Networking Group - JCs General
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slmkhoo\" post_id=\"2095495\" time=\"1674087364\" user_id=\"28674:
Amazing parenting! Separately I agree with you on the if you have a minimum O level grades for A levels, should skip MI if you fall into not sure what to do next category of students.
I must first say that my older girl has some learning disability - mainly social skills and organisational skills. She is also a strong introvert. Intellectually she is above average. Group work and being required to do detailed planning was tough for her at 16yo. It's still tough, but she has grown better at these things with time and coaching. She did get a degree from NTU in the end, and is now working.
Why MI? We knew that poly at 16 yrs was not a good fit for her as she would find the group work and handling projects too difficult, and she needed more time to mature. We felt that a couple more years in a more structured classroom environment was better for her, and the lecture-tutorial JC system would be hard for her, let alone the poly system. So MI seemed like the best choice - the slower pace and less competitive environment, and classroom teaching, would be a better fit for her. Since she was relatively immature for her age, the extra year was a bonus. We considered international school, but the fees were prohibitive, and we wanted her to be in a Singapore school for better integration into Singapore (we had just returned from living overseas).
After MI - she initially applied for poly as we didn't think her A level results would be good enough to get into local university. But we found that the polys weren't all that welcoming, and the courses she was interested in wouldn't take her (Creative Writing/Media at Sing Poly). I understand their hesitancy as she is very introverted, but those were the closest match to her skillset. She got a place in Republic Poly in Comms, and started there. But the daily group work wore her down, and she was often left out as kids of that age are not always empathetic. So when we found that her A level results could squeak her into NTU Linguistics, she applied and was accepted. She needed quite a lot of support in NTU (which I provided, not the university) in choosing her classes and watching for deadlines. She could manage the academic work, but the navigating the modular system, selecting and signing up for courses, negotiating group work... all those things were challenges. Although we declared her disability, the university doesn't seem to really understand or have the capacity to help people with mild disabilities - they pay a lot of attention to the obvious ones like wheelchair users, blind etc, but the mild 'hidden' disabilities are generally left to cope by themselves until they run into trouble and 'shout' for help.
My daughter graduated in 2021, and we suggested that she find a admin-type job which would not cause her too much stress - no answering phones, not customer-facing, not fast-paced, etc. She has an admin job and she is coping fine now. She interviews poorly, so in the end we registered her with SgEnable which helped her in the job search. She has a sympathetic boss and is on her second 1-yr contract - not sure if they will give her a longer contract eventually. Pay-wise, she gets a fair wage for a humanities graduate. What's in her future? We don't know but take it a year at a time. We encourage her to work on her own interests outside work, and maybe something will come out of that eventually.
My daughter had no real ambition for post A levels. Her ideal life is to be left alone to do her own thing! But we convinced her that \"he who does not work, does not eat\"! We would never have sent her overseas given her inability to manage social stuff on her own, so we just chose the options based on what was available to us. We didn't even assume that she would necessarily get a degree. My thought was that she should get a poly diploma, work for a while, grow up some more, then see if she wanted to continue her studies. If she had been happy at poly, we would have left her there instead of trying NTU. She is never going to be a high-flyer, but as long as she earns a living wage, and can cope with life, that's fine by us. -
kudos to slmkhoo - able to guide kids from MI to RI!
She’s given a very good and realistic account of MI. There is attrition, and only one third or so generally make it to the local universities. But it is a system that works out for kids who might not otherwise thrive in other systems.
Even in a regular JC, some will take three years if they are not able to clear promotional exams. I personally know of a child who repeated JC1, and still could not get into local universities with his eventual A level grades and had to pursue private university courses with no government subsidy. -
What’s the retention rate like for RI/HCI after JC1? Are they mostly from the feeder schools?
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slmkhoo\" post_id=\"2095495\" time=\"1674087364\" user_id=\"28674:
You are a great, wonderful awesome mother to your daughter ! I salute you, knowing how challenging it is, to be a parent :salute:
I must first say that my older girl has some learning disability - mainly social skills and organisational skills. She is also a strong introvert. Intellectually she is above average. Group work and being required to do detailed planning was tough for her at 16yo. It's still tough, but she has grown better at these things with time and coaching. She did get a degree from NTU in the end, and is now working.
Why MI? We knew that poly at 16 yrs was not a good fit for her as she would find the group work and handling projects too difficult, and she needed more time to mature. We felt that a couple more years in a more structured classroom environment was better for her, and the lecture-tutorial JC system would be hard for her, let alone the poly system. So MI seemed like the best choice - the slower pace and less competitive environment, and classroom teaching, would be a better fit for her. Since she was relatively immature for her age, the extra year was a bonus. We considered international school, but the fees were prohibitive, and we wanted her to be in a Singapore school for better integration into Singapore (we had just returned from living overseas).
After MI - she initially applied for poly as we didn't think her A level results would be good enough to get into local university. But we found that the polys weren't all that welcoming, and the courses she was interested in wouldn't take her (Creative Writing/Media at Sing Poly). I understand their hesitancy as she is very introverted, but those were the closest match to her skillset. She got a place in Republic Poly in Comms, and started there. But the daily group work wore her down, and she was often left out as kids of that age are not always empathetic. So when we found that her A level results could squeak her into NTU Linguistics, she applied and was accepted. She needed quite a lot of support in NTU (which I provided, not the university) in choosing her classes and watching for deadlines. She could manage the academic work, but the navigating the modular system, selecting and signing up for courses, negotiating group work... all those things were challenges. Although we declared her disability, the university doesn't seem to really understand or have the capacity to help people with mild disabilities - they pay a lot of attention to the obvious ones like wheelchair users, blind etc, but the mild 'hidden' disabilities are generally left to cope by themselves until they run into trouble and 'shout' for help.
My daughter graduated in 2021, and we suggested that she find a admin-type job which would not cause her too much stress - no answering phones, not customer-facing, not fast-paced, etc. She has an admin job and she is coping fine now. She interviews poorly, so in the end we registered her with SgEnable which helped her in the job search. She has a sympathetic boss and is on her second 1-yr contract - not sure if they will give her a longer contract eventually. Pay-wise, she gets a fair wage for a humanities graduate. What's in her future? We don't know but take it a year at a time. We encourage her to work on her own interests outside work, and maybe something will come out of that eventually.
My daughter had no real ambition for post A levels. Her ideal life is to be left alone to do her own thing! But we convinced her that \"he who does not work, does not eat\"! We would never have sent her overseas given her inability to manage social stuff on her own, so we just chose the options based on what was available to us. We didn't even assume that she would necessarily get a degree. My thought was that she should get a poly diploma, work for a while, grow up some more, then see if she wanted to continue her studies. If she had been happy at poly, we would have left her there instead of trying NTU. She is never going to be a high-flyer, but as long as she earns a living wage, and can cope with life, that's fine by us. -
newbieks\" post_id=\"2095527\" time=\"1674099946\" user_id=\"178749:
Those RI students who repeat JC (1) cannot be
What's the retention rate like for RI/HCI after JC1?
Are they mostly from the feeder schools?
the O level JAE students,
who have entered RI at
L1R5 nett (2 to 5) points.
Must be the IP students -
phtthp\" post_id=\"2095531\" time=\"1674101925\" user_id=\"35251:
No idea but I don’t think we can make sweeping statements…..
Those RI students who repeat JC (1) cannot be
the O level JAE students,
who have entered RI at
L1R5 nett (2 to 5) points.
Must be the IP students -
Imp75\" post_id=\"2095532\" time=\"1674102219\" user_id=\"2358:
Yes. We cannot generalize. Only the school knows. Frankly, if the pattern is so clear, this would have been easily arrested upstream.
No idea but I don’t think we can make sweeping statements…..
Anything can happen to any child. One may have chosen an unsuitable subject combination (due to FOMO or parental or peer pressure), one could have met with a tragedy or affliction in personal life, get carried away by a certain distraction (opened a business or whatever), gone through a mental health challenge - something could just have happened. Many international students have had a very challenging past three years through Covid - some hardly had the chance to see family and all these things do affect a teenager.
The retention numbers in HCI and RI are small, but they do exist. -
I forgot to say, adjusting to JC is not an issue for most kids, but for some kids, it is surprisingly difficult. The social aspects, BGR for some, the great leap academically for some subjects - some find JC overwhelming and it all affects promo results.
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phtthp\" post_id=\"2095531\" time=\"1674101925\" user_id=\"35251:
may i know how did you come to this conclusion?
Those RI students who repeat JC (1) cannot be
the O level JAE students,
who have entered RI at
L1R5 nett (2 to 5) points.
Must be the IP students -
phtthp\" post_id=\"2095531\" time=\"1674101925\" user_id=\"35251:
cannot chop stamp confirm like that one leh...... its also as good as like saying that the student who don't do well at class tests and prelims cannot be one of the straight As students for the A levels.......
Those RI students who repeat JC (1) cannot be
the O level JAE students,
who have entered RI at
L1R5 nett (2 to 5) points.
Must be the IP students
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