Speeches

Speech by Mr Hawazi Daipi at College Day 2012 on Saturday, 19 May 2012 at the Ngee Ann Kongsi Auditorium at Pioneer Junior College

2012-05-19T08:15:00Z

Introduction

It is indeed a great pleasure for me to be here today at Pioneer Junior College’s 11th College Day Celebrations. This evening would see many of you become proud recipients of various awards for your achievements in academic subjects as well as core curricular activities. Many of you would also be recognised for your strong partnerships with Pioneer Junior College to deliver a holistic education for students.

The theme for this year, A Jubilant Tribute, cannot be any more appropriate as we gather here this evening to recognize and celebrate the success and contributions of so many of you.

Today’s jubilance is also about Pioneer Junior College and its journey so far. The college also celebrates a new milestone today with the launch of the 3rd Malay Language Elective Programme (MLEP) Centre right here on campus.

Value of a Mother Tongue Education

Bilingualism has been one of the fundamental tenets of Singapore’s education system. A mother tongue education provides our young with time-tested values and principles. It helps our young Singaporeans gain a sense of identity and self-respect, and access to their culture. These values give them an anchor in a world of change.

Looking ahead, the study of any Mother Tongue language is also about developing and remaking the language and culture. A language and culture that is constantly enriched and thriving will contribute effectively to Singapore’s distinctiveness and identity as an Asian society.

The Malay Language Elective Programme @ PJC

In that vein, the Malay Language Elective Programme (MLEP) was introduced in 2001 to provide more opportunities for students who are keen to pursue the Malay Language at a higher level.

In 2012, Pioneer Junior College (PJC) became the third MLEP Centre, Tampines Junior College and Innova Junior College being the first and second centres set-up in 2001 and 2006, respectively. The first cohort of 18 MLEP students was admitted in January 2012 and has commenced their journey on the programme.

PJC students on the MLEP programme will be engaged in a series of learning programmes and activities, including overseas immersions and mentoring by distinguished professionals. The programmes will be developed and carried out in collaboration with community organizations such as Yayasan MENDAKI, Association of Muslim Professionals (AMP), and Singapore Writers’ Movement ’50 (Asas ’50). These meaningful and relevant experiences will help to equip MLEP students with the 21st century skills set needed to nurture them as our potential future leaders.

[In Malay] Let me say a few words in Malay about the MLEP programme offered at this college:

Saya gembira kerana sebagai maktab rendah yang ketiga menawarkan Program Elektif Bahasa Melayu(MLEP), Maktab Rendah Pioneer telah menerima 18 orang pelajar perintis. Para pelajar MLEP ini akan didedahkan kepada pelbagai kegiatan dan program bahasa dan budaya, termasuk kegiatan penyerapan (immersion) di luar negara dan bimbingan karyawan terkemuka. Saya percaya bahawa pengalaman yang relevan dan bermanfaat ini akan membantu mengasah kemahiran kepimpinan para pelajar dalam menghadapi cabaran-cabaran kurun ke-21 ini.

Besides sustaining good performance for Malay Language, PJC has also produced outstanding students who have offered H2 Malay Language and Literature. Amongst the top performers in PJC include Nur Amalina Kamal who is presently reading law at the National University of Singapore and Nur Shadrina Mohd Noor who is presently pursuing accountancy at the National University of Singapore.

Now, as an MLEP Centre, PJC is indeed well poised to produce even more top performers whom I am sure will go on to make significant contributions to both the community and the nation.

Journey of Pioneer Junior College

PJC, despite being a relatively young college, has indeed come a long way since its establishment in 2001. The college had its humble beginnings at a holding site at Science Centre Road before settling down in 2003 in the current sprawling campus.

As testaments to its efforts to deliver a holistic education to its students, the college has garnered several awards over the last few years. Recently, PJC was the proud recipient of the National Arts Education Award (SPARK), the only junior college amongst the list of schools receiving this award. These awards attest to the college’s learner-centred approaches to bringing out the best in its students, through a balanced curriculum with multiple opportunities to excel.

I am also happy to note that the college has developed several niche programmes which include:

The Engaging China Programme which aims to broaden and deepen students’ understanding of China and preparing them well to engage China in the future;
The Internationalization Programme that serves to broaden students’ perspective whilst staying rooted to Singapore;
The Sirius Scholars Programme that equips students with leadership skills, including community outreach projects; and
The MP Attachment Programme during Meet People Sessions which allows students to gain insights into real issues on the ground that ordinary Singaporeans face.

These are just some examples that clearly demonstrate the college’s commitment to equipping its students with 21st Century Competencies, enabling them to navigate a future full of uncertainties as well as possibilities.

The stage is set for PJC to soar to greater heights and I am confident that the college will continue to do well and have many more jubilant tributes and celebrations in its journey ahead.

A College Day Celebrations like this brings us together to reflect on how we got here, and to celebrate our moving forward. Let me congratulate all the award recipients and I urge you to continue to keep up the good work. May this award spur you to greater heights and encourage the rest in PJC to follow your footsteps.

Thank you.

]]> Mrs Tan-Kek Lee Yong, Principal, Pioneer Junior College

Ms Dilys Yong, Vice-Chairperson, College Advisory Committee

Members of the College Advisory Committee

Distinguished Guests

Parents, Teachers, Students

Ladies and Gentlemen

Speech by Mr Heng Swee Keat at the Republic Polytechnic 7th Graduation Ceremony 2012 Session 1

2012-05-15T08:30:00Z

Introduction

I am very pleased to be with all of you today for the first session of the Republic Polytechnic’s (RP) 7th graduation ceremony. Today is a very special day for all of us as we celebrate the achievements of 4,037 graduates from the Class of 2012. I understand that today, 520 graduates will receive their diplomas, including the first batch of graduates who have completed the specialisation track on Theme Park and Attraction Management from the School of Hospitality, and 53 mature students of the Specialist Diploma in Supply Chain Management from the School of Engineering.

I would like to offer my congratulations to all graduands on the successful completion of your diploma. Many people are sharing your joy today - friends, relatives, lecturers and especially your parents and family members. I am sure in your own ways, you would be expressing your appreciation to each and every one of them.

This year marks a milestone for RP. RP celebrates its 10th anniversary. From its pioneer batch of 821 students in five diploma programmes in 2003, RP’s enrolment today has grown to more than 14,000 students in 39 programmes. RP has built up recognition from students and employers for its Problem-Based Learning (PBL). In its efforts to provide the best teaching and learning environment for its students and staff, RP has received many accolades and awards, including the People Developer Standard, the Singapore Quality Class Star and the Innovation Class Award.

Polytechnics in the Education System

Many economies around the world are facing difficulties and young graduates from polytechnics and universities in these countries are not able to get jobs. In Singapore, our polytechnic graduates continue to enjoy good employment opportunities. The latest Graduate Employment Survey (GES) show that nine out of every ten polytechnic graduates found jobs within six months after their graduation in 2011. The mean starting salaries for our polytechnic fresh graduates are about $1,930, and that of post-National Service graduates are about $2,370. This is one indication of the effectiveness of our polytechnic system. Our polytechnics’ focus on practice-oriented and industry relevant curriculum enables our students to get good jobs.

We will continue to invest in our polytechnics. The government will spend up to $7 billion over the next five years on the polytechnic sector, to maintain the quality of education and to expand opportunities. Today, about 43% of each Primary One cohort attend our polytechnics, and we are on track to raise this proportion to 45% by 2015.

More students are finding the polytechnic pathway an attractive pathway to pursue their interests and to develop themselves fully. MOE will continue to expand the available pathways for students to progress to polytechnics and beyond. The two new Through-Train pathways for Normal (Academic) students: the Polytechnic Foundation Programme (PFP) and the Direct-Entry-Scheme-to-Polytechnic Programme (DPP) will cater for up to 1,200 students and 1,000 students respectively when the first students enrol next year in 2013.

Let me now say a few words about our graduands, and I want to give special mention of four graduates of the Specialist Diploma in Supply Chain Management, who were at least 50 years old when they enrolled in the Specialist Diploma programme. The eldest graduand, Mr Lim Peng Young, is currently 59 years old, and had previously completed a Diploma in Security and Fire Safety Management at Temasek Polytechnic. Another graduand, Mr Teo Chin Hin, has a bachelor’s degree in Business, while the other two graduands also have bachelor’s or master degrees. Yet they all found it relevant to pursue a polytechnic diploma. You have set good examples for the younger graduands here on the importance of continual upgrading, lifelong learning and commitment to excellence in whatever you do. So, thank you very much for setting that example.

Making education accessible to all

The government has also held its firm commitment to keep polytechnic education accessible and affordable. We have been able to accomplish this by significantly subsidising polytechnic education and offering financial assistance schemes such as MOE Study Loans and MOE Bursaries for those in need.

Since the MOE Bursaries were enhanced last year to benefit up to two-thirds of Singapore households, we were able to almost double the number of diploma students who have been awarded the bursaries.

These bursaries and financial assistance schemes are part of our efforts to build an inclusive society. We will continue to ensure that all Singaporeans, regardless of their financial background, have the opportunities to benefit from our education system.

It is heartening that many individuals feel that apart from government support, they too can make an important contribution. In his speech earlier, your Principal Mr Yeo Li Pheow mentioned two examples of other sources to help deserving RP students.

First, the donation of $3 million from Ngee Ann Kongsi and second, over $3,000 from RP’s graduating Class of 2012. I would like to thank Ngee Ann Kongsi. I am also particularly impressed with spirit of giving back from the Class of 2012 in raising this sum. You have certainly set a precedent that will hopefully be emulated by future graduating cohorts. So, very well done, class of 2012. Together with the amount pledged by Ngee Ann Kongsi, these generous donations will help needy students to benefit from RP diploma programmes.

RP has also received contributions from well-wishers and RP’s own staff members, and the fund has already benefited more than 800 students. I am heartened by these gestures that show different segments of our inclusive society are rallying together as a caring community to build a brighter future for all through education.

Holistic Education

The strength of our polytechnic system is also evident from the positive industry feedback that polytechnic graduates exemplify important values of empathy, integrity, resilience and harmony besides just possessing industry-specific skills. In addition to the rigorous academic programmes, our polytechnics today provide opportunities for holistic education in character development and nurturing our students into responsible citizens.

I am pleased to note that RP has been an advocate of these fundamentals.

RP has been actively supporting service learning projects. Each year, RP students and staff embark on projects on themes ranging from education, environment and empowerment, with the projects being carried out in Singapore and abroad.

One such project was Project Tooth Fairies, a nickname that students gave for the 9-day dental mission to Ballangk Commune, in Siem Reap, Cambodia, last September. 12 RP students embarked on this project in collaboration with a volunteer team of dentists and dental therapists from the National Dental Association.

The Ballangk Commune villagers had no access to dental care prior to this project. With no existing facilities, the RP team worked out arrangements with the Ministry of Health Cambodia and local government authorities to set up a mobile dental clinic. Although the students were mainly assistants to the dentists, they were also glad to share brushing techniques with the local children to raise awareness of good oral hygiene. By the end of the project, about 500 villagers had received dental treatment. With such a warm reception towards the project from the villagers, I was told that they are considering sending annual Tooth Fairies to serve a different village each time!

Locally, we have the RP Supermarket Run. Started in 2010, with the support of grassroots organisations, welfare associations and private companies, RP students help elderly residents to shop for their daily necessities from local supermarkets. Over its four runs, more than 300 students have contributed to the success of this project, benefitting about 200 residents. I understand that come 26 May, the project will be expanded with participation from local and international student volunteers from all five polytechnics.

Regardless of where the project is carried out, the community benefits from the skills, expertise and efforts contributed by the students and staff. These projects serve as valuable learning opportunities to nurture our students to become compassionate, responsible and thinking citizens.

Problem-Based Learning

To benefit more students, RP has also embedded the 21st century competencies in its Problem-Based Learning (PBL) pedagogy for all its diploma programmes. In PBL, students constantly have to define problems in a way that is meaningful to them, before they set about learning new knowledge and skills to find solutions as a team, and learn to optimise the use of available resources.

Service learning is an ideal platform for PBL. As students address a specific need within our community, they develop themselves into civic-minded global citizens, who are able to think critically and creatively and hone their communication skills. Mastering these competencies will prepare them well to thrive in our world that is highly-connected and rapidly evolving.

Let me now share the stories of two RP graduates who have benefitted from this unique blend of education with PBL and service learning.

Caleb Wang Li Rong enrolled in RP after completing his National Service in 2009, having earlier gone through ITE and graduated with a NITEC in Info-Communications Technology. Besides excelling in his studies, Caleb has led various community and service learning events under the Tan Ean Kiam Service Learning Project and served as Buddy Leader for a project in Vietnam. He has found time to engage his community through his role as a mentor for the National Youth Mentoring Test-bed Project, and was also selected as a Protocol Assistant for a front-row experience at the inaugural Summer Youth Olympic Games in Singapore. Caleb embodies the “can-do” spirit and is an outstanding student, leader and community volunteer. In addition to being on RP’s Academic Roll of Honour in 2010 and 2011, Caleb graduates today with a Diploma in Information Technology Service Management with Merit, and is the winner of the Tay Eng Soon Gold Medal.

Also seated amongst here today is Leo Chan Sze Chun, who graduates with a Diploma in Biomedical Sciences with Merit, and is awarded with the Lee Kuan Yew Award for Mathematics and Science. He is an ambassador of good health habits, and has led his CCA, the Maven Interest Group, to greater heights by organising several biomedical events and community health screening activities. Leo also served on the Executive Committee of the Health Promotion Board Youth Advolution for Health (YAH) Programme that promotes good health practices among youths through creative methods. In recognition of his excellent performance, Leo was placed on RP’s Academic Roll of Honour in 2010 and 2011, and was awarded the Goldlite Scholarship in 2010 and the Advancetech Scholarship in 2011.

Both Caleb and Leo are examples of our students who have thrived on the opportunities available in our education system, persevered, and with encouragement from their family, peers and teachers, achieved their dreams.

Conclusion

In conclusion, let me say that education and personal development are ongoing, life-long processes. Education never ends. I encourage all of you to find joy through self-discovery and innovation, to be resourceful in learning skills and knowledge from diverse sources, think creatively as you solve new problems that you encounter, and develop values that will stand you in good stead for the future.

To the Class of 2012, you are well positioned to embrace the remarkable opportunities that the future holds for you and Singapore. I wish you all the best in your endeavours.

On this joyous occasion, I hope that you will take the opportunity to show appreciation to your loved ones for their encouragement and support. I congratulate you once again on your achievements, and wish you all the best in your endeavours.

Thank you.

]]> Mr Richard Seow
Chairman, Republic Polytechnic Board of Governors,

Members of the Board of Governors,

Mr Yeo Li Pheow
Principal and CEO, Republic Polytechnic,

Parents and graduands,

Ladies and gentlemen,

Good afternoon.

Opening Address by Mr Lawrence Wong at the Inaugural Education Innovation Conference

2012-05-11T10:09:08Z

Introduction

I am very pleased to join you today for the inaugural Education Innovation Conference 2012 organised by SPRING Singapore. Let me start by extending a warm welcome to our speakers who have come from abroad to share your insights with us.

It is also very heartening to see today’s diverse turnout from various education sectors. We have in our midst private education SMEs whose course offerings span between pre-school, corporate and tertiary education, as well as two of our public institutions — the National Institute of Education or NIE, and Republic Polytechnic.

Quality Education for All

Seeking quality in education offerings is an imperative shared by all education institutions, private or public.

Over the years, Singapore has built up a strong brand in education, which has come to be seen as synonymous with quality and with innovation. The achievements of our public school system, for example, in international benchmark tests like Programme for International Student Assessment or PISA are very well documented, and we do well in these tests. Two of our Autonomous Universities are among the top ranked in the world, and we have introduced new degree pathways through institutions like the Singapore University of Technology and Design (SUTD) and the Singapore Institute of Technology (SIT). These new institutions have partnered best-in-class universities like MIT, Zhejiang University, University of Glasgow, and the Technical University of Munich, just to name a few partners, to provide a range of innovative learning options designed to maximise the potential of our students.

Besides the publicly-funded institutions, many Singaporeans also opt for educational offerings by local private players, particularly at the tertiary level. MOE values the role played by our private education sector to provide additional pathways for Singaporeans to upgrade their qualifications and to upgrade their skills.

In line with our overall emphasis on quality education, we would like the private education institutions in Singapore to offer high-quality programmes, to support continuous learning and skills upgrading at all levels of our workforce. This is why MOE has been pushing for higher standards in private education. In 2009, we established the Council for Private Education, or CPE, which set out baseline standards for institutional quality, and also a voluntary EduTrust Certification scheme for higher quality private institutions to distinguish themselves. These regulatory measures resulted in a significant restructuring and consolidation of the industry. Over the years, we have seen significant change and the number of players falling from around 700 in 2009 to 350 today.

Further Restructuring Needed

Going forward, I anticipate that the private education industry will see further restructuring as it confronts several challenges. First, there will be a limit to the number of international students that can be enrolled given Singapore’s population constraints. Private institutions therefore can no longer base their business model solely on international student volume, but have to move towards a quality-driven strategy, with higher-quality and more knowledge-intensive courses.

Second, CPE intends to review and strengthen its regulatory framework to encourage more private institutions to focus on quality outcomes. EduTrust currently provides prospective students with a measure of confidence that processes are in place to run a sound organization and student interests are well looked after. But EduTrust is just the first step in distinguishing quality from baseline requirements. There is much more that can and should be done to raise standards. For example, we can consider enhancing the EduTrust requirements or quality outcomes, or publishing outcome indicators for every institution and programme, so that students can make more informed choices about their education needs. CPE is studying these issues, and will seek industry feedback and views as it seeks to strengthen its regulatory framework.

I firmly believe that further restructuring of the private education sector towards higher quality is a move in the right direction. It will benefit both Singapore and Singaporeans at large. With higher quality programmes, we will, as a country, sharpen our competitive edge and reputation as a provider of quality education. At the same time, Singaporeans will benefit from access to better higher quality education offerings. Nevertheless, I also recognise that the continued restructuring of the industry can create difficulties for some institutions. In anticipation of these challenges, CPE will not only drive quality through regulatory levers, but will also support the industry through capability-building initiatives.

New Capability-Building Initiatives

CPE has embarked on designing such initiatives through partnerships with agencies like IDA, SPRING and STB. Over the past year, CPE has gathered extensive industry feedback to identify areas where capabilities can be enhanced. A number of you present today, such as SMa Institute of Higher Learning and TMC Academy, have contributed much to the recommendations that CPE is coming up with, through your participation in various focus group discussions. CPE has reviewed these recommendations thoroughly, and I am pleased to announce two sets of measures which CPE believes are ready for immediate implementation.

The first initiative involves the aggregated use of information and communications technology or ICT to set up school management systems for smaller private education institutions. These systems will help to streamline key business and administrative processes, achieve greater cost efficiencies, and enhance the learning experience of students.

To keep costs affordable, the CPE and IDA have been working to pool demand from the industry for such systems. In fact, schools can also tap on funding through IDA’s iSPRINT scheme, which supports 50 to 70 percent of qualifying costs of ICT adoption by SMEs. I strongly encourage private education SMEs to tap on this opportunity to upgrade your ICT infrastructure.

The second initiative is a new part-time Specialist Diploma in Applied Learning and Teaching by Republic Polytechnic, which will be launched in July this year. Following feedback from many private institutions, this course in pedagogy, curriculum design and assessment has been developed to improve the instructional skills of private school teachers.

The 280-hour programme will be supported by MOE funding under our Continuing Education and Training framework. This will allow eligible trainees to enjoy substantial subsidies for their training and skills upgrading.

Besides improving the quality of academic staff, upgrading the capabilities of administrative and management staff is also essential. To achieve this aim, CPE and SPRING are working on other initiatives which will be rolled out in the coming months, and these will help to encourage stronger corporate governance and sharing of best practices across the industry. Innovation for Quality Education Outcomes

The theme for today’s conference — “Education Innovation for Sustainable Growth” — also points to another area where all education institutions, private or public, should pay attention to, and that is, innovation. Education innovation can take many forms. For one, it is crucial for education practices to harness advances in technology to enhance the learning experience of your students.

At the same time, education should also evolve through new forms of curricula, pedagogy and assessment, by taking into account individual student needs, as well as the skill sets necessary for our young people to succeed in the future, Learning cannot just be a process of transferring information through rote memorization. It is not about scoring straight As in exams, but mastering the essential skills.

And increasingly in an information-rich world, what you know will be far less important than what you can do with what you know. Our students must have the ability to learn on their own, to create and apply new knowledge in solving problems, and to be ready for whatever the future has in store.

At MOE, educational innovation is one of our key priorities. The Ministry, in partnership with NIE, continues to invest in education research to provide our teachers and our schools with tools to transform teaching, and to inspire learning.

NIE is in fact launching its Education Innovation Book Series here this afternoon. In this book series, we have documented examples of education innovation over the last 40 years in our public schools. The series also draws comparisons between our experience with education innovation, and the experiences of other successful education systems around the world. I hope that you will find this book series to be an insightful and useful resource.

Conclusion

The CPE initiatives and innovation resources I have highlighted will help to address some immediate capability gaps in the industry. However, for our private education institutions to ensure competitiveness over the long term, the drive to continually innovate and improve education practices is crucial. I will encourage all private education providers to continue to improve both their institutional and programme quality, to enable the industry to build and leverage on quality as its competitive advantage.

Finally, I extend my appreciation to SPRING Singapore for organising this valuable platform for education providers to learn, share and network. I wish you all a rewarding conference, and a fruitful exchange of views and ideas. Thank you very much.

]]> Mr Ted Tan,
Deputy Chief Executive, SPRING Singapore,

Mr Henry Heng,
Chief Executive, Council for Private Education,

Distinguished Speakers,

Ladies and Gentlemen.

Opening Address by Mr Lawrence Wong at the Inaugural Education Innovation Conference

2012-05-11T01:30:00Z

Introduction

Quality Education for All

Seeking quality in education offerings is an imperative shared by all education institutions, private or public.

Further Restructuring Needed

New Capability-Building Initiatives

Conclusion

]]> Mr Ted Tan,
Deputy Chief Executive, SPRING Singapore,

Mr Henry Heng,
Chief Executive, Council for Private Education,

Distinguished Speakers,

Ladies and Gentlemen.

Speech by Mr Lawrence Wong at the 9th Caring Teacher Awards Presentation Ceremony 2012

2012-05-08T08:30:00Z

I am very pleased to be here today at the awards presentation ceremony of the 9th Caring Teacher Awards.

Teachers are key to all that we do in education. Besides teaching their students, teachers develop the right values and attitudes in their students. It is through personal interactions and their influence as role models that teachers mould and nurture their students, shaping their character, and imbuing them with the values, attitudes and skills that will enable them to meet future challenges.

When we reflect on our own school days, I think all of us will be able to recall a teacher who has touched our hearts, who has influenced our choice of careers, or who has left an indelible impression through a kind word, or an inspiring lesson.

These were the teachers who were prepared to go the extra mile, and who passionately believed in the innate qualities and latent talents of their students, no matter how ‘difficult’ they might have been.

It is such teachers that we are honouring today — dedicated and caring teachers are prepared to go beyond the call of duty, sacrificing their own time and energy for the interests of their students.

I believe one of the most important things a teacher can do is to make their students apply themselves diligently to their work. Some teachers achieve this through gentle coaxing and encouragement. Others use stricter disciplinary measures. Both strategies are forms of love and care for students.

For in the long-run, the real lesson you want your students to learn is not about the subject matter at hand, but the importance of perseverance and diligence, even when what they are learning is confusing and hard. Many years later, your students may not remember the exact facts, figures and problems you give them. But they will remember the resilience, critical thinking and problem solving skills they have actively applied in their school work. These are the skills they will need in future each time life presents them with something difficult or unexpected.

Caring teachers know how far to push their students, and help them achieve their fullest potential. When a student fully capable of A+ work submits one that only gets an A-, you make it clear that the student can still do better. On the other hand, if a struggling student truly applies himself and earns a C+ on an assignment, you congratulate him on a job well done.

Caring teachers know the unique strengths of every student, whether in the arts, humanities, science or mathematics. Caring teachers have their sights set on the real goal — it is not about producing straight-A students, but encouraging the development of naturally curious, confident, flexible and happy learners who are ready for whatever the future has in store.

In short, caring teachers do all they can to nurture their students to be the best they can be. You are passionate about your work, and tap into your own free time to think about how you can help students who are slower to learn, or make lessons more engaging in your class. In turn, these are the teachers whom students work the hardest for, because they don’t want to let them down. These are also the teachers whom students look to for direction and guidance in life.

There are fifteen special teachers seated among you today, who have achieved the accolade of “Caring Teacher”. I congratulate them. These teachers have a strong sense of mission, going beyond the call of duty, expending time and energy in order to help their students realise their potential. They have all led by example, and shared the wisdom gained from their own life experiences selflessly, in order to help students overcome personal adversities and challenges.

I would like to acknowledge in particular our three National Award winners — Madam Valerie Chee from Xinghua Primary School, who teaches and guides Foundation Stream students, instilling in them sound values; Mr Allan Yeong from Northland Secondary School, whose dedication to his students has transformed many lives and garnered him much respect from them; and, Mr Ng Hong Peng from Anderson Junior College, who goes the extra mile to coach his students after school and offers a listening ear to their problems.

For each awardee that we honour today, there are many more teachers who remain unsung heroes, who tirelessly fight the good fight, who go about their work quietly and without fanfare. I salute and commend all of these teachers. I also thank Exxon Mobil Singapore for its continuing support of the Caring Teacher Awards. You have helped to make possible a meaningful award that recognises the hard work, commitment and dedication of our teachers.

Being a teacher is one of the greatest jobs in the world. It is a noble path and a special calling that all of you have chosen — to leave every student you teach, better prepared for the future than they were when they first entered your class. I wish all our teachers every success as they pursue this important undertaking, to nurture and groom our next generation of Singaporeans.

]]> Mr Matt Aguiar,
Chairman and Managing Director, ExxonMobil Asia Pacific

Mr Loh Pin Chuan,
Singapore Public and Government Affairs Manager, ExxonMobil Asia Pacific,

Dr Nick Aplin,
Chairman of the Caring Teacher Awards Organising Committee,

Colleagues and Students,

Ladies and Gentlemen

Speech (in Chinese) by Ms Sim Ann at the "Bridging Two Worlds: Bilingualism and Translation in Singapore, A Public Forum"

2012-04-28T06:00:00Z

我很高兴出席《新加坡双语和翻译现况面面谈》座谈会，与关心翻译行业的各位朋友一同交流。

我爱翻译

翻译对我来说，是个人爱好。不知道为什么，我自小就对中英对照的一切事物很感兴趣。学生时代，时有做一些笔译、口译，不算正式。进入政府部门之后，偶尔因为工作需要，也担任一些英翻中、中翻英的笔译、口译工作。

后来成为南洋理工大学高级翻译文凭课程（GDTI）第一届学员。这门课是郭振羽教授当年在南洋理工大学组织创办的。上了这个课程，我感觉到从前自己胡乱摸索的经验得到了系统性的分析和整理，富有实战经验的老师们倾囊相授，悉心指导，耐心纠正，使我们这批学员对翻译的认识和水平有所提升。之后翻译起来就觉得更加踏实，更有信心。

我在社区基层服务的时候，翻译也派上用场。基层活动产生不少的会议记录、传单、通告、刊物，很多都需要翻译，而翻译的工作时常都是由义工亲力亲为。加上与居民面对面的交流，也时常要用两种以上的语言转换。

从政之后，要时常与民众交流、面对媒体，更觉这门技能很管用。若能做到翻译不求人，就可以在工作上享有很多方便，省去不少时间。

对于翻译，我有一些学习和实践的经验。在政府部门及社区基层服务时，又参与过翻译产品的采购和审核。翻译，可能是我一生中最学以致用的一门科目了。有机会学翻译，我很感恩。

在场的各位应该都是业内人士、专家学者，或是特别关心翻译的有心人，有缘和大家聚在这里讨论一个我们都很关切的课题，我感到很荣幸。

翻译的价值

在座的各位，心中可能都有许多想谈的具体话题。我在来之前也请教过一些关注翻译行业的前辈与朋友，其中包括数位精通双语的国会同僚。总结起来，可归纳于以下几类问题。

首先是质量问题。时不时会有媒体报导，本地翻译所出现的错误，特别是笔译、尤其是英翻中的笔译材料。引起人们对翻译产品质量的关注也引起采购者是否严肃对待把关、审核的环节的讨论。

接下来是人才问题。我们要如何培养出顶尖的翻译人才？关心这个问题的朋友认为，功力深厚的笔译人员不多，口译人员更是短缺，特别是难度大的同声传译，这类人才更是凤毛麟角。有翻译需求的机构要找到有把握胜任的优秀业者，不太容易。

还有就是市场与薪酬问题。不论笔译或口译，翻译在本地是否能作为一个真正可以养家糊口的专业？

相信接下来出场的专家们对以上问题都会提出一些真知灼见，在这里就不展开谈了。在这里把自己的一些观察和体验拿出来分享，希望可以抛砖引玉。

先谈一个问题：今天的新加坡，需要重视翻译吗？

一种看法是，翻译在于大众传播的作用会减少。懂英文、用英文的人越来越多，重要信息的传达，用英文就可以了。

另一种看法是，翻译在于人与人之间的沟通作用会减少。基本掌握双语的人越来越多，如果很多人都能基本听懂、看懂两种语文，那就不需要专业翻译了。比如说，我们两个人交谈，我比较习惯讲华语，你比较习惯讲英语，两个人各说各的却也可以相互听得懂。我们在社区里就常常看到这种情况。

还有一种看法是，科技发达，Google Translate 这么好用，可能越来越不需要真人翻译了。

我认为，我们还是需要翻译，而且需要优质的翻译。原因有三。

第一、本地社会语言环境复杂多元。虽然英文是主要工作语言，也是各个种族相互沟通的重要媒介语，可是还是有不少人比较熟悉华语、马来语、淡米尔语等。日常沟通，信息传达，娱乐文化，都需要多种语言。特别是重要的公文、告示等还是需要以四种官方语言传达。不论是公共机构还是私人企业，每天都生产数量可观的翻译产品。

第二、作为一个对外开放、与全世界打交道的国际都市，哪怕国内上下都只用一种语言，为了与外界有效交流，也不能不具备一定的翻译能力。旅游景点、重大会展，都需要用到翻译。

第三、我认为，翻译人才的实力，体现了一个双语社会的整体水平。具备双语能力，不一定就会翻译。我们不需要也不要求每个懂双语的人都会翻译，可是无可否认的，一个培养不出翻译人才的双语社会，就像金字塔缺了尖端，成不了金字塔了。

但是，本地市场对翻译的具体需求也会取决于我国社会的特色。我国人口不多，市场有限，这是一个客观现实。一些翻译类别较难有独立发展的空间。文学翻译就是一个例子。技术性翻译也比较有限。

贴近日常生活、实用型的文字，倒是存在不少翻译需求。里面包括了字幕、告示、公文、广告、标语等类别。

以本地市场的情况，可以形成一大批专门从事翻译行业的人吗？学了翻译，是否就一定能够成为全职翻译员？这很难说。不过，作为一种副业，或是工作上要具备的一种技能，我认为翻译还是有一席之地的。

翻译的质量标准

最近华文媒体有不少言论，指出本地翻译出现的一些毛病。基本上问题出在英翻中的笔译材料。这是一个本地翻译水平低落的表现吗？

任何一种市场的商品都可能存在质量问题。翻译产品良莠不齐，是可以理解的。关键在于消费者，采购者，也就是采用这些翻译的机构，识不识货。

这里面涉及至少两个环节：一个是消费者或是采购者有没有这个觉悟，重视翻译产品质量，坚持采用合格的翻译。另一个是有没有可靠的商品认证系统，协助消费者辨认好坏。两个环节是息息相关的，缺一不可。

又准又快

对于采购者来说，什么才算是好的翻译产品呢？一说起翻译质量标准，便离不开现代翻译泰斗严复先生提出的信、达、雅。根据本地翻译市场的特色，可能还可以更具体一些。

既然贴近生活、实用型的翻译需求比较突出，那么，好的翻译，求的是又准又快。口译如此，笔译也是如此。如果我是一个有翻译需求的机构，谁能够提供又准又快的翻译服务，我就用谁。

“准”，其实就是严复先生所主张的“信”和“达”。“快”又是从何说起？我认为，在本地最有市场的翻译产品种类，都是讲究交货速度的。官方机构有时需要向公众传达重要信息，特别是紧急情况，速度越快越好。若是商业机构要传达市场资讯，如广告 — 商业竞争，分秒必争，也是慢不得。

只准不快，没多大用处。等材料翻好，情况已有所变化，或是商业机会已流逝了。只快不准，帮倒忙。不但达不到沟通的效果，还会添乱。不准不快，就不必说了。

对翻译的一些误解

可能正是因为我国双语教育的普及，使一些人以为翻译很简单，也对翻译有一些误解。翻译是有一定难度的；中英互译更有难度。

不是光能用两种语言就可以翻译。笔译要译得好，必须彻底消化两种不同语系语文的文化背景，还要具备创作能力。好的笔译，其实就是一种再创作。我们要的不单是bilingual ability, 而是 “bi-literary” ability。

口译不仅如此，还考验语音、考验台风、考验胆识。这是一门表演艺术。

翻译的准确性，讲究的是意，而不是形。例：从事翻译的人常常会被问到，一个成语，有没有一句与它意思完全相同的英文谚语？个人浅见：有时有，有时没有，意思表达出来就可以了，形态上无须强求。Google Translate, 达不到这样的作用。

有时光靠翻译还是不够的。好的翻译产品，必须根据具体沟通要求进行内容的加减。还有，翻译人员需要时时考虑到沟通的对象，彻底掌握当地的语境。因此，跨境外包的做法，用在翻译上，很多时候并不合适。还是需要建立本地的翻译队伍。

翻译人才的培养

刚才分享了几点关于翻译行业的一些个人观察和体验。任何行业的发展，最终还是要落实到人才的培养。在这里，我想回顾近年来本地翻译人才培训的一些动态。

2004 年，政府成立一个跨部门的“翻译专业指导委员会”，探讨如何提升本地中英笔译口译水平，其中的一个工作重点就在于培养本地翻译人员。有了这个契机，南洋理工大学于2005年成立了高级翻译文凭课程，我也有幸成为第一届的学员。

经历数年，本地翻译课程已有所增加。南洋理工大学于2005 年开办了翻译副修课程，今年就有170学生选择这门副修。新跃大学在2007 年开办的翻译及传译学士学位课程也很受欢迎，至今已有70学生毕业于这个课程, 而在读的学生有超过200名。新加坡国立大学也提供不同阶级的翻译单元，每年平均有100多学生选修其中的“基础翻译”单元。

南洋理工大学孔子学院的商务翻译及口译技能文凭，与新加坡中华总商会管理学院提供的翻译口译技能文凭，则是为专业人士所设的一些翻译课程。从招生情况来看，不少人对于学翻译抱有热诚，这是一个好现象。

2010年，教育部完成母语教学的检讨，也提出要在2015年在初级学院引进华文语言学与翻译一科 (Chinese Linguistics and Translation)，到时会有更多学生有机会接触翻译。可见，本地翻译人员的培训管道，在多方努力之下，正在逐渐形成。

另一方面，在行业认证方面，也有一些进展。由新跃大学所推出的专业译员资格认证，就是一个例子。

未来的方向

翻译对本地社会仍然有价值，我们也不缺乏想学翻译的人。接下来，翻译事业应该如何发展呢？在下来几场讨论中，希望可以听见各种意见，碰撞出新的火花。

我所带领的双文化工作小组对于翻译事业的未来也非常关注。我们愿与关心翻译的朋友们一同推动翻译事业在我国的进一步发展。

谢谢！

]]> 新跃大学校长
张起杰教授

新跃大学副校长（学术）
徐继宗教授

新跃大学学术顾问兼新跃中华学术中心主任
郭振羽教授

联合早报总编辑
吴新迪先生

各位嘉宾,

大家下午好!

Speech by Ms Sim Ann at Nan Hua High School's 95th Speech and Prize Giving Day

2012-04-27T08:30:00Z

缘起

首先，让我恭贺南华中学95周年校庆！我很高兴能够在这一天与大家一同庆祝。作为特选中学中历史最悠久的南华中学，95周年校庆具有重大并深远的意义。我也要在此恭喜所有得奖者。希望今天的鼓励与肯定，能激发你们在各自的领域中，继续让南华的精神发扬光大！

早自新加坡1819年开埠以后，许多来自中国及南洋各地的华人来到此地营生，继而在此开枝散叶。华文教育便于此时在新加坡起始。从1819至今，学校的模式由私塾转变为新式学校，再由新式学校转化为特选中学，直至今天的自治、直通车学校等，可说是历经了许多变化。

在先贤孙中山、陈嘉庚、林文庆等的积极提倡以及华文媒体的大力宣传下，南洋地区华侨妇女教育逐渐受到重视。为了响应这个倡议，先贤熊尚父先生于1917年6月14日创办了南华女校，也即是今天南华中学的前身。

从最初只有100名学生，还曾因经费不足而暂时关闭，到今天备受肯定，享有自治中学与特选学校的身份，南华经历了不少的变化。

在这里，我想顺带分享一个小故事。南华中学的前身，南华女中，是我的外婆曾经就读的一间学校。所以，我是校友的外孙女。我的外婆出生于柔佛边加兰的乡村，受了新潮思想的影响，渴望念书，成为独立自主的现代女性。不过，她的父亲，也就是我的曾外祖父，还是坚持旧观念，不同意让女孩子受太多教育，导致父女之间起了很多冲突，最严重的一次甚至还把外婆吊在树上毒打一顿。我的外婆个性比较坚强，并不死心，找了一个机会跟家里说生病了，要到新加坡看医生，结果看病时挂了帐，把带出来的钱买了皮箱就偷跑到吉隆坡附近上女中。后来终于得到父亲的谅解，可以光明正大地回新加坡上学。当时的外婆已经是一个超龄生，英文也不好，但是南华女中的冯依眉校长很宽容地收了她。我的外婆在南华女中念到中二，就打仗了，学校暂时停办了。虽然她在南华时间很短，但是这是我外婆很珍惜的一段求学经历，影响了她的一生，在后来的日子里她对南华女中一直念念不忘。

当年的学生求学不容易，要克服旧观念、经济条件、甚至是战争等层层障碍。如今的我们，能够在和平、舒适、相对富足先进的环境中上学，希望同学们惜福。

学校现有的成就基于95年不懈的努力，是创校先贤‘前人’们所‘种下的树’，惠及今日我们‘后人’而得以‘乘凉’。正因为得来不易，所以才要时时自我警惕、自我挑战、自我超越，才可以力争上游并薪火相传。这也显现了95周年校庆主题“继往开来、百年树人”的贴切！

同样的，在面临大环境的改变时，特选中学不仅必须要能够‘因时制宜’，并也要懂得‘坚持’的重要性。在‘因时制宜’方面，学校必须能够制订出一套有利于新一代同学们发展的课程，以迎接未来的挑战。我很高兴从校长报告中，知道南华中学从‘双语’转向“双文化”的新发展, 致力于为社会培养一批批具有二十一世纪技能、学贯中西的双文化人才！而在传统、信念方面，‘坚持’则更显得重要与必然，但也同时需要极大的耐心与毅力，才能够在这条漫长的道路上继续向前。南华中学在舞蹈方面有着悠久的历史文化传统。从1966 年第一届国庆日检阅礼上，350 名南华学生呈献的舞蹈表演，到2010年，157名南华学生在青奥会开幕仪式的演出，看到了南华多年以来持续在这方面的努力与成就。南华在表演艺术项目，尤其是舞蹈方面的专长，都备受认可。

接下来，我将以英语加以补充。

Championing values education

SAP schools were first established in 1979 to preserve the best traditions and ethos of the Chinese medium schools and to nurture a core group of students strong in both English and Chinese. Over the years, greater support from MOE has been given to strengthen the SAP school ethos. Some of these include supporting each SAP school in developing its unique SAP Flagship Programme which enriches the learning of Chinese language and traditional values, the introduction of the Bicultural Studies Programme (Chinese) as well as piloting the Traditional Chinese Values Resource Package.

SAP schools carry with them the ethos of the early Chinese medium schools as well as their founding fathers’ educational beliefs. They are, therefore, well-positioned to provide students with a unique teaching and learning environment that inculcates desired values and provides holistic education.

Values form the foundation of a person’s character. The well-known saying by Confucius, “修身、齐家、治国、平天下”, highlights the importance of cultivating one’s own values first, before one can make a difference in other contexts. Values shape a person’s beliefs, attitudes and actions. They guide students in making good decisions and demonstrating positive behaviour and attitudes.

While schools provide a supportive environment for the learning of values by, for example, reinforcing the values taught in Character and Citizenship Education lessons and through learning experiences provided on platforms such as Co-Curricular Activities and Values in Action (VIA), they cannot accomplish the goal of values education alone.

Parents play an important role in moulding the character of their children. Schools and parents must work together to educate our youths. Nan Hua High has provided an excellent example of constructive home-school collaboration with the development of the Values Education Portal.

Values Education Portal

The Values Education Portal illustrates how schools can leverage the strong partnership they have with their PSGs. The PSG has played a vital role in discussions with teachers on the Portal resources, piloting the use of the resources and promoting the Portal to other parents. To ensure the Portal remains relevant, parents, PSG representatives and students will be invited to participate in focus group discussions to provide feedback on the resources and approaches. I am pleased to launch the Values Education Portal and congratulate Nan Hua High and the PSG for their good work.

I would also like to congratulate all prize winners on the occasion of the school’s 95th Speech and Prize Giving Day. You deserve the accolade having worked hard to do your best. I am certain that the Nan Hua experience has given you a strong foundation for your continual pursuit of excellence. I hope the school values will continue to anchor your beliefs and actions as you serve the community and nation.

Thank you!

]]> 梁庆经博士
南华中学学校咨询委员会主席

洪葆女士
南华中学校长

Mrs Rathi Parimalan
西区第一校群督导

各位来宾

各位老师以及同学们

大家下午好！

Speech by Ms Sim Ann at Nan Hua High School's 95th Speech and Prize Giving Day

2012-04-27T08:30:00Z

缘起

从最初只有100名学生，还曾因经费不足而暂时关闭，到今天备受肯定，享有自治中学与特选学校的身份，南华经历了不少的变化。

接下来，我将以英语加以补充。

Championing values education

Values Education Portal

Thank you!

]]> 梁庆经博士
南华中学学校咨询委员会主席

洪葆女士
南华中学校长

Mrs Rathi Parimalan
西区第一校群督导

各位来宾

各位老师以及同学们

大家下午好！

Speech by Mr Heng Swee Keat at the Official Opening of the Student Care Centre at East View Primary School

2012-04-26T08:00:00Z

Good afternoon.

I am very pleased to be here today to launch the YMCA Student Care Centre, or SCC in short, at East View Primary School. This school-based SCC will be the 57th of its kind in our schools and we aim to increase the number of school-based SCCs to 70 by the end of 2014.

School-based Student Care Centres

After-school care provides important learning support. They provide care and supervision to school-going children and their programmes aim to meet the broad range of a child’s social, emotional, recreational, physical, intellectual and creative needs.

The Need for a SCC in East View Primary School

East View Primary first embarked on an in-house pilot project from 2010 to 2011, in response to parents’ request. The success of the pilot project led to the collaboration with YMCA and MCYS which resulted in the brand new double-storey prefab SCC.

The Partnership

The SCC provides a safe and conducive platform for guiding young minds and inculcating good habits through supervised study time and character building programmes.

The YMCA team and the school have forged a partnership to reinforce character building through the adoption of the Character First programme. Let me share some of the early successes the SCC has experienced at East View Primary.

Some Success Stories

A mother of a Primary 4 boy decided to place him in the SCC, in the hope that he can benefit from the structured after-school programme. Initially, the boy was an unwilling learner and showed little respect for his peers and teachers. Unfazed, the SCC teachers worked on inculcating in him the value of respect and motivated him to take ownership of his studies. Soon, the boy’s mother noticed a positive change in her son’s personal habits and work ethics and she is grateful for that.

In another case, the SCC came in time to help a Primary 2 pupil who was cared for by his aged grandparents. This boy struggled through Primary 1 because of the lack of home supervision and understanding of the English Language. The school worked with MCYS to support the boy’s enrolment in the SCC. The boy’s performance has improved by leaps and bounds. Within a short period of time, he is now able to converse confidently with his peers and teachers in English and is quite a leader, I am told. His vast improvement is testimony to what the school believes in, the “Better than Before” spirit of excellence.

Supporting students transitioning to Primary One

In East View Primary, the SCC also plays a part in the school’s induction programme for the P1s. The school plans a series of programmes to help ease the anxiety that is commonly experienced by new P1 pupils and their parents as they transit into the primary school landscape. Take, for example, the school’s “K-2-1 Bridging Programme”. The Senior Teachers of the school work with the Parents Support Group, the School Family Education Co-ordinator and the SCC to conduct a 3 half-day workshop in November, before the new academic year begins for the new P1s. Topics such as Model Reading, Storytelling, Math Counting Songs, Craftwork and Outdoor activities are included in this programme. Parents attend a morning session on “Getting Ready for Primary School” so that they can help induct their children entering P1 into primary school life.

Pupils who have registered with the SCC will also be brought to the Centre immediately after school to orientate them to the Centre and to make them feel at home in the new environment. This year, the school’s P1 induction programme ended with the “First 43 days” session conducted in mid-February for all P1 parents. The P1 pupils showcased what they had learnt during the first one and a half months of primary school. This included performing what they had learnt during their Programme for Active Learning (PAL) lessons and walking their parents through their portfolio of learning.

Character First Programme at EVPS

I am pleased to learn that East View Primary will be extending its customised Character First programme to the SCC. The Character First programme in EVPS believes that when we can connect with the child and help him develop the right traits, other positive changes will come naturally. I understand that the school team has been making improvements to its Character First programme and has now developed a set of school-based materials to explicitly teach school values in tandem with its pupils’ developmental needs. Over the course of six years, from simple to more complex ideas, each school value is taught using the strategy of Anchoring, Being and Checking or the ABC strategy.

This strategy also encompasses the use of music. The school introduces values to the students during mass assembly through songs which convey the meaning of the value and relate a story of the importance of the value. During Form Teacher Guidance Periods, the Form Teacher will reinforce the values through activity worksheets prepared specially for the teaching of a particular value. This innovative musical approach has become a mainstay of EVPS’ morning assemblies since 2008 and is a fun and easy way for the students to learn values.

The adaptation has resulted in the refinement of the Civics and Moral Education grade assessment and the Model Pupil Award assessment. As part of the refinement effort, the school has formulated the P.R.I.D.E. award, which encourages all-rounded pupil development in the areas of Physical fitness, characteR traits, Intellectual performance, leaDership qualities and acquiring of aEsthetics skills. The P.R.I.D.E. Award is given to pupils who have excelled in all the five areas. I am encouraged by East View Primary’s innovative and dedicated approach to delivering values-driven education to its pupils.

Conclusion

East View Primary illustrates well our belief that every school is a good school. I commend and congratulate East View Primary and YMCA for forging this partnership to make a difference to the lives of our pupils. I am sure East View Primary’s experience will encourage more schools to work closely with community partners to provide quality school experiences for our pupils, both during and after school hours.

Thank you.

]]> Mr Musa Fazal,
Director, Child Care Division, MCYS

Mr Albert Ching,
General Secretary, YMCA

Mr Justin Arul Pierre,
Cluster Superintendent E4, MOE

Mrs Yao-Lee Seow Foong,
Principal, East View Primary School

Distinguished Guests

Parents

Ladies and Gentlemen

Speech by Mr Heng Swee Keat at the Singapore Indian Chamber of Commerce and Industry 71st Annual General Meeting Dinner Reception

2012-04-24T11:40:00Z

Thank you for inviting me to join you at this dinner reception following the AGM and I congratulate the Chamber on a successful AGM earlier today.

Meeting needs in a changing economy

SICCI, which was formed in 1924, is one of the most respected business groups today, with nearly 1,000 members. Over the years, SICCI has played a significant role in working with businesses, especially small and medium enterprises (SMEs), to develop their capabilities and to seize new opportunities in emerging markets.

The current global economic situation remains challenging, and we must be prepared for volatility ahead. Global economic growth started to decelerate on a broad front in mid-2011. Global growth for 2012 and 2013 is expected to be below trend.

During the earlier recession, I spoke to several of the Board members and I was interested to hear that despite the uncertainty, you remained upbeat about your business opportunities. It speaks well of our scope for growth but at the same time, many of you remain cautious. Being cautious and optimistic is a good stance to take. In periods of uncertainty, local trade associations and chambers, including SICCI, will play an even more important role. Through various initiatives, SICCI helps member companies to grow locally and globally. The Chamber provides training courses, programmes and networking activities for members to enhance their knowledge and build capabilities. It also provides important feedback to government agencies and this is an important aspect of our policy-making, where there is a strong government and private sector partnership.

Amid the global uncertainties, Singapore’s economic growth is also expected to slow. However, our external economic linkages in trade and investment remain sturdy. Asian economies are expected to do well, with continued inflow of capital due to the attractive long-term growth prospects. As a Global-Asia node, Singapore can ride on this positive trend.

Reaching out to India and beyond

In the coming years, major economies in Asia will become more important partners for Singapore. Our economic ties with our neighbours, Malaysia and Indonesia, are strong and continue to grow. The Asean economic community will bring the Asean economies closer together and will have a more integrated structure, which allows us to compete more effectively with bigger economies in the region. In the broader region, our ties with major economies like China and India are also growing strongly. Our economic ties with India, in particular, have been growing from strength to strength, especially after the signing of the Comprehensive Economic Cooperation Agreement or CECA. In that regard, I would like to thank Mr Sat Pal Khattar and members of SICCI for your advice and guidance when I was negotiating that agreement as a Permanent Secretary of the Ministry of Trade and Industry.

SICCI plays a key bridging role between India and Singapore. It conducts business missions to different parts of India on a regular basis to keep businesses in Singapore aware of the fast changing economic landscape of India. SICCI also receives many delegations from various Indian states and sectors. These exchanges enable businesses on both sides to explore opportunities.

On the education front, our ties with India are growing steadily. SICCI, for instance, has been playing host to student groups from India, which include groups from premier Indian institutes such as the Symbiosis Institute of Management and Human Resources, Alliance University of Bangalore, BSE Institute and Pillay Institute of Management. During these visits, students learn about business trends and opportunities in Singapore, and Singapore’s role in linking the Global-Asia markets.

Since 2009, SICCI has also been sending students from Singapore universities on a three-month internship programme with reputable Indian companies. When I was in the Ministry of Trade and Industry, we started an Asian Business Fellowship with a view of encouraging our students to explore opportunities in China and India. I am happy to hear that the SICCI is taking up the call to continue with this initiative. I understand that 24 students have benefited from the exposure in working in the different cultural and economic environment of India. In the more globalised environment, it is very important for our students to acquire global civic and cross-cultural awareness to stand them well in future. I am happy to hear that the feedback received from both the students and the companies has been very encouraging, and that SICCI plans to add more places on the programme.

Besides India, SICCI’s business missions to other emerging markets such as Vietnam, Sri Lanka, and Indonesia, continue to help Singapore companies develop and enhance their business and investment ties in these countries. SICCI is planning a mission to Myanmar in late May 2012—this is timely and opportune, as Myanmar starts to open up its economy. Singapore businesses should take this opportunity to learn about the market in Myanmar and to explore viable opportunities. In discussions about Asean economic integration and programmes that we could embark on, we spent some time in Myanmar talking to officials to explore what we could work on together. Many businesses which were set up in Myanmar then went in very early and were a little disappointed with the developments since then. However, recently, I learnt that hotel rates in Myanmar have doubled within the last few months and tourist numbers have also shot up significantly.

Enhancing support for SMEs

During this year’s Budget debate, DPM Tharman Shanmugaratnam outlined an important set of measures to make Singapore stronger in general and to build a more inclusive society. A key part of making Singapore stronger is to continue to restructure our economy. To sustain Singapore’s growth, we must focus on raising productivity, promote innovation and reduce our reliance on foreign labour. To succeed, our companies have to innovate and restructure. SMEs, which are an important part of the Singapore economic landscape, need to build on their existing strengths and develop new capabilities to compete effectively. The Singapore government has put in place numerous assistance schemes and initiatives to support SMEs in their restructuring, including recent schemes which focus on enhancing productivity and innovation.

SICCI and the other local chambers have also been working closely with government agencies to reach out to SMEs to understand their challenges, and propose relevant assistance mechanisms to address these concerns. Our Chambers play a vital role in helping the SMEs tap on the various upgrading programmes and schemes, and I urge our companies to make full use of these schemes and the services of our Chambers.

Conclusion

In closing, I would like to commend SICCI for your achievements over the years and encourage the Chamber to continue to play your role of building the capabilities of companies and helping them build the external wing.

This evening marks yet another important chapter in SICCI’s history. We will witness the induction of a new Board of Directors under Mr Narayanamohan’s leadership. I am confident that the incoming Board of Directors will continue to develop new strategies to meet the needs of businesses in Singapore, as we navigate the complex and rapidly changing economic landscape ahead.

I am also confident that the Chamber will continue to work closely with the relevant government bodies and other chambers and business associations to further contribute to the growth of the Singapore economy and to continue to build the brand name of Singapore businesses and Singapore as an investment destination.

I congratulate the incoming Board of Directors and wish SICCI every success ahead.

Thank you.

]]> Mr R Narayanamohan,
Chairman, Singapore Indian Chamber of Commerce & Industry

Mr Sat Pal Khattar,
Advisor to SICCI

Excellencies

Board of Directors and Members

Distinguished Guests

Ladies and Gentlemen

Good evening.

Opening Address by Mr Hawazi Daipi at the Dads for Life Fathers@Schools 2nd Anniversary

2012-04-21T01:30:00Z

Good morning. I am pleased to join you today to celebrate the 2nd Anniversary of the Dads for Life Fathers@Schools initiative. As I watched the video chronicling the work of Fathers@Schools thus far, I couldn’t help but reflect on those days when my two children were still at school—the excitement with new teachers and classmates, helping them with their homework, supporting their participation in co-curricular activities and the shared anxiety before major examinations. Those were eventful years and I’m glad to have shared them with my children. I remember taking leave from work when they were preparing for the PSLE. They remember some of the small things that we did together—reading to them at night; staying up with them when they were doing their science projects; and cutting bread into small cubes to feed tiny fish. I think they appreciate the time we spent together.

Home-School partnership

Someone once said that the two most important jobs in the world are “teachers” and “parents”. This is because they spend the most time with children, and hence exert the most influence over the lives and future of children. I fully agree with this view. In MOE, we believe that in order to nurture the whole child, a strong Home-School partnership is needed. When parents and teachers work together, we are better able to achieve a student-centric, values-driven education. Since 1998, the COMmunity and PArents in Support of Schools, or COMPASS, had advised MOE on ways to strengthen and promote home-school-community collaborations. Over the years, COMPASS has used various platforms such as school visits and seminars to advocate greater involvement of the family, alumni, community and enterprise in education. Starting last year, MOE has also conducted parent engagement sessions under the aegis of COMPASS. Recently, MOE also announced the Parent Support Group (PSG) Fund, a one-off funding of $2,500, which can be used by schools to enhance their partnership efforts with parents and to try out new ideas to engage parents. This is over and above the current funding provided by MCYS for the School Family Education programme and the Fathers@Schools programme.

As our children spend a large part of their formative years in school, schools are an indispensable platform to continue cultivating strong parent-child relationships. We know that mothers have traditionally been actively involved in their children’s lives but today, we are also seeing a greater number of fathers wanting to play a more active and involved role. As Minister Heng Swee Keat mentioned at the “Back to School with Dad” event on the first day of school this year, it is very helpful for dads to share the responsibility and joy of raising the child. As a father, I attest to that. Fathers have important influence on their children. We are happy to support the Fathers@Schools initiative, which seeks to reach and support fathers through the school platform. We recognise that greater involvement from the fathers can result in better life outcomes for our children.

Research has shown that children with highly involved fathers are more likely to perform better academically, participate in co-curricular activities and enjoy their schooling experience. They show better rates of school attendance and exhibit fewer discipline or behaviour problems. These benefits hold for both intact and single parent families, and more importantly, are independent from the effects of mother involvement. Fathers@Schools helps to raise awareness of these benefits while creating opportunities for father-child bonding, and father-focused equipping.

Benefits of Fathers@Schools

I have heard many stories of fathers and children benefitting from the Fathers@Schools programme. For example, 24 father-child pairs from Punggol Primary School thoroughly enjoyed a sleepover during the March school holidays. The fathers showed their Primary 1 and 2 children how to play with toys and games from their own childhood days, bringing about much laughter and unforgettable memories. For some fathers it was their first night alone with their children and I am sure the experience would be forever treasured and remembered.

And then there’s the father whose child is in Tampines Primary School. He joined the Parents Support Group and participated in activities with his daughter. From barely speaking or spending time together, his daughter now feels comfortable approaching him for a chat and is much happier in school. For this dad, his fathering role went through a transformation. For another dad, a game showed him how unique a father-child relationship is—his daughter, blindfolded, recognised his voice calling out “I love you” to her. She was guided by her father’s familiar voice, and made her way into his arms.

If you think it is only the fathers who benefit from this programme, think again. In my view, mothers too can benefit from the Fathers@School programme. How so? Well, just last Monday, when I visited Yu Neng Primary School together with COMPASS members, a mother told me that she was very supportive of Dads for Life and Fathers@Schools. The lady happened to be Mdm Elis Tan, the Principal of Yu Neng Primary School. Her two sons are in a secondary school that is active in Fathers@Schools. In fact, she said this, and I quote “Because of Dads for Life, now there is Life for Mums!” In case some of you missed it, let me repeat slowly—“Because of Dads for Life, now there is Life for Mums”. I actually like it; so, mothers, please encourage your husband to be active in Fathers@School.

I am pleased that our schools are actively promoting the programme. Last month, a group of school counsellors from the North 4 Cluster organised a Fathers’ Seminar for the schools in the Cluster to showcase the successes of father-child programmes under Fathers@Schools. It was an opportunity for schools under the initiative to provide support to those yet to come on board, and share community resources. This seminar was possible because of the support of the Principals and school leaders of the N4 Cluster. I understand that the Superintendent, Mr Loke Chee Pheng, attended the seminar to lend his support. School cluster-initiated gatherings such as this keep the pulse of the movement beating and I look forward to more of such ground initiatives.

Appreciation and Thank You

Fathers@Schools is one of the key programmes in the Dads for Life movement. It is heartening to note that within two years, we already have over 150 schools on board. In order for Fathers@Schools to continue its growth, so that more fathers and children can benefit from this initiative, a supportive environment comprising principals, teachers, counsellors, parents and the community is necessary. Thus, I would like to take this opportunity to thank all the participating schools, father volunteers, as well as our generous partners who have facilitated father-focussed activities or workshops for these schools.

Appointment of Fathers@Schools Ambassadors group

I would also like to take this opportunity to congratulate the first batch of Fathers@Schools Ambassadors. Thank you for agreeing to take on this very important role. I am confident that with your passion, knowledge and experience, new schools will be able to learn from you and more schools will be encouraged to start this meaningful journey that you and your schools have embarked on. I wish you all every success.

Conclusion

Whilst Fathers@Schools seems to be an initiative for fathers, we know that the ultimate beneficiaries are our children. I look forward to welcoming more schools to the initiative.

]]> Mr Lim Soon Hock
Chairman of the National Family Council

Members of National Family Council, Fathers Action Network, and COMPASS

Ms Adrienne Burgess
Our distinguished keynote speaker for today

Principals, Teachers, Parents, and Guests

Speech by Mr Hawazi Daipi at the Official Opening of the Seventy3 and Sports Complex

2012-04-17T08:00:00Z

Introduction

I am delighted to join all of you this afternoon to celebrate the opening of Ngee Ann Polytechnic’s (NP) Block Seventy3 and Sports Complex, which marks the completion of NP’s sixth phase of campus development. I understand that this major project was completed with minimal disruption to campus activities and I would like to congratulate the architects, contractors and NP’s campus development team for their hard work in achieving this.

MOE’s Strong Support for Campus Rejuvenation

The polytechnic concept was first introduced in the 1950s to produce technically skilled graduates to support Singapore’s industrial development, and NP was set up in 1963 to meet this need. Over the years, the polytechnic sector has expanded significantly. Today, it provides a record of over 27,000 new full-time diploma places for first year students, catering to about 43% of the cohort.

Our facilities must continue to grow to cater to the growing polytechnic sector. Besides the establishment of Republic Polytechnic most recently in 2002, the existing polytechnics must also expand and keep pace with the increasing demand for polytechnic education among the student population. I understand that in NP alone, total enrolment has increased by almost 30% since 2005, from 13,900, to over 18,000. We must assure our students that despite the growth, the quality of the overall polytechnic education experience would be a high-quality one.

Infrastructure plays an important role in facilitating the evolution of our education system from one that was efficiency-driven, then ability-driven, to being values-driven. It is not the only ingredient, but a key one that supports the delivery of the philosophy of education through enabling the type of programmes and curriculum the institution and its staff can offer. Education is not complete if we only focus on academic instruction. A holistic education is necessary to prepare our students to thrive and succeed in the fast-changing and highly connected world of the 21st Century.

Therefore, the expansion and rejuvenation of our polytechnic infrastructure not just provides more space in general for more students, but gives an opportunity to update our specialised facilities and equipment to better train our students for the workplace. The Government will continue to invest in the polytechnic sector to ensure that our next generations of polytechnic students continue to be well-rounded, well-trained, responsible citizens of our community.

Block Seventy3

Block Seventy3 and Sports Complex constitute the latest phase of NP’s campus rejuvenation. It speaks to the holistic education experience that NP would like to give its students. Seventy3 has new and interactive lecture theatres and classrooms with more flexible layout, and walls that support group presentations. Seventy3 will also provide first-rate facilities to support student activities in the arts and culture. Besides music and dance studios and a futuristic and avant-garde design, its performance theatre, MusicBox, where we are now, will serve as a base for student clubs to put up arts and cultural events. Seventy3 will also allow more external performances, and extend the reach of NP’s annual Arts Fiesta, which unifies the various performances by its arts and cultural CCAs, for everyone to enjoy a fulfilling arts and cultural life.

Arts contribute significantly to the individual and the community. To the individual, the arts nurture our creativity and cultural appreciation, which is important in our increasingly connected and cosmopolitan world, and also helps us stay bonded as one community. Paul Allen, the co-founder of Microsoft, once said, “I have seen the critical role that the arts play in stimulating creativity and in developing vital communities. The arts have a crucial impact on our economy and are an important catalyst for learning, discovery, and achievement.”

Closer to home, the Arts and Culture Strategic Review (ACSR), which was initiated by the Ministry of Information, Communications and the Arts in 2010 and recently completed, shared that the arts and culture are key to enriching the lives of Singaporeans, strengthening our communities, and boosting our competitiveness.

Sports Complex

Besides the arts, sports are also key in providing a holistic education to students. They develop students physically and keep them healthy. At the same time, sports build teamwork, resilience and develop character, as sportsmen strive for excellence. The revamped sports complex will give many students like Marcus Neo, NP scholar and President of NP’s Canoe Club, much to cheer about. His club will get to train in refurbished Olympic-sized swimming and training pools, and a state-of-the-art student gymnasium. The sports complex will also boast two indoor multi-purpose sports halls, and many other sports facilities, and be the centre of activities for many of NP’s other sports-related CCAs. I understand these include inline skating, martial arts, swimming, hockey, squash, tennis, and sepak takraw, to name a few. I look forward to seeing them, and NP’s many other CCA clubs, in action, at the CCA Fiesta shortly.

Conclusion

In conclusion, the completion and opening of Seventy3 and the Sports Complex reflects NP’s and MOE’s commitment to providing a well-rounded education centred on developing values and 21st Century Competencies. Let us reflect on the words of Winston Churchill, “we shape our buildings, and afterwards, our buildings shape us.” I look forward to see NP’s arts, culture and sports continue to flourish with these new facilities. Thank you.

]]> Mr Chia Mia Chiang,
Principal of Ngee Ann Polytechnic;

Students and Staff, Distinguished Guests, Ladies and Gentlemen;

Good afternoon.

Speech by Mr Lawrence Wong at the 12th NCC Affirmation Ceremony

2012-04-14T07:00:00Z

I am delighted to be here with you at the 12th NCC Affirmation Ceremony.

This is a significant occasion as we officially welcome our Secondary One students as Junior Cadets to the National Cadet Corps. I am glad to see so many parents and family members here this afternoon—thank you for your presence and support. Today’s ceremony was planned, organised and executed by Cadet Officers—so let me thank all the officers who worked hard on this event. Congratulations on a job well done! You have demonstrated strong teamwork, commitment and organisational skills and have put to practice what you have learnt in the NCC. You are indeed exemplary role models of leadership and dedication for all the new cadets here. And to our junior cadets, welcome to the NCC; I am sure this will be the start of an exciting journey of discovery, learning and growth for all of you.

Character Development in the NCC

The NCC provides a wide range of opportunities and unique experiences for our students to build character, develop leadership and lifeskills and most importantly, build and deepen commitment towards our nation.

The NCC programme is challenging and enriching. All cadets participate in core activities that strengthen their character and develop their leadership skills, for example, basic survival training, Camp FORGE (teambuilding camp for Sec 1) and Camp STEEL (leadership camp for Sec 2). For the cadet leaders in upper secondary, they can look forward to advanced survival training at Mt Ophir and also advanced leadership training through the Specialist Course.

With strong support from MINDEF and SAF, our cadets are able to acquire military-related skills such as Individual Field Craft and Marksmanship Training with the SAR-21 rifle.

To develop our cadets with a global mindset, the NCC has a comprehensive International Cadet Exchange Programmes that bring the cadet leaders and senior cadet leaders to countries such as Australia, the Maldives, the United Kingdom and the United States of America. Selected senior cadet leaders will also witness SAF’s capabilities when they embark on visits to overseas military exercises such as Exercise Thunder Warrior in New Zealand and Exercise Panzer Strike in Germany.

NCC Transformation Master Plan

With the changing times, NCC recognises the need to continually innovate and stay relevant to today’s youth. This is why NCC has embarked on a 5-year Transformation Master Plan (NTMP) to better cater to the aspirations of its cadets. For example, courses that were previously limited to only a specific group of cadets will now be opened up to all cadets. So regardless of whether you are a Land, Sea or Air cadet, you will now be able to obtain the 1-Star Kayaking certification and participate in the Basic Aeromodelling Wings Course.

Moving forward, you can expect more new and exciting activities as NCC implements its Transformation Masterplan. One change is the new pixelised uniform that you are wearing today. All of you are the first batch of NCC cadets to don the new uniform, and I hope you will wear the uniform with pride and bear the responsibility of upholding the image and identity of an NCC Cadet. NCC will also be setting up a SMART Lab in Amoy Quee Campus. This lab will be equipped with simulation wargames used by our soldiers like Virtual Battlespace 2 as well as various online learning modules that promote the learning of teamwork and strategic planning.

A major thrust of NCC’s transformation masterplan is leadership development. This builds on the strong foundation and tradition of leadership in the NCC. Around one-third of regular officers in the Army, Navy and Air Force are former NCC cadets. This includes many of the SAF’s senior commanders, such as our current Chief of Defence Force, Chief of Army, and the Chief of Navy. Indeed, many prominent leaders in the private and public sectors were former cadets in NCC.

NCC’s vision is to be a centre of excellence for Youth Leadership Development. NCC already offers many quality programmes for cadets to hone their leadership skills. For example, in partnership with the National Heritage Board, NCC has identified a group of 50 cadet officers to be trained as National Education Ambassadors. These ambassadors help to educate their junior cadets on Singapore’s history, and facilitate the conduct of heritage trails for the cadets. Cadet Officer Sean Lam of the West District was one of those who were trained and he found the experience rewarding. He now feels that he has become more competent in guiding his juniors and more confident in taking up leadership roles in NCC and beyond.

Going forward, NCC will be working closely with the SAFTI Military Institute as well as with different SAF formations and units to develop and conduct Leadership Development programmes and workshops. With these efforts, I am confident that NCC will be able to groom and nurture our next generation of cadets and cadet officers to be responsible citizens and leaders.

Nurturing. Committed. Cool.

Besides enhancing its programmes, NCC will also be rebranding its corporate image with the tagline Nurturing. Committed. Cool or N.C.C. in short. As part of NCC’s “Nurturing” effort, NCC members will be given more opportunities to develop their character and leadership competencies.

A good example of someone who has been nurtured through the NCC experience is Cadet Captain (C/CPT) Clarence Jean. Clarence is now a student at Ngee Ann Polytechnic, and chairs the organising committee to plan and execute this year’s Affirmation Ceremony. As he rose through the ranks as a cadet in Bukit Batok Secondary School Sea Unit, he was given many opportunities to learn organisational skills. He then became a cadet officer and took up leadership roles in various camps and courses. Clarence had matured and grown as a leader through his time in the NCC, and this is what we strive to do for each and every cadet.

NCC cadets must also be “committed” to the Corps and to our nation. Through your experiences in the NCC, you will build strong bonds of camaraderie and friendships with one another. Indeed, many former cadets still remember and reminisce about their NCC experiences, long after their school days. At the same time, through the time spent in the NCC, I hope you will discover for yourselves what Singapore truly means to you; and that you will feel that is our country, which belongs to all of us, and that we all have a part to play in serving our nation.

Finally, NCC must be exciting, fun, and “cool”. A good example is the newly introduced Freestyle Exhibition Drills and Silent Precision Drills, which have become a main draw for many cadets. The fun and creative display of these Drills during the annual competition is a testament to their teamwork and perseverance. NCC has also introduced more sports for cadets to build fitness and teamwork. In addition to the annual Street Soccer Competition, NCC launched a Speedball Competition last year, and a Handball Clinic recently. A Shooting Club will be set up later this year to give cadets the opportunity to try out different weapons besides the SAR21.

Conclusion

NCC has indeed come a long way over the years; it’s success and transformation did not happen by chance. It is the result of the tremendous efforts, hard work and support—from the NCC Council, the staff of HQ NCC, our school leaders, teacher officers, cadets officers, and parents. All of you made the NCC what it is today. And I would like to thank you for your commitment and dedication. Your support and encouragement are essential in helping our cadets realise their full potential, and make the most of their lives.

In particular, to the parents gathered here, I would like to recognize and thank each of you for being a valued partner in the NCC’s efforts to develop your child. I am confident the NCC will nurture in your children self-confidence, resilience and leadership skills, as well as the ability to collaborate and work with others. These are the qualities and dispositions that will equip them to stand strong in their future, and succeed for life. Of course, as an added advantage, the male cadets will be better prepared for their time in National Service.

To all the Junior Cadets, I wish you all a nurturing, committed and cool experience in the transformed NCC. Make full use of the many opportunities you will have in the years ahead to learn new skills and develop your potential. Your life is what you make of it. Nothing is beyond your reach, so long as you are willing to dream big; so long as you are willing to put in the hard work to achieve your goals. I am hopeful and excited about what all you of can achieve in the years ahead. May you serve the National Cadet Corps with Pride and Dedication!

]]> Brigadier General (Volunteer) Goh Kee Nguan,
Chairman NCC Council

Members of the NCC Council

Principals, Parents, Distinguished Guests

Members of the NCC

Ladies and Gentlemen

Speech by Mr Heng Swee Keat at St Hilda’s Secondary School Official Opening

2012-04-13T12:00:00Z

It gives me great pleasure to join you this evening.

I would like to congratulate St. Hilda’s Secondary School on the completion of their Programme for Rebuilding and Improving Existing Schools, or PRIME, as it is more commonly known.

I would also like to congratulate the school on its official opening as well as for breaking the record of“The Most Number of Players in a Volleyball Match in 24 hours”.

With the completion of PRIME, staff and students of the school, as well as its key stakeholders, are enjoying the use of the new facilities.

Others have also benefitted from the facilities. In January this year, I was here to officiate the opening of the National Schools’ Games.

In February, The Singapore Hockey Federation set up its first satellite training centre here. Many more people in our larger community benefit from the facilities in St Hilda’s.

The school has chosen ‘Forward and Onward’, a refrain from the chorus of their school song, as the theme for today’s event. This is apt as we must always be forward-looking.

To go forward and onward, the school may want to consider two ideas, both of which have to do with continuing the legacy of the late Archdeacon Graham White, who founded the school.

The first aspect of Graham White’s legacy is to reach out to those in need. It resonates with our desired outcome of nurturing our young people to be concerned citizens and active contributors. It also amplifies the school’s mission of ‘nurturing God-fearing citizens for our nation’.

At the Heritage Centre just now, I learnt how the late Archdeacon Graham White, after studying the needs of the local community, saw potential in an almost run-down two-storey wooden bungalow. He then bought it with all his savings to start the school and the adjoining St. Hilda’s Church.

78 years later, Hildans are following his footsteps, to go forward and onward to reach out to the community and even beyond our local shores to the international community.

It is heartening to know that the Secondary One students here are introduced to service learning during their weekly character development lessons.

Last year, one Secondary Two class sought, and were given, the platform to share at the National Day celebrations about how the class had learnt to be sensitive to the needs of a classmate who has glaucoma. The experience had taught them what it meant to be inclusive and supportive of their peer.

Each year, the Secondary 3 students use their June vacation to carry out their Service Learning to the community.

I am also happy to note that for the past few years, student councillors have been going to Permai Plus School, Jakarta, to help train the student leaders there.

I am very heartened by the school’s strong emphasis on student-centric, values-driven education and its involvement of the community in achieving its mission.

The African saying, “It takes a village to raise a child” holds true in St Hilda’s Secondary. The enlarged school community — staff, along with parents and external agencies such as World Vision, Food from the Heart and Outward Bound Singapore, works as one to shape the character of the students and support them to become the best that they can be.

While values education focuses on instilling in our students essential core values by which to live, work and play by, it must also engage them to appreciate the concerns of the nation and community. Our values education must inspire our young people to see beyond themselves to embrace the larger needs of the community and the nation that they live in.

I therefore encourage the school to continue to go forward and onward in raising a generation of leaders who can, and will, contribute actively to the community and nation.

The second idea is to emulate the fine example set by Graham White in the way he had sought to turn his vision into reality using the meager resources available then. Just as he saw potential in a derelict two-storey bungalow, and gave of his all to build a school from it, the school must continually maximize its use of resources to achieve school goals and outcomes.

Resources are maximised when there is readiness to be creative and collaborative. This building bears the marks of creativity — to overcome the constraint of limited land area to meet the multiple needs of the student population. It has been purposefully designed to house a roof-top hockey pitch, a Multi-Purpose Hall, two Indoor Sports Halls and a large covered parade square.

This building is also possible because both the secondary and primary schools of St Hilda’s have collaborated on this enterprise, to put their Sports halls side by side as well as share a roof-top hockey pitch.

Moving forward, schools need to collaborate and help one another grow. I note that the school is one of the first to embark on building a Professional Learning Community. Each week, time is set aside for the teachers to come together to review their teaching and learning practices and conduct lesson study.

I encourage the staff to keep going forward and onward in deepening their professional learning. Through collaboration, you help to raise each other’s competence and passion for teaching and learning.

To help our young people find their passion and explore their potential requires the whole-hearted commitment of our parents, teachers and school leaders.

I encourage the school to continue to set high standards for our young people, work together with parents, so that together, we can guide and spur our students onward and forward. Let us ignite in them a love of learning so that they will continue to be lifelong learners.

Let me end by quoting from a plaque that Dr Nathan sent me earlier, “the art of education is to continue to grow as long as you live… education never stops.”

I wish the school success in raising generations of Confident, Caring and Disciplined Leaders.

Thank you.

]]> The Right Reverend Dr John Chew
Bishop of Singapore

Dr S R Nathan
Former President

Mr Daniel Koh
Chairman, School Management Board

Mr Teo Poh Siang
Chairman, Parents’ Support Group

Ms Tan Hiang Lee
Chairperson, St. Hilda’s Schools’ Alumni

Ms Tan Gee Keow
Director, Higher Education (DHE)

Ms Wendy Lim
Zone Director, Schools East

Mr Khoo Tse Horng
Principal, St. Hilda’s Secondary School

Distinguished guests, Ladies and gentlemen

Good evening.

Opening Address by Mr Heng Swee Keat at the 20th Anniversary Celebration of NTU's Training Programmes for Chinese Officials and Opening Ceremony of Mayors' Class (AY 2011/2012)

2012-04-11T10:30:00Z

It gives me great pleasure to join you at the 20th anniversary celebration of NTU’s training programmes for Chinese officials. This evening is particularly special because we are also here to welcome the new batch of students for the Mayors’ Class.

Over the past two decades, NTU’s training programmes have grown from strength to strength and tonight, I am glad to be here to celebrate this accomplishment and the positive impact this has had on the ties between Singapore and China.

History and impact of training programmes

It is timely to remind ourselves of the genesis of these NTU programmes. NTU first began offering executive training programmes to Chinese officials in 1992. Then, it was a one month long programme and the first class had just 36 officials. The programme was well received, leading NTU to expand it to include two Master programmes—the Master in Managerial Economics (MME) and the Master in Public Administration (MPA). The MME and MPA soon became the flagship programmes, winning the Business China Enterprise Award in 2011 and to date, have trained over 1,000 graduates. Owing to the many graduates who are now in key leadership positions in China, the MME and MPA were collectively dubbed the ‘Mayors’ Class’ by the Singapore media in 2000.

Alongside the Mayors’ Class, NTU has also conducted many Executive Training Courses over the years and has trained more than 10,000 officials. Although these numbers may not be large relative to China’s population, these graduates have been significant in fostering strong people-to-people ties for both countries.

Vision of the training programmes

NTU’s primary mission is the creation and dissemination of knowledge through education and research and this is aligned to the evolution of the Mayors’ Class curriculum. We know our Chinese colleagues do not wish to only learn about development or management theories, but also how they can be applied in authentic real-world environments and situations. Singapore’s own developmental journey is one such example and we have also used our experiences to “update” academic theories to create a new body of knowledge. Over the years, NTU has fine-tuned its training programmes to ensure that what is taught in the classes is grounded in real-world, current, experiences. Accordingly, the focus of the programme has shifted over the years from public administration to sustainable development, with an emphasis on urban planning and environmental protection. For example, current programme participants will visit the NEWater plant and the Marina Barrage to learn how Singapore manages its water resources.

The Mayors’ Class has also gone beyond classroom learning to allow participants to translate their innovative ideas into real-world solutions. The Lien Challenge is an initiative that encourages the development of innovative environmental solutions for China. Since 2008, the Lien Challenge has been integrated into the Mayors’ Class programme. Its synergy is in harnessing the insights of the Mayors’ Class participants to identify and implement real world projects that have a significant impact on communities in China. In 2010, a team of graduates, headed by Mr Ma Bo (马波) from Sichuan Province, won the inaugural Lien Challenge for their proposal to treat sewage to provide re-usable water for irrigation and fish farming in Sichuan. This project has since been implemented in Yuanshan (元山) Village, Sichuan.

This is in the spirit of the Mayors’ Class and we want to continue encouraging its participants to make an impact on the economy and society of their communities.

Importance of the training programmes

The Singapore Government supports our universities’ efforts to reach out to friends from other countries who wish to know more about the Singapore developmental journey. NTU therefore has access to Singapore’s past and present leaders to share their first-hand experience and Singapore’s best practices in public administration and governance with the students. Officials such as our former Minister for National Development, Mr Mah Bow Tan, former Minister for Transport, Mr Yeo Cheow Tong, former Minister for Defence, Dr Yeo Ning Hong and current Member of Parliament, Mr Yeo Guat Kwang have all been invited to speak to the Mayors’ Class.

Why does the Singapore Government support this? These training programmes for officials are effective platforms for the two countries to learn from each other. Not all of Singapore’s development experience will be applicable to China but perhaps our story can stimulate further ideas that would be relevant to you; given the fast pace of development in China, Singaporeans and local academics can also learn from their interactions with the Mayors’ Class participants. Through these interactions, we are updated on your thoughts and concerns and kept abreast of developments across a range of contexts found in a large country like China.

Therefore the learning is not a one-way process: by welcoming our Chinese friends to Singapore, we have also benefited from your experiences and perspectives.

Academic programmes such as NTU’s also add to Singapore’s wide range of exchange programmes and activities between the people of Singapore and China. This promotes greater understanding, friendship and ties that are essential in building the mutual trust and co-operation that allows us to work together to harness the opportunities of an increasingly globalised world.

Globalisation is a prominent feature of the world economy. American journalist, Thomas Friedman noted that the world is flat, saying that the world is a level playing field and people no longer have to migrate to innovate. However, others, including Richard Florida, have countered that the world is in fact spiky, and populations and economic power are becoming increasingly concentrated in cities. Geographical concentration may not be essential for innovation, but it does encourage innovation as proximity allows ideas to flow more freely and to be implemented more quickly.

This has made the major cities of the world, including Beijing, Shanghai and Singapore, ‘spikes’ and key drivers of the global economy.

As contributors within these economic spikes, it is our hope that the alumni of these training programmes will maintain their network of friendship and so that together, we can explore how to take the development of our cities to the next level.

A good example of this has been Ms Lou Bing (娄冰) a member of the Mayors’ Class in 2011 and the Mayor of Renhuai (仁怀) City in Guizhou (贵州) province. Ms Lou spearheaded the signing of a Memorandum of Understanding with NTU to develop Maotai (茅台) Village in Renhuai as a model for sustainable urban development. Under the MoU, professors from the NTU Nanyang Centre for Public Administration will go to Renhuai to train local officials while Renhuai officials also visit Singapore for training. I would like to encourage all of us to continue developing new ideas that will promote future collaboration and growth of our cities.

Welcome new batch of students

Finally, given the positive experiences from the 20 years over which these programmes have been conducted, I welcome the new students to the illustrious fold of its graduates.

NTU’s training programmes have constantly evolved to stay relevant to its students, especially in the light of global economic uncertainties, China’s rapid development and its growing leadership role in the international arena. I hope you will enjoy your time in the programmes and I wish you all the best in your studies.

Once again, my congratulations to NTU for the many achievements its training programmes for Chinese officials have attained over the past 20 years and I wish NTU continued success in the years ahead.

I wish all of you an enjoyable evening. Thank you.

]]> Professor Bertil Andersson,
President of NTU,

Mr Dai Bing (戴兵),
Minister Counsellor, Embassy of the People’s Republic of China,

Distinguished Guests,

Good evening.