Mrs Tan Ching Yee, Chairperson, NIE Council

 

Professor Lee Sing Kong, Director, NIE

 

Colleagues

 

Distinguished guests

 

Ladies and gentlemen

 

Good morning

 

1.                  It is my pleasure to be here today to share your joy as you embark on this new and exciting phase in your life.  Having completed the PGDE, you begin your life as a teacher, to nurture the next generation and to shape and mould the students under your care.  I would like to extend my heartiest congratulations to all 634 graduands from the Postgraduate Diploma in Education programmes.

 

2.                  Teaching is a meaningful and fulfilling vocation. However, as with any new undertaking, there is always a learning curve. Some of you may find your early career as educators smooth sailing, while others may find the new responsibilities challenging. I urge you to draw support and learn from your more experienced colleagues and your Principal, in order to help you engage and inspire your students.  Indeed, it is an integral part of their role and responsibility to guide and mentor you as a new teacher.  You must believe in your abilities and the training that you have received as you persevere in your mission.

 

3.                  As graduands and inductees to the teaching profession, you can justifiably take great pride that our teachers and our education system are well regarded internationally.  Singapore just hosted the 9^th World Convention of the International Confederation of Principals. This was held in conjunction with the inaugural International Education Roundtable of Education Ministers of high-performing systems.

 

4.                  With the increased attention paid to results of international tests like the Trends in Mathematics and Science Study (TIMSS), Progress in International Reading Literacy Study (PIRLS) and Programme for International Student Assessment (PISA), there is now recognition that some school systems consistently out-perform others.

 

 

5.                  Several studies have analysed the reasons for this differential performance.  McKinsey & Company released a report in September 2007 entitled “How the World's Best-Performing School Systems Come Out on Top”. Indeed, this report was the inspiration to gather the Education Ministers at the International Education Roundtable.

 

6.                  Foreign delegations regularly visit Singapore to find out what makes our education system tick.  One such delegation from North Carolina, USA, who visited last January, concluded that three key factors have led to Singapore’s success in education.  The first, is the integrated planning of our education system with our nation building and economic aspirations.  The second, is our significant investment in teachers and school leaders.  And the third, is our willingness to learn from best practices around the world.

 

7.                  While these are welcome accolades, we must not rest on our laurels. As the world around us becomes more complex, competitive and inter-connected, our education system must also continue to evolve in tandem with these transformations.  It is in this spirit that the Primary Education Review and Implementation (PERI) committee has recommended a number of changes to the primary education system.  These changes seek to build on the strong foundations of our education system by preparing our young to excel in the future.

8.                  The PERI recommendations will have a profound impact if implemented well.  We seek the holistic development of the child and aim to make learning in primary school more enriching and engaging.  Sports and outdoor education, performing and visual arts will be scheduled as part of the curriculum for all children.  We will use feedback that provides richer information to guide further development of each child.  New primary schools will be built and existing ones expanded with better facilities to support teaching and learning.  More teachers will be recruited to enhance primary education and, in particular, the Ministry of Education (MOE) will be moving towards an all-graduate recruitment of teachers by 2015[1].

 

9.                  PERI’s recommendations herald our overall directions for the entire education system where we will pay more attention to nurturing the moral, physical, social and aesthetic spheres of students, in addition to their cognitive development.  The key to making all this happen are our teachers. Our education system will need quality educators to lead and effect changes in an evolving environment.

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10.             We had set ourselves a target of recruiting 3,000 teachers this year.   We have surpassed that target as of end June this year, and will continue to recruit good candidates for the teaching service. Last year, we introduced the Allied Educators Scheme to recruit para-educators who partner our teachers in the areas of counselling, learning and behavioural support, and teaching and learning. We have also exceeded our recruitment target of 680 allied educators for this year. While we have stepped up hiring this year, we will continue to be rigorous in our recruitment of teachers and allied educators and ensure that only those with the passion, aptitude and commitment to education are selected.

 

11.             Besides recruiting more quality teachers, we must also continually develop our existing pool of teachers to keep them abreast of the latest innovations in education practices and concepts, and to help them to strive for greater professional excellence.

 

12.             No education service can rise above the standard of its teachers. Hence, a central issue for the Education Service is the strengthening of our capabilities and institutions for training and professional development. Three critical institutions play vital and complementary roles to train and develop our teachers.

 

13.             Firstly, National Institute of Education (NIE) is primarily responsible for the basic training which turns students into teachers.  The establishment of NIE in 1991, which allowed for the consolidation of resources and a stimulating academic environment, has been a major boost to the standards of teacher training.  The continuing challenge for NIE is to strengthen the nexus between theory and practice.  It must find more effective ways to provide practical learning experiences for student teachers.  It should strengthen the role of mentorship provided during the practicum and induction periods. NIE will need to review and enhance the pedagogical methods and assessment that are aligned with our desired outcomes of education, and to train new teachers to equip our students with the knowledge, skills and values for the 21^st century classroom.

 

14.             MOE, forms the second pillar whose efforts are critical to develop teachers.  MOE has put in place various initiatives to support your professional development throughout your career.  You can look forward to various training courses as well as professional development schemes that will allow you to pursue higher degrees in the future.  One example is the MOE Postgraduate Scholarship Scheme which allows our outstanding graduate Education officers to pursue their Master’s Degree or PhDs at local or overseas universities.  In fact, 51 of your fellow educators received their scholarship certificates from the Education Minister, Dr Ng Eng Hen, on Monday.

 

15.             Thirdly, the community of teachers must themselves drive and develop a culture of professional excellence.  In some ways, this is intuitive as practitioners themselves know best what is needed and effective on the ground.  Teachers cannot leave their professional development to MOE and NIE alone, but must also, as a body, address gaps and help steer the direction of the profession.  Discussions are on-going as to how teachers can be equipped to do this.  I urge all our practitioners to provide inputs and to take a keen interest in this important area.

 

Outstanding Role Models

 16.             Beyond honing your craft and developing yourselves professionally, I would also like to take this opportunity to encourage you to continue to find ways to contribute to the community at large.  You might have read about the three recipients of the Outstanding Youth in Education Awards this year. They have not only distinguished themselves as passionate and effective educators in the classroom, but have also been actively giving back to their communities.  I am glad that some among you have already taken up the cause for community service, and I want to commend two of your colleagues, in particular, for showing the way.

 

17.             Teo Siew Kuang started Project SMILE in 2008 as a youth development platform for Singapore student teachers, Myanmar youths studying in Singapore and Myanmar youths in Yangon to come together in service to the villagers in Myanmar.  A total of 12 local teachers took part in this project to provide training in English drama and storytelling for teachers in a Myanmar village, and to provide the school with books and other teaching resources.  This project has gone a long way in helping to improve English literacy in the village and Siew Kuang is hoping to continue with the project again this year.  Closer to home, Muhammad Elfie and his team of 22 fellow teachers collaborated with the Hospice Care Association to organise a trip to the Singapore Flyer to provide companionship and enjoyment to the hospice patients.  This was a new destination for the hospice patients and they enjoyed being outdoors and interacting with their new friends.  For Muhammad Elfie and his team, it was gratifying that they could spend time together with the patients through outdoor trips and meals as their aim was to help them focus on the happy memories that are important to maintain a good quality of life.

 

18.             Teo Siew Kuang and Mohamed Elfie have demonstrated a deep sense of empathy for others.  They are worthy role models who remind us that the role and influence of an educator extends far beyond the academic content taught within the confines of a classroom.

 

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