Performance of Students Admitted to the Integrated Programmes

Mr Zainal Sapari asked the Minister for Education (a) from 2004 to 2012, what is the total number of students admitted into the Integrated Programmes (IP); (b) from 2004 to 2011, what is the number and percentage of IP students who (i) withdrew from the programme; (ii) withdrew from the programme and managed to gain admission to alternative institutions such as polytechnics; (iii) managed to complete the programme to take their "A" Levels and gained admission into local and overseas universities; and (c) what are the reasons for the students' inability to complete the programme.

The Senior Parliamentary Secretary to the Minister for Education (Ms Sim Ann) (for the Minister for Education): Sir, approximately 3,400 students were admitted into the Integrated Programme (IP) each year between 2004 and 2012, of which about 20% entered at Secondary 3.

Students admitted between 2007 and 2012 are at varying stages of their education. For the cohorts from 2004 to 2006, on average about 6% of the students withdrew from the IP before reaching JC2. Of these, more than half continued their education in the same school on the "O" level track, or in another school or institution. The remaining students withdrew from the IP primarily because they were relocated overseas.

Of the 94% of the IP students who went on to complete the IP and sat for the "A" Levels or equivalent qualifications, almost all qualified for publicly-funded universities in Singapore.

Mr Zainal Sapari (Pasir Ris-Punggol): I thank the Senior Parliamentary Secretary for her answer. I have three supplementary questions: (1) what is the Ministry's assessment of the effectiveness of the IP programme in terms of achieving its intended outcomes; (2) moving forward, how does MOE ensure that the different IP programmes across the different schools are of comparable standards?; and (3) will MOE be conducting a major review of the IP programme to ensure that the attrition rate will be even lower than what has been shared with us?

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Ms Sim Ann: Sir, I thank Mr Zainal Sapari for his supplementary questions. First, he asked whether the IPs have achieved their intended outcomes. Having the IP as one pathway alongside the "O" level pathway widens choice for our students and allows them to match teaching and learning to their own individual styles, specifically students who enrol in the IP track will undergo a style of teaching that is more suitable for self-directed as well as independent learning, whereas for students who need a more structured approach, the "O" level track would be more appropriate. So, in terms of offering this choice to students and parents, we believe that the programme has achieved that outcome. There are also some positive outcomes that have been observed of students who have completed their programme. For instance, they have been observed to be more vocal, more expressive and independent in learning, stronger service to the community because IP students do serve more CIP hours, and also the ability to move between collaborative as well as independent learning styles. All in all, we feel that having this variety of learning pathways will enrich the holistic development of our students.

Second, Mr Zainal Sapari wanted to know how the MOE will ensure that the different IPs will adhere to standards. This is something which the MOE works constantly with all our IP schools on, and there are also measures in place to help students who find continuing in the IP a bit of a challenge. For instance, there are support programmes to help the weaker students cope with the demands of IP. The support given to these students includes tailoring the instructional and assessment methods or providing additional guidance to cater to these students. There is also regular communication with parents of these students to help keep them abreast of their children's progress and allow them to also provide additional socio-emotional support, where necessary.

Finally, Mr Zainal Sapari asked whether there will be a major review of the IP. Sir, along with all other educational programmes that our schools offer, we will constantly review and monitor the progress and development of all of these schemes and tracks.

Mr Yee Jenn Jong (Non-Constituency Member): Mr Speaker, I would like to ask the Senior Parliamentary Secretary whether for the Government-run IP, the International Baccalaureate or other forms of examinations, other than the "A" levels will be allowed.

Ms Sim Ann: Sir, currently, for the IP, we do move the students on to the IB as well as "A" levels. If there are suggestions for other forms of assessment, the Member is welcomed to provide them to us.

Mr Yee Jenn Jong: Sir, I want to clarify my question. My question was whether for Government schools running the IP, whether they are allowed to apply for the International Baccalaureate programmes.

Ms Sim Ann: Sir, this is something that we will consider depending on the needs of the school and also the nature of the request. This is something that will remain open to assessing.

Mr Ang Wei Neng (Jurong): I thank the Senior Parliamentary Secretary for the comprehensive reply. I want to ask one supplementary question. Of the 6% of the IP students who withdrew from the IP, that is, those who do not complete the IP, could the Senior Parliamentary Secretary give a breakdown of how many of those are admitted under the Direct Admission programme, through sports or other programmes?

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Ms Sim Ann: Sir, I do not have the statistics that Mr Ang Wei Neng has asked for. He is welcomed to file another Question on this specific issue.

Mr Speaker: Mr Liang Eng Hwa, last question.

Mr Liang Eng Hwa (Holland-Bukit Timah): Sir, I would like to ask the Senior Parliamentary Secretary whether the Ministry is still seeing a high demand for IP places and if there are plans to expand these places for more students to get into the IP.

Ms Sim Ann: Sir, I think the IP is a matter of considerable interest amongst students and parents. But we would like to highlight what is important here is that the IP is one track that is offered alongside the "O" level track, and both tracks, we feel, are equally valid. In fact, the majority of our students are on the "O" level track. So, I think the "O" level track retains great relevance for education. What is important is for students as well as their parents to recognise which style of learning suits the individual student best. Is it one that is more self-directed or independent, or would it be one that is more structured? And this is something which goes a long way towards determining the success of the student in either programme.