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22436 results in Education

Page 938 of 1122

  • Editorial

  • Journal:
    The Australian Journal of Indigenous Education / Volume 16 / Issue 1 / March 1988
    Published online by Cambridge University Press:
    22 July 2015, p. 2
    Print publication:
    March 1988
    • Article
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  • Language and Mathematics in Some Aboriginal Classrooms

  • Beth Graham
  • Journal:
    The Australian Journal of Indigenous Education / Volume 16 / Issue 1 / March 1988
    Published online by Cambridge University Press:
    22 July 2015, pp. 27-34
    Print publication:
    March 1988

  • Classroom talk often consists of teachers’ questions and commands and children’s responses or answers. While this may not be the best approach to learning it is nevertheless very common. In this paper, some of the talk that occurred in some Aboriginal classrooms (Graham, 1987) has been examined to see just what children were saying (and therefore thinking) and if teacher talk was focusing on the things children need to know if they are to learn mathematics more effectively in school. To begin with let us look at what some children are saying and therefore meaning as they respond to teachers’ questions.

  • Community Involvement: The Saibai State School Experience

  • Steve Castley
  • Journal:
    The Australian Journal of Indigenous Education / Volume 16 / Issue 1 / March 1988
    Published online by Cambridge University Press:
    22 July 2015, pp. 35-44
    Print publication:
    March 1988

  • The purpose of this report is to investigate the need for and purposes of parental and community involvement in an Outer Torres Strait Island school, namely Saibai State School, and to explore and report on some of the approaches to community involvement that we have trialled in our school.

    If a school is aiming to educate its students for an active role in the society, then it is vital that the school be a living, active part of that society. It is unrealistic for teachers to assume that the school can stay separated from the community but still educate its students in a real and meaningful way.

  • Who Do You Think That I Am?

  • P. Turner
  • Journal:
    The Australian Journal of Indigenous Education / Volume 16 / Issue 1 / March 1988
    Published online by Cambridge University Press:
    22 July 2015, pp. 20-26
    Print publication:
    March 1988

  • I am delighted at the opportunity to address you today and I would like to start by quoting a section from the speech made to Aboriginal people by His Holiness, Pope John Paul II, when he visited Australia last year.

    His Holiness made reference to the strength of Aboriginal culture and the need to preserve it. He chose to make an analogy between the culture of the Aboriginal people and the indomitable nature of a native Australian tree.

  • Language description and use

  • Journal:
    Language Teaching / Volume 21 / Issue 1 / January 1988
    Published online by Cambridge University Press:
    23 December 2008, pp. 49-51
    Print publication:
    January 1988
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  • II - History of Education in Singapore

  • Soon Teck Wong
  • Book:
    Singapore's New Education System
    Published by:
    ISEAS–Yusof Ishak Institute
    Published online:
    18 November 2017
    Print publication:
    01 January 1988, pp 3-8

  • Summary

    The British Period

    THE educational policy of the British in the Straits Settlements' was spelt out in 1854 in a despatch from the Court of Directors of the East India Company to the Governor- General in India, a copy of which was sent to the Governor of the Straits Settlements. The Court of Directors recognized that education was a “sacred duty” on the part of the British Government. The government, as the guardian of native rights and customs, held that this duty lay in catering for the natives in the vernacular. In a later despatch of 1857 the Court of Directors stressed that the primary object of the government was to provide elementary education in the vernacular, and that the indigenous population in the rural districts had first claim. However, though it was critical about learning English as an end of education, it recognized its utilitarian rote of producing “intelligent, diligent and honest servants to work for the Company”. Further, it encouraged private enterprise on the part of individuals and missionary societies, pointing out that the government could not possibly provide the means for educating the whole country.

    The result was parallel systems of schooling: one in vernacular for the rural Malays, which was established and maintained by the government; Chinese and Tamil vernacular schools set up by their respective communities; and the English schools. The English schools consisted of two main types: the “free” schools that enjoyed the patronage and support of the government until they were taken over completely, and the grant-in-aid English schools established and maintained by missionary societies with a certain amount of government aid. The Chinese schools which were established and maintained through the generosity of individuals, district societies, or clan associations were left very much to themselves. After the 1911 Revolution in China, the Kuomintang saw the Chinese schools as incubators of the new nationalism and poured indoctrinated teachers and doctored texts into them. Consequently, Chinese education became highly politicized.

  • III - Problems Facing the Education System

  • Soon Teck Wong
  • Book:
    Singapore's New Education System
    Published by:
    ISEAS–Yusof Ishak Institute
    Published online:
    18 November 2017
    Print publication:
    01 January 1988, pp 9-12

  • Summary

    Ineffective Bilingual Policy Contributing to Low Literacy Levels

    THE principal cause for many of the problems plaguing the Ministry of Education was identified by the Goh Report as the unnatural situation in which 85 per cent of our children were taught in languages they did not speak at home. dary Three to no forma] education were able to handle fairly well situations in which English was ihe sole means of communication. Further, the great majority — more than 60 per cent of the pupils who sat for the PSLE (Primary Six) and O level examinations (Secondary Four)- had failed in one or both languages. Taking The system as a whole and tracing successive cohorts, the Report found that only 19 per cent of each primary cohort passed both languages at O level. The bilingual policy had therefore not been universally effective. Nevertheless, as noted above, the desirability of bilingual education was long recognized. To this end, a number of measures were taken. In 1966, the policy requiring mathematics and science subjects to be taught in English in Chinese primary schools was introduced. Conversely, 1969 saw the introduction of the policy of requiring the instruction of civics in English schools to be taught in the mother tongue. In 1970, the teaching of history in the mother tongue was introduced in Primary Three classes and in 1973 double weighting was given to the second language for the Primary School Leaving Examination (PSLEj at Primary Six.

    In assessing the success of the bilingual policy, the Report noted that surveys conducted in 1975 by the Ministry of Education on primary school pupils and by the Ministry of Defence on national servicemen suggested that literacy levels, particularly in English, were low. For example, only 11 per cent of the national servicemen with educational levels ranging from Secondary Three to no formal education were able to handle fairly well situations in which English was ihe sole means of communication. Further, the great majority — more than 60 per cent of the pupils who sat for the PSLE (Primary Six) and O level examinations (Secondary Four) - had failed in one or both languages. Taking The system as a whole and tracing successive cohorts, the Report found that only 19 per cent of each primary cohort passed both languages at O level.

  • LTA volume 21 issue 1 Cover and Front matter

  • Journal:
    Language Teaching / Volume 21 / Issue 1 / January 1988
    Published online by Cambridge University Press:
    23 December 2008, pp. f1-f2
    Print publication:
    January 1988
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  • Preface

  • Soon Teck Wong
  • Book:
    Singapore's New Education System
    Published by:
    ISEAS–Yusof Ishak Institute
    Published online:
    18 November 2017
    Print publication:
    01 January 1988, pp ix-x

  • Summary

    The driving force … fof a country's development﹜ … lies in factors such as the education level of the population …

    Report of the Economic Committee, p. 5.

    THE role of education in nation-building and economic development is generally well understood and accepted. For a small nation such as Singapore without a lot of natural resources, the importance of investing in human resource development cannot be over-emphasized. It is not surprising, therefore, for Singapore to place such high priority on education.

    The major education reforms initiated as a result of Dr Goh Keng Swee's Report on the Ministry of Education marked an important phase in the development of Singapore's education system. As the first few cohorts of pupils affected by these reforms have now passed through the system, it is timely to present an objective and evaluative account of these reforms and their impact on educational attainment. In doing so, I hope to contribute my little bit towards a better understanding of the education system.

    I would like to express my appreciation and gratitude to my former colleagues in the Ministry of Education, particularly Mr Tan Yap Kwang, Deputy Director, Monitoring & Evaluation Branch, without whose help the writing of this monograph would not have been possible. I would also like to state that while I have gained much insight during my service at the Ministry of Education, the opinions and views expressed are my own and should not be attributed to the Ministry.

    Lastly, I would like to dedicate this book to my son, Qingyao, who has only just entered the education system. It is my hope that he, too, will have a meaningful educational experience throughout his years at school.

  • VII - Refinements to the NES

  • Soon Teck Wong
  • Book:
    Singapore's New Education System
    Published by:
    ISEAS–Yusof Ishak Institute
    Published online:
    18 November 2017
    Print publication:
    01 January 1988, pp 21-24

  • Summary

    A Single National Stream

    THE Goh Report observed the continuing trend amongst parents to register their children in English schools. By 1983, more than 99 per cent of the children were registered in English schools. This prompted the announcement in December 1983 of a single national stream whereby all pupils would offer English as a first language (ELI) and either T (TL2), Malay (ML2), or Chinese (CL2) as a second language. This announcement signalled the end of the parallel systems of education which arose during the British period. A similar trend in the proportion of pupils offering English as the medium of instruction in the Monolingual course (from 37 per cent in 1980 to 91 per cent in 1984) led to a decision for the course to be offered only in English. In 1986, in response to requests from their respective communities, non-Chinese pupils whose PSLE results fell within the top 10 per cent, were allowed to offer their mother tongue, i.e., Malay or Tamil, at first language level in secondary schools. Thus, as envisaged in the Goh Report, the attainment of an education system where great prominence was attached to English came about through the desire of pragmatic parents for their children to be educated in English and not as a result of directives from the Ministry of Education.

    Streaming at P3

    Even though great care was exercised to ensure that pupils were not streamed to an inappropriate course, public feeling against streaming persisted. This was due in part to ignorance of the safeguards introduced. For example, many of those who argued against the Monolingual course were not aware that a child would be streamed to it only if he had, in addition to failing both his P2 and P3 examinations, failed an Achievement Test set by the Ministry. It was also not generally known that almost all the pupils (generally about 90 per cent) in each P3 cohort would go to the Normal and Extended courses. Table II shows the numbers and percentages of pupils streamed to the various courses during the period 1982-86.

  • Teaching particular languages

  • Journal:
    Language Teaching / Volume 21 / Issue 1 / January 1988
    Published online by Cambridge University Press:
    23 December 2008, pp. 34-40
    Print publication:
    January 1988
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Singapore's New Education System
  • Education Reform for National Development
  • Soon Teck Wong
  • Published by:
    ISEAS–Yusof Ishak Institute
    Published online:
    18 November 2017
    Print publication:
    01 January 1988
  • This book gives a brief account of how social and economic changes have an impact on the Singapore education system, bearing in mind that education and national development are closely related. Besides providing a short history of education in Singapore, the book discusses how the New Education System(NES) was implemented, public response to streaming, and the impact of the NES on educational wastage and attainments.

  • VIII - Impact of the NES

  • Soon Teck Wong
  • Book:
    Singapore's New Education System
    Published by:
    ISEAS–Yusof Ishak Institute
    Published online:
    18 November 2017
    Print publication:
    01 January 1988, pp 25-32

  • Summary

    General Consideration

    WITH the refinements introduced to the NES,36 streaming according to ability gradually gained public acceptance. While casual observation of examination results readily suggests that education attainment has improved substantially since the implementation of the NES,37 it is useful to evaluate the improvements in terms of the objectives spelt out in the Goh Report.

    Effectiveness of the Bilingual Policy

    While examination results alone may not adequately measure literacy levels, in the absence of standardized tests of literacy, performance in standardized achievement tests such as the national examinations (PSLE, N, O, and A level examinations), they are the best indicators of proficiency levels in the two languages and, of course, the other school subjects.

    Prior to the implementation of the NES, more than 60 per cent of the pupils who sat the PSLE and the O level examination failed in one or both languages. Only 19 per cent of each cohort passed in both languages at O level. Under the NES, performances in the two languages at both the PSLE and O level examination have improved tremendously. For example, in 1984 which was the first year for the Extended course pupils to sit the PSLE, the overall percentage passes at the PSLE in English and the second language were 85.5 and 98.7 per cent respectively. In 1985, while the percentage pass in the second language remained high at 98.7 per cent, the percentage pass in English increased further to 90.2 per cent. That the percentage passes for both English and the second language increased to a level above 90 per cent is truly remarkable when compared to the pre-NES position.

    The improvements in the examination results for English and the second language were repeated at the O level examination. The percentage passes in the second language over the last three or four years have consistently been above 90 per cent. Performances in English improved dramatically in 1984, the first year in which pupils streamed into the Express course sat the O level examination, rising from 41.2 to 52.4 per cent. The percentage pass in English improved further to 64.8 per cent in 1985.

  • IV - New Structure for the Education System

  • Soon Teck Wong
  • Book:
    Singapore's New Education System
    Published by:
    ISEAS–Yusof Ishak Institute
    Published online:
    18 November 2017
    Print publication:
    01 January 1988, pp 13-14

  • Summary

    Introduction of Streaming

    THE Report observed that the existing “single curriculum“ 6-4-2 education system (that is, six years of primary, four years of secondary, and two years of pre-university) which required all children to cover the same syllabus within the same period and to sit for the same examinations, did not take into consideration differences in absorption capacities and rates of learning. Arguing that this system tended to favour the aboveaverage children and to penalize the below-average children and the slow learners, the Report suggested that the high failure rates at the PSLE and the O level examination could be reduced with an education system sufficiently flexible to cater for children with different abilities — in other words, by streaming them into different courses according to ability.

    Recognizing that no streaming system could be perfect, the Report recommended that the first streaming should be undertaken only after three or four years of primary schooling and that only those who fail at least two consecutive years would be streamed to the primarily Monolingual course. In addition, provision was to be made for lateral transfers between streams.

    The Report further recognized that “pupils who do not succeed in academic studies could succeed in technical or commercial training”. It was therefore important for the Vocational and Industrial Training Board (VITB), the polytechnics, and other training institutions to expand their capacities.

    Bilingual Education with Emphasis on English

    Considering that a basic objective of any education system must be to produce literate and numerate school-leavers, it is not surprising that the Report recommended that the first three years of primary schooling concentrate on the learning of languages and mathematics. This was to give pupils a strong foundation for learning of content, such as in Science, Mathematics, and other subjects.

    Mindful of the differences in ability of pupils, particularly in languages, the Report suggested that:

  • a. Those pupils who are ablest would be given the opportunity to do two “first languages” [ELI + CLl] and possibly a third language (like German).

  • b. The average and the above average pupils would be given the opportunity to do a “first” language and a “second” language (eg., ELI + CL2).

  • c. Those pupils who cannot cope with two languages would be better off being literate in one language than attempting to learn two languages and being literate in neither.

Page 938 of 1122