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Bilingualism
The learning of a second language was made compulsory in all primary schools, and the policy was extended to all secondary schools in 1966. The decision on bilingualism was not just for the achievement of social cohesion in a largely plural society (at least, during the early 1960s). English language was seen as a primary utilitarian tool in Singapore’s effort to make the world its marketplace. -
Universal Primary Education
With careful planning, budgeting and ensuring that there were sufficient teachers, universal primary education was attained by mid-1960s. -
A new system
An education system that would support the development of a literate and technically trained workforce was introduced. Every child needed to have at least 6 years of education from the age of six - without discrimination of race, language, sex, wealth or status. -
Universal Secondary Education
Due to the rapid construction of schools, universal lower secondary education was achieved. There were places in secondary schools for all those leaving the primary school system and qualifying for another four years of secondary education. In terms of types of education, an English-stream education had greater monetary pay offs to society than other vernacular-stream education. -
VITB
The survival-driven system of education continued into the 1970s with the continual propagation of an industrial-oriented education to produce the manpower for industrial development. The Vocational and Industrial Training Board (VITB and the predecessor of the current Institute of Technical Education) was created in 1979 to take in secondary school-leavers who were less academically-inclined. -
Technical Education
Close to 20 per cent of the secondary school population was receiving technical education. -
New Education System
New Education System (NES) was introduced in January 1979. The NES provided for three streams in both primary and secondary school, to allow pupils to progress at a pace more suited to their abilities. Slower primary pupils were allowed up to eight years to complete primary education, while secondary pupils could take up to five years to acquire the General Certificate in Education (GCE) “Ordinary” Level and a further three years for the “Advanced” Level. -
The Goh Report
The Report on the Ministry of Education 1978 led by Mr Goh Keng Swee (also known as the Goh Report) identified three main shortcomings in the education system, namely, high education wastage, low levels of literacy and ineffective bilingualism. These problems stemmed largely from the peculiar situation created by existing bilingual policy in which the languages of instruction (primarily English and Mandarin) were not spoken at home by some 85 percent of school children. -
Second Language
A second-language was made compulsory for university-entrance from 1980. -
Efficiency-driven Education
A national curriculum with a stress on bilingualism, moral education and civics, science, mathematics and technical education; tracking, with regular student assessment regulated by the Ministry of Education’s Research and Testing Division; curriculum materials to fit the school syllabi and produced by the Curriculum Development Institute of Singapore; clear lines of progression to the university, polytechnics and vocational institutes. -
Efficiently-driven Education
There were clear lines of progression to a systematic and year-long professional training for principals and heads of department. -
TIMSS 1995 and 1999
Efficiency-driven education was producing positive outcomes. Singapore’s youth performed exceptionally well in international mathematics and science tests -
Thinking Schools, Learning Nation
The Singapore education system started to change into an ability-driven one after then Prime Minister Goh Chok Tong outlined his "Thinking Schools, Learning Nations" vision. Under this policy, more emphasis was given to national education, creative thinking, collaborative learning as well as ICT literacy. Schools became more diverse and were given greater autonomy in deciding their own curriculum and developing their own niche areas. -
Integrated Programme
The Integrated Programme was announced on 30th December. It was first implemented in Hwa Chong Institution, Nanyang Girls' High School, Raffles Girls School and Raffles Institution in 2004. It is a scheme that allows high-performing students in secondary schools in Singapore to skip the GCE O-level examination and proceed to sit for the GCE A-level examination, International Baccalaureate (IB), or an equivalent examination, after six years of secondary education. -
Innovation and Enterprise
The key focus for MOE in the coming years is therefore to nurture a spirit of Innovation and Enterprise among students and teachers in schools. -
Teach Less, Learn More
The first thrust is to give teachers and school leaders more space and support so that they can focus on improving the quality of interaction with their students, both in the classroom and beyond. To prepare students for life, more than for examinations, teaching must be aimed at touching their hearts and engaging their minds.