Parents, not enrichment centres, are key to result
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This was a plan put up in 2009 on resources by PERI and some in execution now:
(II) Providing More Resources for a Quality Primary Education
11To achieve the outcomes of a more balanced education, primary schools have to be given more resources to implement the proposed recommendations.
Investing in a Quality Teaching Force
12Provide Additional Manpower. Schools must be adequately staffed to deliver a quality education. As such, the Committee welcomes the fact that MOE plans to bring forward its hiring plans for teachers and Allied Educators (Teaching & Learning). In particular, the Committee recommends that MOE invest in recruiting and training more PE, Music and Art teachers to raise the quality of instruction in non-academic areas.
13In line with the increased focus on raising the oral communication skills of primary pupils, the Committee proposes that MOE develop a scheme for schools to engage individuals with strong oral communication skills as language or speech and drama instructors, even if they are not trained teachers. This can be piloted in a few schools.
14Recruit Passionate, Quality Educators. Taking primary education to a new level will require passionate teachers who possess a strong mastery of both content and pedagogy. The Committee agrees with the view expressed by many members of the public that MOE should continue to select first for the interest and aptitude to teach through the use of interviews or teaching internships, before considering other criteria. Those found unsuitable should not be recruited as teachers, no matter how academically brilliant they might be.
15As MOE currently recruits teachers from the top 30% of each national cohort, the Committee recognises that MOE will need to focus its efforts to recruit new teachers from the university graduate pool or those who qualify for an undergraduate education by 2015. The Committee notes that eligible A-level or Diploma holders can continue to join the teaching service, through NIE’s BA/BSc degree programme. NIE will offer more places in its degree programme to accommodate suitable candidates. For A-level or diploma holders who decide not to pursue a degree but have a passion for teaching, they can join the Allied Educators (Teaching & Learning) Scheme, working closely with the teachers to hone their skills in teaching. Those who perform well as Allied Educators may upgrade their qualifications and join the teaching service as full-fledged teachers.
16Ensure Continuous Professional Development of Teachers. To ensure that teachers have a good grasp of curriculum content as well as a sound mastery of the variety of teaching methods and assessment modes needed, the Committee further recommends that MOE place priority on strengthening both pre- and in-service training for all teachers. This will ensure the continuous improvement of teaching practices in the classroom, which is the key to realising the desired outcomes of education. -
ksi:
So... we have all these new PEOPLE resources who have to teach from lousy textbooks or MAKE their own materials. Someone forgot that it's not enough to hire good carpenters and train them well. You need to give them good tools too.This was a plan put up in 2009 on resources by PERI and some in execution now:
(II) Providing More Resources for a Quality Primary Education
11To achieve the outcomes of a more balanced education, primary schools have to be given more resources to implement the proposed recommendations.
Investing in a Quality Teaching Force
12Provide Additional Manpower. Schools must be adequately staffed to deliver a quality education. As such, the Committee welcomes the fact that MOE plans to bring forward its hiring plans for teachers and Allied Educators (Teaching & Learning). In particular, the Committee recommends that MOE invest in recruiting and training more PE, Music and Art teachers to raise the quality of instruction in non-academic areas.
13In line with the increased focus on raising the oral communication skills of primary pupils, the Committee proposes that MOE develop a scheme for schools to engage individuals with strong oral communication skills as language or speech and drama instructors, even if they are not trained teachers. This can be piloted in a few schools.
14Recruit Passionate, Quality Educators. Taking primary education to a new level will require passionate teachers who possess a strong mastery of both content and pedagogy. The Committee agrees with the view expressed by many members of the public that MOE should continue to select first for the interest and aptitude to teach through the use of interviews or teaching internships, before considering other criteria. Those found unsuitable should not be recruited as teachers, no matter how academically brilliant they might be.
15As MOE currently recruits teachers from the top 30% of each national cohort, the Committee recognises that MOE will need to focus its efforts to recruit new teachers from the university graduate pool or those who qualify for an undergraduate education by 2015. The Committee notes that eligible A-level or Diploma holders can continue to join the teaching service, through NIE’s BA/BSc degree programme. NIE will offer more places in its degree programme to accommodate suitable candidates. For A-level or diploma holders who decide not to pursue a degree but have a passion for teaching, they can join the Allied Educators (Teaching & Learning) Scheme, working closely with the teachers to hone their skills in teaching. Those who perform well as Allied Educators may upgrade their qualifications and join the teaching service as full-fledged teachers.
16Ensure Continuous Professional Development of Teachers. To ensure that teachers have a good grasp of curriculum content as well as a sound mastery of the variety of teaching methods and assessment modes needed, the Committee further recommends that MOE place priority on strengthening both pre- and in-service training for all teachers. This will ensure the continuous improvement of teaching practices in the classroom, which is the key to realising the desired outcomes of education. -
At the end of the day, MOE can say anything on their website. What matters is still the actual school experience. Don’t you remember that civil servants are wont to call flooding, Ponding, just so that they don’t look too bad?
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Eh, this thread has gone OT liao .... How come arrh :?
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autumnbronze:
Eh, this thread has gone OT liao .... How come arrh :?
Parents too passionate about a certain topic...
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2ppaamm:
Because parents are part of the educational system, and are being expected much more -autumnbronze:
Eh, this thread has gone OT liao .... How come arrh :?
Parents too passionate about a certain topic...
The minister (Mr.Heng), however, acknowledged
that “we expect much more of the education
system than it can deliver”. It is thus
important for parents, teachers, and the
broader society to play a role in the education
system, he stressed. -
looking4Tutor:
By broader society, does he mean the tuition industry needs to play a role. Tuition and enrichment fees are now a must because the education system can't deliver?
Because parents are part of the educational system, and are being expected much more -
The minister (Mr.Heng), however, acknowledged
that “we expect much more of the education
system than it can deliver”. It is thus
important for parents, teachers, and the
broader society to play a role in the education
system, he stressed.
Did he really say this? Looking4tutor, can you include your reference for your quote from HSK. Where and when did he say this... and where is it reported?
We expect more of the system because it expects more of our kids. We need to bridge the gap because the system cannot teach to the standards it expects of the kids. The role of tuition, enrichment and parents is to bridge this gap between what the schools & the PSLE tests BUT has no resources to give skills practice and individualized feedback in. Expect less of the kids and the demands on the system will lighten up too.
I know people who teach at Learning Lab and Mindstretcher. They don't write their own materials. They're given materials to teach with. If 2 small organisations can achieve this, why can't MOE help its teachers similarly? -
Chenonceau:
does he mean the tuition industry needs to play a role. Tuition and enrichment fees are now a must because the education system can't deliver?
By broader society, does he mean the tuition industry needs to play a role. Tuition and enrichment fees are now a must because the education system can't deliver?looking4Tutor:
Because parents are part of the educational system, and are being expected much more -
The minister (Mr.Heng), however, acknowledged
that “we expect much more of the education
system than it can deliver”. It is thus
important for parents, teachers, and the
broader society to play a role in the education
system, he stressed.
Did he really say this? Looking4tutor, can you include your reference for your quote from HSK. Where and when did he say this... and where is it reported?
We expect more of the system because it expects more of our kids. We need to bridge the gap because the system cannot teach to the standards it expects of the kids. The role of tuition, enrichment and parents is to bridge this gap between what the schools & the PSLE tests BUT has no resources to give skills practice and individualized feedback in. Expect less of the kids and the demands on the system will lighten up too.
I know people who teach at Learning Lab and Mindstretcher. They don't write their own materials. They're given materials to teach with. If 2 small organisations can achieve this, why can't MOE help its teachers similarly?
I know people who teach at Learning Lab and Mindstretcher. They don't write their own materials. They're given materials to teach with. If 2 small organisations can achieve this, why can't MOE help its teachers similarly?[/quote]
Yes, I agree with you. -
Chenonceau:
But since these centres r known to have entry exams and their material caters mainly to the higer scorer of the cohort so that they can be pushed further (at a cost). Do we really wanna dump this material to the rest of the cohort when they r not quite ready?
I know people who teach at Learning Lab and Mindstretcher. They don't write their own materials. They're given materials to teach with. If 2 small organisations can achieve this, why can't MOE help its teachers similarly? -
Nebbermind:
Funny that you read things I did not write. I did not say to use these centres' materials. I said that MOE should provide ample materials to its own teachers to teach with... suitable for whatever the level.
But since these centres r known to have entry exams and their material caters mainly to the higer scorer of the cohort so that they can be pushed further (at a cost). Do we really wanna dump this material to the rest of the cohort when they r not quite ready?Chenonceau:
I know people who teach at Learning Lab and Mindstretcher. They don't write their own materials. They're given materials to teach with. If 2 small organisations can achieve this, why can't MOE help its teachers similarly?
Mindstretcher has no entrance exam. Only its high achievers' program requires an entrance exam. If Mindstretcher can develop materials for 2 different types of students, why not MOE?
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