MAIN AND DEVELOPMENT ESTIMATES OF SINGAPORE FOR THE - FINANCIAL YEAR 1ST APRIL, 1987 TO 31ST MARCH, 1988
Sir, this debate started with a rather innocent motion from the Member for Ayer Rajah commenting on Science textbooks and on the role of the CDIS. Since then, Sir, it has gone beyond that to involve the intricacies of the Chinese language and the complications of international diplomacy. Perhaps Members will allow me a few minutes to bring the discussion back to more basic levels, and that is, regarding what should be taught, what should be contained in the curriculum in our schools. One of the problems of education is that there is so much to learn today and everyone has got his pet subject which he feels is absolutely necessary to be included in the school syllabus. But the problem is that the mind of any child, no matter how brilliant, is of finite capacity. You cannot keep on stretching it. You cannot, as it were, keep on adding more and more knowledge of the various subjects and expect the child's ability and his capacity to expand indefinitely. This is one of the reasons why there is such concern about the stress on examinations. I believe the Member for Changkat yesterday made the point that there is great stress in our schools and that we should do our best to try and relieve some of the stress. The problem of what is a proper curriculum in our schools is not an easy one to solve. It is much more difficult in a multi-racial, multi-cultural and multi-religious society such as the one we have in Singapore. Not only do we have to make sure that our children in Singaporegrow up to be responsible adults, conscious of their responsibilities, conscious of the fact that they live in a multi-racial society here and that they have to get on with one another, but we also have to make sure that they grow up to be healthy children, robust and rugged (as the Member for Moulmein said yesterday) for boys, able to shoulder the onerous responsibility of serving their national service and of fulfilling their obligations to the nation and for girls, grow up healthy and intelligent, not only capable of knowing their lessons but also how to build a home, how to look after children and how to fulfil their family responsibilities. When you combine all of these, you have to decide, within a school day, what is it that you want your children to study? The first thing that we have to realize is that we live in a world which is constantly changing, and if we want to prepare our children so that they do not become redundant when they leave school, and so that they will be able to fit into the new Singapore which they will grow up into in, say, 10-15 years' time, we must provide them, first of all, with an education that will enable them to undertake this life-long task of learning which is so important today. This means that we must make sure that fundamentally our curriculum, first of all, is broad-based. It is not possible for us today in 1987 to see what are the jobs, what are the openings, what are the new opportunities that will become available, say, in 1994 or towards the end of the century. If we confine our children to a very narrow area, this will make them inflexible. What we have to do is to give them an education, broadly speaking, in all the major areas but without overloading them. In our context in Singapore, this means specifically, first of all, that all children should have a mastery of English, and this is fundamental. English is the language of access to the world's scientific technology. It is the language of business. In an open city like Singapore, without a knowledge of English, our children will be handicapped. If there is one thing where we in Singapore have got an advantage over our competitors in the other NICs, Taiwan, Korea and Hong Kong, it is that our workers in Singapore, by and large, have a facility in English and are able to master new technology much quicker than workers in these other countries. We do not work as hard as them and the fact that foreign companies are willing to come here and invest in Singapore and pay higher wages than for more hardworking workers in these other countries is because the companies here are able to have what they call "quick start-up" and they know our workers here are able to absorb new knowledge quickly. So English is fundamental. Secondly, Sir, a knowledge of the child's mother tongue. This is not to enable him, for example, if he is a Chinese, to be a literary scholar, to be able to recite the classics. But, as the Member for Braddell Heights has said, it is an avenue to the child's own culture. It is a reminder to the child that notwithstanding the necessity for him to know English he is an Asian, he is Chinese, he is Malay or he is Indian, and without a knowledge of his mother tongue it is not possible for him to retain this link to his heritage. So English and mother tongue constitute the two basic tenets of our bilingual policy which, as I have repeatedly said, Government regards as the foundation of our educational policy in Singapore. Beyond these two requirements, what else? Mathematics. We live in a technological society. Without a knowledge of elementary mathematics, at least for everyone, for boys as well as for girls, no one can get very far in the world today. After mathematics, then at least, Sir, I am sure Members will agree, some knowledge of Science is important and some knowledge of at least one of the humanities - literature, geography, history, because science teaches children about the world, about how things move, how things work. The humanities teach children about people, about human emotions, about human feelings. All these constitute the basic requirements for a well-rounded education and beyond this we must also find room for subjects such as moral education in order to teach children their responsibilities as children and as adults and as citizens. Then, of course, Sir, we do not want our children to be mere bookworms, spending 24 hours on their books. We want them to grow up into healthy adults. We want them to have time to play games, to take part in sports, to develop healthy, rugged bodies. And beyond that, we should also enable them to develop an appreciation for the arts, whether it is painting, dance, music or drama. If we wish to develop or to become a gracious society, if we want to go beyond what we are today, then I think we should not set our sights too low. These requirements, when you put them all together, the Ministry of Education, the principals and the teachers have to juggle them and fit them within the framework of a normal school day. To attempt to include one subject after another without taking out what is already there will, in my view, Sir, lead us to a curriculum which is overloaded and to children who will miss the joy of childhood. We, in fact, will not be giving them an education. We will merely train them for whatever purposes they have to be in later life and I am sure Members will agree with me that this is not what the Ministry of Education should be aiming at.