Values-Driven Education in Schools

Ms Tin Pei Ling asked the Minister for Education (a) how will the Ministry increase capacity for, and equip teachers with, the skills and knowledge needed to implement values-driven education in schools; (b) how does the Ministry intend to support schools in their outreach to parents to partner them in this effort; and (c) how will the Ministry monitor the progress and effectiveness of this renewed emphasis on values-driven education.

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Dr Janil Puthucheary asked the Minister for Education what efforts will be made to reach out and engage parents in driving the change in mindset and societal norms that will be required as part of the shift of our education system to one that is values-based.

Mr Heng Swee Keat: Ms Tin Pei Ling and Dr Janil Puthucheary are right in highlighting the important roles of teachers and parents in our effort to sharpen our focus on values education. Values are not only taught. They also need to be "caught", through the daily routines of life in and beyond the school and role-modelling by responsible adults like teachers and parents.

Our teachers deeply appreciate their important role. The Ministry and the teaching fraternity have made and will continue to make important efforts to nurture the character and citizenship of our young. There are two key areas – teacher beliefs and teacher capacity.

First, educators have come together to re-affirm what the profession stands for. Beliefs are important, for these are the inner motivation that will make a teacher go the extra mile, to praise a child who has helped others and, more importantly, to guide a child who may have wandered down the wrong path.

In 2009, after extensive consultations with teachers, the Teachers' Vision of "Lead, Care, Inspire" was pronounced by the Director-General of Education. The Academy of Singapore Teachers was set up last year with the mission of deepening the ethos of the profession, as well as engender a culture of excellence with teachers stepping up to lead other teachers. This year, the Teachers' Creed was developed, again after extensive consultation with teachers, to set out the aspirations, beliefs and conduct expected of the profession. We will work closely with schools next year to use the Teachers' Creed to build the ethos of the profession.

Second, MOE and the Academy are working together to build teachers' capacity to implement values-education through various means. This is important, as even the best of beliefs need to be reinforced with skilful teaching and mentoring to achieve the desired outcomes.

To help beginning teachers level up, we have paired them with more experienced teachers in schools as part of the Structured Mentoring Programme to enable them to learn from their senior colleagues. To encourage professional dialogue, schools will set aside at least one hour per week for teachers to converse on instructional practice.

Schools alone cannot undertake this mammoth responsibility of building character of the young. We need the concerted effort of schools, parents and the community to succeed in this important endeavour. While parents and stakeholders like employers are generally supportive of our schools, more can be done to reach out, hear feedback, communicate, and forge partnerships.

MOE will set up a new Partnerships in Education Office (PEO) by the end of this year. PEO will support COMPASS (COMmunity and Parents in Support of Schools) in providing direction as well as coordinating efforts in our outreach efforts to parents and the community. It will build on MOE's and schools' existing outreach efforts to engage parents and the community on education issues. To better address stakeholders' concerns, regular two-way communication channels will be enhanced. These platforms of engagement and consultation will include dialogues, forums and seminars.

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Schools are at the frontline in engaging parents. Hence, PEO will support schools and build their capacity in their parent outreach efforts. It will co-ordinate training and facilitate the sharing of good practices among schools. PEO will also work closely with other Ministries and voluntary organizations to provide schools with additional opportunities to form more active and constructive partnerships.

The long-term outcomes will not be known for some time. However, MOE and our schools will be able to monitor the effectiveness of our work in two main ways. First, through the collection of feedback from various sources, we will know if our students have acquired the necessary competencies or exhibit the desired behaviours. Parents and the community have an important role to play. Your feedback on the behaviour and conduct of your children at home and at play can tell us if our collective efforts are bearing fruit.

Second, through the use of tools such as the School Excellence Model, schools with good practices and outcomes in character and citizenship education can be identified and recognised. These schools can then share their good practices with other schools, so that all schools will level up their capacity.