High School (Main), which has an exchange programme with Springfield Secondary, a school in Tampines, that provides opportunities for Chung Cheng students to interact with students of other races. The SAP schools were set up to preserve the best of the values and traditions found in the former Chinese schools. These traditions and values have created a richer environment and played a significant part in Singapore's development. Our SAP schools understand that they are an integral part of Singapore and accept the multi-racial nature of our society. Mr Chandra Mohan also suggested the setting up of SAP schools for Malays and Indians. We must bear in mind that the circumstances of each community are different and, therefore, may require different approaches to preserve their traditions. MOE set up two committees, involving representatives from the Indian and Malay communities, to review the teaching and learning of the Tamil and Malay languages in 1998 and 1999 respectively. The recommendations of the review to strengthen the teaching of Malay and Tamil languages were announced in year 2000. These included, among other things, the introduction of an Enrichment Programme in Malay Language for Secondary Schools, (in short, EMAS), Language Elective Programme (Malay Language) in Tampines JC and the upgrading of the Umar Pulavar Tamil Language Centre to a national Tamil Language Centre.”
“The Committee also recommended the introduction of a set of racial harmony indicators to be included in the school excellence model (SEM), a self-appraisal tool for all schools. The racial harmony indicators are designed to assist schools in the management and evaluation of their own racial harmony programmes within the framework of the SEM. Mr Loh Meng See spoke about the importance of giving our students earlier exposure to cross-cultural environment. Madam, our racial harmony activities provide that exposure to our students. On top of that, our schools also organise International Friendship Day annually and some even work with foreign schools based here in Singapore in exchange programmes, so that our students and their students can mingle confidently, including during their home-stay. However, having said all these, I would like to stress that the child's experiences in school form only a part of his education. The family, the community and the society play no less a critical role in shaping the values of our young. Madam, on the Special Assistance Plan (SAP) schools, Mr Chandra Mohan and Mr Inderjit Singh asked how these schools promote racial harmony, considering their exclusive nature. I wish to assure Members that our SAP schools are aware of their responsibility for educating students who are steeped in our national values in a multi-cultural and multi-racial Singapore. They promote racial harmony and social cohesion as actively as other schools through the CIP, CDP, inter-school, cluster-based and community-based activities. Mindful that their school environment has limitations, they work with other schools to create opportunities for their students to interact with students of other races from other schools.”
“In addition, our teachers are sensitized to racial issues in schools, through talks by the principals, National Education seminars and sharing sessions. In school context, they are called "contact times". At regular school staff meetings, education officers also have the opportunity to discuss how to manage difficulties that might arise in their work environment, including discriminatory attitude should it occur. Madam, on racial integration, Dr Wang Kai Yuen and Mr Chandra Mohan asked how we could better promote racial integration in schools by inculcating tolerance and understanding of each other's culture and habits. Our national schools play an important role in teaching our students the importance of racial harmony and social cohesion. They have continued to organise multi-cultural celebrations of ethnic festivals, set up National Education or Heritage Corners, and work with parents and the Community Development Councils to broaden inter-racial mixing through the home-stay and home visit programmes. Through the curriculum, classroom activities and CCAs, our students have the opportunities to learn, understand and appreciate the cultures and traditions of their friends. I would say that the foundation for racial integration and harmony is laid very early in our schools. The Committee on Strengthening Racial Harmony in Schools introduced a framework for broadening and deepening racial harmony in schools last year. Earlier this year, a racial harmony website was launched to share best practices in promoting racial harmony in schools as well as to engage students to discuss and understand racial harmony issues better.”
“Based on the 2002 survey, 91% of all our schools had at least 90% of their students completing six hours of CIP participation. This is an indirect measure of our students' readiness to contribute to the community in a small way. In the new JC curriculum to be introduced in 2006, JC students would need to meet minimum requirements in CCA and CDP participation. Mr Gan Kim Yong and Mrs Yu-Foo Yee Shoon also asked whether our teachers are trained to deliver National Education and character development programmes, while Ms Braema Mathiaparanam asked if teachers are trained to deal with racial discriminatory attitudes. The answer is, yes, through formal and informal settings. NIE's National Education training and character development programmes prepare teachers for practice in the profession. To create awareness of National Education among trainee teachers, NIE infuses National Education issues into the respective course modules. It also holds a three-day National Education seminar annually, which is attended by all trainee teachers. Furthermore, a compulsory Singapore Studies module will be introduced for teachers in the NIE degree programme in July 2003. 6.15 pm Training in character development is delivered through formal lessons in core and elective modules, where the values of care, integrity and being good role models are emphasised. Through these various training schemes, our young teachers are exposed to different modes of conducting lessons in character development and National Education. Incumbent teachers too are not neglected. They receive in-service training through workshops, seminars, sharing sessions and talks to equip them with the attitude, skills and knowledge to conduct character development and National Education lessons and activities.”
“We must also provide opportunities for students to practise these values to learn what it means to have integrity, loyalty and understand why discipline and perseverance are important for success, and allow them to experience the joy of giving to the community. That is why MOE introduced the Co-curricular Activities (CCA) Programme Framework in 2001, comprising CCA and the Character Development Programme (CDP), of which the Community Involvement Programme (CIP) is one component. The Character Development Programme comprises a range of enrichment activities organised into the three domains of enterprise, citizenship, and personal and social development. There are specific activities under each domain. For example, schools organise creativity, innovation and problem-solving workshops for students to nurture enterprise. One of the values we nurture in our students is service to the community. This is achieved through the Community Involvement Programme (CIP). For example, students from Nanyang Girls High have adopted Block 151, Mei Ling Street in Queenstown, to serve the elderly who attend activities organised by the Lion Befrienders. Students are scheduled to visit and interact with the elderly in two-hourly sessions and learn the art of flower-making from the senior citizens. These flowers are later sold by the students to raise funds for the centre. How do we assess the effectiveness of the CDP and National Education? Values, such as perseverance and loyalty, are intangible and difficult to measure quantitatively. Nevertheless, we have developed proxy measures to review our National Education programmes, activities and CDP, and assess if they are effective. One of these is the CIP survey.”
“Madam, I would like to thank Members who have given us a lot of suggestions on how to improve the various programmes run by our schools. I may not be able to respond to all the suggestions, but I will try. Madam, MOE agrees with Members on the importance of holistic development of our students. MOE's approach is to give due importance to the total education of our students, encompassing both academic and non-academic aspects, so that our students grow up to be good persons and useful citizens. Mr Gan Kim Yong, Mrs Yu-Foo Yee Shoon and Ms Penny Low asked about schools' character development and National Education programmes and wondered how we assess their successes and whether schools collaborate with the community on these programmes. Dr Ong Seh Hong also asked what schools do to teach current affairs, and Mr Loh Meng See proposed that MOE should strengthen our values education. Our curriculum instils in our students sound values, builds their character and equips them with knowledge of National Education and current affairs. For example, students learn about key historical facts and local current affairs through their Social Studies and General Paper lessons. They are also taught to make decisions based on moral principles in their civics and moral education lessons. Through Learning Journeys to places like PSA, JTC and Parliament House, which include observing parliamentary sessions from the gallery, they learn the critical issues and challenges facing Singapore and what makes Singapore tick. But we believe that it is not enough to just teach students these values in classroom lessons or take part in Learning Journeys.”
“Mdm Deputy Speaker, we have debated many issues in this House. There has been unhappiness among the general public about bus fare hike and increase in prices of essential commodities. We have also talked about reactions from minority communities over certain issues. It does not mean that everybody is happy all the time. But it does not mean that people are really unhappy about certain issues all the time. We have to be very clear about whether these are side issues, or whether these are integral issues, that affect the community as a whole. I think there are issues which are peripheral and we should continue to put these issues in the periphery of our attention. But if we focus our attention on the wrong matters, then we will not be able to focus on matters that could enhance cohesion, not just among races, but between the people and the leaders of different levels in our society.”
“There are a lot of opportunities for our students to interact, build friendships, learn to be tolerant and respect one another through classroom activities, ECA and project work. This year, more new initiatives will be carried out in the schools in order to bring about social cohesion. I am proud that this debate on social cohesion has given us another opportunity to strengthen the community in Singapore. But we can achieve it only if we are open, moderate and ready to tolerate without having to affect our religious practices. In fact, the Opposition Members also give their support to this White Paper today. But I found that some of them are still trying to gain political mileage. Of the things that was brought forward by PERGAS in its press statement, Mr Steve Chia quoted one paragraph, and that is, "We are worried that side issues important to a particular group because of their religion, are not receiving due attention." Mr Chia added, "In particular, the Government should stop questioning the loyalty of Malays in Singapore." Mdm Deputy Speaker, I would like to question what had been said by Mr Chia. He advised all levels to concentrate on bigger issues than side issues which could affect the survival of Singapore and their own well-being. For any minority group in any country, the practice of moderation in a secular country would guarantee that they would be able to practise their religion and culture without hindrance. The loyalty of the Malay/Muslim should not be a question and should not be an issue in our debate today. Finally, I would like to state that we would be able to achieve more as a united country, provided all the communities together preserve what we have achieved today.”
“These community and religious leaders want to ensure that this spirit of moderation and rejection of terrorism and violence will continue to exist among the Malay/Muslim community in Singapore. I think Mr Shanmugam's view regarding the need to give motivation to the Malay/Muslim community here, which has been described as a modified affirmative action, is interesting. I believe this is not what the Malay/Muslim community want. They want to be proud of the progress they have made on their own ability in this competitive society. I think self-confidence is hard to assess. But it is important to the pride and identity of any community, including the Malay/Muslim community. They have progressed year by year in terms of education, occupation, housing, etc. The Malay/Muslim community has been able to build modern mosques and also propagate Islam in this plural community. I am confident the Malay/Muslim community will continue to progress with pride. They want to be independent and be seen as equals without support from the Government. They will be able to achieve more if they practise tolerance and moderation in their religious and cultural practices in this plural society. Mdm Deputy Speaker, I would like to touch on instilling tolerance, solidarity and to have confidence in one another among our students of different races in school. At least three Members - Assoc. Prof. Chin Tet Yung, Mrs Lim Hwee Hua and Mr Steve Chia - have talked about this. I would like to give my assurances that the schools have taught them the best, be it in classrooms as well as in their extra-curricular activities or through their academic curriculum.”
“Mr Tan concluded from the speeches of Mr Shanmugam and Mr Low Thia Khiang that the JI members who have been detained are from those who felt they have been discriminated, that their religion has been suppressed and they have been marginalised. Mr Tan raised more questions than answers. But to me, the answer is clear. The members of JI who have been detained are from those who have a total and unquestioned obedience to their teachers, which include the foreign teachers who taught them to achieve their goal of setting up an Islamic State even if it has to be done through violent means which they thought are the teachings of Islam. This is proven by the findings of psychologists who interviewed the JI members, who said that they will be treated as infidels if they go against their oath of allegiance to their religious leaders. If their educational level is the cause of their dissatisfaction, then we could conclude that more than half of the Singapore population from all communities who do not have the level of education up to the GCE `O' levels would be seen as potential terrorists. This is because they have the same level of education as half of the members of JI who are detained. Likewise, if religious education is said to be the cause of the evolvement of the JI members, then it could be concluded that most Muslim Singaporeans, who form 15% of the Singapore population, are also potential terrorists. This is not a right analysis. In fact, it is not the reality here. Most Malays and Muslim families are moderate. This is evident from the joint statements expressed by the Malay/Muslim community and religious leaders in Singapore which oppose JI or terrorism.”
“This is not the time for us to point fingers or apportion the blame on the lack of participation from the Malay community on grassroots activities. On the other hand, we should find ways to increase the involvement and participation of all races, including the Malay/Muslim community, in our activities. We should also avoid saying that the increased religiosity among the Malay/Muslim community had made them become more fundamental. In this respect, I agree with Mr Sin Boon Ann on the need to practise moderation among the Muslim community. In fact, I would like to add that moderation should be the practice of all religions. But it is not right to say that social cohesion cannot be achieved within the moderate Islamic context if only the mosques here become the focal point of the Muslim community. Mdm Deputy Speaker, a conservative practice of religion only cannot lead to an isolationist attitude, it has also not led to the formation of transnational terrorist networks. What is important for us to do is to attract more Muslim followers who frequent the mosque to come together to participate in social activities that could promote understanding and solidarity. In this aspect, we should continue to attract all communities to interact with one another at the grassroots level. I am addressing this to all groups because, generally, those who participate in social activities or grassroots activities are from the same group of people who have taken part in grassroots activities. In short, I agree with Mr Tan Tarn How, the writer of the column "From the Gallery", published in the Straits Times today, that finger-pointing is not the best thing to do at this moment. However, I disagree with Mr Tan with respect to self-examination, which he had written.”
“I am attracted by the exchange of views between PERGAS and the Institute of South East Asian Studies (ISEAS), in what PERGAS feels as "views that will bring about confusion, and could be questioned, that could harm the faith and practices of the Muslim community". This is in respect of a forum organised by ISEAS recently. I am not sure what these specific views raised by PERGAS that could harm the faith of the Muslim community are. If it is true and proven, I think it is important for ISEAS not to repeat it again in the future. But if it is on differences of opinion, I believe that the leaders of the Malay/Muslim community should allow and discuss it in the spirit of introspection I have talked about. This discussion should be done among the leaders of the Malay/Muslim community themselves. In Indonesia, in which 90% of its people are Muslims, the tradition of debating religious matters has existed within acceptable norms. I suggest we read the article written by our former Singapore's Ambassador to Indonesia, Mr Barry Desker, entitled "Islam and Society in South-East Asia after 11th September", which was published in the Australian Journal of International Affairs to have some idea about the tradition of debate on religious matters. How this discussion could ensure that the Muslims do not see Islamic practices from a narrow perspective was discussed in the article. It reflects tolerance towards different views in Indonesia. I appreciate the views of the Members of Parliament and non-Muslim leaders who give their support to the Muslim community here after the September 11 incident and the detention of the JI members. But I would like to remind them to be concerned about the feelings of the Malay/Muslim community.”
“Other than the extensive and tight security measures taken by the Government, the community in general has an important role to play to ensure that these terrorist elements do not take root and expand in Singapore. This has been suggested by many Members of Parliament since yesterday and should be undertaken by the Malay/Muslim community and the non-Muslim community. As stated by Mr Shanmugam, all parties should self-examine the inter-racial and inter-religious ties. Likewise, the Malay/Muslim community should reassess its internal relationships, realign their priorities and enhance their religious practices in ways that could improve their well-being in this plural society. To me, the proposal for getting Malay/Muslim bodies in Singapore such as MUIS, MENDAKI and PERGAS to be an important machinery to reinforce the community's defences against deviant practices and teachings is an important initiative to avoid potential disaster in the future. The challenge for the leaders of the community is to reach a consensus on matters which can improve the well-being of the Malay/Muslim community and, at the same time, to ensure that Singapore has continued peace and progress. But there are groups who have doubts on the legitimacy of the detention of the JI. Luckily, they are small in number. Community leaders should identify these groups that could bring confusion to the community and to correct such views. Deep introspection should be done by the community leaders themselves with respect to its religious practices and views.”
“Mdm Deputy Speaker, I stand to support the motion by the Minister for Home Affairs regarding the threat of terrorism. I support the statement that it is important for us to accept that the terrorist threat at present, especially from the Jemaah Islamiyah group, is real and we support the actions that have been taken by the Government against the group and any other groups in this region that can pose a threat to the security of Singapore. If there are any doubts on the action taken by the Government to detain the members of the JI under the Internal Security Act, the Bali bomb incident has opened the eyes of the people of Singapore that terrorism can happen anywhere, including our country. I believe the Malay/Muslim community also feels likewise. If there are still those from any group in Singapore, especially from the Malay/Muslim community on the JI threat towards national security and with that the safety of themselves and their own family, I hope they will read the White Paper which we are discussing now. Read the actions taken by Malaysia and Indonesia to counter terrorism. In short, the action taken by the Government is not directed towards the Malay/Muslim community, and it does not intend to put the Malay/Muslim community in the spotlight. The reactions of the Malay/Muslim community and religious leaders who are against terrorism and JI have shown that the Malay/Muslim community too desires peace in the pursuit of progress together. However, we need to discuss this issue because of the significant threat posed by this group against the welfare of our community and the survival of Singapore, and this includes the Malay/Muslim community as well.”
“However, schools cannot shoulder this responsibility of shaping young hearts and minds alone. The family is key to bringing up our children with the right moral values and sound character. As we strive to develop our students' talents and equip them with the skills and knowledge to tackle the challenges in a knowledge-based economy, parents and teachers cannot neglect the softer aspects of our children's education. Values like loyalty to the country, compassion for the community and friends, perseverance and moral integrity, will stand our youths in good stead. For in the end, Singapore will have won the battle but lost the war if the next generation of Singaporeans grow up smarter in the head but weaker in the heart. Sir, I would like to assure Members that as we embark to revamp the JC and Upper Secondary Education, the MOE does not neglect character development, values education and National Education. Our schools are focusing on the pursuit of what I called the 3Cs, two less than the pursuit of average Singaporeans. The schools may use different terms, but the 3Cs I mean cover these things: Competency, Change-Management Capabilities, and Character Development. But I must add that the inculcation of desirable values cannot just be the job of MOE. The Government, parents and the community must also play their part.”
“Students visit key Government institutions like the Parliament House, URA, and also important facilities like the PSA. Through these visits, students come to grips with the constraints Singapore faces in terms of size and resources. They also begin to appreciate how Singaporeans have succeeded against the odds by standing together, and working creatively to overcome the physical limits that the size of our land has imposed on us. However, a child's experiences in school form only part of the efforts in cultivating a sense of love, loyalty and belonging to Singapore. The family, community and the society play no less critical role in shaping the values of our young. On its part, the Ministry of Education will continue with its efforts to improve its National Education programme in all our schools to ensure all our pupils are imbued and instilled with a greater sense of love, loyalty and belonging to Singapore. Added Emphasis on Values Education in Revised JC curriculum The new revised JC curriculum reinforces our efforts on values education and character development. To underscore our commitment to provide a holistic education to our students, the Committee has recommended that more emphasis be given to the non-academic domain. There will be more opportunities, inside and outside of schools, for students to engage in projects and ventures that will help develop initiative, independence, and an entrepreneurial mindset. Students will be required to meet minimum requirements in co-curricular activities and character development programme in order to graduate from junior college. A holistic certification will also be introduced whereby the CCA achievements and academic grades of students are reflected in a single `A' level certificate.”
“I would like to thank Mr Wee for his suggestion. He would be pleased to know that schools already infuse National Education across the formal curriculum and non-academic programmes. At the JC level, National Education is integrated into the General Paper whose aim is to enable students to appreciate the inter-relationship of ideas from across disciplines and broaden their global outlook while remaining mindful of shared historical and social experiences, both within Singapore and regionally. Essay topics could, therefore, be set that allow students to consider issues from an NE perspective. The comprehension passage could deal with topics of concern to Singaporeans. Both Project Work (PW) and the new elective subject `Knowledge and Inquiry' require students to explore a range of issues and ideas, which could include getting students to consider NE-related perspectives. There is sufficient scope for PW projects as well as KI topics to deal with National Education issues. At the secondary level, NE is delivered through subjects such as Social Studies where students learn about Singapore's arduous road to nationhood. Through case studies, they are introduced to the principles of good governance, and the dangers that befall those who are divided by racial and religious strife. Students understand the importance of racial and religious harmony. Schools also conduct a wide variety of programmes to enable students to internalise the NE values. For example, schools celebrate the different ethnic festivals to raise students' awareness and consciousness and understanding of multi-racialism and its importance. There is also the Learning Journey Programme, which was launched in 1998.”
“Since year 2000, schools have also been introduced to the concept of Service-Learning. Service-Learning is an approach where the CIP participants not only serve the community but also learn to identify the needs of the community and to reflect on their community involvement process so that they can better appreciate it. Our students have partnered with various grassroots and community organisations in carrying out CIP. Through these partnerships, they also learn to work with adults in the community. Sir, I appreciate the views given by Miss Low and I would like her to know that our schools are expanding the opportunities with the community, only as far as the community wants to partner with the schools. If community organisations and community leaders take the opportunity to work the schools, I am very sure our schools will also extend a hand. In the process, both our students and our community will learn together to appreciate each other's contributions. National Education Sir, with increasing globalisation and mobility, a person's sense of identity is less tied to the place where he was born. The sense of belonging to Singapore could weaken. National Education is necessary to reinforce national instincts and citizenship values so that our students remain rooted to the country as they spread their economic wings overseas. National Education aims to develop national cohesion, the instinct to fight for Singapore's survival and instil confidence in its future. It aims to foster a sense of identity, pride and self-respect as Singaporeans, to understand Singapore's unique challenges, constraints and vulnerability. Mr Wee Siew Kim suggested that National Education be emphasised through Project Work and perhaps the new `Knowledge and Inquiry' subject.”
“Character Development through Co-Curricular Activities Our schools place great emphasis on developing the character of their students through a wide range of activities and programmes. Besides CME lessons, there is a variety of co-curricular activities (CCA) such as uniformed groups, sports or games which inculcate desirable traits in our students. Sports and games are an excellent way to promote friendship and bonding. Students learn to work together in the pursuit of a common goal. Strong friendships emerge from sharing in the joys of winning or the dejection of defeat. It also helps to promote bonding, understanding and teamwork amongst participants. The uniformed groups are another means by which students are introduced to the ethos and values of being part of a team. Through various activities, students develop positive traits such as perseverance, resilience and adaptability. CCAs expose students to real world problems where they need to understand that solutions to the problems they face are not cast in stone. It will put our students' capacity to think to the test. Our students are also actively engaged in community involvement projects (CIP) that give them an opportunity to contribute their efforts to the good of others. The CIP was introduced in 1988 to nurture our pupils to be socially responsible and to help them understand that every Singaporean has a role to play in enhancing the well-being of the community and the country. In participating in community work, the members also learn, from a young age, the value of service and of developing enduring friendships with one another. All students do a minimum of six hours of CIP. In fact, in some schools, as I reported in October, students clock in more than 20 hours a year.”
“Mr Speaker, Sir, let me, first, address one point raised by Mr Low Thia Khiang. He asked whether we really provide opportunities for our polytechnic students to study in our universities. Our polytechnics are developed as institutions in their own right. They are not pre-university centres or institutions. Therefore, our students in the polytechnics are trained to be employable, relevant to the industry. The Member will find that our polytechnic students and graduates are relevant and employable. Indeed, the top 10% of our polytechnic graduates enter our universities annually, and I believe that as we revamp the university sector, more would have the opportunity to enter our universities. Sir, I rise to address specific queries from some Members on National Education, values education and character development. I would like to thank Members - Ms Penny Low, Mr Wee Siew Kim, Ms Irene Ng and Dr John Chen - for their support for the increased importance given to the co-curricular activities (CCA) and Ms Indranee Rajah for supporting MOE's efforts in developing the character of our students. However, listening to Ms Indranee earlier, one would have the impression that the poor manners of some motorists on our roads have been due to the weaknesses of our education system. Let me take through some of the things we have done in our schools as far as National Education, values education and character development are concerned. In October this year, I gave the House an update on the National Education (NE) activities, the Civics and Moral Education (CME) programme, co-curricular activities (CCA) and other learning activities conducted in our schools to imbibe sound values in our students.”
“Sir, I appreciate her views, but we should also acknowledge the fact that the different communities, just like different groups in Singapore, have their peculiarities and their different aspirations. Where we can help them aspire for the common goals, we should work together. I appreciate Ms Irene Ng's offer of assistance to the Malay community, if I were to consider myself as a political leader of the Malay community, so that the Malay community can raise their level of performance as other communities in Singapore. But, as I said earlier, we must also acknowledge at the same time that different communities have different issues, different aspirations and different problems, just like different groups in Singapore - the better off and the poor, male and female, young and old. We all have to help the different groups in Singapore, as we are trying to do in this House. I am glad to tell Ms Ng that the Minister-in-charge of Muslim Affairs, Dr Yaacob Ibrahim, has plans to inform and brief Members of Parliament about his concept and vision for a Community of Excellence. I think in time, you will know what it means and how you can play a role in helping the Malay community improve on par with the others in Singapore.”
“They are introduced to the Constitution of the Republic of Singapore and how it safeguards their fundamental liberties. Students also understand the shared responsibilities and inter-relationship between Government and people. They learn about the electoral process, their responsibilities as voters, the roles of the President and Members of Parliament. The goal of civics and moral education is also to nurture a person of integrity who acts responsibly to the welfare and interest of others and nation in mind. The syllabus is based on our Shared Values, Singapore family values and universal values. It emphasises commitment in serving community and nation, respect for people of different races, cultures and religions, and care for others and the environment. Students are taught to understand that putting the interest of society above individual needs is a major factor responsible for Singapore's success. They are encouraged to explore the need to develop a sense of emotional rootedness to Singapore so as to ensure our survival as a nation. Sir, let me conclude my remarks on this point by thanking all MPs who have spoken on the National Education Programme and the character development in our schools. I would like to encourage Members to work closely with schools again so that they can help develop in our children and our pupils good character. Let me now turn very briefly, Sir, to another point raised by Ms Irene Ng. She wondered why we should be dealing with the Malay community more and more as a separate group, to be led by the Muslim political leaders. She argued for a more inclusive and multi-racial approach in helping the different groups in Singapore.”
“So they have also learned why we, as Singaporeans, have to continually find new ways to survive. Students in our junior colleges and centralised institutes are also exposed to the thinking and principles behind Government policies and actions through dialogue sessions with senior civil servants. These sessions not only give the students a chance to hear from the senior civil servants themselves their experiences in policy formulation and implementation, but also provide them with an opportunity to ask questions and voice their opinions and concerns. Sir, Mr Gan said that National Education indeed is a subject of the heart. It was formally introduced to our schools five years ago, and we should not expect results quickly. It is also important that the dosage of National Education be calibrated and appropriate for our students. Excessive dosage of National Education may be seen as overbearing by all students and undermine the National Education effort. So far, the response received from teachers and students has been encouraging. MOE will continue to work with parents and community organisations to inculcate the desired national values in our students. We will continue to welcome Members' views on how we can improve our National Education Programme. But I would, as I said earlier, also welcome Members to work more closely with our schools so that our students can benefit more from the service that they give to the community. Ms Irene Ng also asked about citizenship education. Civic education is a major component in civics and moral education. Students at the secondary level are taught that citizenship is more than just legal status. It also involves rights and responsibilities.”