EM3 LANGUAGE STREAM STUDENTS (Educational and vocational development)

Mdm Claire Chiang See Ngoh asked the Minister for Education (a) what was the trend regarding the number of EM3 language stream students for the years 1994 to 1998; (b) what schools these students were channelled to; (c) how many of these students enrolled into polytechnics; and (d) what steps his Ministry will take to enhance their educational and vocational development.

The Senior Minister of State for Education (Mr Peter Chen) (for the Minister for Education): Mr Speaker, Sir, before I provide the information asked for by Mdm Chiang, I think we should remind ourselves, first of all, why we have the EM3 stream. Different pupils have different talents and abilities. We have to recognise this in order to help each child progress at a pace he is comfortable with, so that he may develop to his fullest potential. The EM3 stream is designed for pupils who are less academically-inclined. They are just different. For these pupils, we tailor a curriculum which is different from that of the EM1 and EM2 streams, so that they acquire the language and numeracy skills to prepare them for further technical or other training. By customising the educational programmes we deliver, we have helped more children complete 10 years of general education. Since Primary 4 Streaming was introduced in 1991, the percentage of dropouts at the primary level has decreased from 1.9% of a Primary 1 cohort in 1990 to 0.4% in 1998. There is flexibility in the streaming system. For those who may develop a little slower, there are "bridges and ladders" in place. For example, Normal (Technical) pupils who demonstrate the aptitude for academic studies have the opportunity to cross over to the Normal (Academic) course or even the Express course. Each year, about 5% of Normal (Technical) pupils cross over to Normal (Academic) stream. Outstanding graduates from ITE also have the opportunity to pursue a polytechnic education, and aspire for more challenging and rewarding technical careers. In 1998, about 550 students gained admission to the Polytechnics for full-time education, based on their ITE qualifications.

Between 1994 and 1998, the percentage of pupils streamed into EM3 was fairly stable, averaging about 9% of all Primary 4 pupils. In absolute terms, the number of pupils streamed into EM3 increased from 3,648 in 1994 to 4,587 in 1998, due to an increase in the Primary 4 enrolment. Pupils streamed into EM3 at Primary 5 continue their studies in their own schools; they are not channelled to other schools.

EM3 pupils are well-prepared for vocational development at each stage of the education system. From the first batch of EM3 students, about 100 completed their `O' levels through the Normal (Academic) course and were admitted directly into the Polytechnics earlier this year. Most would, however, typically proceed on to do the Normal (Technical) course in secondary schools, which builds upon their EM3 curriculum through a technically-inclined and practice-oriented curriculum. For example, Normal (Technical) course students study Computer Applications, a course which is not available to other secondary school pupils. The Normal (Technical) course was started in 1994 largely to cater to these students who otherwise would not have attended secondary school.

Students who do complete the Normal (Technical) course can proceed on to post-secondary technical skills training at the Institute of Technical Education (ITE). The ITE Centres and courses underwent a major revamp which was completed in 1992. About 74% of all Normal (Technical) course students proceed to ITE. As I mentioned earlier, many more move on to the polytechnics. Upon graduation from ITE and the polytechnics, they can take up highly rewarding careers in technical and business fields, and help meet Singapore's needs for technically-skilled manpower.

Mdm Claire Chiang See Ngoh (Nominated Member): Thank you, Minister, for the thorough reply. Could I ask two supplementary questions?

First, could the Senior Minister of State tell me what are the critical familial and school factors that affect the learning abilities of these EM3 students? What can community agencies, like FSCs, do to reinforce the effort of MOE? And, second, does the Minister worry that the EM3 students may become a source of youth crimes and can we do more to keep them in schools longer?

Mr Peter Chen: We will welcome any help anybody can give. But from our experience of the first batch of the Normal (Technical) stream students who have moved on to ITE, , we have seen very encouraging results. 96% of them passed the first semester examination and 93% passed the second semester examination. Moreover, these students also participated very actively in the campus activities, and some even took on leadership roles in student councils. We believe that everybody should be given a chance, and that not everybody develops at the same pace. And I think our Normal (Technical) stream which started in 1994 has proven us right.

Dr Lee Tsao Yuan (Nominated Member): Two supplementary questions, Sir. First, would the Senior Minister of State agree that while the objectives of EM3 are laudable, there is unfortunately a social stigma attached to some who attend EM3? And second, if he agrees to that, what can be done in order to reduce this social stigma attached to being an EM3 student?

Mr Peter Chen: I think the social stigma is the result of a perception problem and a number of other things. First, there is need for a process of education even for the public and the parents. Perhaps the most important thing that has happened in the last two or three years has been the very positive publicity that the media has given to this group of students. I think we all recognise - and that is the type of publicity that has been given - that they are not useless, they are just different, which is what we try to emphasise. Moreover, there have been many success stories publicised by the media as well as by ITE and also the polytechnics which have shown many examples of people from this particular group who have successfully come through life. They are just different, and we are all built differently, and that is a message which we have to get through to everyone.

Mr Low Thia Khiang: Sir, the Senior Minister of State in his reply said that 5% of students from the Normal (Technical) stream were transferred to the Normal (Academic) stream each year. I would like to know what is the number in the cohort of students each year who are being transferred from Normal (Technical) to Normal (Academic) stream. Secondly, is he satisfied that this number of students being transferred represents the optimum possibility for the students who academically have a higher ability at EM3 and are able to be transferred? Thirdly, is he satisfied that the Ministry of Education and the schools have put in enough resources and effort to educate EM3 students as well as Normal (Technical) stream students in the secondary schools, given the fact that they might have some problems in learning? Is there any special effort or special training for the teachers to cope with these students?

Mr Peter Chen: The 5% represents about 180 or 200 students who have gone over to the Normal (Academic) stream. With regard to whether that is the optimum number or not, there is really no quota or anything of that sort, and it is simply based on the judgement of the teachers and schools of what the students are capable of and the pace at which they are capable of. There is no point in pushing students beyond the pace that they can cope with. We do not want to push students to the level where they either give up completely or fail.

With regard to whether there are sufficient facilities and help given to this group of students, the answer is definitely yes. There are special facilities and courses provided in these schools, and some among these students are singled out and given additional help.

Dr Lee Tsao Yuan: The Senior Minister of State mentioned about the importance of the process of education in helping to reduce the social stigma attached to some of the EM3 students. Would the Senior Minister of State then commit to intensifying this process of education in order to further reduce the social stigma attached to some of these students and help them build up their sense of self-confidence?

Mr Peter Chen: The quick and short answer, definitely, is certainly. But I think there is only so much you can do; you can over-publicise as well. I think the pace at which we are going is very satisfactory. But if there are any other suggestions, we will be very glad to hear them.

Mdm Claire Chiang See Ngoh: Sir, if you say that the children are different, could we not remove the word "EM3", because EM1, EM2, EM3 by labels do suggest a status difference? So instead of calling it EM3, why not call it something else?

Mr Peter Chen: Short of asking Mdm Chiang to suggest what the label should be, I can tell her one thing. Whatever label we come up with, everybody will soon find out. It is not so much a matter of a label. It is a frame of mind and we really need to constantly try to educate the whole population.

Mr Shriniwas Rai (Nominated Member): Mr Speaker, Sir, may I ask the Minister a supplementary question? There are Indian students who are offering Hindi, Punjabi and other Indian languages. Their marks are not weighted at Primary Four. Would the Minister consider reviewing the position in the near future?

Mr Peter Chen: I have been advised that is a separate question. If the Member would be kind enough to file a Question another time, we will answer it.