Infusion

\
of National Education in
the Teaching of Geography in
Singapore
Ivy Tan and Christine Lee
At the Teachers' Day Rally in September 1996, the Prime Minister of Sing'fpore, Mr Goh Chok Tong,
expressed his concern that younger Singaporeans do not know how Singapore has arrived at where it is
today, nor understand its many constraints and vulnerabilities. National Education (NE) becomes one
key imperative in education. Through National Education, the younger generation will acquire the
instinct to bond together as one nation; to have a strong sense of national identity and social
responsibility; and to have confidence in the nation's future. This paper provides the background
information to National Education in Singapore. Geography has been identified as one of the subjects
that is most suited to convey the message of National Education. This paper will also explore the role of
geography in the light of National Education and identify the areas in the Secondary Geography
curriculum suitable for the infusion of the NationalEducation messages.
Introduction independence of the nation, and the problems of
providing even basic infrastructure for the people.
Singapore is a small country. The main island is about They wili probably be lured into a false sense of
42 kilometres from east to west and 23 kilometres security and may be ill prepared to overcome any crises
from north to south. The total land area is only about that may arise as a result of their complacency. The
647.8 square kilometres. With land reclamation, the future of the nation lies very much in the hands of
land area may expand to 730 square kilometres, but younger Singaporeans. They need to be robust and
eventually the country will run out of shallower seas to resilient; to be prepared to meet the challenges of the
reclaim. Land is definitely a constraint. In addition to future. Their commitment to the country and
this, the country is not well endowed with natural community and their willingness to strive and preserve
resources, the most important of which is water. wili determine the future of the nation.
The only resource the country has is the people. The Carefully planned and structured transmission of
country had a total population of 3.7 million in 1997, national values and ideas is not something new.
which gives a very high population density of about 5 Countries like Japan and the United States that have
768 per square kilometre (Singapore Department of longer histories have recognized the importance of
Statistics, 1997). However, eventually human transmitting their shared group and national instincts
resources wili also be a constraint as the fertility rate to the younger generation. In the homogeneous, tightly
remains low. Another aspect of the population is that it knit and cohesive society of Japan, students are taught
is comprised of 77.2% Chinese; 14.1% Malays: 7.4% Japanese culture, values, history, geography, politics
Indians and 1.3% others; making it a multi-racial and and economics. In the United States, every child is
multi-religious society. taught the American heritage. Learning to be
responsible citizens begins from a young age. Such
With the plural nature of the society, forging national
deliberate inculcation of political and social values and
unity and building a sense of belonging and a feeling of
ideas in both these countries ensures that the next
shared destiny become cruciaL Even with different
generation grows up with these ideas deeply ingrained.
races having different religions and diverse traditions
and cultures, the people must feel that they are, first National Education in Singapore
and foremost, Singaporeans: that Singapore is their
home and it is here that they belong. Such national In Singapore, the thrust of National Education (NE)
unity cannot be taken for granted and cannot be left to began at the Teachers' Day Raliy on 8 September
chance. 1996, where the Prime Minister, Mr Goh Chok Tong,
highlighted NE as vital for the educational system.
The Younger Generation During the launch of the NE initiative in schools, the
Deputy Prime Minister, Mr Lee Hsien Loong,
Younger Singaporeans, unlike the older generations,
conveyed the rationale for NE to principals, teachers
have only tasted the peace and prosperity of the
and educational officers via live telecast on television
present. They have not experienced the suffering of
(Ministry of Education, http://;\ww.moe.edu.sglneu!
wars, the turbulence and pain of fighting for the
,"'··C"."·'"

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aboutlpub·content-nelaunch.html). He pointed out
that many young Singaporeans know little about
Singapore's history and that. such ignorance would
hinder the effort to develop a shared sense of
nationhood. They would not acquire the right instincts
to bond together as one nation, or maintain the will to
survive and prosper in an uncertain world. He also
commented that for Singapore to thrive beyond the
founder generation, there must be a systematic
transmission of the instincts for survival and attitudes
to succeeding generations (The Straits Times, 18 May
1977).
The primary purpose of NE is to develop national
cohesion and to instil in the students the instinct for
survival and confidence in the future of Singapore. NE
is needed to foster in the younger generation a sense of
identity, pride and self-respect as Singaporeans. This
will strengthen their emotional attachment to the
nation. Through NE, students will come to know how
Singapore has succeeded against the odds to become a
nation and to understand Singapore's constraints and
vulnerabilities. To overcome these constraints, the
people have to be even more resourceful and more
resilient. To ensure continued economic success and
the well-being of the people in the future, core social
and political values must be handed down to the next
generation. Such core social and politicai values
include the upholding of the system of meritocracy
which guarantees fair and full opportunities for all;
promoting racial and religious harmony; and having an
honest and competent government working for the
long-term interest of all Singaporeans (Ministry of
Education, http://www.moe.edu.s?Jneulaboutlpub·
frame-about.html).
There are six NE messages to be transmitted to school
students. These are:
Message 1: Singapore is our homeland; this is where we
belong. We want to keep our heritage and our way of
life.
Message 2: We must preserve racial and religious
harmony. Though many races, religions, languages and
cultures, we pursue one destiny.
Message 3: We must uphold meritocracy and
incorruptibility. This means opportunity for all,
according to their ability and effort.
Message 4: No one owes Singapore a living. We must
find Our own way to survive and prosper.
Message 5: We must ourselves defend Singapore. No
one else is responsible for our security and well being.
Message 6: We have confidence in our future. United,
determined and well-prepared, we shall build a bright
future for ourselves. (Ministry of Education,
http://www.moe.edu.s?Jneulabout/pub·content.
6messages.html)
To be effective, NE must appeal to both the hearts and
minds of students. It will have to transcend head
knowledge and be internalised by each student. From a
young age, every. student must learn the facts of how
the country fought to became a nation; how, despite
the constraints and vulnerabilities, the country has
grown economically; and understand why it is crucial
to be one people, one nation. NE would be
implemented through both the formal and informal
curricula.
In the informal curriculum, some elements of NE are
already in the school system. Students have been
singing the national anthem and reciting the pledge at
the start of each school day; celebrating the festivals of
different races; and doing community work. In the
formal curriculum, several measures have been
introduced to include the NE initiative. The history
syllabus will be revised, a new social studies subject at
lower primary and upper secondary levels will be
introduced and the NE content in other subjects will
be consciously increased whenever possible.
Infusion of NE in the Teaching of
Geography
The inclusion of moral and values education within
geography is widely supported and documented
(Martorella, 1977; Huckle, 1981; Hen and Slater
1985). In Singapore, geography has been identified as
one of the subjects that is most suited to the imparting
of the NE messages (Ministry of Education,
http://www.moe.edu.s?Jneulaboutlpub-content-
approach.htrnl). The other subjects identified are
History and Civics and Moral Education. Within the
secondary geography syllabus, certain topics provide
the context for further discussion on NE related issues
and thereby provide opportunities to convey the NE
messages in the classroom. Essentially, geographic
education aims to develop responsible and active
citizens within the country and in the present and
future world. In studying geography, students will be
taught to explore and develop knowledge and
understanding, skills, and attitudes and values that are
essential for informed and responsible individuals.
Several topics in the secondary geography syllabus can
be used as platforms for the infusion of NE issues.
Table 1 summarizes how the NE messages can be
infused into relevant topics in the Secondary School
Geography Syllabus.
The importance of out·of-schoollearning through field
trips in the teaching of geography should not be
neglected. With the introduction of the NE initiative
in schools, visits to important public installations and
economic institutions are recommended by the
Ministry of Education. Called the Learning journeys,
teachers can now book on-line with the various public
installations and the educational officer of the
installation will handle the explanation at the site.
•
Table I: Infusion of NE messages in the Secondary Geography Syllabus in Singapore

Topic (level) \ NE Issues NE

.•., messages
infused
Environment through • Know the neighbourhood where the school is in Secondary One (Sec I) I
Maps (Sec I) and know a new town in Secondary Three (Sec 3) with use of map
Map reading (Sec 3) reading skills and through orienteering.

Components of the • Understand our vulnerabilities. Know that we do not have sufficient 4,5 and 6
physical landscape: water water for the population and have to rely on buying water 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 the
conservation of water.
Components of the • Understand that land is a constraint and, through land reclamation, the 4 and 6
physical 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 6
Conservation 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)
Increasing Arable 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 food
production, 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 Mass
Making 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 to
know how to care for the aged.
• Understand the need to attract foreign talents with the dwindling size of
our working population.
Industry • Understand the need to change the type of industrial development in 1,3,4,5
Singapore; from labour intensive, import substituting industries in the and 6
(Sec 2 and 4)
I 960s to high value added manufacturing in the 1970s and to high tech
and research oriented industries.
• Appreciate the need to maintain racial and religious harmony in
Singapore as a condition for further progress.
• Understand the need for stable government and an educated and
hardworking work force so as to attract foreign investors into the
country.
• Understand the need for regionalization, working with our neighbouring
countries on joint-projects (e.g. Bintan Beach International Resort in
Indonesia and the Vietnam-Singapore Industrial Park)

• GEOGRAPHICAL EDUCATION VOLUME 12, 1999

From such field trips, students can learn how each
installation has overcome its constraints by the
people's determination and resourcefulness. The main
objective qf the Learning Journeys is to stimulate in
our students a sense of pride and understanding of
'what makes Singapore tick'.
Some of the public installations included in the
Learning Journey which are relevant to the secondary
geography syllabus include:
• Civil Aviation Authority Of Singapore
• Economic Development Board
• Housing and Development Board
• Jurong Town Corporation
• Maritime and Port Authority of Singapore / PSA
Corporation
• Primary Production Department
• Ministry Of Environment Installations
• Public Utilities Board
• Sentosa Development Corporation
• Heritage Trail
• Singapore Power
• Singapore Technologies
• Singapore Discovery Centre
• Trade Development Board
• Urban Redevelopment Authority
As well as visiting public installations, other local field
trips such as heritage tours have been recommended.
These would include Visiting heritage areas like the old
residential areas of the various ethnic groups:
Chinatown, Little India and, for the Malays, Kampong
Glam. The students will also visit the Central Business
District, nature conservation area Sungei Buloh Nature
Park and also various types of local farms. All these
trips can be easily booked through private tour
operators who have certified tour guides to conduct the
field trips. Schools have also been encouraged to
conduct overseas field trips within areas of Asia instead
of travelling beyond the region. It is through such field
trips that students will acquire a better knowledge and
understanding of the region and learn to appreciate the
interdependence amongst the countries.
Conclusion
One of the aims of geographic education is to educate
students to be responsible and active citizens. In the
Singapore context, geography is one of the subjects
that 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 well
as reference to Singapore's own unique experience; and
with the emphasis on local and regional field trips,
students will be made sensitive to the lessons
embedded in the NE messages.
The effects of infusing NE messages in geography are
long term. Perhaps the success itself is in taking the
initiative and consciously discussing NE issues with
students. This process will help to inculcate in the
younger generation the values, attitudes and habits
that will strengthen the, emotional bond of the people
and help them to be proud eo-owners of Singapore,
their home.
Ms Ivy Tan is lecturer and Dr Christine Lee is senior
lecturer of the School of Arts, National Institute of
Education, Singapore.
References
Hen, J. and Slater, F. (1985) Four strategies for values
education in geography. In Boardman, D. (Ed), New
Directions in Geographical Equation, London: Falmer Press,
171-186.
Huckle, J. (1981) Geography and values education. In
Walford, R. (Ed.) Siguposts for Geography Teaching, u.K.:
Longman, 147-64.
Martorella, P.H. (1977) Teaching Geography through value
strategies. In Manson, GA and Ridd, M.K. (Eds.), New
Perspectives 011 Geographical Education, Iowa: Kendall/Hunt,
139-6 I.
The Straits Times (18 May 1977) RG. Lee: Knowing the past
will prepareyoungforfuture.
Singapore Department of Statistics (1997) Yearbook of
Statistics Singapore, 1997, Singapore: Grace
Communication.
Web References
Ministry of Education, NE.WS: About NE, Speeches, "Speech
by Deputy Prime Minister Lee Hsien Loong at the launch
of National Education on 17 May 1997",
http:/Avv."",·.moe.edu.sg!neu/aboutlpub~content~
nelaunch.html .
Ministry of Education, NE.WS, About NE, The Purpose of
National Education is, http://vvvvvv.moe.edu.sg/neu/
aboutlpub~frame~about.html .
Ministry of Education, NE.WS, About NE, Six NE messages,
http://wwv..·.moe.edu.sglneu/aboutlpub~content~
6messages.html .
Ministry of Education, NE.WS, About NE, Approach, The
National Education Initiative, http://w\lvw.moe.edu.sW
neu/about/pub~content~approach.html.