Mr Deputy Speaker, Sir, thank you for allowing me to join in the debate on the motion standing in the name of Mr Davinder Singh. Sir, in the President's Address, one of the major challenges that he identified that is facing us, and indeed facing other countries, is how to fit into a globalised information and knowledge economy while, at the same time, maintaining our own identity, values, sense of cohesion and nationhood and perhaps, most important of all, our ability to decide for ourselves our own future. The changes being made to our education system also reflect this challenge and the programmes that we have laid out in the Addendum to the President's Address show how we propose to face up to these challenges that are coming in the 21st century. We want our students to be world-ready. Yet, we want them at the same time to be rooted to Singapore. How do we achieve this? In some ways, our language policy is a very good example of how we do this. We use English to teach our students and that makes them world-ready, ready to interact with the rest of the world in business, finance and technology. But at the same time, because of our continued emphasis on the mother tongue, our students grow up well rooted in their own value system, history, culture and in Singapore. To be world-ready, we have instituted a number of programmes. We are already world class in many areas. The Third International Mathematics and Science Study, for example, shows that our students do very well by international comparison in Mathematics and Science. But that, in some sense, is history. We must move on. Our system is very efficient at transferring a set of skills and a certain body of knowledge into the heads of our students giving them skills that they can use immediately in the economy. But we must now go beyond this by giving them the ability to learn new knowledge throughout their lives and to create new knowledge. Hence, to make our students world-ready, we have introduced creative thinking in our schools, not just as a subject, but as a skill to be learned and infused throughout the curriculum in the schools and in all the activities that they do. I agree with Mr Loh Meng See's wise words when he says that we are making a system that is already good better and not to make such major changes to the system that we risk upsetting something which is already quite good. We will build upon the solid foundations that we have. And I would like to assure Dr Tan Boon Wan that, in the process of reforming our system, the continued emphasis on excellence will be there. How do we make our students rooted to Singapore? This is also one of the issues that has been raised by many Members. It would be a pity if our educational institutions lost their character entirely and our universities and schools produce students who could have come from universities and schools just like in any other country in the world. Our universities, polytechnics, ITE and schools should produce students who are world-ready, yet rooted in Singapore with that something unique about them that makes them Singaporean. Hence, we have National Education in our schools and we have also introduced the community involvement programme. So we, in the Ministry of Education, will certainly do our part to help to nurture the active citizens that we need for the 21st century, active citizens who have a well-founded confidence and commitment to Singapore's future. Putting these two parts together, making our students world-ready and yet rooted in Singapore, we have programmes for all levels, from pre-school through primary and secondary to further education and higher education and also into continuing education. Several Members, Mr Iswaran and Mr Zainul Abidin, have commented favourably on the Ministry of Education taking a more active role in pre-school education. This is something that we would do. We would leave the operation of pre-school centres and kindergartens in the hands of private operators and non-profit organisations, as is happening today. I think they are doing a reasonably good job. What the Ministry would do is to look at areas of high impact where we can help to improve the quality of pre-school education. We will carry out research and studies. We will look into how we can improve the curriculum, teaching standards and teacher quality. Dr Aline Wong, Senior Minister of State in the Ministry of Education, is studying this matter and when she is ready in the not too distant future, she will have more to say on how we will progress in this programme. Continuing education is another subject that was touched on by a good many Members. This is really the next great frontier of education. We have gone through mass primary education, mass secondary education and, to some extent, mass higher education. In Singapore, something like 85% to 90% of our students have post-secondary education in the ITE, polytechnics or universities. The next major development in education will be mass continuing education. And here, our polytechnics, ITE and universities will certainly work with the Ministry of Manpower in the M21 programme to give this programme its effect. Overall, what we are aiming for is a holistic education in which we can achieve the Desired Outcomes of Education. We are going into more school autonomy to help to release the ideas and initiative in our principals and teachers. We are improving and repositioning the National Institute of Education so that our teachers will be able to have continual education and upgrading in the NIE so that they will keep up and be able to upgrade themselves, as they progress in their careers. Indeed, every teacher is an entrepreneur in his own classroom and we want to encourage him to exercise his initiative to do the best for his students. Mr Inderjit Singh has also raised the question of streaming. This is not a new issue. Streaming is a form of mass customisation which is really quite consistent with the approach that the Ministry is taking towards ability-driven education. Streaming has allowed our students to progress at a pace which they can manage. If I could give some examples. In 1980, before we had streaming, only 58% of a Primary 1 cohort sat for the "O" levels. In 1998, this had risen to 81.3%. But, more dramatically, in 1980, before streaming, only 24% of a Primary 1 cohort obtained five "O" level passes or more. But, by 1998, this had increased by 2 1/2 times to 61.2%. By allowing students to progress at a pace which they are comfortable with, at a pace which they can manage rather than forcing the pace, we have actually allowed many more of our students to do much better and to go much further in the education system than they would otherwise have done. So contrary to the view that streaming stigmatises students and so forth, streaming has, in fact, allowed many more students to enjoy success. In some countries like the United Kingdom and United States where streaming is not widely practised, they have a dilemma. They have two choices. If a person does not pass at a certain level, they can either retain him or they do what is called "social promotion". They promote him to the next level even though he has not passed. And the research shows that those who are retained become despondent. They lose interest, they have low self-esteem and they drop out. And those who are socially promoted cannot manage at the next level. They get despondent, disinterested in their studies, no social esteem, and they also drop out. So in those systems where they do not practise streaming, they wring their hands and say, "Well, there is really no solution to the problem." But if we are prepared to take an objective look at how streaming has actually brought success to our students, then we can see that streaming really has provided many more avenues for our students to progress through the education system and to do well. But in an ability-driven education, what we do want to do is to go beyond streaming to see how we can better harness the talents of our students, be it in the sports and the arts, as Mr Harun Ghani has suggested. I am not saying that we would go as far as he has suggested in creating a special academy and school, and so on. But in fact, we are going some way towards that by developing NAFA and La Salle as arts institutes. We are trying to see how we can channel students who have such interests into professional development in these areas where they might pursue a very satisfying career. But we are also looking at our schools to see how we can use the present streaming structure and see whether we can allow students who may be stronger in some subjects than in others, to perhaps take a combination of subjects at various levels. And these kinds of experiments we will continue to try out in the schools. One of the experiments that I am quite prepared to try out is to see how we can adjust our "O" and "A" level system so that students can make better use of their time, especially those who are clear-cut going to university, rather than having to be straight-jacketed between these two very major examinations within a very short space of time. Sir, I welcome the support and the suggestions from all the Members who have spoken on education subjects during this debate, especially Mr Loh Meng See, Dr Wang Kai Yuen and others. Education is an enterprise which requires the support of all - the school, home and community. My colleagues and I and by that, I do not mean just my colleagues in this House, but also some 40,000 teachers, support staff, professors, lecturers and so on in our schools and institutions of higher learning, appreciate the support that Members of this House have always given to education and our teachers. And I hope that in the coming years, we will continue to enjoy your support. Sir, I support the motion. The Senior Parliamentary Secretary to the Minister for Information and the Arts (Encik Yatiman Yusof) (In Malay): Mr Deputy Speaker, thank you for allowing me to address the House in support of a motion moved by my colleague, Mr Davinder Singh. Some journalists regarded the Speech by President Nathan as not having any significant news. But for me and most of the Members of this House who have spoken before me, it is an essential part of developing the Singapore society. His Speech has a great meaning to all Singaporeans because he is an excellent practitioner in the process of nation building for Singapore. I would like to relate my personal experience when he was the Executive Chairman of the Singapore Press Holdings in 1984. I was in Cambridge to pursue a fellowship course. One evening, while I was revising my work at the hostel, there was a knock on the door. When I opened the door, I saw him smiling. In his hand, there was a plastic bag. He sought permission to enter and when I asked him what was his purpose in visiting me, he told me that there was nothing special. He was simply in London while on his way home from America. Mr Nathan took the trouble of coming alone by train to Cambridge just to meet one among hundreds of his staff. He wanted to know the welfare of his staff and he advised me to study seriously. After chit-chatting for about an hour, and before he left, he gave me six cans of chicken curry and said, "You must be longing to have halal chicken curry from Singapore." I was dumbfounded. Beneath his appearance of a serious and firm man, he is in fact a caring and kind person, and he is a person who practises true care for his fellow human beings, even though to me, a small man. Therefore, when he was speaking about social cohesion, it has a significant meaning because when he addressed it, he himself has an unblemished moral integrity. Mr Deputy Speaker, although yesterday we have heard many views and suggestions on how to bring about social cohesion, I think this is the main issue as it has the decisive impact on the success or failure and the survival of Singapore. The incident in the Balkans is a lesson to us. Therefore, please allow me to talk on this topic. Mr Deputy Speaker, Singapore, a multi-racial nation, is only about 34 years old. During this brief period, we have worked hard to bring about a united nation and by learning from the experiences of other countries and by managing and formulating our own policies. The journey towards this destined end is still long, but despite that, our firm actions and valuable ideas have worked out gradually since 1965. Mr Deputy Speaker, if we were to look back, in fact, we have actually achieved many successes in this area. Firstly, the severance of ourselves from our country of origin and also developing a sense of loyalty to Singapore. I have witnessed and felt these changes. I remember clearly when I was a teenager at the end of 1950s and early 1960s. At that time, when we entered the house of a Javanese or a Bawean Pondok or the house of a Minang, you will see the Garuda crest with the slogan "Bhinneka Tunggal Ika". It means unity in diversity, which is the symbol of Indonesia, and it was fixed on the wall. Some had a portrait of Sukarno hung to the wall. I also remember that on 17th August, as a boy scout on duty, I found thousands of Singapore residents gathering at the Indonesian Ambassador's residence in Paterson Road until there was a need for traffic control. But during the Konfrontasi, I began to realise the reality of politics. "Bhinneka Tunggal Ika" began to disappear from the walls of the Malay residences. Now, more than a generation has passed, when we enter a living room of a Singaporean Malay, not only we no longer find it on the wall, in fact, the perception towards "Bhinneka Tunggal Ika" has changed so much. The emotional and psychological attachment to their place of origin is fading fast. I know this process is not only happening among the Malay community in Singapore but it is also happening among the Chinese and Indian as well as the Eurasian communities. The Malays, like the Chinese, Indian and Eurasians believe that they are the genuine citizens of Singapore. I agree with what Mr Harun had said that where our legs stand it is also the place where we support the sky. Now, 17th August for Indonesia is seen by us as no different as 1st October for the day of independence of the People's Republic of China and also the month of independence for India. We have 9th of August which is very special and very meaningful to us. For those who were born after 1965, the root of their citizenship is even deeper. This is our only motherland. This is our country. This is where we live and die. And this is where we would be protected and this is the country where we will defend with our blood and life. I learn about security and mutual trust in a multi-racial society as early as 1964. My family was the only Malay family in a Chinese village at Lorong Sinaran, now Novena. When there was a racial riot, our village chief, known as Ah Teng, had advised our family not to leave the house. They went to the market to buy us the food and protected our family. We trusted their honesty. They have never betrayed us. I think there are many similar incidents which have become the foundation for this mutual trust among us. The social cohesion and this harmonious living is no longer an empty word or hope. How do we arrive at this point? This is a result of physical, economic, social and psychological steps that have been taken by the Government to nurture the feeling of Singaporeans and to eliminate all impediments. We have broken down all the racial compartments through the resettlement and brought them under one roof in public housing. Our children go to the same school, use the same language. They went through National Service together. We work together in the same office, we eat from the same hawker centre, we buy from the same supermarket, participate in all activities organised by grassroots organisations and participate in the same professional bodies. The harmonious living of various communities is a reality now. We have taken in fact one step ahead. The housing policy has ensured that all residents from the condominiums, 5-room, 4-room, 3-room, 2-room flats and also our old residents, share the same amenities. Mr Deputy Speaker, we are only half-way in our nation building or what the Prime Minister called the Singapore tribe, and the end is still far away. This is because, although we have managed to narrow the gap between the races, the fault lines are still there. We need probably one, two or three generations to achieve this. The following factors may assist us. First, we must keep the principles of meritocracy in the true sense. Second, what we earn from the economic progress is used to enhance our shared benefits, and increase our stakes in Singapore. Third, we must ensure that there exist a national resilience that enables us to repel any destructive impacts resulting from happenings around South East Asia, the Asian continent or the world, which will resurface the sensitivities of race or religion. Fourth, we should create the culture of trust at all levels, and to enhance the confidence and loyalty of all Singaporeans, regardless of their ethnicity or religion, and we have to gradually expose them to areas of services which are considered as sensitive. Fifth, we must make them understand the history, arts, culture, norms and customs of other races through specific additional programmes in schools and our workplace. In this area, we should be able to distinguish the mainstream thoughts and practices among the races from the thoughts and practices of the marginal groups. Mr Deputy Speaker, Sir, in view of this, the process of building a Singapore tribe should be enhanced and done in a systematic way. I would like to propose that we set up a policy research body that identifies the common interests and differences among the races and recommend further appropriate actions. This body should comprise various relevant Ministries, statutory boards, representatives from the different race groups, institutions of higher learning and individuals. It should be placed under the Prime Minister's Office. I realise that there is also a Presidential Council for Minority Rights and the Inter-Religious Organisation, but the roles of both these organisations are limited. Sir, if the problems of the elderly in Singapore are so important that it takes us to form an Inter-Ministry Committee for it, I think the purpose of building a Singapore tribe is even more important for us to merit the setting up of such a body. Developing a Singapore tribe is as important as the economic progress of Singapore and, in fact, it is important for the survival of Singapore. We should revise the process of this objective and to fine tune all the measures or the policies that we are going to implement, so that we can achieve the best success. Mr Deputy Speaker, Sir, I support the motion of Mr Davinder Singh.