Tag: MOE

  • Kenneth Jeyaretnam: International Scholarship Program Discriminates Against Singaporeans

    Kenneth Jeyaretnam: International Scholarship Program Discriminates Against Singaporeans

    In my last article (Has Lee Hsien Loong Forgotten Who Pays His Salary?) I wrote about the way that Lee Hsien Loong and the PAP Government treat expats as more valuable than the Singaporeans who voted them in in the first place.

    There can be no better illustration of this than the way our Government subsidises foreign students to come here and take our jobs. Yet the PAP have been evasive on the numbers and cost of the foreign scholarships it awards.

    At the last sitting of Parliament on 13 July 2015, the Education Minister Heng Swee Keat, in response to a question from NCMP Yee Jenn Jong, revealed that about 900 foreign students were given scholarships each year and the total cost of each scholarship was about $25,000 p.a. including school fees, accommodation and allowances. If there were 900 foreign scholarship holders in each year that would make the total number of scholarship holders in Singapore around 3,600. The total cost would then be around $90 million p.a.

    This is of course not a huge sum of money given the size of Singapore’s economy and reserves. However when Heng was asked another question, this time by Lina Chiam, as to how many foreign students in Singapore benefited from the tuition grant, Heng revealed just how many foreign students there are and how much taxpayers here are subsidising them:

    In 2014, around 3,650 international students in the 2014 matriculation cohort in the polytechnics and autonomous universities received the tuition grant. 

    As this is just the 2014 cohort, the total number of international students is likely to be four times as large. This would make the number of international students receiving tuition grants at any one time about 14,600. Assuming very roughly an average tuition grant of around $18,000 p.a. (the poly and ITE tuition grant is around $16,000 while the university grant is over $22,000) the total cost is then around $262 million p.a.

    The $90 million annual cost of the international scholarships  should then be added to the tuition grant subsidy since the $25,000 scholarship comes on top of the tuition grant which all foreign students receive. So the total cost of the PAP’s subsidy to foreign students is about $350 million a year. To put this in context that is close to the estimated $400 million annual cost of the entire Pioneer Generation Package for our seniors. It is also at least 50% of the subsidy that the Government claims to provide for pre-school education.

    However the real shock was the Minister’s revelation as to how low the bar is set for these so-called “scholars”. To keep their scholarship they only had to maintain a Grade Point Average (GPA) of 3.5 out of a possible 5. This is consistent with achieving a Lower Second Class Honours degree. Heng revealed in his Parliamentary answer  that 68% of international scholarship holders achieve at least an Upper Second Class Honours degree. This compares with almost all Singapore students holding PSC scholarships. Compared to the average Singapore student, 38% of whom get Upper Seconds, the foreign scholars are not much better.

    mediocrity

    Why then are we giving our money away to these distinctively average students? And worse than that why are we offering them the chance to live and work in Singapore after graduation? In fact the scholarship is conditional on the foreign student working at least six years in Singapore. Even the other foreign students have to work here for three years after graduation. If they are unable to find jobs they are given one year Long Term Visit Passes to allow them to remain in Singapore and look for work.

    Requiring these foreign students to work in Singapore after graduation is actually deeply discriminatory against Singaporean males who have to do National Service. They thus have to compete with this influx of foreign graduates, both male and female, who do not have any NS obligations and have a two year head start over our men. During this two year period NS men are paid well below what they could earn in the market.

    This forced labour at slave rates is a form of taxation that foreign workers, like these international students, who come here to work do not have to pay. Every time expats rave about Singapore’s low tax regime and how grateful they are to the PAP for allowing them to accumulate wealth, remember that you are directly paying for it through your forced labour!

    In effect Singaporean men are directly paying the cost of subsidising foreign graduates to compete with them. Because of their lower costs and the fact that they cannot seek employment elsewhere these foreign graduates then are prepared to accept jobs at lower wages and this reduces the earnings and job prospects of Singaporeans who, if they can find work, are often forced to take jobs for which they are massively overqualified.

    This is an absurd state of affairs. We have ended up with a system that looks rational from a corporate viewpoint but does not benefit and is no way to run a country. Because the PAP Government is the major employer it has a vested interest in cheap labour and it sees that this is the easiest way to achieve its goal. This bonded scholarship cynically arbitrages the fact that foreigners have a choice over where to work whereas Singaporean men are legally required to do NS and cannot pursue higher education till they complete it at which point they are less competitive in the labour market and it is more difficult for them to leave and seek better employment opportunities elsewhere.  Of course many still do. However the PAP is happy for them to go while it feels it can replace them with cheaper graduate labour from abroad, even if the quality of that labour is mediocre.

    How can we end this? We can stop offering generous scholarships to mediocre foreign students and make any successor scheme much more selective. I would also want to see free university or poly education offered to all those who complete NS or serve in the armed forces similar to the GI Bill in the US. And NS should be drastically reduced from the current twenty-one months to under a year at most.

    But we are unlikely to get any changes while the PAP Government sees Singaporeans as lacking in options and possessing no bargaining power, like the workforce of one of the global MNCs whose CEOs Lee Hsien Loong so loves to socialise with and benchmark his compensation against.

    As I wrote in my last blog, you have only yourself to blame for this state of affairs by not standing up for your rights. The foreign scholarship programme is a perfect example of the way you are discriminated against and treated as second class by the PAP Government. The question is, are you prepared to do anything about it or will behave like turkeys voting for Christmas once again?

     

    Source: http://sonofadud.com

  • MOE To Consider Introducing Modules On Race And Religious Issues

    MOE To Consider Introducing Modules On Race And Religious Issues

    The Education Ministry will consider introducing a module for students to better appreciate issues concerning race and religion, said Education Minister Heng Swee Keat.

    He said this at a Racial Harmony Forum on Wednesday (Jul 8) attended by 900 school leaders and teachers.

    “I think that is something that we ought to consider so that over a period of years, as our students go through the primary school all the way to secondary school and then JC, ITE and polytechnics, there can be some continuity in how we mould their understanding,” he said.

    “I think that will be a useful idea because today a lot of these materials are already embedded in the different Character and Citizenship Education material as well as in social studies and history and so on. If we can pool it together, in order to give it a focus, I think that is something that we should consider.”

    Singapore has enjoyed racial and religious harmony in the last 50 years but the young should be reminded that it is a delicate asset that should not be taken for granted, Mr Heng said. He pointed out that fault lines can emerge, if misinformation about other races and religions are allowed to spread.

    The minister said efforts to maintain harmony must be doubled, given several challenges. For instance, the internet makes it easier to post careless remarks about other races and religions, with wide-reaching repercussions.

    Radicalism, the ISIS threat as well as increasing religiosity, also raise the need to facilitate understanding between people of different beliefs even more. “We first need to be aware of these issues, consider what they might mean for our students, and prepare to engage them meaningfully,” Mr Heng said.

    “It also means that we need to keep a watchful eye on our charges, helping our young find meaning and purpose in their school and community, so that they will not fall prey to radical and extremist religious beliefs,” he added.

    “With high internet connectivity, it has become easier to connect with others of similar beliefs from across the world, and for people to congregate around causes and movements. If you look at some of the videos produced by the ISIS, they are highly sophisticated. There is great need today for our young to be discerning, responsible users of information, as well as to navigate this terrain wisely. Now, we have to work a lot harder to keep the ideals of our nation.”

    To promote inter-racial understanding among students, schools mark Racial Harmony Day on Jul 21 annually.

     

    Source: www.channelnewsasia.com

  • 44 Year Old MOE-Trained Teacher Terminated By Employer Without Assistance From TAFEP/MOM

    44 Year Old MOE-Trained Teacher Terminated By Employer Without Assistance From TAFEP/MOM

    Dear Gilbert

    I am grateful to Richard for providing the linkage. I went to your website – was very touched by the people you helped.

    I am 44, a trained former MOE teacher. I have  since taught in X and a few other private schools.

    I have stayed in a private school, ABC International teaching mainly PRC students for about four years.

    Later I moved on to XYZ School thinking it was much the same since it is also a private school.

    There, I faced lots of problems with the HOD of English who felt threatened by the fact that I was also NIE-trained and experienced like herself.

    Many of the older staff were untrained or foreign-trained.

    Since then she has made life very difficult for me and has criticized me unfairly.

    Things came to a head when they ‘terminated’ my two-year contract in February this year and I was served with a three-month notice.

    I attempted to seek redress with TAFEP and MOM but they told me that employers generally had a right to terminate when they see fit.

    I accepted my ‘fate’ and ventured out by applying to lots of many other different positions.

    I was sending in at least 20 applications via Jobstreet, JobsDB, Indeed.com, Jobsbank.

    I am fortunate to be offered a full-time position at an enrichment centre teaching creative writing and I also fill in the other hours during the day with relief teaching as well as teaching classes at night.

    I know that I should be grateful and I am.

    However I would like to seek a full-time position that offers me regular hours as this enrichment centre requires me to work full day on Sat and Sun and that’s eating up my family time as I have two young kids.

    I am attaching my resume for your kind perusal.

    I am an active job seeker and I would always use the internet to search actively. I understand that it is a numbers’ game out there for job seekers.

    A few days’ back my husband was also served with a one-month notice at his workplace.

    I am also helping him to apply for different jobs. He is in Logistics/Supply Chain and Shipping. I attach his resume as well.

    I am so grateful for your kind assistance in this matter.

    Sincerely

    Jennifer

    Editor’s note: we will keep a look out for suitable jobs for the writer.

     

    Source: www.transitioning.org

  • School Heads: Rigourous Risk Assessments Done Before Overseas Expeditions

    School Heads: Rigourous Risk Assessments Done Before Overseas Expeditions

    Whether it is kayaking or trekking, students at Raffles Institution have a variety of choices when it comes to leadership courses. But before embarking on any expedition, the school will conduct a rigorous risk management assessment.

    Said Head of Department at the Raffles Institute for Experential Learning Kuak Nam Jin: “MOE (Ministry of Education) has a very well-established risk management matrix. We follow that very closely. We go on recce trips to look at the place. The staff would often embark on the entire route of the destination to find out how vigorous or intense it is. We have to find out in history whether other schools have used it before, what is the feedback?”

    Once a place has been chosen, training to prepare the students physically for the trip begins, according to Mr Kuak: “We would prepare our students physically for the trip which often involves general physical conditioning pretty much like PE conditioning. And then there’s also specific training.

    “For instance if you are climbing a mountain, then you really need to get students to be climbing the stairs, carrying their backpack so that they develop the right type of muscles in the physical conditions to allow them to perform on the mountain.”

    The safety of such expeditions is in the spotlight, in the wake of a tragedy where six students and a teacher from Tanjong Katong Primary School died, while climbing on Mount Kinabalu in Sabah as part of an overseas learning journey, called the Omega Challenge last week. Their Singaporean adventure guide was killed as well, and a teacher and a student from the school are still missing.

    Another school head said scenario training will be conducted to equip students with necessary skills to react to emergencies – such as dealing with an injury.

    “We have to think about many categories of risk, covering issues from whether the children have enough food and water, to where the nearest medical facilities are,” said Ms Haslindah Bahrom, Vice-Principal and Chief Safety Officer at Eunos Primary School. “If there are possible risks, we discuss how to mitigate them. It’s not just for overseas excursions. We do this for learning journeys within Singapore – and even for activities within school, like Sports Day and carrying out experiments in our Science labs.”

    The onus is also on educators to assess the student’s ability for such physically demanding programmes.

    Said Ms Haslindah: “As you train your students, you are able to identify which students are having trouble keeping up with the training or they may have old injuries that may come back to haunt them or they are struggling with that. I think as educators you have to make a decision whether the student should drop out of the programme or we make a decision to moderate the intensity of the programme so that every student can participate in the programme.”

    HOLISTIC LEARNING EXPERIENCE

    Educators encourage parents to send their children on overseas expeditions as they contribute to a holistic learning experience. Some students who took up the Omega Challenge at Tanjong Katong Primary told Channel NewsAsia that the expedition had taught them valuable life skills.

    “It teaches you perseverance and discipline and it pushes your limits and tests them,” said one of them, Zara Karim. “Mount Kinabalu taught me a lot of skills like how to work with people, how to communicate. And that’s been very useful in project work and working within CCA with people.”

    The students added that the six-month training before the expedition was sufficient to prepare them for the physical challenges.

     

    Source: www.channelnewsasia.com

  • Bodies Of Missing Tanjong Katong Primary Student And Teacher Found

    Bodies Of Missing Tanjong Katong Primary Student And Teacher Found

    The bodies of the remaining missing pupil and teacher from Tanjong Katong Primary School have been identified, said the Ministry of Education on Wednesday.

    “We are saddened to inform that the Malaysian authorities have confirmed that Navdeep Singh Jaryal s/o Raj Kumar and Mohammad Ghazi Bin Mohamed are amongst the persons who perished at Kota Kinabalu,” said the statement.

    “Their next-of-kin have been informed. Their remains will return to Singapore upon completion of further forensic tests. This is expected to take some time. We will continue to provide support to the families during this difficult time.”

     

    Source: www.straitstimes.com