我们的先辈们早年从中国南来，身在异地，举目无亲，谋生不易，为了保护自己的亲人或乡亲，有识之士乃发起组织会馆，照顾他们，这在殖民地时代，的确起了很大的作用。那时候的会馆组织可以说是个乡亲的联络中心，大家在会馆内交流信息，是凝聚族群的好地方，受到族群的拥护。

二次世界大战后，会馆如雨后春笋般成立起来，这就可以证明当时的会馆组织受到各个族群的大力支持。然而，新加坡独立后，人民生活安定，丰衣足食，逐渐忘却了会馆过去的贡献，许多年轻人只知有联络所，俱乐部，不知有会馆的存在，以致许多小会馆面临领导青黄不接的局面，没有什么作为。

时过境迁，今天人们不再依赖会馆的各种福利设施，但会馆的存在还是有必要的。它在发扬华族传统文化，保留优良习俗等方面自有存在的空间。新加坡六桂堂就是为了保留宋朝初年六桂传芳这段历史，特别印制了六桂历史小册子，让后世子孙都能了解六桂的来源及繁衍，海外六桂宗亲成立六桂堂的背景及宗旨。这做法是值得其他姓氏宗乡团体效仿的。

近年来，有大量的新移民来自世界各国，也有来自中国同乡的宗亲，他们已融入了我们的社会，成为新加坡的一份子，因此，各会馆不妨考虑修改招收会员的章程，从而能吸收更多的新移民加入会馆，让他们认同新加坡，并在新加坡建立起他们的新家。六桂堂主席汪家裕先生也告诉我，六桂堂已通过修改章程，接受新移民，迈前一步。不管是新移民还是土生土长的公民应该积极加入会馆组织，一同保留我们华族的优良传统及发扬我们先辈们的互助精神，共同建设一个美丽幸福的新加坡。

新加坡六桂堂成立至今虽然只有40年，但一路来都是国内非常活跃的一个社团组织，除积极参与社区活动，也常在国内举行多项会馆活动，更与世界各地的六桂堂组织保持良好和密切的联系。在1994成功的承办了《第三届世界六桂宗亲恳亲大会》，获得海外的六桂亲人的好评，也让海外人士对新加坡留下美好的印象。

汪家裕主席告诉我，新加坡六桂堂再次受委任，承办2012年的《第十二届世界六桂宗亲恳亲大会》，届时广邀世界各地的六桂人士齐聚狮城，前来新加坡旅游及交流。新加坡的设施齐备，拥有条件优异的会议举办场地，最适合筹办各种大型的交流会或恳亲会。新加坡六桂堂这次能义不容辞地接受承办2012年的恳亲大会，勇气可嘉，希望其他姓氏的社团组织也能争取到更多的恳亲大会在新加坡举行，让更多的海外华人来到新加坡，认识新加坡。

六桂堂管委会建议将属下的六个姓氏联合起来兴建一座综合会所大厦来团结六桂各姓，让这六个姓氏的组织同在一屋檐下，展现六桂兄弟血缘的大结合，以传承及发扬六桂祖先的历史与文化传统。这样的做法令人赞赏，值得探讨。

最后，我预祝2012年的第十二届世界六桂恳亲大会能完满及成功举行，并祝大家身体健康，万事如意，晚安。

Saya gembira kerana dapat bersama-sama dengan hadirin sekalian dalam majlis Ceramah Arif Budiman 2009 pada pagi ini. Ini merupakan kali kedua Jawatankuasa Pembelajaran dan Penggalakan Penggunaan Bahasa Melayu (MLLPC) dan Unit Bahasa Melayu, Kementerian Pendidikan menganjurkan Ceramah Arif Budiman ini dalam usaha untuk meningkatkan pengetahuan bahasa dan budaya Melayu dalam kalangan anggota masyarakat kita.

Hadirin sekalian, jika ceramah yang pertama pada September lalu memberi tumpuan pada aspek bahasa, ceramah kali ini pula mengenai aspek budaya yang menyentuh tentang jati diri dan peradaban Melayu.

Kita beruntung sekali kerana berpeluang menimba ilmu daripada pakar bahasa dan budaya Melayu dari Malaysia, Profesor Madya Datuk Zainal Abidin Borhan. Semoga para hadirin sekalian mendapat manfaat daripada ceramah beliau sebentar nanti.

Kedinamikan Budaya Melayu

Hadirin sekalian, sebagaimana yang kita maklum, masyarakat Melayu kaya dengan sejarah, kebudayaan dan tradisinya. Di mana sahaja masyarakat Melayu berada, sama ada di rantau Melayu mahupun di bahagian dunia yang lain, pada dasarnya kita berkongsi satu sumber sejarah dan kebudayaan yang sama. Namun, pada masa yang sama, kedinamikan budaya memberikan keunikan dalam konteks masyarakat Melayu yang hidup dalam lingkungan geografi dan sosio-politik dan sosio-ekonomi yang berbeza.

Dalam konteks masyarakat negara kita yang berbilang bangsa, bahasa dan agama, mengenali warisan kita sudah pasti akan mengukuhkan jati diri kita. Dengan memahami pembentukan peradaban Melayu, kita akan lebih peka akan nilai dan tradisi yang menghubungkan satu generasi dengan satu generasi yang lain. Sekaligus memberi kesedaran nilai dan tradisi yang malar segar, tidak mengira zaman.

Polemik melalui akhbar yang berlaku dua bulan lalu tentang cara yang sesuai bagi masyarakat Melayu/Islam menyambut Hari Raya Aidilfitri amat menarik sekali. Perdebatan yang berlaku melibatkan ramai anggota masyarakat dari kumpulan umur dan latar belakang pendidikan yang berlainan. Natijahnya, perbahasan melalui media menunjukkan bahawa orang Melayu amat peka tentang budaya mereka dan orang Melayu tidak keliru bahawa cara perayaan mereka adalah suatu ibadah dan cara beraya dari sisi agama. Asas yang dipegang amat kukuh, iaitu mengekalkan warisan demi kelangsungan jati diri kita sebagai sebuah masyarakat yang progresi sekaligus arif beragama. Kita yakin dan boleh meneruskan tradisi kerana tahu di mana ia tidak bercanggah dengan akidah dan tidak membebankan diri dari segi ekonomi dan keberkesanan kita.

Menerapkan Aspek Budaya Dalam Diri Pelajar

Hadirin sekalian, apakah aspek nilai dan budaya yang ingin kita terapkan dalam diri pelajar kita? Apakah nilai yang dapat mereka praktikkan apabila mereka berhubung dengan masyarakat umum atau setelah mereka menamatkan pengajian?

Sememangnya banyak kemahiran hidup yang menjadi teras nilai dan tradisi masyarakat Melayu kita yang kekal relevan dalam masyarakat negara bandar seperti Singapura. Dan kemahiran-kemahiran inilah yang perlu kita terapkan dalam diri pelajar kita.

Hal ini kerana nilai dan tradisi Melayu tidak bercanggah dengan nilai masa kini, malah mengukuhkan kemahiran dan perwatakan peribadi, kemahiran interpersonal dan kemahiran global pelajar kita. Antara kemahiran tersebut ialah nilai moral, kesedaran sosial, bekerja dalam kumpulan mahupun kemahiran silang budaya dan kesedaran akan perubahan global.

Justeru, yang lama jangan lekas-lekas dibuang, yang baharu jangan mentah-mentah ditolak. Budaya adalah manifestasi zaman. Oleh itu, untuk kekal teguh dengan jati diri yang bersatu dengan ikatan muafakat, kita perlu terus bersedia menghadapi cabaran dalam mengekalkan bahasa dan budaya Melayu dalam diri generasi muda kita.

Kepada para guru, teruskanlah usaha untuk meningkatkan kefasihan anak muda kita dalam bahasa Melayu dan semaikanlah minat mereka terhadap kesusasteraan. Usaha ini akan mencambahkan bibit-bibit pemahaman, penghayatan, dan kecintaan terhadap budaya serta seterusnya rasa bangga mempunyai jati diri Melayu kita.

Penutup

Sebelum saya mengakhiri ucapan saya, sekalung budi saya ucapkan kepada Sekretariat MLLPC dan para pegawai Unit Bahasa Melayu, MOE yang bekerjasama dalam menganjurkan majlis ini. Setinggi-tinggi terima kasih saya juga kepada Profesor Madya Datuk Zainal Abidin Borhan, yang telah meluangkan masa untuk berkongsi ilmu dengan hadirin sekalian.

Terima kasih juga kepada hadirin sekalian yang telah bersama-sama mendalami pengetahuan kita tentang kebudayaan dan peradaban Melayu. Semoga Siri Ceramah Arif Budiman ini akan merealisasikan visi Arif Budiman dan terus mendapat sokongan masyarakat Melayu pada masa hadapan.

Sekian, terima kasih.

I am pleased to be here today to celebrate the 1st MOE Junior Sports Academies Graduation Ceremony 2009.

The Junior Sports Academies (JSAs) for primary school students were set up in 2008 to systematically identify and nurture young sporting talents in our schools. This would ensure that students talented in sports will be given appropriate learning opportunities to realise their potential. This is in line with the Talent Development Framework for Sports developed in 2007, to achieve the vision of “Many Peaks of Excellence” for Singapore’s education. Developing the students’ potential in this non-academic domain allows them to realise their potential.

Pioneer JSAs and athletes

The pioneer batch of four JSAs was set up in 2008 and they were housed in Chung Cheng High School (Main), Henry Park Primary, Singapore Sports School and Singapore Table Tennis Association. MOE worked in collaboration with the relevant National Sports Associations (NSAs) to identify suitable coaches and draw up a robust and engaging 2-year training programme for all JSA athletes.

The JSA training programme is holistic in nature. Besides regular training sessions, the JSA athletes were also exposed to sports carnivals, character building workshops and sports science clinics. The JSA athletes and coaches indicated that these workshops and clinics enhanced team spirit and at the same time raised the awareness of sports science among the athletes.

The JSA athletes also participated in overseas training tours with the objective of learning from other coaches and international peers. For example, in 2008, the student athletes from the JSA at Henry Park Primary went to Longyang Shanghang Junior Sports School in China to hone their badminton skills. Similarly, the Wushu JSA athletes at Chung Cheng High School (Main) participated in an overseas training tour to Beijing, China. These stints not only improved the JSA athletes’ skills and teamwork, but also gave them a taste of the environment under which some champions had to train in order to achieve the highest standards.

The JSA programme is about providing the opportunity for these young talented student athletes to develop. Under the guidance of the coaches, the JSA athletes have progressed remarkably well. Yvonne Tan Hui Juan of Yew Tee Primary School joined the Badminton JSA at Henry Park Primary in February 2008 and within a short space of one year, she was selected to train with the Singapore Badminton Junior Squad. Samantha Yeo, a participant in the Swimming JSA at Singapore Sports School won 3 bronze medals at the 6th Asian Age Group Championships (Japan) in August 2009 and has also been selected to represent Singapore in the SEA Games in Laos at the end of the year.

Yvonne and Samantha are just two examples of how JSA athletes have excelled in their particular field. It is most heartening to know that all participants in the JSA programme have improved since joining the programme in early 2008. We have also noticed that student athletes have become more engaged in school through participation in the JSA programmes. Muhammad Faryz Bin Khazid’s grades in most subjects have seen marked improvement and his teachers in school observed that he is motivated to do well in all areas since joining the Badminton JSA at Henry Park Primary School. Faryz’s father also commented that “My son has become more organized and efficient in juggling school and training.” Mdm Hawa, mother of Adeena Binte Mohamed Nagib, mentioned that her daughter has become more confident and focused since joining the Wushu JSA at Chung Cheng High School (Main). “Adeena is more confident now in dealing with her peers and studies”. This graduation ceremony is an acknowledgement of their efforts in persevering with the programme and a celebration of their unique achievement of being the 1st batch of the MOE JSA athletes.

Athletes Profiling and Tracking System

In our pursuit to render more support for the student athletes, MOE has developed a software to profile and track the athletes in the JSA programme. The Athletes Profiling and Tracking System (APTS) will monitor the physical, sporting and academic development of these athletes until they are 30 years old. The information will be useful for training, improvement and prediction of future performance of the other athletes. APTS will help athletes to be more self-aware of their strengths and weaknesses, and in this way, provide the objective data for them to set both short and long term goals for their training. You will be able to get a glimpse of this system when we launch it later.

Appreciation and Thank you

Besides the commitment of the student athletes, many factors contributed to the success of the JSA programme. I would like to take this opportunity to express my sincere appreciation to the following people for their cooperation in making this sporting pursuit a reality.

Firstly, many thanks to the JSA hosts for their kind assistance in allowing the programme to be carried out in their schools or association. As venue host, you not only provided the venue but also at the same time helped shape the programme with your generous inputs and feedback. Secondly, we would like to extend our appreciation to the NSAs. You have helped in identifying the coaches, designing the training programme and assisted in the planning of the overseas training tours. Thirdly, our thanks to the coaches as they played an integral role in the JSA programme. You act as the “lighthouses” in guiding the student athletes towards greater heights.

Lastly, I want to extend my most sincere appreciation to the parents. This programme would not have been successful without your consistent and unyielding efforts. We also thank you for providing us the invaluable feedback to improve the programme. You were our “buddies”, always encouraging us and telling us that we are doing a good job and that your children have benefited much by participating in the programme.

Today, we have more than 140 student athletes from the pioneer batch of JSAs graduating and I want to take this opportunity to congratulate them personally. It gives me great pleasure knowing that you are pursuing this dream and I encourage you to carry on.

Thank you.

Education as a Key Driver of Economic Development

In order for us to harness the potential of women as effective and powerful drivers of economic success, we must first educate them. Indeed one of the key enablers to economic progress in any nation is universal and quality education. Singapore has seen how education has played a critical role in driving its economic growth. As a small young country which gained independence only in 1965, we have progressed to a modern economy with one of the highest per capita incomes in Asia. This has come about not by chance, but through good governance and stable policies, which has made education the cornerstone of our developmental strategy.

As a country with no natural resources, Singapore depends heavily on its human capital. As we mature into a knowledge-based economy with high value-added industries and services, investment in human capital is becoming more critical to the future success of the country. This is why the government did not cut back on its education spending during the recent economic downturn. The education budget has remained at 3.5% of GDP. Indeed the Minister for Finance recently announced that education will continue to be one of the sectors which will see higher spending in the upcoming fiscal year.

Meritocracy to Enable Broad-based Progress

Importantly too, our education spending is not limited to a select few, but is broad-based, benefiting everyone in the system. Our public schools are equipped with quality teachers and well-resourced from books to computers. This is to ensure that all our children receive equal access to quality education from young, regardless of gender, race or religion.

Indeed education represents one of the most sustainable solutions to level the playing field between different groups in society. I am happy to note that today women account for slightly more than half of the student population at the local universities. We are also seeing better representation of women in traditionally male-dominated courses such as engineering and hard sciences. For example, last year women comprised 64 percent of graduates in the natural, physical and mathematical sciences and 63 percent in architecture and building.

Contribution of Women in SingaporeWith greater exposure to education and training, women naturally can be equally effective as their male counterparts in the workplace.

Singapore’s female labour force participation rate has increased steadily. The income gap between men and women in Singapore is also narrowing. In the public sector, women are also increasingly taking on leadership positions where they participate in key decision-making processes both at the community and national levels. Today women make up 25 percent of the Singapore Parliament, more than twice the proportion in 2001. This figure exceeds the Inter-Parliamentary Union’s world average of 18.4 percent, placing Singapore in the 38th position out of 189 countries in terms of the percentage of women in legislature.

Studies have shown that there is a direct correlation between women’s participation in the workforce and countries’ long-term economic growth. Economies such as Canada, Australia and the United States, where female employment rates are relatively high — that is, between 65 and 75 percent — consistently rank highly on the United Nations Development Programme Human Development Index each year.

Challenges Women Face

It has, however, not been easy for women to balance their goals for family and career . As a result, some women have had to drop out of the labour force to care for the family. Other married women, on the other hand, have chosen not to have children, or have fewer children at a later age, in order to pursue their career goals. Some women are increasingly delaying or forsaking marriage as a result of greater financial independence and career progression.

This is a trend that is evident from our latest population statistics. The total fertility rate has generally declined over the last 20 years, but the sharpest drop was for those between 25 and 29 years, falling from 110 births per 1,000 women in 2000 to 79 births per 1,000 women in 2008. Singaporean women are now mostly giving birth between the ages of 30 to 34. In addition, higher-educated women have fewer children than lower-educated women on average.

This is a worrying social trend as a population unable to replace itself will not survive for long. It is, therefore, important to arrest this trend. To do so, we need the participation of all stakeholders: from Government — in providing the infrastructure (childcare facilities, maternity leave) and incentives (baby bonus, subsidies for childcare, tax incentives); to businesses — in creating the conducive work environment (flexi, part-time work arrangements, outcome-based performance evaluation system); to family members — in providing support (spouses to shoulder some of the work at home). It is possible for women to have both a rewarding career as well as family life, and that it need not be a choice between one or the other.

However women do have to recognize that we have to balance and adjust our priorities along the way. At certain points in time, we may have to put family ahead and take a slower pace at work, while at other points, career can take greater priority if we have good family support. I have done so myself, opting for a job that is more desk-bound when my children were younger, and taking a pay-cut along the way.

I am heartened to see that more and more companies in Singapore are now embracing work-life harmony. The Singapore Public Service, as the largest employer in the country, has also implemented a number of work-life balance practices. These include the five-day work week, paternity leave, extended maternity leave and childcare sick leave, just to name a few. We must continue to create such strategies that will enable women to contribute to the economy not only through their non-paid work at home, but also through their careers.

Conclusion

In closing, I would like to thank Standard Chartered Bank for bringing together a diverse group of talented men and women through this Summit. It is increasingly clear that as an urgent economic and societal issue, gender diversity requires multi-stakeholder dialogue and engagement, such as the kind I expect we will see here today.

I would like to encourage everyone to make full use of today’s Summit to share your experiences and brainstorm innovative solutions. It is my hope that all of you will leave here today determined to capitalize on the contributions that you — and other women — can make.

Thank you.

Thank you for inviting me to your Alumni Night. I am delighted to be here this evening to join you in recognizing alumni who have done themselves and their alma mater proud. This occasion is the highlight of the University’s Homecoming and as your President has mentioned, some of the returning alumni have begun celebrating since last evening. After years of not seeing one another, I believe the barbeque they were treated to has helped to rekindle old friendships.

Alumni play a major role in the development of their alma mater. Allow me to share my experience in engaging the alumni of schools through my position in COMPASS (COMmunity and PArents in Support of Schools). Many alumni harbored a deep sense of gratitude towards their alma mater that compelled them to give their time and resources to the school. Our engagement has taught us that the positive school experience they have had and the fond memories of school days spent with friends create a strong sense of belonging, connecting them to their alma mater long after they have left school. This is what motivates the schools’ alumni, whom we endearingly term ‘old boys’ and ‘old girls’, to return year after year. The sense of duty can be a valuable source of energy and when mobilized appropriately, can be very beneficial to the development of the school. NTU is one such institution — long tradition, tumultuous history and passionate alumni who have settled in many parts of the world but yet tied by heart strings to the institution.

Of bloom and passion

I am told by the organizing committee that the design for the backdrop, dandelions, was chosen to symbolize the relationship between the alumni and NTU. The dandelion stamens are blown far and wide by the wind. Wherever they fall, they thrive and bloom. In much the same way, upon graduation, alumni will leave the comfort zone of the campus, some may travel beyond our shores. As they thrive and bloom in their new habitat, the fact that they shared the same heritage as the mother plant remained. The dandelions are symbolic of the Nanyang Spirit, the hallmark of the NTU alumni.

I understand that more than 130,000 alumni call NTU home and your alumni community is expanding. That they are spread out across 110 different countries presents a challenge for the University to connect with those overseas. I am aware that NTU has been intensifying its engagement with its overseas alumni. The University has set up 20 alumni associations abroad, in China, Indonesia, India, Thailand, United Kingdom, and Vietnam. I commend the NTU alumni who have come forward to set up overseas chapters, in particular, those based in China. Indeed, the means by which the University is establishing its global alumni network is something the other local universities can emulate.

Schooling future generations

While a common heritage and experience can be a positive force to rally alumni towards the school, we should also ensure that the efforts to retain common memories do not hinder progress and development. Singapore has always emphasized development of our human capital through education. Universities play a key role in developing talent. The education our universities provide needs to be relevant and inspirational. Our education system has to prepare our students for a world that is more globalized and knowledge intensive. In two years’ time, Singapore will have a new publicly-funded university to add to the three that we now have, so that more places can be created for deserving students. NTU, NUS and SMU will compete with the fourth university for students, particularly in the fields of engineering and applied science. Another university will be set up to offer Poly graduands university education as an extension of the Poly programme. The changes in the education landscape will impose new challenges on the incumbent universities and faculties. I urge you to support your alma mater by focusing on the challenges and opportunities that are ahead of you. Build on your linkages to China and India and harness the strengths of your alumni all around the world. Offer a world-class education to the best in Singapore and the world and make NTU a university of choice.

Effective recognition

How can alumni contribute? First, by being credible and inspiring role models. Alumni speak with credibility and their success stories will give the students confidence about the school and about themselves. Second, alumni provide helpful connections in the commercial world for internship, career and business opportunities. More importantly, alumni can support bright students who are in need. The American universities do this extremely well — they understood that the brightest attract the brightest. Through their endowment funds, they are prepared to subsidize bright students heavily. The bright students are grateful for the help, tend to be successful in life and are in turn willing to contribute to the university. This helps to generate a virtuous cycle.

The 26 alumni whom the University are honouring tonight demonstrate the attributes of exemplary alumni. NTU is presenting its top honours to three truly outstanding individuals — Mr Chia Ban Seng, Datuk Er Kok Leong and Dr William Tan. Not only have you accomplished much in your careers, you have volunteered time and effort to serve your alma mater. To you and all award winners tonight, I offer my heartiest congratulations.

Conclusion

Winston Churchill once said, “We make a living by what we get, but we make a life by what we give.” When one gives, one develops a greater sense of belonging. I hope many more NTU alumni will step forward to give their best not only to the University, but to Singapore and the world. Come August 2010, NTU, as the world’s first Youth Olympic Games Village, will be playing host to young athletes from all over the world. Students, staff and alumni who have volunteered to help out during this once-in-a-lifetime occasion will get to experience this special feeling of giving and belonging. I am certain you will do Singapore proud.

I wish you all an enjoyable evening of renewing ties with one another and with your alma mater. Once again, thank you for inviting me to be a part of this very special occasion.

Minister in her speech this morning spoke about the need for greater parent engagement. I would like to take this opportunity to talk about the role of the Parent Support Groups (PSGs) in our schools.
Many of the PSGs in schools currently play a supporting role by organising some events and providing their services for school-run programmes. Parents are motivated to join the PSG because they want to be more deeply involved in their child’s school life and to set a good example by volunteering and helping other students.

This came from the findings of a study on PSG that was commissioned by COMPASS in 2008. More than 1000 parents, school leaders, teachers and students provided feedback through focus group discussions and an online survey. The study covered a total of 148 schools and its purpose was to study the impact of PSGs on the school.

Findings from PSG Study

The study found that PSG involvement in schools has grown more pervasive over the last few years especially in areas such as parent education, CCA coaching and resource development.

Through the PSG, parents were able to gain a better understanding of their child and school policies as well as build a good relationship with the school staff. Working with other parents enabled them to build a network of friends and made them feel a greater sense of belonging to the school.

Students felt that PSGs help to contribute to a better learning environment and a holistic school experience. They felt supported by both parents and school and students whose parents were in the PSG felt inspired to perform better in school because they felt proud that their parents have set a good example.

Some challenges surfaced by the PSGs and staff of the school were lack of support from other parents, lack of funding and lack of manpower to run the events. Most PSGs relied on a core group of parents and generally, they consist mainly of mothers. The PSGs felt that involving more fathers would benefit the PSGs as they bring with them a network of contacts, experience and work skills that can be shared with students. A number of parents who were not in the PSG felt that there was insufficient information about the work of the PSG.

Reconceptualising the Role of the Parent Support Group

As part of the parent engagement efforts, Parent Ambassadors from COMPASS will start their outreach to PSGs next year. Meanwhile, I would like schools and PSGs to think about reconceptualizing the role of the PSG to start their own outreach to other parents in the school. PSG should act as conduits of information and knowledge on school policies and programmes to other parents.

Thank you for your time here with us this morning. I wish you all a pleasant weekend ahead!

A very good morning and on behalf of COMPASS, I would like to welcome you to the convention. Thank you for your presence and support.

Since the inception of COMPASS more than ten years ago, the Council has looked for ways to strengthen and promote home-school-community collaborations. Platforms such as the biennial COMPASS Conventions are good avenues for schools and parents to commit to and renew these purposeful partnerships for the holistic education of our children. We have made a lot of inroads but there is still room for further improvement.

This year’s COMPASS Convention focuses on some issues that have garnered a lot of media attention over the last two years, such as cyber wellness and adolescent sexual trends. Our expert speakers, Dr Munidasa Winslow, a mental health and addiction consultant, Dr Priya Sen, from the Department of Sexually Transmitted Infection (STI) Control, and Mr Poh Yeang Cherng from TOUCH Cyber Wellness and Sports, bring with them many years of field experience and will share with us their expertise and perspectives on these issues.

Changes to Family Structures in Singapore

The theme for today’s Convention is “Building a Strong Foundation in our Young: Home-School Partnership to Inculcate Values”. It reinforces the need for home and school to work hand-in-hand to build a strong foundation for our children’s optimal learning in school.

Many older Singaporeans would remember growing up in an extended family, where mothers stayed home to mind the children and grandparents were on hand to keep an eye on the grandchildren. Values like respect for elders and doing the right things were passed on, through both word and deed, as children watched how their parents treated their own parents. For example, inviting the elders to start dinner before digging in themselves.

Today, most Singapore children grow up in nuclear families, while a minority do not even enjoy that, growing up in single-parent homes. The Singapore General Household Survey of 2005, which sampled close to 1 million households, showed the emergence of the nuclear family, with about 59% of the households surveyed consisting of a couple and at least one child. The survey also showed that about 13% live in families without the presence of a married couple, for example, a single parent living with one or more child.

With education and economic opportunities, more mothers are now in the workforce. Dual-income nuclear families are bringing up children without the traditional support structures of grandparents and an extended family of adults. Child-minding and even the nurturing of children may well be delegated or relegated to the domestic helper.

These social changes have significant impact on our students’ social and emotional well-being and character development. Research has highlighted the negative effects of parent absence on many areas of child and youth well-being, including health, educational attainment and assessments, behaviour problems, and psychological well-being. Observations of our key counselling personnel in schools have highlighted an emerging area of concern to be relationship issues within the family leading to our students having communication problems with parents, or, being affected by absent or disengaged parents.

Reinforcing Home-School Partnerships to Inculcate Values

Society rightly expects our schools to play a key role in values inculcation. And indeed our educators take this role seriously. However, our schools and educators can at best be partners and play complementary roles to parents and the home.

This partnership works well when all partners are aligned in the goals that they seek to achieve, and in the approaches they take in moulding the child’s character. I am happy to note that many parents do support our schools and reinforce schools’ efforts.

Mr Thahir bin Ali would attest to the benefit of giving such support. Some years back, his son Dharmiri, from Bukit Panjang Government High School, was a wayward student — he played truant, smoked and fought in school and was even caught for stealing. Things got to a point where Dharmiri had to be caned in school, and Mr Thahir knew he had to set a plan to steer his son back on track. He worked closely with Dharmiri’s discipline master to monitor the boy’s movements while supporting the form teacher’s effort to build up his son’s confidence through the school’s “Good in Studies, Good in Sports” programme. Eventually, Dharmiri made progress and was named the “Most Improved Student” in class, and now aspires to be a policeman, just like his father.

Mr Thahir’s example shows that when parents support and work with the school in tackling their children’s behavioural problems, a lot can be accomplished. They will certainly see a change in their children. A change for good. When a parent takes interest in his child, he can be sure that he is exuding a positive influence on not only his child’s school performance but also his morale and values.

Conversely, when family values and school values are incongruent, we have a problem on our hands. I wish to share my concerns about some incidents, which are symptomatic of such a mis-alignment.

In January 2009, a local newspaper reported that a mother had called an ambulance and the newspaper reporter to the JC where her daughter was studying. Reason? The girl had been caught behaving in an unbecoming way in public, and the school had asked her to stay back to write some reflections. Her mother was worried and claimed that the girl had called her and complained of dizziness and discomfort.

In this case, the mother’s actions might have been prompted by concern for her daughter’s well-being. But let’s pause to think. Is calling in an ambulance an appropriate action? What about calling in the media? What is the message that the parent is sending to her child by taking these actions? The end result — the child shielded by the parent, probably not learning from the episode. On the part of the teacher and principal, time and effort in managing media and filing report could have been put to much better use. It is a lose-lose result.

Our teachers and school leaders have to handle a fair number of such cases. While our schools and teachers will continue to do their utmost in imparting knowledge and nurturing the character of the students under their care, it is crucial that parents support our schools’ efforts in values education and discipline.

Exhortations in speeches may help to send a message out to the larger public. But there is also much that we can do to help anchor productive relationships between schools and the wider community.

Our schools today are strong advocates of home-school-community collaboration. 96% of our mainstream schools have either a Parent Support Group or a Parent Teacher Association. This is indeed good news because it means that our children have greater support from all quarters. Parents and educators have to work closely to provide a reciprocal and mutually influencing quality for the child’s home and school experiences. The success of any home-school collaboration depends on a belief of shared responsibility for educational outcomes.

That is why I cannot emphasise enough to parents today that we need to adopt appropriate parenting skills to nurture our children. Our eyes are open to many possibilities when we share our experiences and learn from other parents, including tapping on external sources such as parenting experts, and joining the Parent Support Group in schools.

In fact, the outcome of collaborations between parents and schools can benefit more than just the students. For Mdm Iris Sim, a parent volunteer with Hougang Primary School, her decision to get involved became a major shift in her life. Iris used to be the stereotypical “kiasu parent”. She was constantly worried over exam results and quarrelled frequently with her son about his studies. But when she started helping out with the school’s outdoor adventure activities, she began to see the values of the school’s programme in a different light. The school programme was purposeful and designed to inculcate the right values. She realised that character development is just as important in creating self-motivated and disciplined learners. This changed her view of the role of the parent and improved her relationship with her children.

Stories such as Iris’ and Mr Thahir’s are proof that parents and families are our schools’ powerful allies in education, and it is a partnership that we want to see grow further so that both parents and teachers can tap on it.

The Way Forward

Moving on, we see a need for greater parent engagement in the schools. This year, COMPASS has proposed the formation of a Parent Ambassador Taskforce who will help to communicate educational policies to parents from a parent’s point of view. We have found Parent Ambassadors to be useful in making the connection with other parents. Some Parent Ambassadors have already started to share tips and experiences at public seminars organised by MOE. We want to see these Parent Ambassadors provide a bridge or a link for parents to give their feedback and concerns on educational issues to MOE. The channels of communication could be in the form of townhall meetings, newsletters, for example, MOE’s online newsletter for parents, Schoolbag.sg, or some form of social networking platform. There is much we can achieve together and I urge parents here today to step forward and become a Parent Ambassador.

The Taskforce will also be setting up a database of all the Parent Support Groups in our schools so that information on MOE’s policies and initiatives can be disseminated directly to them and they can help to cascade the news to other parents in the schools.

Conclusion

In many ways, schools today need families, and families need the school. This mutual need may be the greatest hope for change to give our young the best learning environment. So let us all be champions of this meaningful partnership.

I wish you a fruitful day ahead at today’s convention. Thank you.

Now more than ever, there is an important need to cultivate in our students fluency and proficiency in English, and a keen appreciation of the language. English is the “Lingua Franca” of global commerce, science and technology. Effective communication in English is a basic requirement of the highly interconnected economy and society of the 21st century. The ability to express ourselves clearly and accurately, in both the spoken and written form, is a valuable asset.

Effective communication is not just about grammar or textbook accuracy. It is about conveying one’s message or intent with clarity and a sense of context. Indeed, it has been said that the ability to express an idea is almost as important as the idea itself. In that regards, the current slogan of the Speak Good English Movement is apt for it emphasises that the use of language should “Inspire”, “Impress” and “Intoxicate”.

In Singapore, we have come a long way since we adopted English as the language of business and commerce, as well as for instruction in our schools. Our schools have made steady progress in the teaching and learning of English. Our students consistently perform well in international competitions such as the Commonwealth Essay Writing competition, the Angus Ross Prize for Literature and the World Schools Debate Championships. At a broader national level, we have recorded significant improvements in international studies such as PIRLS (Progress in International Reading Literacy Study) between 2001 and 2006.

Notwithstanding these accomplishments, we cannot be complacent about our relative proficiency in English. Most of us are not native speakers of English and we are immersed in a bilingual, if not multi-lingual, milieu. Techno lingo and other forms of patois pose an additional challenge. It is, therefore, incumbent upon us, as individuals and as a society, to undertake a deliberate and sustained effort to continually strive to improve the standard of English in Singapore. It has been a traditional source of strength that we must safeguard and nurture for the future. This does not mean that every student needs to be an eloquent speechmaker; rather, we must strive to ensure that our students are able to convey their thoughts clearly and confidently in standard English.

Indeed, we are not alone in this quest. Many countries are concerned with precisely the same problem—the need to sustain the command of standard English, particularly among their youth. Hong Kong is allowing more schools to increase curriculum time in the English medium in schools, in a refinement of its policy on medium of instruction after 11 years. Even in the United Kingdom, there is concern over ‘word poverty’—that a limited vocabulary and the inability to adjust what they say according to the context and needs of their audience, hamper the ability of their young people to communicate effectively.

Raising the level of English Language proficiency will depend on the motivation to improve and an immersion in an appropriate linguistic environment. It is a goal that must be embraced by all and an effort with many dimensions. It entails a societal effort from parents, the community, businesses and the media to set the tone. Such a collective initiative from all segments of society will help raise general English proficiency and fluency in Singapore.

The Ministry of Education can also play a catalytic role, and the establishment of the English Language Institute of Singapore is an important aspect of this effort. The Institute will train EL teachers in the newest and most effective Language pedagogies, and provide a range of custom-designed courses in written and spoken English for all EL-medium teachers. In the long term, the English Language Institute of Singapore can serve as a teaching and research hub for EL learning in Singapore, and beyond.

Ultimately, our teachers and schools play an essential role in motivating our students to speak well and in fostering an environment within which English is well-spoken. Our schools are committed to maintaining a conducive EL environment. This is achieved when teachers role-model standard English in conversing with students and others, and demonstrate the need to continually develop their own proficiency in English with a creativity and passion that their students will strive to emulate. The cornerstone of this effort is the expertise and passion of EL teachers throughout Singapore.

This brings me to our award winners. Tonight’s awardees are here because they have clearly demonstrated the ability to inspire both their students and their colleagues. By sharing their expertise and passion and, where necessary, offering their guidance and support, our awardees, and other teachers like them, can develop a truly collegiate spirit towards the development of English. Such camaraderie and commitment will be vital to nurturing a whole school culture of English proficiency and fluency.

Each of tonight’s 10 award winners has demonstrated the qualities and commitment essential for fostering such a culture. I will mention three examples.

Mdm Jaswinder Khosa of Huamin Primary School has many years of teaching experience but retains the same enthusiasm and passion that motivated her on her very first day of teaching. The secret behind her youthful vigour and excitement is simple: Mdm Jaswinder always demands the best of herself and seeks to evoke the best in each of her students. She continually renews her teaching and leads others through sharing best practices in her cluster, as well as at national and international forums.

Mrs Yvonne Cheen-Tay of Hong Kah Secondary School comes from a family of teachers. Her secret is to touch her students’ hearts so as to motivate and encourage them. Her classes adopt her practice by sending notes of encouragement to each other. Both Mrs Cheen-Tay and her students keep personal logs which they also share among themselves. Mrs Cheen-Tay has summed up her caring philosophy in one simple phrase, “As long as I can touch one student, it’s worth being a teacher.”

Mr Ong Chin Meng, of Anderson Junior College is, apparently, an ‘accidental’ teacher. Whilst pursuing a PSC Scholarship in Science, he was required to take some EL modules. Much to his surprise, he fell in love with the language and consequently switched to Arts. Growing up in a Mandarin-speaking home has given Mr Ong very real insights into the challenges many of our students may face in acquiring proficiency and fluency in English. These insights are reflected in his lessons which appeal to a wide range of learning styles and give his students many opportunities to learn from each other.

Each of these 10 awardees has his or her own ways of engaging students and making the most routine of lessons memorable. Our goal of good English for all must be sustained by the passion, drive and skill of such inspired and inspiring English Language teachers and specialists. To the award Winners, I congratulate you and urge you to continue to infect others with your enthusiasm and passion for English.

I would also like to express my appreciation to The Straits Times and the Speak Good English Movement for co-organising the Inspiring Teacher of English Award. Since 2000, the Speak Good English Movement has worked unflaggingly towards raising the standard of Good English in Singapore. Their sponsorship and co-organisation of the Inspiring Teacher of English Award recognises the efforts of all EL teachers who strive each day to practise and enliven the qualities of inspiring teaching. It also recognises the pivotal role our English Language teachers play in instilling and furthering the use of good English among all Singaporeans.

Finally, I would like to thank all of you for your presence here tonight and your support for this award. I am confident that the inspiring examples of our Award recipients will imbue us with a renewed and abiding passion for the English Language.

Thank you.

Good morning and thank you for inviting me to speak today. I am delighted to be here and to be given the opportunity to share with you Singapore’s experiences in education reform.

Singapore’s Evolution into a Top-Performing Education System

Over the years, Singapore has developed a strong education system, one that is of high averages. We have been rated highly in several international rankings, for example, the World Economic Forum Global Competitiveness Report 2009/2010 ranked us 1st in quality of education system as well as quality of mathematics and science education. Even for the minority indigenous Malays, though there is still a distinct gap in Maths and Science performances when compared to the rest of their peers, their TIMSS performance have gone up and on par with that of OECD countries. This is no mean feat as in most other countries, the indigenous ethnics could not integrate into the modern economy because they could not cope with the rigours of the education system.

Credit for this hard-earned success must be accorded to policy makers and educators, both past and present, for their forward-looking mindsets, directed and purposeful planning, and a steadfast commitment towards providing the best education for our children. I must also acknowledge the hard work of community leaders who have rallied their communities to participate actively in the nation building and level themselves up not by exercising their demands but by participating in a sound albeit long journey in education.

Their task was certainly not enviable, as Singapore’s education system had not started on a strong footing. When Singapore achieved self-government in 1959, it had inherited a disparate and eclectic system. More than half of the schools then were vernacular schools, each with varying standards and purposes of education, teaching in their own language, and using curricula from the countries of origin of its migrant community.

Key Policies of the Singapore Education System

Today, I wanted to share with you briefly the three key elements that have underpinned the evolution of the Singapore education system, and ensured that the transformation were charted in the right direction to support our country’s national needs — in uniting the various ethnic groups of the country — and economic needs in leveraging on the only asset we have — our people.

Bilingual Policy

The first is the bilingual education policy, made compulsory from 1966, a year after independence. All students are required to study English Language and their Mother Tongue Language from Primary One. Getting our language policy right was crucial for the survival and success of our multi-cultural and multi-racial nation, as any misstep could have resulted in tensions and fault lines between the different ethnic groups.

Instead of choosing Chinese — the language of the majority race, or Malay — the language of the indigenous people, English, which was the language of governance and commerce during that period, and notably the language of the colonial masters was chosen as the common language for all Singaporeans. This choice was not intuitive in the 60s when many countries were swept with nationalist fervour and adopted the native or language of the majority as their national and educational language often in rejection of their colonial past.

One could also theorise that had the British ceded control of Singapore to the Dutch in the Anglo-Dutch treaty of 1824 (the Dutch had challenged the legality of the English Treaty with the Malay Kings in Singapore in 1819) or had our leaders not participated in the education experience in London provided by the British, our history after independence would have certainly taken another route. There was actually a big political struggle for dominance in the ruling party between the Communist-leaning Chinese educated and the largely English educated elites during the early days of Singapore. It could have gone any way then.

Even then people were unsure of the benefits of an English-language based education at the beginning, but it did not take long for parents to realise the practical benefits of learning English, and they opted for English-medium schools in droves as more and more people who had English language credentials obtained good jobs and had more economic opportunities. As a result, English literacy rose from around 47% in 1970 to 71% in 2000 and vernacular schools closed down. This was also fortuitous as it was also a catalyst for our children of various ethnics to study from young in schools which provided the common space to grow up together.

What policy makers may not have envisaged then was the subsequent explosion of the information age, and English becoming the international lingua franca. Our education system also reaped rich benefits as English enabled us to leap-frog many nations by facilitating our access to knowledge, information and technology; indeed our scholars had easy access to Maths and Science because there were many good universities overseas where English was the language of instruction. Our teachers who returned were further able to quickly improve the teaching of Mathematics, Science and other technologically based subjects, putting us ahead of our economic competitors.

The decision for students to learn their Mother Tongue similarly reaped dividends. Being a country of migrant stock, it was important to respect the need for our people to know who they are, and to remain connected with their cultural identity.

It was also the natural desire of communities for their young to know their Mother Tongue, so as to maintain links to their cultural roots. Today, with the rising emergence of countries like China and India, Singaporeans are poised to take full advantage of the opportunities they offer. Our bilingualism will help Singapore bridge the gap between East and West, enable our people to be highly mobile in the globalised world, and undoubtedly be a strong strategic advantage for Singapore for decades to come.

Ability-Based Streaming

The second key element of our system is streaming. In the initial rush to build a mass school education system shortly after self-government, when providing basic education for all was the order of the day, we went into a rapid expansion mode. New school buildings were constructed at a rate of about one school a month in cookie-cutter style and thousands of school-leavers were recruited as teachers. Every student was inevitably fed the same academic diet, with little customisation. This had resulted in high drop-out rates and low standards of achievement. To reduce educational wastage, we embarked on a new set of reforms in 1979, amongst which was the introduction of ability-based streaming, a highly non-conventional wisdom which till today, is still denigrated in many countries.

But streaming worked for us, despite its fair share of criticism. By sorting students into groups based on academic achievement and providing each group with the appropriate curriculum, resources and pedagogy, more students could learn at a pace they were comfortable with, acquire knowledge and skills, and more importantly, stay in school longer. Today, about 99% of our Primary 1 students complete secondary education, compared to around 58% in 1980. In addition, more than 90% of our students progress to a publicly funded post-secondary institution, where they receive a solid grounding and an education which gives them valuable skills and attitudes for life.

Over time, Singapore has also made refinements to the streaming system. We catered to students at both ends of the ability spectrum. Fast learners can choose paths in education that exempt them from national examinations. Those who have talent in sports and arts have similar schools and curriculum developed to cater to their needs. Students who are weak are able to take different subjects at different levels, depending on their own abilities. At a later age they have access to many hands-on enrichment courses like robotics and engine repair to introduce them to future careers that fit their abilities and interests. This translates into an even more customised curriculum for each individual, and would go a long way in helping us to achieve our goal of maximising the potential for every child.

Emphasis on Math and Science

The third key element is the emphasis on the learning of Mathematics and Science. It had been a choice of necessity, as we needed to produce the skilled manpower to support our development into a modern industrialised economy.

Today, close to 95% of our students offer both Math and Science up to secondary level or age 16. Our students, even those who are less academically inclined, have performed well consistently in international comparative studies, such as the Trends in International Mathematics and Science Study. Our curriculum innovations, such as the “Singapore Model Method” and textbooks are increasingly finding an international audience, including several schools in the United States.

We believe that this firm grounding in Mathematics and Science will equip students with the basic knowledge and analytical skills to move Singapore up the value-chain. As we transit into a knowledge-intensive economy, driven by investments in research and development, we have decided it is important that we continue to focus on the learning of these two subjects. This will ensure that young Singaporeans have the foundation to create new knowledge, and the skills to master new technologies, to keep Singapore competitive in the new economy.

Other Components of Success

What I have mentioned above are just three major policy decisions which formed the bedrock of our education system, and have shaped the direction of our education reforms. Yes, we have adopted a pragmatic and utilitarian approach to education, and admittedly, some policies were serendipitous, and the outcomes fortuitous, but importantly, we have been bold enough to make momentous changes and decisive moves when the situation called for it.

With a strong foundation in place, a virtuous cycle was created, as good schools produced good students who contributed back to the system by becoming better leaders and teachers. We were also able to achieve greater success by investing resources and efforts into key leverages areas. I will touch on these in the next part of my speech.

Quality Teachers and School Leaders

In September 2007, global consulting firm, McKinsey & Company studied top-performing education systems worldwide, like England, Finland and Netherlands, and concluded that the main driver for learning and performance is the quality of the teachers.

Singapore has always paid particular attention to the quality of our teachers. We now hire from the top one-third of each cohort and invest heavily in teacher training. To ensure that our teachers are kept up-to-date with the latest in curriculum and pedagogy, professional development opportunities are made available at every stage of the teaching journey. Officers are encouraged and supported to go for post-graduate studies in areas relevant to the Education Service and for those who wish to broaden their perspectives and develop new experiences for professional development, they can take up work attachments in other organisations under our Teacher Work Attachment Programme.

Besides good teachers, a strong education system needs competent school leaders. To ensure continuity and a steady leadership renewal process, much emphasis is placed on the systematic identification and development of talent and school leaders. We look for the ability of the individuals, not just the amount of their school experience, and we groom our best talents early. Currently, around 26% of our serving Principals are younger than 45 years old. All our high potential individuals undergo a series of milestone programmes, while candidates slated for principalship are put through a 6-month full-time Leaders in Education Programme, which seeks to produce independent, innovative leaders with a specialisation in the field of education.

Indeed, the international regard accorded to our education standards and the commendable performance of our students on the world stage are positive testaments to the professionalism and commitment that exist within our education service.

Greater School Autonomy Supported by Ministry HQ

Next, school management. With over 350 schools and only one Ministry Headquarters, it is clear that an intermediate command and coordination is necessary to provide better guidance to schools. In Singapore, we adopt a cluster system, where schools are grouped into clusters based on geographical location. While high calibre generalists and specialists within our Ministry Headquarters develop broad policies that meet the needs of the nation, schools, within their clusters, would share resources and exchange ideas on translating these policies into actual ground practices. Within each cluster, a cluster superintendent, who is an experienced ex-principal, provides guidance to the principals.

The cluster system was a big step we took because we also gave greater authority to the schools and principals to transform our schools. Together with the cluster implementation, a “Teach Less Learn More” movement was launched to touch the hearts and engage the minds of our learners, and prepare them for life. We wanted to reach into the core of education — why we teach, what we teach and how we teach, and shift the focus from “quantity” to “quality”. From rote learning and repetitive tests, to greater classroom interactions, opportunities for expression, the learning of life-long skills and the building of character through innovative and effective teaching approaches and strategies. All these can only be achieved by empowering principals and teachers, and let them innovate and learn how best they can provide more individual attention to each student under their care.

Empowerment was not only a management statement. We have been able to accord greater autonomy to the schools only because of the high quality of teachers and school leaders we have, as we can be assured of the standards as they innovate, and customise teaching and learning to suit the needs of their students. We have begun to observe the tangible results of increased school autonomy. By giving top-down support for ground-up initiatives, we see the development of little peaks of excellence within the school landscape. It is heartening to note that besides developing niche areas in academic subjects, every school is also developing their niches in sports, aesthetics and even character education. This has contributed greatly to the diversity and richness of our education landscape.

Education Beyond the Books

Although Language, Mathematics and Science are important fundamentals in education, we are also committed to providing our students with an all-rounded education, equipping them with knowledge and skills beyond the textbooks.

First, Co-Curricular Activities, or CCAs. This is a unique aspect in our school system, which International students studying in Singapore tell us they enjoy very much. CCAs provide opportunities for student bonding and teamwork while serving as an additional platform for students to nurture qualities such as resilience, tenacity, confidence and perseverance. All of these develop strength of character in our students, enabling them to better adapt and thrive in a rapidly changing world. Such non-academic activities will be extended to our Primary 1 and 2 children, through the new “Programme for Active Learning”, giving them the opportunity to discover their flair or interest in specific areas.

Our students also need to develop the confidence and knowledge to interact with people from different cultures and backgrounds, in order to succeed in a globalised world. To help them do so, language training and exposure to overseas experiences are made available through special language and cultural studies programmes, community involvement projects, twinning and exchange arrangements, as well as satellite campus immersions. Our target is for one-third of students in secondary schools, junior colleges, polytechnics and up to half of our university students, to have at least one overseas experience. We give schools additional funding, to ensure that students are able to access to these opportunities regardless of their family background.

Moving Forward

If one had thought the future was hard to predict 40 years ago, the task of peering into the future would be even more challenging now. In the famous words of Thomas Friedman, the world is now more “flat” in the sense that there is greater inter-connectedness. It would be a highly complex world, one with many “unknown unknowns”. For a child who is born today, entering our schools in 2014 and graduating into the work force in 2030, what kind of future should our education system prepare him for?

Moving forward, what we do know for certain is that Singaporeans would compete better and succeed longer in tomorrow’s world if they are able to complement their strong fundamentals in academic knowledge with important 21st century competencies and soft skills. An internal MOE taskforce had earlier looked into these competencies and skills and have identified the following characteristics of a student poised for success in the 21st century: Confident Person, Self-Directed Learner, Concerned Citizen and Active Contributor. Many international educators we spoke to, and I believe many of you here today, also agreed on the importance of inculcating these traits in our next generation.

Bearing this in mind, we have begun to look into the next phase of reforms and changes for our education system. We will start in our primary education, the most formative years for students, following the recommendations of a major Primary Education Review earlier this year. We aim to re-balance knowledge with skills and values, use more engaging pedagogy and holistic assessment to make learning more meaningful and enriching, and to place greater emphasis on non-academic programmes within the curriculum. To ensure that schools are adequately resourced to achieve these outcomes, the government will make significant investments over the next few years, including supporting teachers with more para-educators, and providing new generation facilities as learning space.

In the years ahead, we intend to ride on this momentum, and ensure continuity in students’ holistic development and learning as they progress within different stages of our school system. At the same time, we will be making a concerted effort to enhance the development of soft skills in students, by exploring the setting up of Centres of Excellence for arts, music and sports. We hope that these centres will complement school-based programmes and bring together expertise and resources to nurture talents in the aesthetics and sports.

Conclusion

In conclusion, while our education system has, over time, evolved into a strong system and internationally well-regarded, we have not and are not resting on our laurels. It is clear that the evolution would continue. The task ahead will not easy, but we are assured because leaders and members of the educational fraternity agree that we can, and want to do better. The same support comes from parents and the community. It is the only way every young Singaporean can be given the best future possible.

Thank you.

I am very pleased to be here this afternoon. It brings back wonderful memories for me. In 1991 and 1992, I was privileged to be involved with SINDA and the Ramakrishna Mission in spear-heading the formation of Sarada Kindergarten.

In 1993, Ramakrishna Mission Sarada Kindergarten opened its doors for the first time to 126 pupils in this multi-purpose hall. At the time, Sarada Kindergarten was one of the few kindergartens offering Tamil as a second language, a facility appreciated by the Indian community. Over the years, Sarada Kindergarten has grown from strength to strength and kept pace with the latest developments in pedagogy, curriculum and facilities. Sarada Kindergarten has also held on to its aim of promoting all round development of its pupils and this has been made possible by a team of dedicated and professional teachers who are guided by the wisdom of the swamis.

Importance of Preschool Education

The children graduating today will begin formal education in a few months’ time when they start Primary One. Even though formal education in Singapore begins at primary school, quality preschool education will provide a strong foundation for our children. This is why MOE has committed considerable resources to further improve the quality of preschool education. We want to provide the best for our children and develop a love for learning from the start of their educational journey.

Besides developing our children academically, our preschools also need to develop them in other critical areas of learning, such as in aesthetics and creative expression, environmental awareness, motor skills development and self and social awareness. I am heartened to note that Sarada Kindergarten is founded on the importance of developing each child holistically, and giving each child time to enjoy their childhood. There is much emphasis in Sarada Kindergarten on interactive learning approaches. This involves catering to the children’s interest areas and engaging all their senses with hands-on activities. The children of Sarada Kindergarten nurtured in this positive environment are happy and confident individuals and this was evident in their performances at the concert.

The success of any education programme very often depends on an important group of people, the teachers. This is why MOE believes that it is crucial that we continue to upgrade our preschool teachers. This is being done through raising the minimum requirements of new preschool teachers and encouraging current preschool teachers to attain higher qualifications. There are various upgrading opportunities, for example, scholarships and teaching awards. Teachers should also continue to upgrade their skills and knowledge by attending workshops and seminars, so that they can continually bring out the best in their pupils and share their ideas and resources with their colleagues.

Conclusion

I wish to commend the principal and teachers of Sarada Kindergarten for their dedication in giving their pupils the foundation for learning and preparing them for their next phase of learning. My hope is for Sarada Kindergarten to continue to bring the best learning experiences to its pupils such that they become eager learners who are excited to explore new ways of doing things.

I would like to congratulate the parents present today on this happy occasion. As your children move on to the next stage of their education, continue to love and support them on their educational journey.

For the boys and girls graduating today, let me congratulate you on your achievement and wish you a bright future ahead!

Thank you.

To further strengthen cooperation between Singapore and UNESCO, we have recently appointed a Non-Resident Ambassador to UNESCO to facilitate our commitment as a member to advance developments in education, science, culture and information.

Ensuring Quality Education For All

Singapore supports UNESCO’s priority on “Education For All” as education is the best investment we can give our children. Singapore also agrees wholeheartedly with UNESCO that competent and committed teachers are key to achieving “Education For All”. Just last year, we organised a UNESCO Educators Workshop for educators from the Asia Pacific region to exchange best practices on teaching and learning. Recently, with UNESCO’s support, 9 African principals attended the 9th World Convention of the International Confederation of Principals in Singapore, which allowed them to exchange ideas with over 1000 principals from around the world.

We are enhancing the quality of education in our primary and secondary schools but hiring more and better teachers and improving the curriculum. This will include the development of 21st century dispositions and skills in addition to the strong foundations in literacy and numeracy. We will spend more to upgrade our technical education and polytechnic sectors. We are building a New University in collaboration with the Massachusetts Institute of Technology (MIT) and a top Chinese university.

Fostering Cultural Diversity

In the area of culture, Singapore has a natural affinity to UNESCO’s commitment to preserve and promote cultural diversity. Singapore is a multi-cultural and multi-racial society, where different communities thrive in diversity but are united by our common identity as Singaporeans. Our arts and cultural sector plays a critical role in fostering cross-cultural understanding and celebrating our multicultural values to forge that common identity. Singapore’s Renaissance City Plan articulates our vision to be a Global City for the Arts and to promote cultural content that reflects our unique identity. Our museums and Heritage Centres showcase our Asian cultural roots and history, as well as the diverse cultures of the ASEAN region.

Singapore has also supported the UNESCO “Memory of the World” project for the digitisation of ancient manuscripts, in collaboration with UNESCO Phnom Penh. The opening of Singapore’s National Art Gallery in 2012 will help us play a greater role in the research, scholarship and promotion of South-East Asian visual arts and culture. We will partner UNESCO Member States to promote greater cultural and professional exchanges.

Enhancing Access To Information

Singapore supports UNESCO’s strategic objectives of enhancing access to information and knowledge, so that members of society are well-informed and engaged in learning. By 2015, a next-generation wireless infrastructure in Singapore will provide all our residents high-speed access to the global information highway. Our libraries too are leveraging on technology to build knowledge networks with regional and international partners. Last year, the Singapore National Library Board Academy organised an international conference that brought together 200 library practitioners and thought leaders from the region to deepen their expertise and professionalism.

Mobilising Science and Technology for Sustainable Development

Singapore supports UNESCO’s goal of ‘mobilizing science knowledge and policy for sustainable development’. As a small country, we benefited much from the application of science and technology to overcome limited resource constraints. We are working with UNESCO to jointly promote knowledge-sharing and networking among Asia’s foremost water institutions and professionals through the partnership agreement signed between the Singapore Public Utilities Board, UNESCO-IHE Institute of Water Education and the Asian Development Bank. At the national level, Singapore has set up a new Inter-Ministerial Committee for Sustainable Development in April this year to conceptualise a blueprint for the next 10 to 20 years. S$1 billion has been set aside to implement the Committee’s recommendations which include more energy efficient buildings, eco-friendly public housing and clean transport.

We are happy to also once again host the World Cities Summit in June 2010, following a successful inaugural Summit last year. The World Cities Summit next year will bring together thought leaders, to focus on two important themes for sustainable development - Creating Vibrant and Liveable Cities, and Building Sustainable and Eco-Friendly Cities.

Conclusion

UNESCO serves as a bridge to facilitate greater sharing and collaborations among Member States, in a globalised world where countries despite their different contexts, face similar challenges and opportunities in education, science, culture and information. Singapore is committed to participating in this important and meaningful endeavour so as to improve the world for future generations to come.

Thank You.

As recent as twenty years ago in the 1980s, 90 per cent of Chinese students who enter our education system at Primary 1 came from families who used Mandarin or dialects at home. Today, nearly 60 per cent of them speak predominantly English at home. This figure is expected to rise further, fuelled by the trend of English becoming the common language of the internet age. For example, we send our students to China to appreciate the culture and use the language there. But PRC students there want to practise English with Singaporean students instead! SCCIOB itself has also started a practical course to meet the needs of retail and service workers who need to brush up on their English language skills. Employers are encouraged to send their staff, many of whom may be Chinese nationals who have had minimal exposure to the English language, for such training.

We must accept this reality and to ensure that our bilingual policy remains relevant to today’s generation, we must evolve our methods of instruction and work with organisations like the SCCCI to engage and encourage our students to use their mother tongue in their daily lives. In this regard, SCCCI has much to offer.

The SCCCI has been investing much of its resources in training programmes that help businessmen and other adult learners to master essential Chinese language skills and comprehend Chinese cultural norms. The Chamber’s training and education subsidiary, the Singapore Chinese Chamber Institute of Business (SCCIOB), has developed an array of Chinese language courses for a variety of learners. These range from hanyu pinyin classes to intermediate and advanced Chinese certification programmes, to courses in China business practices, lessons in translation and interpretation skills as well as intensive immersion programmes in China.

I understand that MOE schools periodically invite members of the SCCCI to speak at various Chinese Language (CL) seminars they have organised for their students. I would like to invite leaders and members of the SCCCI to continue to regularly visit our schools, to share their experiences on how their ability to communicate in Mandarin has benefited them by opening up business opportunities. SCCCI members can also share on their travel experiences in China, and bring to life Chinese traditions and culture to our students.

I am also happy to report that despite the growing dominance of English, more of our students are taking Higher Chinese Language (HCL) as their second language. Last year 27 per cent of our ‘O’ level students offered HCL compared to 15 per cent a decade ago. Our Special Assistance Plan (SAP) schools have played a key role in nurturing these bilingual students in the past three decades, and will continue to provide students with a rich experience in the process of learning the Chinese language and culture through different flagship programmes and more opportunities to participate in immersion programmes in China.

MOE has also offered the Bicultural Studies Programme in selected schools since 2005 to nurture a core group amongst the younger generation with in-depth knowledge and understanding of the Chinese language and culture. The Programme attracts the participation of about 330 Singaporean students each year. Its first batch of students, who sat for the ‘A’ levels last year, has produced Singapore’s first President’s Scholar, who will be pursuing her studies in Peking University. Seven other students from the Programme also received the inaugural Public Service Commission’s China Scholarship.

Over the years, the Chamber has supported the cause of education through more ways than just training. In 1997, the Singapore Chinese Chamber of Commerce Foundation (SCCCF) established a Business Scholarship for students from local tertiary institutions as part of the Chamber’s mission to promote education in Singapore and to provide financial assistance to students pursuing business studies. I am pleased to note that the selection criteria for the scholarship are strictly based on merit with no discrimination against other ethnic groups. In past years, ethnic Malay and Indian students have also been among the scholarship recipients.

Since 2006, the Business Scholarship has been renamed the SCCCF Scholarship, which is open also to undergraduates reading Chinese Studies. This evening, nine deserving students from the National University of Singapore (NUS), the Nanyang Technological University (NTU) and the Singapore Management University (SMU) will be receiving the SCCCF Scholarship. In addition, four Malay-Muslim students pursuing business management and life sciences at the local universities will be awarded the joint Singapore Chinese Chamber of Commerce Foundation-MENDAKI Scholarship.

I am also glad that you have chosen to hold your Mid-Autumn Festival gathering in the charming grounds of the Sun Yat Sen Nanyang Memorial Hall. Earlier this year, the Memorial Hall was gazetted as a community heritage institution that would receive funding and management support from the National Heritage Board while remaining led and owned by the SCCCI. This significant move would help to reposition the Memorial Hall and enhance its capabilities of contributing to the national education of Singaporeans.

I wish you all an enjoyable evening ahead.

Thank you.

Dr Lim Kee Ming
President, Ngee Ann Kongsi

Mr Tan Hup Foi
Chairman, Ngee Ann Polytechnic Council

Mr Chia Mia Chiang
Principal, Ngee Ann Polytechnic

Ladies and Gentlemen

Good Morning

I am happy to be here today to witness the cheque presentation by Ngee Ann Kongsi to Ngee Ann Polytechnic.

A Supportive Partnership

Over the years, Ngee Ann Kongsi has been a strong supporter of education and has donated generously towards educational pursuits in Singapore, beginning with the establishment of the Ngee Ann Girl’s School in 1940. Ngee Ann Girl’s School has since been renamed Ngee Ann Primary School. Ngee Ann College, the forerunner of Ngee Ann Polytechnic, was started in 1963. Today, the Polytechnic is the beneficiary with the largest individual share of the Kongsi’s financial contributions, and has grown to be a leading institution of higher learning with international recognition.

The partnership between Ngee Ann Polytechnic and Ngee Ann Kongsi is substantive and valuable. Members of the Kongsi sit on the Ngee Ann Polytechnic Council. The Kongsi’s support and involvement have contributed significantly towards the realization of the strategic directions and policies of the polytechnic. In financial terms, with today’s donation of $8.2 million, the Kongsi has given Ngee Ann Polytechnic a total of about $182 million to date. This is an investment by the Kongsi in our students - it will help fund local and overseas student development programmes as well as to promote initiatives for students to engage in innovation and enterprise.

I trust that the ties between Ngee Ann Kongsi and Ngee Ann Polytechnic will continue to deepen and strengthen as future generations of students walk through the portals of Ngee Ann Polytechnic. Today, our students enjoy a wide-variety of enrichment programmes, overseas attachments and academic collaborations with other institutions which have all been made possible with the help of Ngee Ann Kongsi’s contributions. Let me highlight a few.

Nurturing students through a variety of programmes

In the past year, more than 3,900 students participated in various overseas programmes. These include overseas internships, immersion trips, study visits and community service projects in countries like Australia, China, India, Indonesia, Germany, Japan and the Philippines. These programmes serve as excellent platforms for students to broaden their minds and acquire new skills.

One initiative made possible by the Kongsi’s generosity, is the China Immersion Programme for the students in the Chinese Studies and Chinese Media & Communication diploma courses. Through the immersion programme, these students are able to acquire a rich understanding of Chinese culture and its heritage, as well as work on collaborative projects with the staff and students of Zhejiang University City College and Huazhong Normal University. I am sure this unique immersion experience has been as valuable as their formal classroom collaborations and exchange of ideas with their more mature Chinese counterparts.

I am also heartened to know that the Kongsi’s contributions have been used to cultivate student volunteers through both local and overseas community service projects. One example is “Project Auction Love”. Through this project, 357 student volunteers from Ngee Ann Polytechnic and two secondary schools collaborated with Make-A-Wish Foundation to raise about $10,000 for children with life-threatening illnesses. Seed money from the Kongsi’s donation was used to make items such as customised post-it notes and toys that were auctioned for charity.

Conclusion

The strong support of community organizations such as the Kongsi has created many new possibilities for students to develop as responsible citizens and enterprising professionals. For this I commend and applaud the Kongsi for setting an inspiring example through its continued commitment to educating young Singaporeans over the years.

To the members of Ngee Ann Kongsi, I wish your organisation continued growth and success which, in turn, will enable the Kongsi to sustain its significant and meaningful contributions to society. I am also confident that, with the strong support of Ngee Ann Kongsi, the management and staff of Ngee Ann Polytechnic will continue to provide students with the well-rounded quality education we have come to expect from the institution.

Thank you.

I would like to congratulate the graduates here today for your hard work and accomplishments. I would also like to extend felicitations to your parents and family, who, with their support, have played an important role in your success. Aristotle once said, “The roots of education are bitter, but the fruit is sweet”. Although you may have faced many challenges while studying, you will now reap the benefits of your hard work. Although the economic situation is volatile, there are many opportunities available in the different fields such as academia, media and public service. You should aim for success and strive for excellence in whatever you do.

While you reap the benefits of your education, it is important that you keep growing as an individual. I would encourage you to, adopt a positive attitude and learn from all your experiences. Be adaptable to changes and unanticipated circumstances. Some of you may encounter difficulties in securing a job of your preference. Be flexible and take on a job that will allow you to gather valuable experience. With a positive mindset, you will bring joy and purpose to the work you do and achieve success.

The world we live in is continuously changing. Technology is constantly advancing and the world is becoming increasingly cosmopolitan. In order to stay relevant in the workforce, there is a need to continuously upgrade our knowledge and skills. Many of you may choose to further your education or upgrade your skills. It is also important to develop an understanding of the world and learn to work in different cultures and countries, yet stay rooted to your own culture.

It is also important that you participate as an active member of society. As Singapore continues to grow, we need our young people to be more aware of their role in society. As a member of the community you have grown up in, you need to stay connected to society, understand its needs and know how to respond to these needs. As more opportunities are created for you to experience the issues and needs of society, you would be able to appreciate what is happening in society and how you can make a difference. You will also learn how to utilize your skills, talents and knowledge to contribute to your community and Singapore.

There are many ways you can achieve this. You could join youth or community organisations either outside or within the Sikh community and volunteer your services. Where possible, you could occupy key leadership positions to ensure that the organisation and hence the community and country progresses. You could participate in community service projects or volunteer your services to the needy. And I hope that the young people here today will spread the message to their peers and other young people. It’s a way of giving back to society the benefits that you have received and as you engage your community, you, in turn, will develop a sense of shared purpose, and rootedness, and commitment to Singapore and fellow Singaporeans.

While the Sikh community has done well in many parts of the world, I believe it is amongst the most prosperous and well-integrated in Singapore society. The Sikh community in Singapore is a small and vibrant community which has played a pivotal role in building the Singapore milieu. The community has done well in various fields, such as medicine, law, business and the uniformed services. This, I understand, is due to the fact that the Sikh way of life lays emphasis on three important principles—tolerance, egalitarianism and strong work ethic. These principles are the hallmark of any successful community and society.

I urge all of you to continue with the good work of your community. All of you will play a part in shaping the future course of the Sikh community and Singapore. While you may choose different professions, by excelling in what you do, you will contribute, directly and indirectly, to the progress of our society. Continually strive for excellence and be good ambassadors for your community and country, and ensure that your community remains vibrant, relevant and progressive within a strong, cohesive and united society.

Once again, congratulations to all the graduates and your families. I leave you with a quote from Nelson Mandela, South Africa’s first black president and well-known political activist, “Education is the most powerful weapon which you can use to change the world”. I wish you all the best in your future endeavours and your role as agents of change.

Thank you.

I am very glad to be here with you at the 15th Youth Science Conference of the Science Mentorship Programmes or SMP for short. First and foremost, let me congratulate all the participants for successfully completing your research projects.

The availability of such research opportunities for pupils even in their early years of education is invaluable. Not only do such opportunities enable Science to come alive, they provide pupils with early exposure to real-life problems and applications. Such early exposure will well prepare our pupils to engage in creative and innovative R&D opportunities that are opening up as the Singapore Government increasingly invests in building up our R&D capability.

Charting a Future for Singapore

The Youth Science Conference brings together all the pupils who have participated in the 13 different research programmes under the SMP umbrella. The SMP participants would have undergone a rigorous science research mentorship, after being selected based on their science aptitude and interest. The Science Mentorship Programmes help to cultivate future scientists for Singapore by giving young science talent the opportunity to do quality research across different disciplines. This contributes to Singapore’s goal of nurturing a cadre of brilliant, enthusiastic and productive individuals who will improve our lives through innovative technology.

The SMP first started in 1992 as a single programme with the Defence Technology Group, now known as Defence Science and Technology Agency. Subsequently, Ngee Ann Polytechnic, Singapore Polytechnic, NIE, and the NUS Faculty of Science came on board. The first Youth Science Conference was then held in 1995 to provide a common platform for participants of all the programmes to showcase their research findings. Since then, other institutions including Nanyang Polytechnic, NTU School of Biological Sciences, NUS Faculty of Engineering, Republic Polytechnic, Science Centre Singapore, the Institute for Infocomm Research, the Institute of High Performance Computing, and NUS School of Computing have joined the SMP family. I foresee the SMP expanding to include more partner institutions and scientists who are at the forefront of advancement in their respective fields.

The SMP is hence unique in pooling scientists from the top research institutions in Singapore, to cover the latest developments in the various scientific fields and to cater for different interests among pupils. To this year’s participants, I hope that your SMP experience has sparked off an interest within you to pursue a career in research. I would like to highlight a few recent developments in Singapore, to start you thinking about the exciting areas you can make contributions to in future.

Recent Developments in R&D

On 20 Feb this year, MOE announced the setting up of a new Research Centre of Excellence (RCE) in Mechanobiology, with a long-term research co-operation programme with Israel’s top universities. Mechanobiology is the study of the interrelationship of force and biology, and merges the older science of mechanics with the newer and emerging disciplines of molecular biology and genetics. The Mechanobiology RCE is the fourth RCE to be funded by MOE and the National Research Foundation. The three other RCEs approved previously are the Centre for Quantum Technologies, the Cancer Science Institute of Singapore, both at NUS and the Earth Observatory of Singapore at the NTU, which opened recently on 19 Feb 09. Together, the RCEs aim to build peaks of excellence in research in specific fields in the local universities.

Increasingly, scientists are recognising the potential of interdisciplinary research - research that cuts across many different fields. This mixing of diverse disciplines and backgrounds will lead to new and unexpected solutions to problems that we face today. I’m sure you have heard about the official opening of Fusionopolis in October last year. Our R&D hubs, Biopolis and Fusionopolis, are vibrant research communities that provide exciting opportunities for young researchers like you to collaborate in various fields.

Another new research hub, the Campus for Research Excellence and Technological Enterprise (or CREATE) was announced on 28 July 09, and is expected to be completed by 2010. This new research facility aims to become a hub for new ideas and innovation, and the first tenant at CREATE is the Singapore-MIT Alliance for Research and Technology. It is MIT’s first research institute outside of its home campus in Massachusetts. It will consist of three interdisciplinary centres: the first in environmental sensing and modelling, the second in infectious diseases, and finally, the third in bioystems and micromechanics.

Achievements of SMP Participants

As SMP participants, you can aspire even now to contribute to the overall body of Science knowledge. One avenue is to showcase your project in the Singapore Science and Engineering Fair. This year, out of 21 awards presented to secondary schools, half were projects from the SMP- 1 Gold, 2 Silver, 2 Bronze and 5 Merit awards. Those who do well at the Fair may be selected to represent Singapore at the prestigious Intel International Science and Engineering Fair, the “Nobel Prize” of youth science competitions. In 2007, ex-SMP participant Amelia Chang won the First Award in the category of Medicine and Health Sciences, and last year, David Yin won the Third Award in the category of Materials and Bioengineering.

Some SMP participants have also shared their projects beyond Singapore’s shores through international science fairs. A team of 2007 SMP participants from Raffles Girls’ School participated in the Future Scientist Conference in Korea in August 2008. Another team of 2008 SMP participants from Catholic High School presented their project at the International Conference on Advances in Computer and Entertainment Technology, held in Japan in December 2008. This year, two groups from Nanyang Girls’ High and Raffles Girls’ School will be sharing their work at the International Conference on Bioinformatics 2009, one of the largest annual bioinformatics conferences in the Asia-Pacific region, which happens to be held in Singapore this year. I am sure all of you can also aspire to similar or greater heights, and achieve international recognition for your work.

Role of Mentors in the Growth of the SMP

The SMP and its participants owe their success to the scientist-mentors who have selflessly devoted their time to cultivate the young in their area of potential. I would like to acknowledge the significant contributions made by various people. Mrs Koh Siok Im, Dr Hedy Goh, Mr Richard Khaw, Assoc Prof Chia Tet Fatt and Assoc Prof Lim Tit Meng [in order of length of service] are some of our mentors who have served tirelessly in the programme. They also sit on the SMP Committee, and have helped to steer the programme over the years to become what it is today.

Good mentorship is about empowering your charge/student to become more self-aware and self-directing, and develop their sense of purpose - understanding what interests them, what they want, where they are going in life. Mentors also guide their students through experiences of success and failure, especially in scientific research, where I am sure you’ll agree that more often than not, experiments fail. There is a saying, “We learn wisdom from failure much more than from success. We often discover what will do, by finding out what will not do; and probably he who never made a mistake never made a discovery.”

It is my hope that all SMP participants who have benefited from the programme also become individuals who are committed to serving society, learning from the example of their mentors. Especially for ex-SMP participants who will engage in science research, they can be mentors to the next generation of pupils, in addition to their other contributions to society. This may not have happened just yet because of the long road to becoming an established scientist, but I believe that one day, some will be able to return the service as mentors in the SMP.

I understand that some ex-SMP participants, such as Lim Yee Fun and Ong Kok Haw, from the 1st Youth Science Conference in 1995, are currently pursuing their PhDs. Yee Fun is currently in Cornell University in the US on an A*STAR scholarship, while Kok Haw is starting his research career at the Institute of Materials Research and Engineering in Singapore. Incidentally, both of them share the same area of research: Organic Solar Cells, which have the potential to yield cheap and renewable energy, and open up new technological applications for mankind.

That said, the high quality of the research projects exhibited today is a testimony to the quality of mentoring that SMP participants have received. Teachers and mentors, your hard work is much appreciated. It is through your efforts that we will build the future scientists and technologists so vital to Singapore’s progress in the 21st century.

Conclusion

I hope this conference will raise everyone’s enthusiasm and awareness of the endless possibilities in science research. I look forward to listening to the presentations and touring the exhibits later and to learning something new!

Thank you.