It gives me great pleasure to join you at the Opening Ceremony of the 2nd International Conference on Vocational and Technical Education. I would like to extend a warm welcome to all delegates and, in particular, I wish our guests from overseas an enjoyable and memorable stay in Singapore.

This Conference brings together international and local Vocational and Technical Education (or VTE) policy-makers, practitioners and experts. The focus is on the further improvement of VTE to meet current and future challenges.

Investing in VTE

We meet today against the backdrop of the most severe global economic crisis in the last half century or more. It has affected countries, enterprises and individuals across the globe. This situation is high on the global agenda and it affects the deliberations of all policy-makers. Nations around the world are now keenly focused on optimizing public expenditure, saving jobs and creating employment for their citizens. Putting policies in place to secure the welfare of citizens and to restore business confidence and economic growth are top national priorities.

Yet, despite this uncertainty, we need to look beyond the current downturn and plan for future broad-based economic growth. A key ingredient for opportunities and growth in tomorrow’s knowledge-based economy is investment in education, today.

Education is the path to knowledge, skills and values. It empowers individuals, enables the creation of wealth, and promotes social and economic mobility. These are important goals for VTE, where education systems must focus their efforts on the segment of students who may thrive with a more practice-oriented mode of instruction, unlike their academically-oriented counterparts. These technically-inclined students have different strengths, talents and learning styles. Thus, their potential to succeed in their careers and lives must be supported through an appropriately-designed educational experience.

In its World Development Report 2007, the World Bank noted that upper secondary and higher education still has a heavy academic focus. It, however, also recognised that the academic-centric bias in education is slowly losing its dominance around the world, with the appearance of more technical institutions, polytechnics and community colleges. The shift in focus towards VTE requires governments around the world - especially in developing countries - to have the resolve to make essential changes to their education systems. More importantly, governments must be willing and able to provide the investment required for the VTE sector to grow.

The VTE System in Singapore

You might already be aware that in 2007, Singapore’s ITE received the Harvard-IBM Innovations Award for Transforming Government from the Ash Institute for Democratic Governance and Innovation. The panel of assessors from the Ash Institute, which is part of Harvard University’s John F Kennedy School of Government, was impressed by the strong and visible impact our ITE has had on the lives of Singaporeans. Equally as important, the panel saw ITE’s transformation experience as something which could be replicated by education institutions around the world. I am, therefore, pleased that this Conference is being held as part of ITE’s commitment to the Ash Institute to help other VTE institutions learn from Singapore’s and ITE’s experience.

In Singapore, the steady growth and social acceptance of VTE can be attributed to a number of factors - in particular, the government’s commitment to and investment in VTE; the strong partnership between industry and VTE institutions; and the focus on ensuring a high level of employability for VTE graduates. Each individual VTE institution has also sought to continually enhance the quality of its education and establish its unique standing. I am sure you will have the chance to learn more from each of them over the next few days.

Since Singapore embarked on an industrialisation drive after gaining independence in 1965, we have conscientiously developed VTE as an important component of our mainstream education system. Our economic growth hinges on the capabilities and competitiveness of our human capital which is our key resource. As a matter of policy, all young Singaporeans receive at least 10 years of general education before the majority of them progress to post-secondary education. Today, the majority of each year’s graduating school cohort goes on to receive post-secondary education at one of our VTE institutions comprising the five Polytechnics and the ITE. Currently 42% of the cohort proceeds to the polytechnics. At the same time ITE provides places for about a quarter of the cohort of school leavers.

The Ministry of Education (or MOE) seeks to maximise the potential of each student by emphasising an interest-driven and ability-based education that caters to the different learning styles of different groups of students. In line with this, Singapore’s VTE system is built on two related but distinct aspects — vocational training and technical education. ITE’s primary mission is to provide practical vocational training to develop skilled manpower for the economy. The polytechnics, on the other hand, primarily aim to deliver technical education to train middle-level technologists with industry-relevant knowledge and skills. The polytechnics also promote innovation and entrepreneurship as their secondary mission. While ITE and the polytechnics differ in their roles and missions, both seek to provide a holistic education, nurturing our students with positive values, attitudes and a global outlook which prepares them, not just for the workplace, but for life itself.

To enhance the relevance and attractiveness of VTE in Singapore, the Government has also sought to expand upgrading pathways for VTE graduates to meet both their aspirations and the evolving needs of industry. Graduates from ITE have been able to upgrade their skills through various types of diploma courses at the polytechnics for some time now. They have had options to do this either as full-time students immediately after graduation, or part-time as they obtain work experience. However, MOE plans to do more.

Firstly, MOE will be looking into increasing the progression rate of ITE graduates to full time polytechnic courses in the next few years. In addition, to provide greater access to a diploma qualification for its graduates, ITE has started offering targeted diploma programmes in collaboration with reputable international institutions. These programmes such as Machine Technology and Automotive Engineering are aimed at industry’s needs in specific areas which are not met by our polytechnics and more suited to the skills-oriented education offered by ITE.

Secondly, polytechnic graduates will be given more opportunities to pursue industry-relevant and reputable degrees in Singapore, in areas not offered by our local universities. Since 2005, our polytechnics have partnered foreign universities to offer degree courses aligned with Singapore’s manpower needs. Today, there are 6 such programmes. A new institution, the Singapore Institute of Applied Technology (SIAT) will be set up to offer more degree programmes in collaboration with our polytechnics and reputable foreign university partners. These programmes will be offered in niche areas of industry growth and tailored to build on the applied learning, industry-oriented approach of polytechnic education. This is an example of how VTE can complement academic education to serve as an attractive and market-relevant education option.

I understand that some of the international delegates have visited ITE College East, our first ITE regional campus, during the Pre-conference sharing yesterday. The vibrancy and excitement there is a reflection of the modern and industry-relevant teaching and learning environment at our Polytechnics and ITE. It is also an indication of the Singapore Government’s resolve and commitment to investment in soft and hard infrastructure in the VTE sector.

In 2002, the government decided to consolidate ITE’s smaller campuses into a “One ITE System, Three Colleges” Governance and Education Model to enhance the delivery of ITE education. Besides ITE College East, the government will invest in two more regional campuses - ITE College West and ITE College Central - to be ready by 2010 and 2012 respectively. Under this model, each college will have the critical mass to innovate, optimise resources and offer a better overall educational experience for its students. This also enables each college to specialise in different areas of industry growth, while offering similar courses in core, high demand areas such as IT and Engineering.

To keep up with the changing trends and demands of the economy, our VTE institutions have also established strong partnerships with enterprises and other industry stakeholders. The close engagement of industry is vital, not only in providing technical support and industrial attachment opportunities, but also in understanding and projecting manpower needs, identifying new courses to offer and designing the curriculum. In response to the changing needs of industry, the five Polytechnics introduced a range of new courses in 2009, from Aerospace Engineering to Clean Energy and Nanotechnology & Materials Science. Likewise, ITE has launched new courses this year, in areas such as Leisure and Travel Operations, Medical Manufacturing Technology and Space Design.

The close partnership of our VTE institutions with industry is also reflected in the positive employment outcomes of their graduates. Employment rates remain high while average salaries have increased from 2007. These findings are heartening and continue to be an important measure of the attractiveness and success of VTE in Singapore.

Conclusion

As VTE rises in significance and stature, education institutions around the world have to adapt to the evolving environment and create innovative learning programmes and environments. This would allow learners to receive a holistic and market-relevant education. Ultimately, we have to build VTE systems that are able to support each nation’s skilled manpower requirements and develop graduates who are able to contribute effectively to our social and economic growth, both locally and globally.

I am confident that this Conference will provide valuable insights and give new impetus to champion the further growth of VTE in your respective countries and institutions. Through the sharing and networking sessions, I hope that you will bring home many useful learning points, which will inspire and enable you to build successful VTE systems that are responsive and relevant to your organisation’s and to your country’s needs. I wish you all a meaningful and rewarding conference. I now declare the Conference open.

Thank you.

This Japanese Speech Contest has a relatively long history in Singapore. I understand that it was first initiated by the Japanese Cultural Society in 1968. Later, in 1996, it was combined with the Students’ Eloquence Contest organized by the Japanese Association to become what it is today. This is the 14th Japanese Speech Contest and it has seen participation from many keen learners of the Japanese language. The contest has also grown over the years, expanding into four categories - the secondary, junior college, tertiary and open categories.

Bilingualism is a key tenet of Singapore’s education system. By learning English and the Mother Tongue Language, our students acquire language skills that are essential in a global economy even as they imbibe and develop a keen sense of their cultural identity. Proficiency in English and the Mother Tongue Languages has also given Singapore a certain competitive edge in the context of a knowledge-based and technology-driven world economy.

In addition, we have also invested significant efforts to inculcate a global mindset in our young. One such effort has been to provide opportunities for the learning of foreign languages, like French, Japanese and German. Recently, we introduced two more foreign languages - Bahasa Indonesia and Arabic - in our schools. Singaporeans who are conversant in a foreign language can serve as an important bridge to other countries. Students of a foreign language will be prepared with the skills and cultural knowledge to meaningfully engage our friends in the region and beyond.

Practice is fundamental to the learning of a language—as they say, you either “Use it or Lose it”. I am certain that your teachers, in their desire to see you attain the highest level of proficiency, are always trying to find innovative and interesting ways to motivate you to learn the language. Introducing students to popular Japanese culture such as ‘anime’ and ‘manga’ is one way to make the learning of the language enjoyable and meaningful. I understand that Singaporean students are just as great fans of ‘anime’ and ‘manga’ as their Japanese counterparts.

This contest is another meaningful and effective platform for Japanese language learners to demonstrate their proficiency and abilities, to introduce their own culture, and even to share their experiences in Japan. Such speech contests will spur learners to hone their language skills and lead them to a greater understanding of the Japanese people and their culture. And this will also help enhance Singapore-Japan relations. I, therefore, encourage all Japanese language learners to continue to avail themselves of this and other opportunities to use the language and attain even higher levels of proficiency.

I applaud the concerted efforts of all the organizers in providing Japanese language learners in Singapore with the opportunity to practise and showcase their public speaking skills. I congratulate all the finalists and winners and hope that your achievements will inspire the other learners to also work towards participating in future speech contests.

Indeed, I understand that in 2006 and 2007, two Singaporeans managed to clinch the top award in the international contest held in Tokyo. I hope that their accomplishment, and your passion for the language, will spur you to strive for greater heights and to aspire to win the top award again. I wish you all the best.

Doumo arigatougozaimashita.

Developments in Materials Science

This year’s conference is meeting in unusual circumstances. Some would go further, and say that indeed the World at large is at a turning point. The global financial crisis and the massive wealth destruction has caused all nations to examine firstly, for the near-term, the state of their economic well being, and secondly, their economic strategies for the medium and long term. The mirage of wealth, built upon unsustainable leveraging and propped-up valuations, has been shattered. A re-evaluation of basic assumptions is underway. Leaders are asking where real value is to be gained and what commensurate skills of their workforce are needed to provide such gains. In my travels in the past few months following the near meltdown of the banking and financial sector last September, I have had conversations with leaders of industry, academia and Governments. I sense a consensus that an important part of that answer must be based on the advances of science and technology.

Many in the UK I met pointed to the fact that it had become an economic power on the back of the Industrial Revolution in the late 18th and early 19th centuries. So despite the record budget deficit, the Labour Government under Prime Minister Gordon Brown committed £3.7 billion to R&D for 2009 to 2010. Even then, there were calls for more. The US administration under President Obama held out the same message, and in the last budget, proposed US$147.6 billion for Federal investment in R&D. Some of course could argue that the current global financial crisis has cost us too much to learn the basic lesson that wealth creation must be based on real productivity gains. I can almost hear the recriminations from real engineers against financial engineers.

The Role of S&T in Singapore’s Economic Development

Singapore has always recognised the central role of technology for modern small city states like ours. Historically, science and technology is deeply inter-twined in our economic development over the last four decades.

Without a hinterland for resources and markets, our economic strategy was to leverage on S&T to connect with the rest of the World, to overcome earth-bound limitations, to leap-frog geographic regions and technological obsolescence. This strategy in today’s context is almost a no-brainer, but remember that Singapore employed this in 1965, way before connectivity was made possible through ICT breakthroughs and when the concept of globalisation was still nascent.

MOE’s Role in Building Human Capital

To support this overarching strategy of being connected and relevant to the World, one central tenet was the need to develop S&T capabilities in our education system.

General Education

This explains why S&T is emphasised throughout the 10 to 12 years of a child’s general education in Singapore, to build a broad base of understanding and interest. When our children enter kindergarten at age three, they are already introduced to the most basic concepts of numeracy, and Mathematics is formally taught to our children starting in Primary One when they are seven years old. Science is introduced soon after, in Primary Three. In secondary school, students can take up a deeper study of the sciences - Physics, Biology and Chemistry. The goal is to encourage students to learn by investigation through fun activities such as field trips, games and even role-play. Students gain a better understanding and appreciation for science by learning to critically question, collect evidence, draw coherent conclusions, and finally to communicate their findings.

Such innovative teaching methods contribute to a high level of interest in Mathematics and Science amongst our students. Candidature in Mathematics and Science subjects at both the O and A Levels is high. For example, in the 2008 GCE O-Levels, 65% of our students took the non-compulsory Advanced Math subject, while 97% studied Chemistry.

The strengths of Singapore’s Math and Science teaching have also been acknowledged internationally. In the latest Trends in International Mathematics and Science Study or TIMSS 2007, Singapore emerged first in Science at both Primary Four and Secondary Two levels. In Math, our Primary Four and Secondary Two students emerged second and third respectively.

What I have described applies to the mainstream curriculum, but we also want to further cultivate and maximise the potential of exceptional students with an interest in S&T. For this specific purpose, the NUS High School of Mathematics and Science was established in collaboration with the National University of Singapore in 2005, offering an innovative, advanced 6-year curriculum based in mathematics and science. Students are allowed to read university modules from NUS, and are able to use various university facilities such as its libraries for their research and study.

My Ministry will do more to nurture our S&T talents. Recently, we established another specialised secondary school, the School of Science and Technology in partnership with the Nanyang Technological University and Ngee Ann Polytechnic, which is scheduled to open in 2010. In addition to the O-level curriculum, the School will offer students a range of options in applied areas related to technology, media and design, all taught in small classes to provide students with individualised attention.

We have also provided opportunities to our bright Junior College students, aged 17 to 18, to spark an early interest in research. For example, the Nanyang Research Programme (NRP) run by the Nanyang Technological University enables Junior College students to work on research projects mentored by faculty. Many of the students participating in the programme also go on to pursue national and international research competitions.

Post-Secondary Education

This focus on S&T permeates our educational system across all levels, including our tertiary institutions. In ITE, Polytechnics and Universities, we provide more places and higher funding to shape a proportionately larger intake for S&T-related courses. For example, in NUS and NTU, the proportions of all students enrolled in S&T-related courses are 56% and 65% respectively. In our Polytechnics this year, about two out of every three students (67%) admitted into a polytechnic were enrolled in S&T-related courses.

Research in our AUs

As research-intensive universities, our universities also play a key role in our drive to develop S&T in Singapore. With funding from the Ministry of Education, they pursue basic research that has the potential to spark further innovations and discoveries.

Our universities’ research capabilities have grown significantly, and they have become attractive partners for top research-intensive Universities overseas. For example, NUS hosts 21 university-level research institutes, and has formed numerous research partnerships with prestigious universities around the world, including the Massachusetts Institute of Technology and Harvard University.

To further develop peaks of research excellence in our universities, MOE, together with the National Research Foundation (NRF) has established Research Centres of Excellence (or RCEs) in close affiliation with our universities. Led by internationally renowned researchers, the RCEs conduct world-class research with a global impact, focusing on areas aligned with the long-term strategic interests of Singapore. Currently, four RCEs have been established, namely the Centre for Quantum Technologies, the Cancer Science Institute Singapore, and the Mechanobiology RCE at NUS, as well as the Earth Observatory of Singapore at NTU.

The New University

Going forward, we will further build up the S&T capabilities in our university sector. As you may be aware, we will be establishing a new publicly-funded university in that will offer S&T-based programmes to our brightest students. It will be established in partnership with the Massachusetts Institute of Technology (or MIT), a world-class S&T-based university that is renowned for its strong research tradition, and a top ranking Chinese University. MIT will help the New University create a design-centric curriculum, and faculty from both sides will collaborate on research.

I mentioned at the outset that our national strategies have been guided by our need to remain connected and relevant to the World. This continues to be the operating paradigm, but as the World evolves, so has Singapore over the years. Practically, this has meant more funding for R&D, as we move toward an economy based on innovation and enterprise - on production of value-added ideas, rather than basic manufacturing.

From 1991 to 2000, the Government committed a total of $6B to support industry R&D. The number of research scientists and engineers (RSEs) in Singapore also tripled over the same period. We began moving into new sectors where advanced technology could be exploited, such as biotechnology and aerospace. As a result, Singapore’s high-tech exports as a percentage of total exports grew from 22% in the 1980s to 49% in the 1990s, contributing to an average GDP growth of 8.6% p.a. from 1986 to 1997.

Since 2000, we have redoubled efforts in strengthening our S&T capabilities to enable Singapore to compete at the global technological frontier. In our third five-year plan spanning 2001 to 2005, we set aside another $6 billion, that is, double the amount compared to preceding periods.

These initiatives have helped our Agency for Science, Technology and Research (or ASTAR) nurture young talent, and have attracted renowned foreign scientists and eminent researchers to lead and participate in its research institutes (or RIs) such as the Genome Institute of Singapore, and Institute of Molecular and Cell Biology. ASTAR and the Economic Development Board (EDB) also worked together to attract new technology-intensive investments to Singapore, such as flagship R&D centres by global firms such as Novartis and GlaxoSmithKline which were established in 2003 and 2004 respectively.

We have also developed cutting-edge infrastructure to support our R&D goals. The Biopolis facility opened in 2003, offering purpose-built, state-of-the-art facilities for biomedical research, co-locating A*STAR’s biomedical RIs and private R&D companies to foster intellectual and industrial exchange. Our latest R&D facility, dubbed “Fusionopolis”, was opened in 2008 to support research in the fields of Info-communications Technology, Media, Sciences and Engineering. It aims to create a vibrant eco-system where scientists, researchers and entrepreneurs can exchange ideas, collaborate and create economic value.

Singapore’s Investments in S&T for the future

Going forward, a sharp focus on S&T capabilities will continue to be a national priority. It is currently guided through our Research, Innovation and Enterprise Council (RIEC) chaired by the Prime Minister, and comprises Cabinet Ministers, prominent captains of industry, and internationally renowned individuals from the scientific and academic community.

The Government has also made significant investments in S&T, earmarking $13.55 billion to develop our R&D capabilities, as part of our latest Science & Technology Plan 2010. We will focus our R&D funding in areas of economic importance where Singapore can be internationally competitive, such as Interactive and Digital Media, Environmental and Water Technologies, as well as Biomedical Sciences.

Informal Science Education

Outside the formal education system, the Ministry of Education also seeks to spark interest in S&T in the general public. The Science Centre Singapore spearheads this effort. With over 850 exhibits spread over eight exhibition galleries, it sees over a million visitors a year and has been acclaimed as one of the top science centres in the world. It is currently working on expansion plans to provide new offerings and better accommodate its growing number of visitors, in order to further its mission of promoting informal science education.

Conclusion

This is a nation that has used science and technology pervasively - to overcome limitations, move forward and solve seemingly insurmountable problems. Events like ICMAT are therefore much welcomed to deepen our S&T capabilities, and to seek out new collaborations and partnerships across the world.

In closing, let me wish all you all a fruitful and enriching week ahead. I hope that through this conference you will not only gain new knowledge, but also new partnerships and friendships. I hope also that you will take the time to explore our city and to enjoy Singapore and all it has to offer.

It is now my pleasure to declare the International Conference on Materials for Advanced Technologies 2009, and the IUMRS-ICA (IUMRS-ICA 2009) open.

Since its inception more than 40 years ago, IASSID has actively sought to promote worldwide research and exchange of information on intellectual disabilities. I commend the Association on your good work over the decades, which has undoubtedly made a profound difference to the lives of many around the world with learning disabilities, and their families.

The theme of the congress—“Creating possibilities for an Inclusive Society” - is an apt reminder that we must always seek to facilitate the integration of all members of society. According to statistics from the United Nations Economic and Social Commission for Asia and Pacific, there are at least 400 million individuals with disabilities living in the Asia Pacific Region. It is an important subject of policy that merits the attention of all countries in the region. I am, therefore, heartened to know that 400 delegates from more than 25 countries are represented here at this congress. Your presence here re-affirms and reinforces our collective commitment to the matter.

I hope that the knowledge and outcomes, especially from the Asia Pacific Research Practice round table, will benefit organisations and countries that need more services and programmes. I understand that IASSID will put in place a mentor scheme to support this, so that those who need help will receive it.

I am also encouraged that Volunteer Welfare Organisations in Singapore, along with the National Institute of Education, Social Service Training Institute, Australian Association of Developmental Disability Medicine, and The International Society for Augmentative and Alternative Communication, have worked together on this congress.

It is essential that our professionals, academics and volunteers keep their skills and knowledge updated in this challenging and complex field. This congress certainly provides an opportunity to do so given the range of subjects covered in the programme—from Early Intervention to Transitions and Post-school outcomes, Education Technology to the Arts and Education. I commend all involved in creating this compelling platform for learning and sharing. I also congratulate and commend the Australian Association of Developmental Disability Medicine for convening their Annual meeting in conjunction with this congress, thereby providing a holistic approach to the discussion on creating a better quality of life for persons with intellectual disabilities.

At the government level, the Ministry of Education (MOE) adopts a multi- pronged approach in supporting students with intellectual disabilities. We have 20 Special Education (SPED) schools that run different programmes catering to the distinct disabilities of the children. The programmes are aimed at developing the potential of pupils and helping them to be independent, self supporting and contributing members of society. We also facilitate the integration of students with learning disabilities by encouraging the co-location of Special Education (SPED) schools and mainstream schools where possible. The aim is to create more opportunities for interaction between students from mainstream and SPED schools. For example, students from Fernvale Gardens School (for intellectual disabilities and autism) participate in Physical Education classes and other activities such as children’s day celebrations, with students in Fernvale Primary School.

Our schools are also resourced to support children with mild special needs. Firstly, all new teachers undergo a compulsory Special Needs module at NIE to develop a basic understanding of students with special needs. Secondly, some teachers in all schools undergo the Teachers trained in Special Needs (TSN) programme to be equipped with more advanced skills in special needs. This training will reach out to about 10% of the teachers in primary schools and 20% of the teachers in secondary schools. Thirdly, to further enhance schools’ capacity, all primary schools will be resourced with Allied Educators (Learning and Behavioural Support), who work closely with teachers to provide learning support to students with special needs. Some secondary schools also already have Allied Educators (Learning and Behavioural Support).

I would like to conclude by paying tribute to all the educators, researchers, practitioners, service providers, donors and volunteers—who with great passion and selfless dedication, have given their time, energy and resources towards creating a better quality of life for those with intellectual disabilities and special needs. Thank you. All of you have truly made a difference. I wish you all an enjoyable evening.

H1N1

The AYG is being held amidst a challenging backdrop. The recent H1N1 virus outbreak is a timely reminder that we live in a globalised world. Communities are more connected today because of the ease of international travel and communications. Consequently, what happens half way around the world can have an impact on us. The H1N1 virus first emerged in Mexico just two months ago but has now become a global pandemic, spreading to close to 100 countries. The AYG has not been spared. As you would be aware, some AYG participants were discovered to have H1N1 and are undergoing medical treatment. To these athletes, we wish you speedy recovery. Others had to be quarantined. The organizers had anticipated these scenarios and taken the necessary precautionary measures to minimize community spread and ensure the well-being of all participants. It is also important that everyone does his part to exercise social responsibility.

We should not however let these challenges dampen our spirits. Life must go on as normally as possible and similarly, the AYG. Indeed, the collective efforts of the athletes and volunteers to push ahead with the Games is commendable and reflects the values that the AYG is centered on—to excel in our sports, demonstrate our team spirit and not be deterred by obstacles like H1N1. In the process of tackling H1N1 hand-in hand, showing concern for one another, friendships have also blossomed—between countries, delegates, volunteers, parents and officials. In fact, I understand that some of our volunteers who were in close contact with these athletes have even asked to come back to continue their duties in the Games Village after their rest at home.

Preparing students for the future

As the co-organiser of the Asian Youth Games with the Singapore Sports Council, the Ministry of Education hopes to bring an emphasis on education to the Games as part of the holistic development of our youths.

To succeed in a globalised world, today’s youth must have a global mindset—to learn not only about your own society, but to also connect and build networks with others, across different cultures and languages. We also have to anchor our beliefs in meaningful goals and contribute as an active member of society. We believe that sports is an excellent way of equipping our youths with the right skills, mindsets and values for the 21st century. Sports and volunteerism help develop strong interpersonal skills, discipline in time management, perseverance and a strong sense of purpose. This is why our Games Village is founded on the Olympian values of excellence, friendship and respect.

Today, we have the pleasure of hosting almost 1,400 athletes from 45 participating National Olympic Committees. The athletes are here because of their outstanding achievements in their field of sports. We look forward to witnessing the display of your talents and skills.

The AYG is also a platform for our students to forge links with their peers from different parts of Asia and learn about other cultures. Around 100 of our schools have twinning programmes with the participating NOCs, and their students have prepared booths at the Games Village, which showcase the cultures of the different regions in Asia. Student performances are also in the pipeline. Altogether, around 6000 of our students are involved in the AYG in some way or the other. I am confident that the Games Village will be a vibrant place that will see new friendships forged and networks built across youth from the region.

Conclusion

In closing, I wish to thank the organizers of the inaugural Asian Youth Games, as well as all other organizations that have lent us their valuable expertise. I also wish to express my appreciation to all the hardworking volunteers, including the students, teachers and Ministry of Education staff who have made this event possible. In addition, Swissôtel’s General Manager, Mr Aiden McAuley, and his dedicated team must take credit for the pleasant and comfortable setting of our village—thank you.

It is now my pleasure to declare the 2009 Asian Youth Games Village open.

The External Environment

As you all know, Singapore is undergoing an economic downturn and is facing the worst recession since our independence. The recent of the outbreak of Influenza A (H1N1) has also added uncertainties to the economic and job market. Based on the latest forecast by the Ministry of Trade and Industry, 2009 GDP growth is expected to be -6% to - 9%. In the first three months of 2009, 12,600 workers lost their jobs. This is the highest quarterly figure in a decade. You may know friends or family members who have lost their jobs or been personally affected by the recession in one way or another. Although the world situation is starting to present a less pessimistic picture of the economy than expected, it is still too early to pronounce that recovery is in sight. At this point in time, any new risk, such as worsening of the Influenza A (H1N1) situation or another unexpected world crisis could setback the process of economic recovery.

Job Redesign

Job seekers today are increasingly flexible and adaptable. Many of them are also taking advantage of the wide range of training available to acquire new skills that will help them to be productive and stay employable, or take on a new job so that they can continue to work. Likewise, all of us who have jobs should continue to upgrade our skills, competencies and knowledge so that we are well positioned to meet current and future work challenges.

To have mastered the same job you were doing in the past ten years is now not enough. In the face of global competition and increasing public demands, our officers need to be more customer-focused, handle a wider range of tasks and have deeper domain knowledge in their respective areas in order to be more employable and deployable. As part of the on-going efforts to make the civil service more progressive and its workers more employable and marketable, the Public Service Division (or PSD) launched the Job Redesign exercise for all Division III and IV officers in October last year.

MOE took part in the pilot run of the Job Redesign exercise before the official launch last year with 12 schools across primary, secondary and junior college levels. The re-designed jobs have given officers the opportunity to take on more meaningful and challenging work, and the response from officers has been generally positive. Support officers who have undergone Job Redesign have shared that they experienced greater job satisfaction because they enjoyed the new challenges and appreciated the greater differentiation in jobs between substantive grades. Officers also felt a great sense of personal achievement in acquiring new skills and performing jobs at a higher level, making bigger contributions to their schools.

Miss Ng Lay Luan, a corporate support officer from one of the pilot schools - Pei Tong Primary School, cheerfully shared this about Job Redesign: “I am satisfied with what I have learnt to level up my professional knowledge and service level at work. Change is not always negative. Everyone has to change or get left behind. I am always looking for challenge and fun at work”. Her positive attitude is exemplary and she is with us today as one of those being promoted.

Since April this year, all support officers in schools are already performing their redesigned job. Let me cite a few examples of the redesigned jobs in our schools. While Corporate Support Officers (or CSOs) across substantive grades used to perform similar routine transactional duties in the past which include data entry work, processing claims and payment, senior CSOs can now work more independently. Their new job scope includes analysing data, putting up simple submissions and performing supervisory duties over junior CSOs and office attendants. Operations Support Officers (or OSOs) in schools are also now more than school and lab attendants. Some OSOs have begun performing receptionist duties and others have also value-added their services to schools through simple maintenance work and supervision of contractors.

For EAS in HQ, you too will experience job redesign and have the opportunities to acquire new skills, trying out new ways of doing things as well as doing new things differently. I look forward to your active participation in the process. I am sure you too will rise up to the occasion when you are called to take on a new or enhanced job scope. I want to assure you that you do not embark on the Job Re-design journey alone. Your supervisors and Personnel Division will discuss with you the new roles, provide the necessary training and guide you along.

Training

To maximise the potential of all our officers to meet the increasingly complex challenges, we will continue training officers to improve their literacy, numeracy, IT and service skills as well as actively invest in upskilling our officers through a range of professional development courses. It is no coincidence that much effort has been put in by Personnel Division (PED) and Training and Development Division (TDD) to customise the Job Redesign Training Roadmap to meet our officers’ training needs in schools after soliciting feedback from supervisors. I encourage all officers undergoing Job Redesign to keep an open mind and be proactive as you attend training sessions to equip you for your new role.

In 2007, the Public Service Division (or PSD) has put in place an array of training incentives to recognise the efforts of officers who proactively upgrade themselves. For example, officers in the generic Division III and Division IV schemes of service who successfully attain Career Readiness Certificate, Higher NITEC Certificate or skills certificate by any Polytechnics or Institute of Technical Education (ITE) are eligible for $200 training incentives.

Recently, MOE has worked together with PSD to expand the training incentives to recognise Employability Skills System (or ESS), Workplace Literacy and Numeracy (or WPLN) attainments by Operations Support Officers (or OSO) Grade IV and V as a result of on-going Job Redesign exercise. With effect from 15 June 2009, these officers with at least PSLE qualifications, who attained WPLN Level 4 or above, or officers with less than PSLE qualifications, who attained WPLN Level 3 or above, can now look forward to $100 training incentives.

To encourage all OSOs to improve their literacy and numeracy, Personnel Division (PED) will be working with schools to increase the accessibility of taking WPLN courses. I hope that all support officers will make full use of the available training incentives scheme to upgrade yourselves.

Seated among you are many positive role models who have taken advantage of the training opportunities available to pursue upgrading and further their career development. Mdm Sohanah Binte Hanapi, from Organisation Development Division, is a shining example. Today, in recognition of her consistent good performance and ceaseless effort to pursue upgrading, Mdm Sohanah has been promoted to OSO Grade II. Mdm Sohanah has come a long way from her humble educational background to have achieved WPLN Level 5, which has been recognised as an equivalent to 3 GCE ‘N’ Level Passes for appointment into Division III positions. Since joining MOE in 1993, she has taken the initiative to take part-time courses under Worker Improvement through Secondary Education (WISE programme) and has recently completed 90 hours of WPLN course to steadily build up her competency in the English Language. I congratulate Mdm Sohanah on her promotion to OSO Gr II and I look forward to see more officers who will proactively upgrade themselves.

I am also pleased to note that among the promotees this year, there are 86 Operations Support Officers who have been promoted from OSO Grade V to OSO Grade IV this year. Each of these officers spent 75 learning hours under the SIX and ReNew Training programmes organised by the Institute of Public Administration and Management to keep pace with workplace demands and changes. I commend the officers for their commitment to pursue upgrading.

Last year, MOE enhanced the emplacement framework for serving EAS officers. This framework aims to provide opportunities to EAS officers who have attained the requisite higher educational qualifications to transfer to a higher scheme of service. Since the announcement last year, I am glad that 16 officers have been successfully emplaced onto a higher scheme of service after attaining the requisite academic qualifications, such as ESS, local part-time diploma and degrees from approved institutions.

Role of EAS

Despite economic uncertainties, MOE will continue with our efforts to build a world class education system that will give young Singaporeans the best future possible. Some of the key initiatives that MOE is doing this year include taking steps to strengthen primary education and investing the necessary resources to bring about these improvements, recruiting more educators and Allied Educators, and enhancing our financial assistance measures to ensure that our students have access to quality education that they deserve.

Teachers do not work alone to achieve all this. A core component of the “school team” includes our EAS who are partners in education. Our EAS are vital partners in Education, whether in policy development and implementation, corporate services, or school administration and operations. They work together with our school leaders, teachers and allied educators in partnership with MOE HQ to build up a strong, resilient education system. MOE recognises the critical role that our EAS play and is appreciative of their dedication, energy and commitment.

Conclusion

In closing, let me congratulate all the officers who have been promoted this year and my very best wishes for your continuing success. You have done well! Once again, congratulations to all. Thank you.

The theme for this year’s seminar, ‘Engage - Experience - Enrich’ is apt. In the current dynamic educational landscape, there is certainly a need for teachers to explore new ways of teaching Tamil and better engage our students. Approaches and strategies must evolve in tandem with the profile and needs of our students who possess Generation Z characteristics such as tech-savvy, multi-tasking and multiple-sensory. If we could creatively use technology as well as leverage on audio-visual and interactive media in the teaching and learning experiences, we would create a lively and authentic environment for the learning of Tamil. Learning of Tamil would be exciting and motivating and students would continue to use Tamil beyond their schooling years. The 3Es, Engage-Experience-Enrich would help teachers frame their lesson-planning and drive the teaching and learning of Tamil to a new level of excellence.

Today’s seminar is jointly organised by MOE and NIE to provide a platform for teachers to share their best practices and acquire new knowledge. Teachers who have successfully engaged their students in their learning will present their tried and tested ideas. Each presentor has a story to tell, of how innovation has taken place in our schools. It is heartening, indeed, to know that TL teachers have been experimenting with the tablet PC, blog, NewsMaker and other ICT tools. The recent launch of the Tamil Language Text Input Software is a step forward to enhance communication amongst the Tamil community. With this standardisation, teachers are able to optimise the use of technology in building new learning resources for our students. I encourage all Tamil Language teachers to continue to innovate.

Our teachers have kept pace with the changing needs of our students and taken on new and different roles, including resource development. Mr Mohammed Yousoff s/o Shaik Md, TL teacher of Blangah Rise Primary School is a good example. To realise his passion for writing, he has authored a Big Book entitled ‘Engae Vizhunthathu’. The book includes interactive and manipulative elements, which are designed specifically to engage young readers. This book is the first of its kind in the local Tamil arena.

Mr Yousoff’s project has the full support of the Tamil Language Learning and Promotion Committee (TLLPC). TLLPC’s Reading Programmes and Resources Working Group and the Pre-School Tamil Language Education Working Group will work together with Mr Yousoff to see how best to promote the use of the Big Book. I am also confident that this project will enthuse other educators to come forward to render their expertise in resource building. It is my wish that more teachers would put on their innovation cap and come up with more of such innovative resources.

Learning is no longer confined to the physical space of the classroom. Nor is it limited to prescribed textbooks. There is now a greater need to stretch students’ skills and knowledge beyond the requirements of a traditional school curriculum. Our students need to develop broader perspectives and deeper awareness of global, social and economic issues. Local and overseas immersion programmes organised by schools and TLLPC take students beyond the textbooks to real-life learning experiences. At today’s seminar, there will be a presentation on MOE Chennai Immersion trip and you will have an insight into the invaluable experiences gained by the participants of this trip.

The Tamil community plays an important role in supporting the learning of Tamil Language. An array of activities are organised by the Tamil community organisations. The combined efforts of teachers and the community have resulted in a significantly enriched TL learning environment within and beyond the school.

The journey to enhance the teaching and learning of TL continues. There is much that all of us can learn from today’s seminar. I wish all participants a fulfilling and fruitful day at the Seminar.

Thank you

Good morning. I am glad to be here with you this morning for the Opening Ceremony of the ITE International Student Seminar 2009. To our overseas delegates, I extend a warm welcome to all of you. I am confident that ITE, as host organisation, will fully extend our Singaporean warmth and hospitality to make your stay an enriching and memorable one. A Global Education for Youth

Although we come from many different countries, we do have one common belief - that we see in the future, a more globalised world where our youths will have greater influence on each other and on our future. It is therefore common to find in the education policies of countries around the world a focus on value-based programmes to nurture our youths. This is critical to maintaining each nation’s social fabric and cohesion. Given the important role our younger citizens play now and in the future, it is essential that they are engaged with the society and develop a deep understanding of the problems and challenges that we face today. It is important that the right values and moral judgement are imbued from a young age. This holistic approach to education, as reflected in ITE’s “Hands-on, Minds-on, Hearts-on” philosophy, is also in line with what the Ministry of Education desires for its students.

Indeed our youth are growing up in an increasingly globalised society. Many of them have travelled, lived or even worked overseas. They are networked across the globe through the internet, playing games with people from different countries in different time zones at the same time; they are influenced by popular culture that is transmitted instantaneously across borders without passports without censorship. It is therefore increasingly important for education systems and their institutions to create opportunities for young people to appreciate and understand cultural differences and diversity in working towards common goals.

The ITE International Student Seminar is an exciting platform for our youths to reflect on current global issues and enhance their interest in shaping the society. This year’s Seminar will see the participation of about 600 delegates, with nearly 300 foreign participants from Australia, Canada, Germany - as well as the Hong Kong Special Administrative Region (or SAR) with the largest contingent of 250 students. This offers an excellent opportunity for participants to forge cross-cultural friendships and broaden their perspectives through interaction and the exchange of ideas.

Empowered to Bring About Change

Over the next three days, participants will have the chance to explore different aspects of the Seminar theme - Youth to the Power of Our Future. As you reflect on global issues and your role as an individual within a community, I hope you will come to realise the potential that your generation holds to shape and impact the future of society.

I would like to suggest 3 ‘C’s which you may find helpful in thinking through the issues raised during the Seminar.

The first ‘C’ stands for Challenges. You may ask, what are the social, environmental and economic challenges faced by countries around the world today?

The second ‘C’ is Changes. In light of these challenges, what are some positive changes that you would like to make in your campuses, communities and country?

And for the third ‘C’, Community, ask yourself, how can you play a part and engage others in your community to bring about the changes that you would like to make?

To illustrate this, I would like to share some of the noteworthy projects that emerged from the 2007 International Student Seminar, hosted by Hong Kong’s Vocational Training Council.

Conceptualised by a group of students from ITE College East, ‘Project Green Bank’ is a ‘2-in-1’ recycling project using reverse vending machine (RVM) mechanics to encourage people to recycle used aluminium cans and plastic bottles, with the proceeds donated to support charitable organisations. A distinctive feature of the machine is an interactive LCD display screen that communicates with donors on how their contributions will benefit the various charitable organisations. The project aims to tackle a global environmental issue and build a more caring society by helping the less fortunate at the same time.

Another project, ‘Caring MINDS, Good Ol’ Hearts’, piloted by some students from ITE College West, explored using different artistic forms, such as dance and story-telling, to connect with the special needs students and the elderly. The learning experience from the project has since been applied to overseas trips in which ITE students have had the chance to work with poor or underprivileged kids.

I hope that these projects will inspire you to explore the many creative ideas that you will gain in addressing the needs of our society.

Building Institutional Partnerships

Besides the International Student Seminar, ITE has sought to foster international youth exchange by forging strong regional and international partnerships with like-minded institutions. These collaborations provide further avenues for ITE students to participate in overseas learning experiences and exchange programmes. I am pleased to note that later today, Hong Kong’s Vocational Training Council and ITE will be renewing their Memorandum of Understanding for further bilateral collaboration. I congratulate both organisations for your endeavour in enhancing collaborations in vocational and technical education.

Another partnership which ITE has forged is the Global Education Network (or GEN), which connects internationally-renowned vocational and technical education institutions. Comprising Box Hill Institute, Australia; Kirkwood Community College, USA; Southern Alberta Institute of Technology, Canada; and ITE, the GEN seeks to enhance the employability of students through global educational and cultural exchange.

One of the key activities under GEN is a multi-country Exchange Programme where teams work together in projects of common interests. This year’s programme on Project Management was hosted earlier this month by Southern Alberta Institute of Technology (or SAIT), Canada. The aim of the programme was to help students acquire knowledge on project management, develop a global mindset and enhance their life-skills through cross-cultural interactions. The international groups of students were tasked with ‘real world’ projects associated with the upcoming 40th WorldSkills Competition for youths, which will be hosted by Canada in Calgary in September this year.

At the end of the programme, SAIT was very impressed with the high level and professionalism of the students’ work and presentations. In the words of the Vice President (Academic) of SAIT, Dr Gordon Nixon, “These students are leaving with solid knowledge and practical experience in project management, new friends, and an experience of a life time that they will never forget.”

Conclusion

Likewise, we hope that this year’s Seminar would be a meaningful and memorable experience for all participants. We look forward to each of you taking your place in society to build a better future, not just for yourselves, but for your community, country and for the world.

On this note, I congratulate ITE on organising this International Student Seminar and wish every delegate a fruitful and enriching experience.

Thank you.

Since its inception in 2004, the Yellow Ribbon Project, or YRP in short, has made significant progress in generating awareness and encouraging societal acceptance of ex-offenders back into the community. I am heartened to see that the impact of the campaign is causing ripple effects as more partners are coming forward to show their support. From corporations to schools to individuals, many have opened their doors and taken an active part in the Yellow Ribbon cause. Today’s event, Tribute of Love, is a good example of the impact that can be achieved with the community’s help and support.

Yellow Ribbon Cooking Competition

The Yellow Ribbon Cooking Competition is in its second year running. The first competition held in 2007 garnered positive responses from the judges and professionals from the Food & Beverage Industry. Those who were present were impressed with the fine culinary skills exhibited by the participants. The winning recipe was later featured at one of Singapore’s leading hotels for a month.

A total of 12 teams from the different prison institutions took part in this year’s competition. Of the 12, teams from Khalsa Crescent Prison, Changi Womens Prison and Institution A4 of Cluster A rose to the finals. At today’s luncheon, these finalists will present and serve their winning recipes. Having heard much of the high standard of competition, I am looking forward to today’s meal!

At this point, I would like to congratulate the winning team from Khalsa Crescent Prison. Similarly, for the rest of the teams, I commend you for your work well done.

Training Opportunities

The success of today’s event does not end with the competition. This is because teams which have made their way to the finals will get the chance to undergo a 35-week certified culinary training course conducted by Shatec and sponsored by staff of Temasek Holdings.

Such training and upgrading courses are impactful as they provide participants with a professional certification which will greatly enhance their employability when they re-enter the workforce. While ex-offenders often face an uphill task in seeking employment after their release, initiatives like today’s go far in helping ex-offenders prove that they have the skills that employers want. This is an integral part of how we can help ex-offenders reintegrate in society.

The importance of family support

As you may know, we are also celebrating “Father’s Day” today. Hence, today’s luncheon takes on a special meaning for the finalists who have cooked and dedicated their winning recipes as a tribute of love to their strongest pillar of support: their families.

Family support is a crucial factor which can help an inmate or ex-offender walk out from their shadow of imprisonment towards a new life. Together with the community, their support is vital in the rehabilitation and reintegration journey.

My final words are for our participants today. Of utmost importance is your motivation and resolve. You must take every opportunity to obtain a skill through many training programmes provided by SCORE and Prisons. My utmost wish is for you to continue to exemplify the deep commitment and hard work you have shown in this competition in your future endeavours. I believe that with such spirit, you can succeed and achieve your goals.

Conclusion

On this note, I wish all present here an enjoyable and fruitful time at today’s event.

Thank You.

Sailing in Singapore is charting new frontiers. Riding on the waves of our athletes’ outstanding performances at international competitions in recent years, more Singaporeans are taking to water sports, both competitively and recreationally. Since the year 2000, the Singapore Sailing Federation has also made a commitment to groom Singapore’s young talent in sailing and to ensure sustainable results. Consequently, Singapore has now become one of Asia’s top sailing nations at the junior and youth levels.

The SailSmart Programme

The launch of the SailSmart programme is timely and looks set to catalyse greater participation among young Singaporeans. The SailSmart programme reaches out to youth and engages them from a young age, teaching them the necessary techniques of sailing and useful life skills in a fun and interactive way. Participants of the programme will not only pick up sailing skills, but will also learn about planning and decision-making and gain knowledge about weather, tides and currents, protecting the environment and how to be sensible by the sea. The programme encourages experiential learning and getting students to apply what they learn to real situations. Its lessons have been designed to integrate with various aspects of the latest primary school curriculum in science, social studies and health education as well as the Ministry’s focus on all-round character building.

Primary Education Review

The recent review of primary education has shown that balancing the teaching of knowledge and the development of skills and values is key to preparing our children for a more dynamic future. Hence, ongoing reform in our schools is focused on developing new educational environments that will not only equip our children with foundational knowledge but also develop in them skills and values that will prepare them to thrive in a globalised environment.

For instance, the review committee proposed the Programme for Active Learning (PAL) to create greater opportunities for children to step out of the classroom and participate in sports and outdoor education, as well as performing and visual arts activities like speech and drama, within school hours. The educational outcome we seek is that our children become more confident, resilient and better learners.

In that context, the SailSmart programme is an excellent platform for such active learning, being fun and engaging, while fostering important character attributes like confidence, tenacity and teamwork. I understand that the SailSmart programme was very well-received by students and teachers when it was piloted in eight primary schools last year. 11-year old Megan Yong from Unity Primary shared that she learnt how to assess weather conditions and determine if it was going to rain, a skill that many of us in Singapore would find quite useful. Teachers learnt new ways to teach buoyancy, pulley systems and even the Archimedes’ Principle while parents, like Mrs Lorraine Alcantra, whose son Lloyd took part in the trial last year, have also noticed that their children are more confident after the programme.

Sailing is a sport that very much depends on thinking skills as one is pitted against nature, and nature always throws up unexpected challenges. Sailors are trained to take all these changes in their stride - to be adaptable, to keep their eyes open and their wits about them at all times, to be good decision-makers and to care for themselves and their team mates. In this regard, sailing provides excellent life-skills training, skills that I hope every young person can pick up to thrive in our ever-changing world.

Conclusion

By pioneering such an initiative, the Singapore Sailing Federation has set a good example for the other National Sports Associations to emulate. They have exemplified the values of education and innovation by coming up with a multi-faceted programme which not only fulfils their role as a National Sports Association to promote and support their sport, but also helps to develop young Singaporeans who possess strong values and thinking, communication and life skills.

I look forward to meeting all the young sailing enthusiasts present today. And, I wish you all a memorable and fun-filled day.

A very good morning to all. I am pleased to be here with you today at the groundbreaking ceremony for the second campus of the United World College of South East Asia, UWCSEA.

A New Chapter

UWCSEA was one of the first international schools established in Singapore. The school originally opened as the ‘Singapore International School’ in 1971, with a first year cohort of around 950 students. Today, it is the largest school in the global network of UWC schools (that stretches from Swaziland to Bosnia and Herzegovina) and has over 3,300 students, aged between four and 18. Since its founding, over 20,000 students, representing some 60 nationalities, have graduated from the College. There are now few countries in the world where a graduate of the United World College of South East Asia cannot be found. The establishment of this new campus will mark a new and significant chapter in the College’s 38-year history.

Many of the UWCSEA alumni have gone on to distinguished careers in business, academia and philanthropy, in Singapore and around the globe - and, in the case of astronaut Akihiko Hoshide, above it! What they all have in common is that they called Singapore home during their formative school years.

Students from the College have also added to the rich social fabric in their community through various Service Programmes. The UWCSEA students have worked with day care centres for the elderly, physically and intellectually disabled in Singapore, and have volunteered for regional causes as well. As part of the Community Education Program, UWCSEA has also opened many of its courses and camps to members of the public, thereby making itself a part of the community in Singapore.

The decision by the Singapore Government to support the expansion of this internationally renowned school is a mark of our commitment to develop and expand Singapore as a key economic and educational hub in the region. We remain committed to facilitating the provision of world-class educational facilities for the resident and transient international community, who consider Singapore their home.

By 2015, nearly 5,400 students will be enrolled in the two campuses of UWCSEA. This expansion will effectively double the number of students, who will have the opportunity to experience the College’s unique educational programme, and also introduce many more students to Singapore. In turn, we hope that this will provide Singapore with a growing network of friends throughout the world.

The significant long-term commitment made by UWCSEA to move forward with the development of this second campus reflects its confidence that Singapore will continue to provide a stable and attractive business environment in the long run. Even as we tackle the pressing economic issues of today, we are also building the infrastructure and capabilities needed to realise our vision of a global city. International schools are an essential part of that architecture.

Green school

Singapore has always been concerned with our environment, and the need to be a lively and liveable city with sustainable growth. In April this year, the Government unveiled a blueprint of new targets and initiatives to improve our resource efficiency and enhance Singapore’s urban environment. Efforts will be made to further improve our air quality, expand and open up green and blue spaces, conserve biodiversity and enhance the energy efficiency of our buildings and industry. These efforts will ensure that our urban environment remains attractive, even as Singapore continues to grow and develop.

I am, therefore, heartened to learn that the design for this new campus includes comprehensive and innovative measures aimed at achieving the Greenmark Platinum award, which is the highest green building rating available from Singapore’s Building and Construction Authority (BCA). The design of the new campus features many creative ideas from the UWCSEA and JTC project management teams that reduce energy and water consumption by over 30 per cent as compared to other buildings of similar size. The campus also showcases many innovative green “firsts” for tropical regions, such as an innovative air-conditioning design for the education blocks, which is powered by solar thermal technology.

I understand that UWCSEA intends to use the new campus itself as a hands-on teaching tool for environmental education. This will enliven the lessons and endow students with a heightened awareness of the environmental challenges that we face, and what we can do as individuals and as a society to mitigate the impact. Efforts such as this, together with initiatives and programmes in Singapore schools to raise environmental awareness among our students, will contribute significantly to Singapore’s clean and green efforts.

Conclusion

UWCSEA has had a long and successful history in Singapore. With this new campus, I am confident that UWCSEA will continue to be an important part of our educational landscape and help Singapore attract and anchor high value organisations that will contribute to our development as a knowledge intensive economy.

This ground-breaking celebration is the culmination of a long journey entailing the vision, collaboration and efforts of many parties. I wish the College and its partners, MTI, JTC and EDB, as well as its teachers, students, parents and staff, all the very best in the establishment of this new campus.

I look forward to the continued success of UWCSEA as one of the region’s leading international schools, and as a nucleus for the development of the next generation of global citizens.

Thank you.

Good afternoon.

I am happy to be here today at this ceremony to celebrate the graduation and accomplishments of our ITE students. I congratulate all of you on having successfully completed your course of study. I’m sure that your parents, family members and ITE lecturers, who have supported you and have been instrumental in your journey, are all very proud of you. ITE has provided you with an excellent education that has prepared you well for the workforce, and to make a contribution to Singapore.

Global Leadership in Vocational and Technical Education

ITE has come a long way since its inception. It has transformed itself from an institution providing basic vocational training, to one that works with industry leaders and internationally-renowned global institutions to provide a quality market-relevant education. Awards such as the Singapore Quality Award and the Harvard-IBM Innovations Award for Transforming Government affirm that ITE is now recognised both locally and internationally for its strengths in vocational and technical education.

For example, in February this year, ITE signed a 5-year Memorandum of Understanding (MOU) with Singapore Technologies (ST) Aerospace, one of the world’s leading aviation maintenance, repair and overhaul companies. This partnership will provide a platform for joint-certification development, technical support, student scholarships as well as industrial attachment opportunities for students and staff. In the same month, ITE also linked up with Autodesk Asia, a global leader in 2D & 3D design software. This collaboration is expected to benefit over 400 students in six courses offered by ITE’s new School of Design & Media through the provision of software solutions, courseware curriculum and related instructional materials and training.

Internationally, ITE has also formed strategic partnerships with renowned global institutions to deepen and widen its linkages for learning, sharing and exchange for ITE staff and students. Currently, MOUs have been signed with 13 Institutions of Higher Learning in Australia, Canada, France, Germany, Hong Kong, Korea, Switzerland, UK and USA.

The Value of ITE Education

ITE’s high quality education serves its graduates well in the workplace. I am heartened to note that, despITE the weaker economy in the second half of 2008, ITE graduates who entered the job market in that year were nevertheless highly marketable, enjoying an overall employment rate of 90%. The average monthly salaries for post-National Service and fresh graduates in 2008 also saw an increase from the year before. While the present economic downturn is affecting everyone, I am confident that the high-quality training ITE offers its graduates will stand you in good stead to build successful careers in the years ahead.

Beyond employability and salaries, the quality of ITE education is also reflected in the experiences of its graduates who have entered the work force. Let me share with you the stories of two recent ITE graduates who have made their mark in their respective industries.

Muhammad Fadli graduated with a Higher Nitec in Mechanical Engineering in 2007, and is currently working as a Non-destructive Testing (NDT) Inspector for the oil and gas industry. Fadli started work as an inspector in the demanding and hazardous oil rig environment. His job was both physically and mentally taxing as he had to inspect many kinds of heavy and complicated metal equipment under the pressure of time. Fadli credits his education at ITE for imparting to him the technical skills, maturity and perseverance that allowed him to master his area of expertise. Just two years after starting work, Fadli was promoted to the post of Senior Inspector. As a team coordinator he had the experience of leading a team of inspectors, including expatriates, all over the world. He has benefited much from the global exposure, which included a one-and-a-half month stint in West Africa to inspect oil rigs. Just recently, Fadli was headhunted by another company to be a Rig Inspector, and he now enjoys even better job prospects.

The second graduate, Tee Wen Shan, graduated in 2005 with a Higher Nitec in Logistics Management and is now working as a Senior International Freight Executive, tracking and ensuring the smooth shipment of cargo being transported by air, sea and land. While participating in an internship as an ITE student, she was talent-spotted by the company she was attached to, and has been employed there ever since. Wen Shan is valued highly by her employers for her strong work ethic and willingness to learn. This passion for her work was sparked by the encouragement and patient coaching of her ITE lecturer as well as the interesting curriculum she was exposed to at ITE. For example, Wen Shan found that the visits organised by ITE to major warehouses were relevant and useful for her current job as they provided her with an authentic learning experience.

Wen Shan also credits ITE for teaching her the importance of constantly upgrading her knowledge and skills in order to stay competitive in the industry. Having recently completed a Diploma in Logistics Management, she aims to attain a degree in Material Management in the near future as she pursues a long-term career in her chosen field.

Enhanced Progression Opportunities for ITE Graduates

Like Wen Shan, many ITE graduates have a strong desire to continue upgrading their qualifications. I’m sure many of you present today have already set your sights on such goals.

In fact, more ITE graduates are progressing to our local Polytechnics. The proportion of ITE students pursuing full-time polytechnic diploma programmes upon graduation has been increasing steadily over the years, from 14% just five years ago, to 20% currently.

ITE graduates who have furthered their studies at the Polytechnics have also performed well. One good example is Richard Kong, an ITE graduate who went on to pursue a Diploma in Electronics and Computer Engineering in Ngee Ann Polytechnic. When I met Richard at the Ngee Ann Polytechnic graduation recently, he shared with me how, coming from the Normal (Technical) Stream in secondary school, he had been very motivated and worked hard to achieve his goals. Richard graduated this year with 32 ‘A’s or Distinctions out of 35 subjects. He received both the Lee Kuan Yew Award, which is given to the top graduate from a technology course at the polytechnic, and the Tay Eng Soon Gold Medal for being the top graduate formerly from ITE. In addition, Richard has also been awarded the Nanyang Scholarship to pursue an undergraduate program in Electrical & Electronic Engineering at the Nanyang Technological University (NTU).

The Ministry of Education recognises the aspirations and potential of ITE graduates like Richard. As announced in February this year, we are reviewing how more polytechnic places can be provided for ITE graduates in the years to come.

Aside from progression to the polytechnics, there are now more opportunities for ITE students to upgrade their qualifications. In recent years, the Government has provided more diverse education pathways to cater to students with different needs, aspirations and talents. In line with this, ITE has developed partnerships with prestigious international institutions to offer diploma programmes in niche areas that provide another pathway for ITE graduates to attain a diploma.

ITE launched its first diploma programme in 2008 - the Technical Engineer Diploma in Machine Technology, in collaboration with the Ministry of Education, Youth and Sports of Baden-Württemberg, Germany.

I am pleased to announce that ITE has built on its successful relationship with its German partners to offer its second niche diploma programme, the Technical Engineer Diploma in Automotive Engineering, starting in 2010. This programme will train automotive technologists who will be able to master automotive technology that is becoming increasingly complex and sophisticated. Such automotive technologists would be well positioned to serve key growth areas such as sustainable mobility involving electric, hybrid and fuel cell vehicles. They would also be prepared to support motorsport engineering including high performance components design and race car chassis assembly.

This new programme will provide an attractive progression path for ITE graduates from the Nitec in Automotive Technology course, as well as upgrading opportunities for technical executives, service advisors and workshop managers in the automotive industry. I commend ITE for offering such innovative diploma programmes that will meet the needs of industry and the aspirations of ITE graduates.

Conclusion

As ITE graduates, you have benefited from an education that has prepared you well to excel in your careers, and to succeed in life. I would like to encourage you to use what you have learned not only for personal benefit and advancement, but also to contribute to those less fortunate than yourselves. Many of you have participated in Community Involvement Projects (CIP) locally and even overseas. I have been told that this year, around 500 students from ITE College West volunteered to be energy auditors, to assess the energy consumption of 1,000 low income households and give these families advice on how to reduce their electricity bills. This is an excellent example of how you can use your skills to help those around you. I hope that all of you will find joy and meaning in your work as you contribute to society in your future careers.

Once again, I extend my heartiest congratulations to all graduands in the Class of 2009, and I wish all of you the best in your future endeavours. Thank you.

Support for Students with Dyslexia by DAS

I would like to commend DAS for their efforts to raise awareness of dyslexia in schools and the community. I am happy to note that with the synergy between DAS and the Ministry of Education since DAS’ inception in 1991, today more than 1,200 students with dyslexia are enrolled in DAS’ learning programme. DAS has indeed come very far, from having just one teacher in 1993 to 60 teachers, 12 psychologists and 2 speech and language therapists today. Over the years, DAS has built a strong professional reputation in the management of dyslexia with services that include teaching, assessment and diagnosis, training and support for parents and teachers. DAS has also been elected as a Global Partner of the International Dyslexia Association (IDA), and I believe this recognition will encourage DAS to continue to work towards achieving their mission of helping dyslexic people achieve.

New DAS Learning Centres

I am happy to note that since January this year, DAS has expanded its capacity by opening three new Learning Centres in Jurong, Woodlands and Tampines. This raises the total number of DAS Learning Centres to seven. To increase accessibility to students, these centres are located near MRT stations. This will enable more students to have easy access to DAS’ specialised remediation programmes and get the help they need.

Greater Financial Assistance for Students with Dyslexia

MOE has been supporting students with dyslexia by funding the intervention services for every child enrolled in the DAS specialised remediation programme. Currently, MOE provides DAS with an annual grant to fund their specialised remediation programme for mainstream students. In addition to the annual grant, students enrolled in DAS can apply for subsidies made available by MOE and DAS.

In view of the current economic downturn, starting 1st July 2009, MOE will enhance the Financial Assistance Scheme (FAS) for needy students who are enrolled at DAS learning centres. Depending on their family income, each needy student will receive an additional subsidy of $28 to $141 per month for their remediation at DAS learning centres. Overall, the revisions will cost MOE about $2.8 million over the next five years to provide more financial subsidy for students enrolled in DAS. I am sure this is welcome news, especially in the current economic downturn. We want to ensure that no dyslexic child will be hindered from accessing the DAS specialised remediation classes due to financial difficulties.

Support for Students with Dyslexia in Mainstream Schools

On our part, the Ministry of Education will continue to adopt a multi-pronged approach to support students with dyslexia in mainstream schools. First, all new teachers undergo a compulsory Special Needs module at NIE to develop a basic understanding of students with special needs. Second, some teachers in all schools undergo the Teachers trained in Special Needs (TSN) programme to be equipped with more advanced skills in special needs. This training will reach out to about 10% of the teachers in primary schools and 20% of the teachers in secondary schools. Third, to further enhance schools’ capacity, all primary schools will be resourced with Allied Educators (Learning and Behavioural Support), also known as Special Needs Officers, who work closely with teachers to provide learning support to students with mild special needs. Some designated secondary schools are already resourced with Allied Educators (Learning and Behavioural Support).

By working together as a team, parents, teachers, Allied Educators (Learning and Behavioural Support) and DAS will be able to ensure that the best help is extended to students with dyslexia.

Inspiring Role Models

Some of your friends who are graduating today are good examples of students who have overcome some of the challenges of dyslexia with the help they receive from schools and DAS.

I would like to make a special mention of Tan Chu Hui, a Year Two student from NorthLight School. She started attending the DAS learning programme at the Bishan Junction 8 Learning Centre in 2006. With the help she received from DAS and her school, Chu Hui made commendable improvement in her literacy skills, and is now a more fluent reader. She is better able to cope with the literacy demands in school and has even scored 100% in her school’s Mathematics examination. Chu Hui is a hardworking girl who constantly shows strong perseverance and much self-motivation. Alongside her academic progress, Chu Hui has found renewed confidence in her other talents and abilities which include batik and ceramic painting, and cooking. Chu Hui hopes to set up her own bakery one day, and she certainly deserves our encouragement and praise.

Another student that I would like to commend is Jai Ramanathan who is from Tanjong Katong Primary School. Jai attends the DAS learning programme at the Bedok Learning Centre. Initially Jai faced many challenges, both in terms of his learning and motivation towards school work. However, with help from his DAS teacher and his school, over time, Jai has blossomed to become a student who has overcome his literacy difficulties and made impressive progress. His teacher at the DAS learning centre shared that he is an inspiration to her to do her very best to help other dyslexic students, and she is very proud to be part of his transformation.

Conclusion

Before I end, I would like to encourage all the boys and girls here to remember that with effort and determination, you will be able to surmount many difficulties and succeed in life. You do not have to face the challenges of dyslexia alone; your parents, and teachers in school and in DAS are here to help you.

There are many role models among you. I am heartened to read in the DAS newsletters many stories about dyslexic students who have benefited from good intervention, and with the help of their families, schools and DAS, achieved excellent results in national examinations. For example, it is heart-warming to read about Lim Si-En, who started going for the DAS learning programme when she was in Primary 3, and initially had to get additional practice to help her learn the letters of the alphabet and pronounce sounds correctly. With hard work and determination, Si-En overcame her difficulties, developed a love for reading and did very well in the 2008 PSLE, where she obtained an aggregate score of 252!

Another inspiring story is that of Cheah Xian Pin, who in Primary 1 started school having difficulties learning his ABCs and a low self-esteem. Xian Pin completed his specialised remediation at the DAS Ang Mo Kio Learning Centre after his PSLE and continued to apply the good reading skills and habits that he had acquired. Xian Pin is now a Year 5 student in Anglo-Chinese School (Independent). For his GCE O-level last year, he did very well, scoring six A1s and an A2 for English Language! Each of these role models teaches us that if we persevere, all of us can indeed overcome our difficulties and achieve good success.

Once again, my congratulations to you and your parents, and I wish you every success in your future pursuits.

Introduction

The last time I spoke at the Pre-University Seminar was five years ago in 2004. The theme then was “Thriving in Challenging Times”. Singapore had been through a rough patch after 9/11 and SARs, and the theme was topical. But I did not want the participants of that Pre-U Seminar to only focus on our immediate difficulties. Instead, I wanted them to look into their future, to a Singapore that was transforming before their very eyes. I wanted them to see themselves as leaders in the making, who would one day decide on the next phase for Singapore and be responsible for the well-being of Singaporeans. As it turned out, good times returned after the 2004 Pre-U Seminar. The economy rebounded with growth ranging from 7.3% to 9.3% between 2004 and 2007, compared to only 3.8% in 2003. I’m glad that I focused on the longer term issues for participants of that Pre-U Seminar. It is now five years on and the memory of that recession has diminished or forgotten altogether. But I hope what they experienced and learnt during that Pre-U seminar stays with them.

Here we are again in the midst of another crisis—a severe global economic crisis on a scale unprecedented since the Great Depression of the 1930s. The theme for this year’s seminar, “From Crisis to Confidence—Lessons and Opportunities”, is therefore apt.

By now, some of you would have concluded that perhaps it may be the norm for every generation to face a series of crises in their lifetimes—after all, we do not live in Utopia. If we take those who lived a full generation before you—those in their 60s today—certainly had their ups and downs. Born in the 1940s, they would have been cradled in their parents’ arms when the bombs fell on Singapore in December 1941. Many did not attend school because of the Japanese Occupation and the recovery phase after the War. In the short span of 25 years, they would have gone through war in 1942-45, political struggle against the communists in the 1950s, self-government in 1959, merger with Malaya in 1963, race riots in 1964, then separation from Malaya and independence in 1965. All these experiences would have left a lasting impression and shape the prism through which they viewed their world henceforth. Even after independence, they were not spared further shocks. The Oil embargo in October 1973, pushed prices of oil up by 4 fold within a year. When interest rates were cut simultaneously, the resultant stagflation hit economies worldwide severely.

In 1985, another severe recession hit. One senior Cabinet colleague of that generation recounted how he had just graduated and the job market was tough. He sent out about 100 applications hoping to find a job. This would not be tedious now, but his was the time before the Word processor and copy machines. Old-fashioned mechanical type writers were used and copies were made using thin carbon separators slipped in between sheets of papers. There was a limit to the number of copies that could be typed simultaneously—around three or at most four. Keys got stuck, and mistakes had to be ‘blancoed’ on each copy.

In the 90’s a momentous change took place in their lives—you were born! In the last two decades, the same events would have impacted you and the older generation. But the way you respond can be quite different. Having heard what they have gone through—war, riots, recessions—you can appreciate why their perceptions and reactions may be different from yours. We are all moulded by our past; we are products of processes that harden and hardwire our beliefs and prejudices. All these will shape our responses to life’s challenges. Forty years hence, you are likely to view events differently compared to your children.

If each generation gets its quota of adversity, then how do we prepare best for it? Through every crisis, some survive or do better and others don’t. This applies individually and collectively as countries. What is it that produces different outcomes when difficulties arise?

Last month, I was in Germany to attend a live-firing of our newly acquired Leopard tanks. I fired some shots and was happy that our tanks performed to precision. The range was in the area of Bergen, near Hanover. During the Nazi rule, there was a concentration camp there. It was the first concentration camp to be liberated in April 1945. The British troops who arrived there found the camp littered with dead and dying prisoners. They buried 10,000 bodies in mass graves. Around 60,000 starving people required immediate help, but many still subsequently died, despite medical treatment. An estimated 70,000 Jews, Slavs, Roma gypsies, political prisoners and others were killed at Belsen.

I took the opportunity to visit that memoriam, which the Germans had erected. We walked solemnly along the mass graves, lost in our own troubled thoughts. A gravestone marked the burial place of Anne Frank and her sister Margot. It’s hard to comprehend the scale and depth of suffering. It reminded me of our human frailties, how desperately we can lose our way and the enormous propensity to inflict pain and suffering on one another. At the same time, I was also equally astounded by acts of bravery. Documented by first hand witness accounts, were stories of individuals who hid and protected those marked for death. They did this at great peril to themselves, and indeed some were executed when discovered. We all hope that we will never be faced with such choices or horrific calamities. I hope we are fortunate and will never see war in our lifetime. But it set me thinking whether our education system adequately prepares our students for the tests of life. When faced with a difficult situation, will they know how to make the best of it? Will they be able to distinguish right from wrong? In complex situations, can they take charge and produce positive outcomes? What are their intrinsic motivations? When duty calls, will they answer?

Recently my daughter set out for Outward Bound School and my son, prepared for a 10-day field camp in NS. Sensibly, they had a check list of what to bring in their back pack. The usual items were included—items to ward off mosquitoes and prevent sun burn, antiseptic lotions, and yes, the humble but indispensable toilet roll! When you leave school at the end of your pre-university life, what would you have in your backpack to face life’s challenges? I would like each of you to SMS your answers. I will give you my top four items that I hope our educational system has put in your backpack. Later, we can compare our lists.

The other Four “Cs”

Confidence

I hope for four Cs in your backpack. No, they are not cash, condo, car and credit card. I have four other Cs. The first is confidence. CONFIDENCE must not be confused with ability. The two are linked, but not synonymous. Let me clarify with a real life example. Recently, I had a chat with Charles, one of the brothers of the famous local Charles and Keith brand that sells shoes and accessories. His story illustrated the difference and the link between confidence and ability. Charles told me that he was not academically gifted. In fact, he openly proclaimed that he did not do well for his O levels and went no further. From young, he helped out in his parents’ shop selling shoes. Charles did not have academic ability, but he did have confidence to push for ideas and believed that if he worked hard and was not afraid to try, he would succeed. His parents’ shop was one of those small shops you usually see in your typical HDB neighbourhood. But Charles believed he could build a global brand. Today, Charles and Keith have 215 shops in 23 countries worldwide with a turnover of about $98 million in 2008. Did Charles have ability? Of course, he did and that’s why he succeeded. But, and this is the essential difference, he did not allow others nor the system to define his abilities or limit what he could achieve. Charles could have succumbed to conventional definition. He could have dreamt small or adopted a defeatist attitude, but he did not. How often have you been limited by what others or you yourself think you are capable of?

If you are unsure and tentative, chances are, you are more likely to fail. But neither should we be over-confident and have unrealistic expectations. A sound basis for confidence comes from the ability to know what your strengths are, and where they can be best used. It comes from knowing your limitations, choosing the right battles and tactics, and recognizing how to use the strengths of others to complement your weaknesses.

Character

Where then does confidence come from, if not directly from ability? CHARACTER. Good character provides that inner strength and certainty of purpose guided by a moral compass. Sadly, we read reports of those who do have ability but have flawed characters—they become tricksters or con-men.

This is why character development must be central to our education system and be one of its primary goals. The majority of Singaporeans agree with this emphasis. Last year, I appointed a Committee to review our primary education. It was chaired by SMS Grace Fu. They held many focus groups and talked to the cross section of stake-holders including parents, teachers, students, school advisory boards. When asked, what our education system should achieve—the answer was simple: confident children, independent learners and caring citizens. Confidence, independence and a caring nature can only spring from a well-formed character.

Our School Excellence Model, that guides our principals in managing their schools places emphasis on processes and programmes that allow character development to take centre stage. We should not relegate the importance of character development to incidental outcomes, nor hope for serendipitous teachable moments. Not all schools can have their students score As in all subjects, but it is possible for them to build good character in every student.

Crisis and Comfort Zones

Confidence is built through dealing with Crisis and stepping out of one’s Comfort Zones. We don’t plan for calamities but when they do occur, crises either make or break you. A better way to build your confidence is to step out of your comfort zones to test your limits in a controlled environment where the consequences of failure are manageable. One of my favourite shows is “Ninja Warrior”. I love watching the Japanese and foreign contestants dressed in ridiculous costumes, which they subsequently rip apart before attempting the most challenging of obstacles. It may look funny to the audience but it is not a joke for contestants, who train many hours and years, just to beat that obstacle. Why do they do it and what drives them? The answer must be the same as for our Singaporean ladies who stepped out of their comfort zones and conquered Everest.

Courage

Like tempered steel, good character and experience will provide that resilience and confidence to help our students withstand the pressures of life events. If you are a porcelain vase, breath-taking to behold but precariously fragile, you will not be able to handle the vicissitudes in life. Put confidence in your backpack. You will need a plentiful supply. With it, you will get the COURAGE to try and improve your chance of success.

Compartments

The second essential item would be COMPARTMENTS or storage-bags. Thank goodness for them! Drastic consequences arise when toothpaste is mixed with shoe-paste, dirty socks with clean clothes and when paper items are exposed to the elements. I’m saddened when I see students struggle because they cannot compartmentalize life’s events and challenges. They mix up all items thrown at them—CCAs, relationships, personal goals, tests and exams, holiday trips, school trips—and naturally are overwhelmed. Compartmentalisation creates capacity, even with the same space. It requires simplification and categorization. It forces you to decide what needs to be discarded and what needs to be at hand; to differentiate what you must have compared to what would be good to have. In short, it reflects good judgement. I am seldom impressed by the harried person, seemingly always in a hurry, because he has too many things to do. But I am impressed by those who though having many responsibilities, seem always to have enough time to do what is important. Indeed, I look for such people to assign the most important task to, because I know that they will say no if they really cannot. But once they take on the task, they can be depended upon to complete it and do it well. Learn to compartmentalise life’s challenges. It will lighten your load.

Compassion

The third C I’d like in your bag is COMPASSION. Compassion is not needed just because it benefits others, although that would be the natural consequence. Compassion is needed more for oneself. Singaporeans are a compassionate lot. When the Indian Ocean tsunami struck on Boxing Day 2004, thousands of Singaporeans spontaneously stirred and gave money, clothing, food items to help victims across the oceans. Some individuals joined Mercy Relief and the City Harvest Community Services Association and went to these disaster-hit regions to give medical and humanitarian aid. Teams of doctors, nurses, engineers and logisticians voluntarily went into these disaster areas to render help to the tsunami victims. Our own President’s Challenge over the last 10 years of fund-raising has successfully raised over $70 million for more than 400 beneficiaries. This success was made possible with the strong and generous support of many organisations, schools, institutions of higher learning, private and public service organisations. This year’s President’s Challenge aims to reach out to more than 260,000 participants and hopes to raise at least $8 million again. I am confident that Singaporeans will respond generously again.

I am thankful that Singaporeans are compassionate. Without compassion, we become a little less human. When we exercise compassion, we reaffirm our humanity and our solidarity with the human race. We remind ourselves that in life, we often don’t deserve what has been dished out, for good or for bad. Through compassion, we exercise the ability to alter outcomes, even by a little, and become makers rather than slaves of destiny. With compassion, we develop the humility to accept things which we cannot change, and at the same time we hope that through our individual acts, life can be made better for someone else. Perhaps these are reasons why it is more blessed to give than receive.

Company

My last C in the bag would be COMPANY. Company should be differentiated from the Crowd, which is attracted by bright lights or an exciting show. Crowds vanish quickly when things become less interesting. To have good company, you first need to be a good friend—to be someone whom others enjoy hanging out with, who is there when needed and who shares as well as accepts help. So take time to build strong ties and friendships with those who will travel life’s journey with you, through thick and thin. Yes, this means being present at the many family occasions. No matter how hard you try, you cannot build ties through being absent. Family and friends colour your life and create your memories, so invest in them wisely.

Company also refers to your life partner. I am not here to promote the government’s Marriage & Parenthood package vigorously today but will only share one observation for you to ponder. As educational levels and wealth increase, traditional reasons to get married become weakened. In agrarian communities, fertility was an economic lifeline—you needed manpower to till the fields and harvest the crops. But in modern urban industrialised cities, the economic rationale for marriage and children has weakened considerably. Even the social reasons for marriage- companionship and parenthood— have competing alternatives of singlehood, marriage without kids and the singular pursuit of one’s career. This explains in part our rising singlehood and falling fertility. Recently I attended a wedding of the son of one of my close colleagues. The son was a lawyer in his 30s. In his speech, he disclosed quite un-romantically why he proposed to his wife. He said half-seriously, half in jest, that he worked backwards from when he wanted a child, including the average time from marriage to the first child. So after this back of the envelope calculation, he decided it was time to “pop” the question! I’m glad he only told this story after the marriage ceremony, and I would not recommend this tack when you do propose. But there is a kernel of truth in his reasoning. It may be that for modern lifestyles, just as they do in their careers, people need also to actively plan to meet, fall in love and marry. I remember Steve Ballmer from Microsoft related how he plans his life on a spreadsheet, with goals, deadlines and regular reviews! The cynic would say this was just to promote Microsoft Excel, but he said this in all seriousness.

Wait, my backpack is incomplete. You forgot another two crucial Cs—“CERTIFICATES and CASH”. Why have you not emphasised good grades? After all, we spend so much time on studies and grades are so important to enter the best universities, to get a prestigious degree and to secure the most lucrative job. Yes, of course grades are important, and certainly will give you a good start in life. Ditto, if you were born well-off and have resources. But in life’s marathon, cash and grades can only get you so far, and may not be enough to help you finish well. I meet many top leaders who have spent years interviewing countless number of people for jobs and promotions. Rarely, do they look at the size of your bank account. They look at grades, but the most important quality they look for is your character, your judgement and your track record of being able to motivate and lead people with a clear vision and purpose. Cash and certificates don’t determine this—you do.

I can hear another group raising protests. Aren’t you going to paint the future for us, so that we can plan and know how to make the most of opportunities? I would have liked to provide you with a map, but I suspect it would be outdated soon. Life is full of surprises. So I’m afraid from my speech, you will just have to “retain the best, and improvise the rest”. It should be enough.

There is yet another group with lingering cries for another 2 Cs—our Commitment and Contributions to Singapore? No, I won’t add these to your backpack because it is already filled with the right stuff. I believe that you will always stay attached to Singapore. The qualities in your backpack are a homing device. This place—your home, your family, the community—gives you the confidence and capabilities to do well anywhere in the world. I believe that you will give back to Singapore and do what is right when duty calls.

Conclusion

In two to three years time, all of you will start another journey. After about twelve years in our school system, I hope that we have equipped you well for life’s journey and tests. You’re off on your own great adventure. So have a great time and do good. On this note, I wish all of you a successful and fruitful seminar.

Let me first extend to all of you a warm welcome to the third Redesigning Pedagogy International Conference. In particular, to our friends from abroad, who have come to share with us your insights and experiences, I wish you a memorable and enriching stay.

This conference aims to provide a global forum for practitioners, researchers, educational leaders and policy-makers to interact and share leading-edge research and best practices with their peers from the international community. We hope the knowledge gained over the next three days will forge innovative directions for educational research, practice, and policy.

Education Research Grants for NIE

The theme for the conference is “Designing New Learning Contexts for a Globalising World”. Indeed, our teachers today constantly face new challenges and opportunities operating in a globalising world. Beyond employing traditional teaching methodologies of ‘chalk and board’ in the classroom, they need to take cognisance of the evolving cohorts of pupils who join the education system each year. Teachers also have to keep abreast of new and available pedagogies to engage the diverse profiles of our students, especially those born in this digital age.

The National Institute of Education (NIE), as the bedrock of teacher education in Singapore, is responsible for preparing Singapore’s teachers in content and pedagogy, and developing in-service teachers through its comprehensive range of postgraduate and leadership programmes. Although NIE is held in high regard, it must continue to strive to do even better. In our concerted drive to design and implement new educational environments that can generate and promote authentic and substantive learning in our students, the Ministry of Education (MOE), in close partnership with NIE, has invested substantial funds for the conduct of education research.

Singapore’s education system has had to evolve over time to respond to the changing needs of the nation as well as the external environment. In designing new teaching and learning contexts, we not only have to challenge traditional wisdom and practices in education; we also need to understand local settings. We are thus making a concerted effort to encourage both our own researchers and teachers to conduct contextually-relevant research. Our hope is that such research will produce new knowledge and sound recommendations that are tailor-made for our circumstances.

Facilitated by funding from MOE, researchers from NIE’s Centre for Research in Pedagogy and Practice and the Learning Sciences have been striving to better translate theory into practice since 2003. The Ministry acknowledges the research capabilities of NIE’s well-qualified local and international faculty. More funds were dispersed in 2008 for the NIE faculty to undertake another five years of strategic and innovative education research, with the objective of producing tangible findings and interventions which would improve classroom learning and organisational practices. I am pleased to note that some of these projects involve our teachers as co-researchers. We would like to encourage such continual collaboration between academics and teacher-researchers in brainstorming alternative solutions to solving complex challenges in the field of education. I am excited and certainly look forward to being informed of research outcomes, which could lead to a better appreciation of the challenges and questions faced by our teachers and students.

The NIE faculty enjoys a close partnership with teachers and students. As an illustration, four primary schools, which are collaborating with the Learning Sciences Laboratory and the Centre for Research in Pedagogy and Practice this year, will participate in an exhibition to showcase innovative ways of teaching and learning with technology. Mayflower Primary School will present the Group Scribble project that has been successfully used to help students rapidly generate ideas for effective communication and collaboration with their peers in the classroom. Nan Chiau Primary School will exhibit the school’s initiative in seamless mobile learning that bridges formal and informal learning beyond school boundaries while Fuchun Primary School will showcase how its innovative programme of equipping their students with home skills has benefited both students and the school. Lastly, MacPherson Primary School will be sharing how their teachers have incorporated pedagogical improvements in language learning.

Primary Education Review

On the school front, the Primary Education Review and Implementation (PERI) Committee recently conducted a comprehensive review of primary education. The review has shown that balancing the teaching of knowledge and the development of skills and values is key to preparing our children for a more dynamic future. Hence, ongoing reform in our schools is focused on developing new educational environments that will not only equip our children with foundational knowledge but also develop in them skills and values that will prepare them to survive and thrive in a globalising world.

For instance, the committee proposed a Programme for Active Learning (PAL) that creates greater opportunities for children to step out of the classroom and participate in sports, outdoor education as well as performing and visual arts activities like speech and drama, within school hours. The government accepted the recommendation which is in line with the focus on developing new educational environments, Another key recommendation of the review is the strengthening of pre- and in-service training for all teachers to ensure that they have not only basic teaching skills, but also a good grasp of curriculum content as well as a sound mastery of a variety of pedagogies and assessment practices. I hope that these examples will inspire participants of the Conference to come up with creative ideas to enhance pedagogies and educational practice so as to engage our students.

Communities of Practice

As we look to the future, revise our strategies and reinvent ourselves, we should never lose sight of this unchanging core in education, to nurture students with the values and strength of character to face the future with confidence. So beyond collaboration with NIE academics, we are also encouraging our teachers to become more involved in designing and researching their own teaching and learning contexts and practices, through action research and communities of practice. These communities of practice create opportunities for teachers, who share the passion for inspiring students’ interest in learning, to come together to design a greater variety of authentic and exciting learning contexts. The advantage of such an approach is an in-depth understanding of locally-situated practices and an appreciation of the resilience of existing contexts.

I am pleased to see so many of our teachers attending this conference. I have little doubt that both practitioners and academics would be capitalising on each other’s expertise in the numerous sessions of discourse and sharing. Where feasible, I encourage you to forge collaborations and follow-up activities. These interactions can only serve to enrich the collective knowledge and wisdom of all parties concerned in cross-cultural contexts.

Conclusion Finally, I would like to commend the organisers for recognising the wide array of critical issues in educational change and encouraging dialogue between academics and practitioners. Hectic schedules permitting, I hope our international colleagues find the opportunity to enjoy the sights and hospitality of our nation.

I wish you all a fruitful and stimulating time over the next three days. Thank you.