The educational landscape has shifted its focus from quantity to quality and from an efficiency-driven system to one that focused on quality and choice in learning. The Ministry of Education is progressively shifting the balance in education, from learning content to developing a habit of inquiry. As the world around us becomes increasely complex, competitive and inter-connected, there is a need to ensure that our children are equipped not just with content knowledge, but also with the necessary skills and dispositionsto thrive in a fast-changing and globalised future. Our education must provide them with firm groundings to grow up to be confident persons, effective communictors, and independent learners. We want them to be resilient, adapatable, innovative and able to work in teams. They should be citizens who are morally upright, have a strong sense of civic responsibility, and who will contribute actively to bettering the lives of others around them.
To prepare our students to thrive in a fast-changing and globalised future, the Primary Education and Implementation (PERI ) committee recommended the following :
(1) Balancing knowledge with skills and values
(2) Investing in a quality teaching force
(3) Enhancing infrastructure
How do we create a balance that make learning enjoyable and meaningful for our students, while developing in them the desired skills and values that will put them in good stead for the future? We will need to
(a) use engaging pedagogy to teach skills and values
(b) emphasie non-academic programme within curriculum
(c) have holistic assessment to support learning
Developing the whole child needs the development of the whole teachers too! It is therefore important to invest in a quality teaching force. MOE will
(a) provide additional manpower
(b) recruit committed, quality teachers.
(c) equip teachers well through training and professional development.
In line with the move towards a more holistic education, MOE will enhance the infrastructures through
(a) implementation of single-session schools
(b) giving schools the flexibility to adjust start and end times
(c) designing new generation schools where there are facilities to better support broad-based and effective learning
(d) partnerships with voluntary Welfare Organisations (VWOs) and Self Help Groups (SHGs ) in the running of Student Care Centres ( SCGs)
I use a mind map to summarise my understanding of PERI and its implication on the "Having Every Child Succeed" policy.