Tuesday 26 May 2015

Mr Lee Kuan Yew's Historic Speech In KL - the speech which then Prime Minister Tunku Abdul Rahman described as the straw that broke the camel's back. 

Singapore Prime Minister Lee Kuan Yew made a landmark speech against Malay political dominance in the Malaysian Parliament in Kuala Lumpur in May 1965 which so angered Umno leaders that many felt Singapore had to leave.

Then Malaysian Prime Minister Tunku Abdul Rahman later called the speech the straw that broke the camel's back, while Singapore's former Cabinet minister Lim Kim San called it the speech that changed history.

"I had not expected my speech to play so crucial a part in the Tunku's decision to get Singapore out of Malaysia," Mr Lee wrote in his memoirs.

Before the fateful speech, tension between Mr Lee's People's Action Party (PAP) and Malaysia's ruling Alliance coalition headed by Umno had already been escalating. Mr Lee was making a good impression on the international media.

The PAP had formed the Malaysian Solidarity Convention (MSC), an opposition alliance whose members included parties from Sabah and Sarawak. This did not sit well with some Umno members.

As Mr Lee noted in his memoirs, he made his most important speech in the federal Parliament to "a hostile and tense audience, including a large number of Malay MPs fed daily with anti-PAP, anti-Lee Kuan Yew and anti-Chinese propaganda".

Mr Lee expressed regret that the King's Address at the opening of Parliament "did not reassure the nation that it would continue to progress in accordance with its democratic Constitution towards a Malaysian Malaysia".

The King had also referred to an unspecified threat from within.
Mr Lee noted that he had been called an enemy of Malaysia by some in the Malay press.

"So it is perhaps we - loyal Malaysians gathering to establish a Malaysian Malaysia - who are the threat from within," Mr Lee said. A backbencher from the ruling Alliance coalition shouted, "It is the PAP," The Straits Times reported.

Dr Mahathir Mohamad, then an Umno backbencher and later prime minister of Malaysia, had also attacked the PAP a day before in Parliament, accusing it of being "positively anti-Malay".
Referring to the Chinese in Singapore, Dr Mahathir said: "They have never known Malay rule and couldn't bear the idea that the people they have so long kept under their heels should now be in a position to rule them."

Recalled Mr Lee in his memoirs: "To rule them? I drew a distinction between political equality and the special rights for the economic and social uplift of the Malays."

In Parliament, Mr Lee refuted accusations that the PAP was pro-Chinese, noting that it could not win majority support if it advocated a Chinese Malaysia, as the Chinese made up just 42 per cent of the population.

Speaking in fluent Malay without notes, he laid out a sharp argument against affirmative action, noting that it would not be effective in helping to uplift the livelihoods of poor Malays.
Other races did not oppose Malay rights, he said.

"They, the Malays, have the right as Malaysian citizens to go up to the level of training and education that the more competitive societies, the non-Malay society, has produced. That is what must be done, isn't it?

"Not to feed them with this obscurantist doctrine that all they have got to do is to get Malay rights for a few special Malays and their problem has been resolved."

The speech convinced many in Umno that Mr Lee was a threat. It helped the Tunku make up his mind that Singapore must leave Malaysia.

hoaili@sph.com.sg

The Sunday Times 24 May 2015

Saturday 23 May 2015

DPM Tharman Shanmugaratnam's trampoline

TWO seconds - that's all it took for Deputy Prime Minister and Finance Minister Tharman Shanmugaratnam to deliver the sound bite of the month.

The gem of a comment happened during a one-on-one interview by BBC Hardtalk presenter Stephen Sackur, at the St Gallen Symposium in Switzerland earlier in May. Fittingly for Singapore, the theme for this year was "Proudly Small".

Here's an excerpt from the now widely-shared exchange (which can be watched in full on YouTube):

Mr Sackur: "Do you believe in the concept of a safety net?"

Mr Tharman: "We believe in a concept of support for you taking up opportunities. So we don't have unemployment--"

Mr Sackur: "I believe in the sometimes simplicity of yes or no answers. What about this idea of a safety net? Does Singapore believe in the notion of a safety net for those who fall between the cracks of a successful economy?"

Mr Tharman: "I believe in the notion of a trampoline."

Cue a moment of stunned silence, and then appreciative laughter and applause from the audience. Mr Sackur, for his part, seems caught off-guard - for a full 10 seconds he says nothing, capable only of a few chuckles.

It's a pity Mr Tharman didn't elaborate on the trampoline metaphor in his own words. Why his choice of the springy contraption over the more conventional safety net?

First, there's the obvious: a trampoline doesn't just catch you if you fall - it helps you to bounce back up.

But it's also true that on a trampoline, you're going to come back down. Indeed, the analogy prompted Mr Sackur to ask: "So people are just bouncing up and down in Singapore?"

Mr Tharman's reply: "No, it boils down to what policies you're talking about. If you provide help for someone who is willing to study hard; if you provide help for someone who is willing to take up a job and work at it, and make life not so easy if you stay out of work; if you provide help for someone who wants to own a home . . . it transforms culture.

"It's not just about transactions. It's not just about the size of grants. It's about keeping alive a culture where I feel proud that I own my home and I earn my own success through my job. I feel proud that I'm raising my family. And keeping that culture going is what keeps a society vibrant."

Mr Tharman admits that "it's almost a paradox" - where an active government intervenes to support social mobility, without undermining personal and family responsibility.

In the trampoline metaphor, such government support could take the shape of a platform for the jumper to leap up on to, or a rope to grab a hold of. Either would allow the person to avoid the inevitable drop back down.

There's also a link to personal effort here. Unlike a safety net - which has slack to accommodate a hard fall - a trampoline bed is pulled taut by its surrounding springs. The potential energy stored in these springs means that you're only going to bounce up as high as you make the effort to; your chances of escaping to the platform of stability are determined solely by your willingness to try.

But as someone who spent countless after-school hours jumping up and down on a trampoline, I should also add: those things are pretty darn dangerous. Land badly, and broken bones are par for the course; you could also fly off the trampoline altogether and land in a mangled heap on the floor.

While wince-worthy, it's apt in describing Singapore's long-held stance on social assistance - it's not supposed to provide for a comfortable life, and the prickliness of the situation is meant to spur you back on your feet. As Mr Tharman said, the government looks to "make life not so easy if you stay out of work".

The good news, though, is that once you clamber back on, a trampoline will support your efforts once more. That's not going to happen with a safety net - while it may help to break your fall, it will do nothing to assist in your ascent back up.

All of this decoding aside, one could argue that a trampoline isn't the best metaphor, simply because a drop back down is inevitable. If this is so, maybe Mr Tharman's decision to use the trope was motivated by something far more simple.

For one, it could have been a well-timed verbal sleight of hand - deploy a wholly unanticipated metaphor, and startle the audience (and Mr Sackur) into silent contemplation.

Secondly - and more seriously - it could have stemmed from an unwillingness to engage with the term, "social safety net", as it is understood and defined in the West.

After all, Mr Tharman has never shied away from using the term when speaking to Singaporeans. Just this year in his Budget 2015 speech, for example, he referred to ComCare and Medifund as "safety nets that help Singaporeans who fall on hard times".

So by choosing to invoke the image of a trampoline at St. Gallen, Mr Tharman succeeds in getting a broader message across. As he says earlier in the interview: "The larger point is this: I think we all need some humility on the ways that best advance a liberal order . . . economically, socially, and politically. We all need some liberty, some humility, as to how we achieve that - not just for today, but for tomorrow."

It's a timely reminder for Singaporeans, especially in this jubilee year. In many ways, 50 years on, the nation itself is now suspended in mid-air. Moving forward (or upward?), how do we want to see the country evolve, and how much effort are we willing to put in to get there?

Already, citizens are calling for greater social spending, but the reality is that this must come with a new social compact - where a stronger sense of collective responsibility bolsters the age-old foundation of personal effort.

Whether we get there by safety nets, trampolines, or bouncy castles, one thing's for sure: we're going to need a generous dose of humility.

From: The Business Times Published 23 May 2015

By: Kelly Tay

The writer is a former national trampoline champion who knows all about flying high and falling

http://bit.ly/1F7uy4P

Wednesday 20 May 2015

Singapore's position of not accepting refugees



Singapore's position of not accepting refugees is consistent with the position it took in the 1970s as this article from New York Times Nov 13,1978 shows.

Quote: 
“You’ve got to grow calluses on your heart or you just bleed to death,” said Lee Kuan Yew, allowing a long pause before he spoke.

Lee, the prime minister was explaining Singapore’s position on permitting Vietnamese refugees to come ashore. It consists of driving back out to sea those who arrive in the small fishing boats in which they escaped from their country and those rescued at sea by passing ships; it allows ashore only people who are guaranteed to be accepted by another country within 90 days."

Wednesday 13 May 2015

THE PATH TO A LEARNING NATION: How The Singapore Education Became Great


 

The Singapore education system went through different phases and continues to be fine tuned and to evolve to adapt to changing times, environment and needs.

SURVIVAL-DRIVEN PHASE (1959 - 1978)


In its early days, then Prime Minister Lee Kuan Yew said that the purpose of education was to 'produce a good man and a useful citizen'. At that time, most of the population were illiterate and unskilled. Only the affluent were educated.

In the survival phase, the focus was on enrolment and ensuring that every child goes to school.

This resulted in the rapid construction of schools and the doubling of the teaching force from from 10,500 in 1959 to over 19,000 by 1968.

At the end of this phase there was near universal primary education.

However, the quality of education was not high. Almost 30% of primary school children did not progress to secondary school. English proficiency was also low and education wastage high (failing to achieve expected standards and leaving school prematurely).

Out of every 1000 pupils who entered primary one, only 35% eventually obtained 3 or more 'O' level passes.

EFFICIENCY-DRIVEN PHASE (1976 - 1996)


In this phase, the education system moved away from the one-size-fits-all system to a system that creates multiple pathways for students in order to reduce the dropout rate, and to enable a more effective deliverance of classroom teaching where teachers were able to focus on teaching students of similar abilities.

This followed from the Goh Keng Swee Report on education which recommended that students be streamed into different tracks based on their aptitude.

CDIS (Curriculum Development Institute of Singapore) was created in 1980 to develop a suite of supporting teaching materials that could be used off-the-shelf by less-experienced and less-skilled teachers.

Workshops were also held to explain to teachers how to use the materials effectively.

This second phase also saw the establishment of independent (1988) and autonomous (1994) schools.

By 1995, the Singapore education system had become one of the top performing systems in the world.

ABILITY-BASED ASPIRATION-DRIVEN PHASE (1997 - present)


This focuses on enabling every child to attain to his or her maximum potential.

The growth of the global knowledge economy required a paradigm shift in Singapore's education system towards a focus on innovation, creativity and research.

In 1997 a new educational vision called "Thinking Schools, Learning Nation" was launched. (See then PM Goh Chok Tong's speech here:  http://bit.ly/1Hga8MR)

As Mr Goh Chok Tong said in his speech in 1997, learning will not end in the school or the university.

Quote:

"We have to prepare ourselves for a bracing future - a future of intense competition and shifting competitive advantages, a future where technologies and concepts are replaced at an increasing pace, and a future of changing values.

Education and training are central to how nations will fare in this future. Strong nations and strong communities will distinguish themselves from the rest by how well their people learn and adapt to change. Learning will not end in the school or even in the university. Much of the knowledge learnt by the young will be obsolete some years after they complete their formal education. In some professions, like Information Technology, obsolescence occurs even faster. The task of education must therefore be to provide the young with the core knowledge and core skills, and the habits of learning, that enable them to learn continuously throughout their lives. We have to equip them for a future that we cannot really predict."

Thinking Schools, Learning Nation encompassed a wide range of initiatives over a number of years that were designed to tailor education to the abilities and interests of students, to provide more flexibility and choice for students and to transform the structures of education.

A broader array of subject matter courses was created for students and a portfolio of different types of schools specialising in arts, mathematics and science and sports were created.

"We need a mountain range of excellence, not just one peak, to inspire all our young to find their passions and climb as far as they can." - Tharman Shanmugaratnam, then Education Minister

Learning will not end in the school or even in the university.

Next? SkillsFuture.

The system continues to evolve.

 References:
http://bit.ly/1L1rewo
http://bit.ly/1K5PeRm
http://bit.ly/1Hga8MR


 http://on.fb.me/1FtXJS5