Singapore Government Press Release

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I would like to congratulate the Singapore Buddhist Federation and Maha Bodhi School on your 50^th Anniversary.

The Buddhist Federation has been active in social and community work, giving aid to the poor and needy, and committing itself to education in supporting the two Buddhist schools in Singapore. This new school building is a testimony of the tireless efforts of the Federation and its many well-wishers.

The founding of schools by cultural and religious groups reflects the multi-racial and multi-cultural heritage of Singapore. Although government-aided schools receive heavy government financial support and follow the national curriculum, many retain their distinctive characters. This development mirrors the broader evolution of a Singaporean identity, national in instincts but tolerant of diversity and differences.

We have a sound education system. But even as things are going well, we should re-visit fundamentals and ask ourselves tough questions about the education system we want for the future. This is not done too frequently, perhaps once in 10 to 15 years. But it is crucial that we do it as a discipline.

In the last one year, the Ministry of Education (MOE) has done a strategic review of the outcomes Singapore ought to demand from its education system to realise the vision of "Thinking Schools, Learning Nation".

Defining the desired outcomes of education can mean different things to different people. What MOE has done is to collect good ideas and distil them into a short list. This list consists of those outcomes that educationists have long emphasised. Together, these outcomes define the holistic development we want our children to have when they go through the Singapore education system.

We cannot be content with focusing on narrow aspects, like the number of "A" grades in certain examinations. Education must be much more than just academic achievement. Fundamentally, education is about nurturing the whole person, his moral, cognitive, physical, social and aesthetic development. I shall speak briefly on each of these areas.

(A)Moral Development

The foundation of a person is his value system, from which springs his outlook and his goals in life. The basic value that gives a man the strength to do what is right, even in the face of danger or adversity, is his moral fibre. This is what gives a man "backbone" and what undergirds the strength and resilience of a society. The downfall of dynasties and nations has often been traced back to moral decay in society.

We must teach our children from young to tell right from wrong. As they move up the education ladder, they must increasingly exercise their moral judgement and stand up for what is right. Nothing we do in education will matter if we turn out smart crooks or unprincipled characters. In partnership with the home, education must carefully and painstakingly shape the moral make-up of our young.

(B)Cognitive Development

There is no greater satisfaction for the teacher than to see the wonderment and the sudden spark of understanding in the eyes of his or her students. This is one outcome of education many of us are familiar with and may indeed be the only one some people consider as the outcome of education. This is the cognitive development of our children.

However, our education system must train our children to think for themselves. Beyond the mastery of a core set of knowledge, our children have to learn how to think and apply the knowledge and skills they acquire.
They have to develop a lifelong habit of thinking and learning.

(C)Physical Development

We want our young to be robust both physically and mentally. Japan trains young school children to endure cold as a means of character-building. They are asked to wear short pants to school, even in winter. In Singapore, our healthy lifestyle, fitness, life-skills and pastoral programmes are aimed at building strong bodies and minds.

(D)Social Development

Our young must also learn to relate to people of all stations in life, colour or creed, and people who may be like-minded or different. Everyone lives within a community. He has to live and interact with people of different backgrounds, abilities, and temperaments. He has to value the contributions of others. A child has to be imbued with the skills to understand the needs of others. How well he does these determines the collective success of the society.

(E)Aesthetic Development

We also need to develop the sense and sensibility of the young so that they can understand and appreciate things of beauty, and better still, to create them. In emphasising Science and Technology, we should not neglect aesthetic pursuits. Our students should have the breadth of perspective and sensitivity that will give balance and provide the ability to cross-fertilise ideas from different disciplines.

An individual cannot exist apart from society and the nation. It is society which accords him the space to carve out a niche for himself through his contributions. It is to the community that he has obligations and responsibilities, and from which he derives a sense of purpose and identity.

Thus, formal education must cultivate instincts in our young so that they identify Singapore as their home; a home to live, to improve, and if called upon, to defend.

Why anyone would want to live, work and make an impact in or for Singapore depends on how he instinctively feels about our country. Education has a big role to play in shaping a young generation that will stay and not quit even in the face of adversity.

At the same time, Singapore is part of the wider world and fully plugged in. Our people should not suffer from a narrow, xenophobic view of the world. Every pupil needs to know that there is a wider world to which he belongs, and that he can contribute to the well-being of the world at large through his care, concern and responsibility as a member of the world community.

Thus, as far as developing the whole person is concerned, we want our young to have an education that develops the unique talents and abilities of every child to the fullest and teaches him to keep fit and healthy for life.

The desired outcomes of education are what our teachers have tried their best to achieve. To the many educationists, what I have mentioned is not new. Many of you have conscientiously worked to produce students who are all-rounders, and are aware that there is a bigger goal beyond the pursuit of grades.

The most lofty outcomes will mean nothing if we do not have dedicated and committed principals and teachers. Our principals and teachers are the coaches and cheerleaders of the Singapore youth team. In your hands are the future leaders and members of the National team. Your good work will ensure that the Singapore team will continue to excel in competition after competition.

It is clear that the kind of students we aim to develop cannot be the task of schools alone. Too many parents join in the race to push their children to go for grades, at the expense of a more rounded education. Parents must play an active role in ensuring that the desired outcomes are achieved. They must support what is done by schools to bring about students who are well-rounded in character, and go beyond the narrow emphasis on academic results. With the partnership of parents, there is hope that we will be able to give our young the education they deserve.

In closing, I wish Singapore Buddhist Federation and Maha Bodhi School success in the years ahead.

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