Rel_Infusion of National Education in the Teaching of Geography in Singapore

8/9/2019 Rel_Infusion of National Education in the Teaching of Geography in Singapore

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Infusion of National Education in\the Teaching of Geography inSingaporeIvy Tan and Christine Lee

Singapore is a small country. The main island is about42 kilometres from east to west and 23 kilometresfrom north to south. The total land area is only about647.8 square kilometres. With land reclamation, theland area may expand to 730 square kilometres, buteventually the country will run out of shallower seas toreclaim. Land is definitely a constraint. In addition tothis, the country is not well endowed with naturalresources, the most important of which is water.

At the Teachers' Day Rally in September 1996, thePrime Minister ofSing'fpore, Mr Goh Chok Tong,expressed his concern that younger Singaporeans do not know how Singapore has arrived at where it istoday, nor understand its many constraints and vulnerabilities. National Education (NE) becomes onekey imperative in education. Through National Education, theyounger generation will acquire theinstinct to bond together as one nation; to have a strong sense of national identity and socialresponsibility; and to have confidence in the nation's future. This paper provides the backgroundinformation to National Education in Singapore. Geography has been identified as one of the subjectsthat is mostsuited to convey themessage ofNationalEducation. This paper will also explore the role ofgeography in the light of National Education and identify the areas in the Secondary Geographycurriculum suitable for the infusion of the NationalEducation messages.

Introduction independence of the nation, and the problems ofproviding even basic infrastructure for the people.They wili probably be lured into a false sense ofsecurity and may be ill prepared to overcomeany crisesthat may arise as a result of their complacency. Thefuture of the nation lies very much in the hands ofyounger Singaporeans. They need to be robust andresilient; to be prepared to meet the challenges of thefuture. Their commitment to the country andcommunity and their willingness to strive and preservewili determine the future of the nation.

National Education in Singapore

Carefully planned and structured transmission ofnational values and ideas is not something new.Countries like Japan and the United States that havelonger histories have recognized the importance oftransmitting their shared group and national instinctsto the younger generation. In the homogeneous, tightlyknit and cohesivesociety of Japan, students are taughtJapanese culture, values, history, geography, politicsand economics. In the United States, every child istaught the American heritage. Learning to beresponsible citizens begins from a young age. Suchdeliberate inculcation of political and social values andideas in both these countries ensures that the nextgeneration grows up with these ideas deeply ingrained.

In Singapore, the thrust of National Education (NE)began at the Teachers' Day Raliy on 8 September1996, where the Prime Minister, Mr Goh Chok Tong,highlighted NE as vital for the educational system.During the launch of the NE initiative in schools, theDeputy Prime Minister, Mr Lee Hsien Loong,conveyed the rationale for NE to principals, teachersand educational officers via live telecast on television(Ministry of Education, http://;\ww.moe.edu.sglneu!

CopyrightAgency limited (CAL) licensed copy.Further c o ~ i i ~ g and; , : , ; . / , , : . communication.prohibited except on payment of feeper c o ~ t o r communicationGEOGRAPHICAL EDUCATION V O L ~ M E 1 2 . 19,99 andotherwise inaccordance with the license from CAL to,!\.CER.For moreinformation c o n t a ~ t CAL on (02) 9394-7600or i n f o @ C o p y r l g ~ t . c o m . a u .

The Younger Generation

The only resource the country has is the people. Thecountry had a total population of 3.7 million in 1997,which gives a very high population density of about 5768 per square kilometre (Singapore Department ofStatistics, 1997). However, eventually humanresources wili also be a constraint as the fertility rateremains low.Another aspect of the population is that itis comprised of 77.2% Chinese; 14.1% Malays: 7.4%Indians and 1.3% others; making it a multi-racial andmulti-religious society.With the plural nature of the society, forging nationalunity and building a sense of belonging and a feeling ofshared destiny become cruciaL Even with differentraces having different religions and diverse traditionsand cultures, the people must feel that they are, firstand foremost, Singaporeans: that Singapore is theirhome and it is here tha t they belong. Such nationalunity cannot be taken for granted and cannot be left tochance.

Younger Singaporeans, unlike the older generations,have only tasted the peace and prosperity of thepresent. They have not experienced the suffering ofwars, the turbulence and pain of fighting for the,"'C"."'"

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aboutlpubcontent-nelaunch.html). He pointed outthat many young Singaporeans know little aboutSingapore's history and that. such ignorance wouldhinder the effort to develop a shared sense ofnationhood. They would not acquire the right instinctsto bond together as one nation, or maintain the will tosurvive and prosper in an uncertain world. He alsocommented that for Singapore to thrive beyond thefounder generation, there must be a systematictransmission of the instincts for survival and attitudesto succeedinggenerations (The Straits Times, 18 May1977).The primary purpose of NE is to develop nationalcohesion and to instil in the students the instinct forsurvival and confidence in the future of Singapore. NEis needed to foster in the younger generation a sense ofidentity, pride and self-respect as Singaporeans. Thiswill strengthen their emotional attachment to thenation. Through NE, students will come to know howSingapore has succeeded against the odds to become anation and to understand Singapore's constraints andvulnerabilities. To overcome these constraints, thepeople have to be even more resourceful and moreresilient. To ensure continued economic success andthe well-being of the people in the future, core socialand political values must be handed down to the nextgeneration. Such core social and politicai valuesinclude the upholding of the system of meritocracywhich guarantees fair and full opportunities for all;promoting racial and religious harmony; and having anhonest and competent government working for thelong-term interest of all Singaporeans (Ministry ofEducation, http://www.moe.edu.s?Jneulaboutlpubframe-about.html).There are six NE messages to be transmitted to schoolstudents. These are:Message 1: Singapore is our homeland; this iswhere webelong. We want to keep our heritage and our way oflife.Message 2: We must preserve racial and religiousharmony. Though many races, religions, languagesandcultures, we pursue one destiny.Message 3: We must uphold meritocracy andincorruptibility. This means opportunity for all,according to their ability and effort.Message 4: No one owes Singapore a living. We mustfind Our own way to survive and prosper.Message 5: We must ourselves defend Singapore. Noone elseis responsible for our security and well being.Message 6: We have confidence in our future. United,determined and well-prepared, we shall build a brightfuture for ourselves. (Ministry of Education,http://www.moe.edu.s?Jneulabout/pubcontent.6messages.html)

To be effective, NE must appeal to both the hearts andminds of students. It will have to transcend headknowledge and be internalised by each student. Fromayoung age, every. student must learn the facts of howthe country fought to became a nation; how, despitethe constraints and vulnerabilities, the country hasgrown economically; and understand why it is crucialto be one people, one nation. NE would beimplemented through both the formal and informalcurricula.In the informal curriculum, some elements of NE arealready in the school system. Students have beensinging the national anthem and reciting the pledge atthe start of each school day; celebrating the festivals ofdifferent races; and doing community work. In theformal curriculum, several measures have beenintroduced to include the NE initiative. The historysyllabus will be revised, a new social studies subject atlower primary and upper secondary levels will beintroduced and the NE content in other subjects willbe consciously increased whenever possible.Infusion of NE in the Teaching ofGeographyThe inclusion of moral and values education withingeography is widely supported and documented(Martorella, 1977; Huckle, 1981; Hen and Slater1985). In Singapore, geography has been identified asone of the subjects that is most suited to the impartingof the NE messages (Ministry of Education,http://www.moe.edu.s?Jneulaboutlpub-contentapproach.htrnl). The other subjects identified areHistory and Civics and Moral Education. Within thesecondary geography syllabus, certain topics providethe context for further discussion on NE related issuesand thereby provide opportunities to convey the NEmessages in the classroom. Essentially, geographiceducation aims to develop responsible and activecitizens within the country and in the present andfuture world. In studying geography, students will betaught to explore and develop knowledge andunderstanding, skills, and attitudes and values that areessential for informed and responsible individuals.Several topics in the secondary geography syllabuscanbe used as platforms for the infusion of NE issues.Table 1 summarizes how the NE messages can beinfused into relevant topics in the Secondary SchoolGeography Syllabus.The importance of outof-schoollearning through fieldtrips in the teaching of geography should not beneglected. With the introduction of the NE initiativein schools, visits to important public installations andeconomic institutions are recommended by theMinistry of Education. Called the Learning journeys,teachers can now book on-line with the various publicinstallations and the educational officer of theinstallation will handle the explanation at the site.


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Table I: Infusion of NE messages in the Secondary Geography Syllabus in SingaporeTopic (level) \ NE Issues NE

.., messagesinfusedEnvironment through Know the neighbourhood where the school is in SecondaryOne (Sec I) IMaps (Sec I) and know a new town in Secondary Three (Sec 3) with use of mapMap reading (Sec 3) reading skills and through orienteering.Components of the Understand our vulnerabilities. Know thatwe do no t have sufficient 4,5 and 6physical landscape: water water for the population and have to rely on buyingwater from our(Sec I ) neighbouring countries.

Understand the need for desalination plants despite the high cost. Know that the effort of a responsible individual can help in theconservation of water.

Components of the Understand that land is a constraint and, through land reclamation, the 4 and 6physical landscape: coast land area of Singapore can be increased but only within certain limits.(Sec I) Know the importance of land use planning.Environmental Understand that even in a land-scarce country, Singapore has come up I and 6Conservation in with the Green Plan for sustainable development.Singapore (Sec 2) Appreciate the clean and green environment.Natural Vegetation Think locally, act locally.(Sec I and 3)IncreasingArable Land Understand that land is a constraint in Singapore and so most of the 4,5 and 6(Sec 2) farms need to be high-tech farms.Agriculture (Sec 4) Understand our vulnerabilities, As we are not self-sufficient in foodproduction, we are dependent on other countries for our food produce.Issues of food shortage and contamination in the region will affect us(for example the Japanese encephalitis outbreak in Malaysia).Increasing Land for use Understand that space is a constraint in Singapore. It is through careful 1,2,4and(Sec. 2) urban planning and development that we can be what we are today. 6

Appreciate the modern and efficient services provided by the MassMaking Movement Easier Rapid Transit, Light Rail Transit and housing development.(Sec. 2)Settlement (Sec I and 4)Population Understand why population policies have changed from an anti-natal 1,2,3,4,(Sec I and 4) one to an pro-natal one, 5 and 6

Understand that a large proportion of our population is greying and toknow how to care for the aged. Understand the need to attract foreign talents with the dwindling size ofour working population.

Industry Understand the need to change the type of industrial development in 1,3,4,5(Sec 2 and 4) Singapore; from labour intensive, import substituting industries in the and 6I960s to high value added manufacturing in the 1970s and to high techand research oriented industries.

Appreciate the need to maintain racial and religious harmony inSingapore as a condition for further progress. Understand the need for stable government and an educated andhardworking work force so as to attract foreign investors into the

country. Understand the need for regionalization, working with our neighbouringcountries on joint-projects (e.g. Bintan Beach International Resort inIndonesia and the Vietnam-Singapore Industrial Park)

GEOGRAPHICAL EDUCATION VOLUME 12, 1999


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From such field trips, students can learn how eachinstallation has overcome its constraints by thepeople's determination and resourcefulness. The mainobjective qf the Learning Journeys is to stimulate inour students a sense of pride and understanding of'what makes Singapore tick'.Some of the public installations included in theLearning Journey which are relevant to the secondarygeography syllabus include: CivilAviationAuthority Of Singapore EconomicDevelopment Board Housing and Development Board Jurong Town Corporation Maritime and Port Authority of Singapore / PSACorporation Primary Production Department Ministry Of Environment Installations Public Utilities Board Sentosa Development Corporation Heritage Trail Singapore Power SingaporeTechnologies Singapore Discovery Centre Trade Development Board Urban Redevelopment AuthorityAs well as visiting public installations, other local fieldtrips such as heritage tours have been recommended.These would include Visiting heritage areas like the oldresidential areas of the various ethnic groups:Chinatown, Little India and, for the Malays, KampongGlam. The students will also visit the Central BusinessDistrict, nature conservation areaSungeiBuloh NaturePark and also various types of local farms. All thesetrips can be easily booked through private touroperators who have certified tour guides to conduct thefield trips. Schools have also been encouraged toconduct overseas field trips within areas ofAsia insteadof travelling beyond the region. It is through such fieldtrips that students will acquire a better knowledge andunderstanding of the region and learn to appreciate theinterdependence amongst the countries.ConclusionOne of the aims of geographic education is to educatestudents to be responsible and active citizens. In theSingapore context, geography is one of the subjectsthat can imbue in secondary school students a strong

sense of national identity and social responsibility.With the infusion of NE issues in the relevant topics;injection of more local and regional examples, as wellas reference to Singapore's own unique experience; andwith the emphasis on local and regional field trips,students will be made sensitive to the lessonsembedded in the NE messages.The effects of infusing NE messages in geography arelong term. Perhaps the success itself is in taking theinitiative and consciously discussing NE issues withstudents. This process will help to inculcate in theyounger generation the values, att itudes and habitsthat will strengthen the, emotional bond of the peopleand help them to be proud eo-owners of Singapore,their home.Ms Ivy Tan is lecturer and Dr Christine Lee is seniorlecturer of the School of Arts, National Institute ofEducation, Singapore.ReferencesHen, J. and Slater, F. (1985) Four strategies for valueseducation in geography. In Boardman, D. (Ed), NewDirections in Geographical Equation, London: Falmer Press,171-186.Huckle, J. (1981) Geography and values education. InWalford, R. (Ed.) Siguposts for Geography Teaching, u.K.:Longman, 147-64.Martorella, P.H. (1977) Teaching Geography through valuestrategies. In Manson, GA and Ridd, M.K. (Eds.), NewPerspectives 011 Geographical Education, Iowa: Kendall/Hunt,139-6I.The Stra its Times (18 May 1977) RG. Lee: Knowing the past

will prepareyoungforfuture.Singapore Department of Statistics (1997) Yearbook ofStatistics Singapore, 1997, Singapore: GraceCommunication.

Web ReferencesMinistry of Education, NE.WS: About NE, Speeches, "Speech

by Deputy Prime Minister LeeHsien Loong at the launchof National Education on 17 May 1997",h t t p : / A v v . " " , . m o e . e d u . s g ! n e u / a b o u t l p u b ~ c o n t e n t ~nelaunch.html .

Ministry of Education, NE.WS, About NE, The Purpose ofNational Education is, http://vvvvvv.moe.edu.sg/neu/a b o u t l p u b ~ f r a m e ~ a b o u t . h t m l .Ministry of Education, NE.WS, About NE, Six NE messages,h t t p : / / w w v . . . m o e . e d u . s g l n e u / a b o u t l p u b ~ c o n t e n t ~6messages.html .Ministry of Education, NE.WS, About NE, Approach, TheNational Education Initiative, http://w\lvw.moe.edu.sWn e u / a b o u t / p u b ~ c o n t e n t ~ a p p r o a c h . h t m l .

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Rel_Infusion of National Education in the Teaching of Geography in Singapore