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CONCEPT
SINGAPORE SITUATION AND PERSPECTIVES
STUDENTS
TEACHERS
SYLLABI
OUR GRADUATES
REFERENCES
If Chemical Education is taken to mean the teaching and learning of Chemistry, then each Asian country have its own background, character, history, traditions and traits with respect to teaching and learning.(1-6) These in turn would be also somewhat relative to educational policies and practice, concepts and concerns in that nation. Thus, Chemical Education in each country could be regarded to be special to that particular country. Furthermore, one could expect that the situation would differ from country to country. Accordingly, while many Asian countries may have some common features (and other aspects being quite different), the overall chemical education situation may not be regarded as uniquely Asian.
In the very teaching of Chemistry, one could anticipate, indeed expect, that be it in Asia or elsewhere, the subject would be proudly presented as the Central Science - exciting and exacting. The rationale and reasoning in Chemistry could illustrate of what is so beautifully and powerfully termed the scientific method, indeed the whole scientific approach. When Nobel Laureate Sir Peter Medawar described science as a great and glorious enterprise, chemists could not but agree with him wholeheartedly. One needs only to look at the in-roads and impact, influence and innovations that Chemistry has held on society, indeed history as well (6).
This very growth of Chemistry, which could be described as phenomenal or overwhelming, brings a sense of pride and achievement. At the same time it poses the added challenge for Chemistry educators to know what and how to teach the subject in a rapidly changing world.
In discussing Chemical Education, one must be concerned with two very basic factors - teachers and students. In the case of the latter, parents and other societal factors have also an influence.
Like in many Asian countries, education in Singapore has had a strong appeal and attraction where by heritage and history, tradition, culture and environment, the people realise the value of learning and scholarship. Unlike these Asian and other countries, Singapore simply has no natural resources. Her people represents her chief, if not her only asset.
Thus both government and people seek to ensure that educational policies are constantly reviewed to cater to every pupil's abilities and aptitudes, interests and inclinations. This has ranged from the early 1960's where mere job creation was crucial to the present where the emphases are on higher or more sophisticated technology and globilisation. These factors can account for various differences between Singapore and many other Asian nations.
The Singapore student has an early start in science. He is in a community where the people associate the place and contributions of science and technologies their individual and communal well-being and progress. The applications and benefits of science can be seen all round.
The Asian tradition and values of respect for the teacher is a plus point. Unlike other cultures, the teacher has less discipline problems to handle in or out-of-class. Singapore is further fortunate that teachers have been given increasing recognition and reward for their work and contribution. Time, thought and resources have been invested to recruit, retain and reward teachers, ensure their sound professional training and constant upgrading.
The Ministry of Education and bodies like the National Academy of Science, the Science Teachers' Assocition, Singapore National Institute of Chemistry, Educational Research Association, Science Centre, and our tertiary institutions have programme that provide inspirations and inputs, stimuli and projects for teachers and students. These out-of-class activities together with the helpful mass media especially of television, all contribute to the growing interest, experience and expertise of all concerned.(7) The computer together with Internet, especially with full government backing, will be powerful influences. The production of textbooks and other learning resources, participation at conferences including our various ICCEs will not only help teachers in their professional growth and usefulness but also benefit students.(8) TEachers also upgrade through research, projects and working for higher degrees.(9)
It can be a safe assumption if not axiomatic that chemical educators concur that all students need to be firmly grounded in the fundamentals of our science while being taught its relevance and applications in today's world. The right mix or balance between fundamentals and relevance and application will have to be carefully worked out. This and related questions may vary from country to country. Thes apply not only to theory but laboratory work where both economics and logistics may be further factors to come into play.
The good and great work of Chemical educators like Sane on low cost equipment could make a big difference. Even in Singapore where school and college laboratories are well supported by government funding, the work on low cost equipment could help student acquire their own kits for home and hobbies thus enabling them to be even more at home with science.
The Chemistry curriculum in Singapore essentially follows the concept of a "spiral" (better "helixical") curriculum where simple concepts acquired at the primary levels are treated in increasing depths at the higher levels where new topics are also introduced. (10,11)
Science and Maths also form the core curriculum right through their 10 yrs of schooling. Since independent the Government very wisely made English the language of Science and Maths recognizing its value as an international language and its usefulness in ensuring excellence and standards for these subjects. Bilingaluism (and in some case multi-lingualism) and the promotion and retention of Asian and cultural values through the mother tongue have also been the cornerstones of our educational policy. Even in Chemistry, policy on pastoral care (12-14) and environment, energy and education(15), are relevant.
Although our Universities and the Ministry of Education are quite capable of conducting our own School Leaving Certificate exams, Singapore has maintained the Cambridge Overseas 'O' and 'A' level Certificate exams. This is partly to ensure our international creditibility. Our students have also done us proud at international programmes including the Chemistry Olympiads.
For the same reasons our Universities have maintained the system of External Examiners. Those in Chemistry have included Nobel Laureates and Fellows of the Royal Society.
In Singapore, having Chemistry courses and graduates of excellence is in keeping with the Republic's philosophy and policy for excellence and meritocracy. It is however important to note that the country's manpower needs are such that some able and committed people, who could otherwise be pursuing successful and satisfying careers in Chemistry, are required in other areas of society as well. We believe that the Chemistry acquired, be it at school or University, would help such a person in his later pursuits or career. We are convinced that Chemistry by its very nature, ranging from the theoretical or abstract aspects of Physical Chemistry to the more qualitative aspects of Inorganic and Organic Chemistry, prepares the student to have both the broad as well as the integrated view of situations and problems. It trains the student to be both observant as well as analytical. The wide-ranging scope of Chemistry interfaces, if not embraces, on the one hand the disciplines of Biochemistry and Physics and Engineering on the other. It prepares our students to be multi-disciplinary in approach and outlook. Furthermore, Chemistry would be useful to students in Architecture, Engineering, Dentistry, Medicine, etc. Even for those in Accountancy or Arts, a feel for and understanding of Chemistry would be useful in our increasingly sophisticated and complex society. In addition the fascination that Chemistry may have on students, has provided them with a discipline which serves as a motivator for both excellence and self-confidence.
ACKNOWLEDGEMENT The author gratefully acknowledged Ms Doris Tay for their help in preparing this paper.
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Copyright 1996 by The Author
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