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PSLE

This tag is associated with 18 posts

Full-Day School Curriculum A Bad Idea

While well-intentioned – and complemented by the important observation that “every school is a good school, but not every home is equal” (TODAY, Feb. 28) – the proposal by Nominated Member of Parliament Chia Yong Yong for schools to adopt a full-day curriculum seems poorly thought-out, and does not take into account either the logistical challenges or the likely effectiveness of the proposed change. Because if the concern is that students from well-to-do families have access to additional resources such as enrichment and tuition classes, and that the entrenchment of such benefits will only widen the socio-economic divide, then policies should work on two levels: First, and in the short-term, provide students from the other families with similar resources; and second, in the longer-term, level the playing field. Continue reading

12 Years A SAP Student, And Nothing (Chinese) To Show For It

What, in other words, is the value of an SAP education today? And how do the experiences vary? Even before a broader discourse on changes to SAP schools – whether they should be abolished, or they should cater to mother tongues of Bahasa Melayu and Tamil – do we know enough about the effectiveness of an SAP education, especially from the perspective of students? For the overwhelming assumption seems to be that an SAP education, with the focus on bilingualism and cultural immersion, necessarily confers lifelong benefits. Continue reading

Dwindling Non-Graduate Teachers Signals Need For Diversity

At first glance the dwindling number of non-graduate educators and principals, who respectively make up around 13 per cent (about 4,400 out of 34,392 educators) and just one per cent (four out of 372 principals) of their respective cohorts (ST, Feb. 9), can be attributed to the higher number of graduates in Singapore. Yet the numbers also reflect the persistent focus on paper qualifications, especially as a signalling mechanism – even though since 2015 the Ministry of Education (MOE) has abolished the differences in remuneration structure for graduates and non-graduates – and signal the need for diversity not just in the types of qualifications, but also in the specialisations and even professional backgrounds of the teachers. Continue reading

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