As change engulfs the island, they asked the Education Ministry to mould youthful character in fun, active ways.

Dr Ong Seh Hong (Marine Parade GRC) felt that the influx of foreign students adds colour, but also directly challenges a value system of 'One People, One Nation' forged over 40 years.

'They may find it hard to appreciate why a minor offence like littering has to incur a fine,' he told Parliament.

And they may also not understand Singapore-style meritocracy or the 'many collective experiences such as HDB living, national service and food'.

At a global level, the impact of 'misuse of talent' at Lehman Brothers in the United States and Satyam in India led Ms Jessica Tan (East Coast GRC) to assert: 'It underpins the importance of values and character-building in our young.'

The Singapore reputation for 'integrity' has to stay despite the pursuit of excellence, she indicated.

Replying to Dr Ong, Ms Tan and others who spoke emphatically on values, Senior Minister of State (Education) Grace Fu struck many reassuring notes.

'The Ministry of Education agrees that schools have a major role to play in reinforcing the right values and civic behaviour,' she said at the outset.

Values are taught at all levels within the curriculum, and also during 'teachable moments', she added.

Dr Lily Neo (Jalan Besar GRC) had suggested that teachers maximise such 'teachable moments', when a student needs correction in deeds or thoughts.

For younger students, stories and activities are deployed to impart values. Older students take part in community work.

This year, the ministry speedily developed resource materials on the Budget and Resilience Package for secondary and junior college students to 'understand the need for Singapore to remain resilient in the face of economic challenges'.

Schools can partner parents and the community to impart desired values, Ms Fu said. East View Secondary worked with parents on a character education curriculum, for instance.

She also urged parents to support disciplinary efforts in schools: 'Unfortunately, some parents actively undermine efforts by the school to discipline their children, even when disciplinary measures are within school guidelines.'

Separately, opposition MP Low Thia Khiang (Hougang) was concerned that the learning of hanyu pinyin can lower a student's ability to read and write Chinese characters.

He said in Mandarin: 'This kind of teaching in primary school emphasises the ability to listen and to speak. But the ability to read and write is secondary.'

Ms Fu assured him, saying: 'Our pupils learn the Chinese language through a combination of reading Chinese characters, pronunciation through hanyu pinyin and the writing of Chinese characters.'

The ministry will press on to find 'effective and engaging pedagogies' to teach Chinese.

She was also heartened that more students were taking Higher Chinese in Primary 6 and for the O levels.

The percentage of Primary 6 pupils offering the subject increased from 24 per cent in 2004 to 30 per cent last year.

The percentage of those offering O-level Higher Chinese increased from 19 per cent in 2004 to 27 per cent last year.

siewhua@sph.com.sg

THE SINGAPORE WAY

'Children from diverse backgrounds attend our schools together with our children. We need to teach them respect for the rule of law, the value of meritocracy, the appreciation of multiracialism and multiculturalism, and the respect for religious difference.'
Dr Ong Seh Hong (Marine Parade GRC)

SCHOLARSHIP-HOLDERS AND LOYALTY

'Do we emphasise loyalty to the country? Do our brilliant scholars whom we send overseas for their scholarships end up migrating overseas thinking that it is better to remain overseas because other countries have better options to offer them?

Do our scholars who are sent overseas end up being grateful for the opportunities and return to serve the public humbly? Or do they think that they deserve the scholarships because of their higher intellect?

What do we teach our students who are granted scholarships?'
Mr Lim Biow Chuan (Marine Parade GRC)

GRADES AND ACHIEVEMENTS

'It does sometimes worry me how we Singaporeans commonly speak of achievements of schools and students. The view of how good a school is tends to be in terms of the number of straight As and awards the school has received for academic achievements.

However, the real test and quality of the success of the school will be seen from the impact - positive or negative - that their students have in the community and when they enter the workforce.'
Ms Jessica Tan (East Coast GRC)