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4 Critical Educational Gaps for Disadvantaged Children & Youth in Singapore
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4 Critical Educational Gaps for Disadvantaged Children & Youth in Singapore

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While abilities and talents are distributed equally across the population, access to educational resources is often not. Children from low-income families are the ones who pay the price. Without the right educational opportunities, they underperform in school and end up with lower-paying jobs. Studies show that students from low-income families are more than four times as likely to be low performers than their affluent peers. (OECD, 2016) Without intervention, this cycle of income inequality will persist.

The growing special needs community is also in need of our urgent attention. One key area that we highlight is the need for integration with mainstream students. There needs to be greater awareness about creating better school and work opportunities for this community while preparing them to function independently as adults.

In this article, we highlight critical educational gaps for disadvantaged and vulnerable children and ways to level the playing field and improve their opportunities for social mobility.

#1 Funding for Early Education

The pre-school landscape presents over 1,900 childcare centres and kindergartens. They offer a wide-ranging fee structure that can range from a few dollars to over S$2,000 a month, depending on whether they are full or half-day programmes and with or without subsidies. 

During these early childhood years, pre-school education provides the foundation for children. It helps them develop the confidence and social skills to get them ready for formal education. However, low-income families may struggle even with subsidised fees. 

Children from families that can set aside additional resources for pre-school education have more opportunities to strengthen their social and behavioural skills than those from disadvantaged backgrounds. As the child is placed into a learning environment earlier in pre-school, they are weaned into the academic lifestyle earlier, which also aids their performance in formal education. Studies show that social-economically advantaged children in Singapore outperformed disadvantaged students in reading by 104 points. (PISA, 2018

While pre-school education is not compulsory, it is critical to ensure that all children get off the starting block of formal school without too much difficulty. Therefore, parents must understand the importance of pre-school education and available financial assistance schemes. It ensures that the children have access to critical education in their formative years.

#2 Developing Life Skills

A child’s home environment has a powerful impact on school readiness. Parents or caregivers in low-income homes tend to be busy working or absent; they have little time to support their children’s learning needs. Children often do not receive the stimulation they need and do not learn the social skills required to prepare them for school.

The resulting lower self-confidence, lower motivation, and reduced resilience pose further obstacles in their struggle for social mobility.

Activities such as team sports, drama, and public speaking encourage interaction. They are great for boosting confidence, self-esteem, and socio-emotional skills. We need funding for programmes to provide alternative avenues for these children to develop these essential skills.

#3 Rising Cost of Higher Education

Education has not been spared, with consumer prices increasing steadily over the years. 

Singapore’s average annual education inflation rate from 2001 to 2021 was 2.87%. Higher education, specifically polytechnic diploma fees, rose 20% between 2015 and 2022. The average cost of a 3-year polytechnic education is close to $37,000. (MOE 2022)

Although statistics show that a polytechnic graduate earns 1.4 times more than an ITE graduate, many students will not choose to study at a polytechnic. One reason for this is due to the high school fees. Those who do may drop out of school for the same reason. 

Even with existing public financial aid programmes, students from financially disadvantaged backgrounds still struggle to pay their school and living expenses. More financial assistance from the private sector, in the form of pocket money, bursaries, or scholarships, will help these students bolster the shortfall in higher education expenses.

#4 Lack of Integration

For the special needs community, a critical piece that is sorely lacking is inclusivity. Special education schools are separate from mainstream schools in Singapore, and students do not intermingle.  However, research shows that special needs children benefit from interacting with peers with stronger academic abilities. This benefit goes both ways, as children who have interacted with people with special needs from young develop greater empathy and respect for diversity. (Association for Psychological Science, 2014).

This is a strong push for special education and mainstream schools to work together to create opportunities for meaningful interaction between their students. Children with disabilities are given a chance to develop their potential and thrive in the same environment as their peers.

Funding is required to beef up resources, training and partnerships to facilitate exchange among educators from different backgrounds. We could achieve greater harmonisation across mainstream primary schools, special education, pre-schools and early intervention sectors. An inclusive educational environment would offer a curriculum that caters to different needs, paces of learning as well as provide the facilities and resources required.

Other than school, these children tend to spend less time in public spaces or in recreational activities. Sometimes it is due to practical reasons like access difficulties, which is a great pity as they miss out on opportunities to connect to the larger community. Funding can be directed towards the intentional design of public spaces, sports, and cultural activities so that those with special needs can feel that they are truly a part of society.

Do more with your giving—how CFS can help

To enable every child to shine to their fullest potential and better support the disadvantaged, CFS can help you make a positive impact by aligning your donations with the needs of this community. 

CFS is a cause-neutral organisation that enables us to support grant-making to a wide range of charitable areas that match the donors’ interests and uplift diverse communities in Singapore. These charitable areas include children, youth, education, families, seniors, persons with disabilities, sports, health, animal welfare, environment to arts and heritage.

We partner with charities that focus on clearly identified problem areas or social gaps which might be under-supported. Charities must also demonstrate measurable outcomes and good stewardship of funds.

A simple and effective way to contribute to a variety of causes in Singapore is by setting up a Donor-Advised Fund (DAF). A DAF can be set up by an individual, a beneficiary of a will, a trust, or a family office. CFS will handle all fund administration and leverage our unparalleled insight into Singapore’s charitable landscape to provide philanthropy advice that ensures your giving is targeted, accountable and impactful. CFS strives to ensure that every grant which goes out creates positive change.

As a donor, you will save on legal expenses and enjoy upfront tax deductions at the prevailing rate on eligible donations. Donors will also receive regular statements tracking incoming donations to the DAF and outgoing disbursements to charities. CFS has an established track record when it comes to setting up DAFs and our DAF payout rates outperformed the entire US DAF industry by 12% and their community foundations by two times.

If you would like to begin your giving journey with CFS, get in touch with us.

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Events

Singapore Youth Impact Collective helps youths progress from classroom to working life

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A diverse group of individuals standing united in front of a sign displaying the empowering message "Together We Can.". (From left) James Tan, Tan-Wu Mei Ling, Justina Tan, Joyce Teo, Dr Ang Kiam Wee, Pang Sze Khai and Jacky Ang.

Despite the heavy rain on the morning of 9 October 2018, hearty drumbeats and festive excitement filled the air at Level 5 of Block A, ITE College Central.

It was the much-awaited launch of the Singapore Youth Impact Collective, a first-in-Singapore initiative that uses the collective impact model to empower disadvantaged youths to progress more smoothly from the classroom to fulfilling careers.

The Collective also launched two youth empowerment programmes – A.P.T.I.T.U.D.E by TOUCH with a new centre at ITE College Central and Youth Forte by SHINE.

Guests were treated to a rousing performance by ITE College Central’s Brazillian percussion group Batidas Centro whose energetic drumming could be heard even at Level 1.

CFS Deputy CEO Joyce Teo gave a short inspirational speech, saying: “We believe disadvantaged youth have the ability to achieve their maximum potential. We promise that we will work together to improve youth work-readiness by enabling our youth to have the academic and vocational qualifications, personal assets, and opportunities to succeed.”

After the Collective was launched, guests were invited to tour the new centre and try their hand out at its various recreational activities, such as video games and darts.

Students from the Adventure Facilitation interest group were also on hand to demonstrate some outdoor tips while the Barista interest group youths satisfied thirsty guests with the delectable gourmet coffee they had brewed themselves.

The Collective, which comprises Changi Foundation, the Community Foundation of Singapore, Credit SuisseOctava FoundationSHINE Children & Youth Services and TOUCH Community Services, was formed when the members recognised the complexity of social issues disadvantaged youths faced and realised that multiple stakeholders needed to work together to find effective ways to help them.

Industry partners who are able and willing to provide opportunities for internships and job immersion experiences for the youthsare invited to contact youthcollective@cf.org.sg to see how they can support these programmes.

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The competition was organised by City Harvest Community Services Association and received support from FUN! Fund, a Community Impact Fund jointly established by the Community Foundation of Singapore and the Agency for Integrated Care, with the aim of addressing social isolation among the elderly.

Senior Minister of State, Ministry of Communications and Information & Ministry of National Development Mr Tan Kiat How attended the event. He encouraged the elderly to stay physically and mentally well, as well as urging them to participate in community activities and enjoy their golden years together.

Learn more about FUN! Fund at https://www.cf.org.sg/fun-fund/.

 

The programme provides the children with a non-threatening platform to connect with peers and have positive conversations. In addition, it exposes them to different people who can assist to broaden their perspectives.

L.S., a volunteer with the Reading Odyssey programme @ Spooner Road

中心“常胜将军”胡锦盛:比赛限时反应要快

现年92岁的胡锦盛是最年长的参赛者。自2017年退休后,他几乎每天都到活跃乐龄中心报到,从此爱上了玩拉密,每次可玩上三个小时,在中心是“常胜将军”。

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Stories Of Impact

Leading Foundation Teacher Award – Recognising outstanding teachers in early childhood and special needs education

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a group of teachers posing with their awards

Winners of the 2016 Leading Foundation Teacher Award together with representatives from the Leading Foundation, National Education of Singapore, Ministry of Education and Community Foundation of Singapore.

The Leading Foundation Teacher Award was established in 2014 by Lim Siong Guan and Joanne Lim – co-authors of ‘The Leader, The Teacher & You’ and ‘Winning with Honour’ – to honour passionate and dedicated teachers in early childhood and special needs education. 

Organised by the National Institute of Education (NIE) and managed by the Community Foundation of Singapore, the Leading Foundation Teacher Award is the first award in Singapore to recognise excellence in early childhood and special needs educators. To date, a total of 25 teachers have received the award. 

Said Joanne Lim, co-founder of the Leading Foundation: “Coming from a family of teachers, we knew firsthand how much hard work, dedication, sacrifice and passion educators put in to make a positive impact on the lives of their students so we wanted to honour those who embody these values. After we published the first book, we established the Leading Foundation with the Community Foundation of Singapore. CFS went on to identify the lack of recognition for teachers in early childhood and special needs education and so the Leading Foundation Teacher Award was established to plug this gap.”

It is often said that the best teachers teach from the heart, not from a book – and that is exactly what has motivated recipients of the Leading Foundation Teacher Award who often go beyond the call of duty to make a difference in the lives of their students. To date, 21 teachers have received the award.

For allied educator Tutek Alauyah Amir who won the award in 2015, she makes the extra effort to put in place a comprehensive support system to ease special needs students’ first step into primary school.

As for fellow award recipient preschool teacher Jenny Tan, she believes that every child is different and hence tailors her teaching instructions to cater to every child’s learning style, needs and pace.

Another allied educator – 2016 award recipient Jeyaram Kadivan – laboured tirelessly with his visually impaired student to overcome daunting learning hurdles in secondary school. His support enabled the student to score seven distinctions at O levels.

For these exceptional educators, it is hoped that the Leading Foundation Teacher Award will spur them on to greater heights in their field of work, as well as inspire others to excel like them.

Photo: National Institute of Education, Singapore

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News

Tertiary-educated adults with autism receive training for jobs in engineering sector

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A woman diligently operating a computer amidst the bustling environment of a factory, focused on her tasks.

Tertiary-educated adults with autism are being trained and placed in jobs in the engineering sector under a new programme by research and technology non-profit organisation Trampolene.

The Gates (Growing Autistic Talent for Engineering Sector) programme was started in May 2022, after research showed that people with autism have one of the lowest employment rates among people with disabilities.

Those with tertiary qualifications also face underemployment owing to a high entry barrier for higher-skilled jobs, said Trampolene chief operating officer Cheok Xue Ting.

Ms You Kai Xuan is among 42 graduates of institutes of higher learning enrolled in the programme. She was unable to secure internships as part of her studies at the Institute of Technical Education (ITE) as companies told the school she was unsuitable.

The 22-year-old, who has a Nitec in infocomm technology, is working full-time as an assembly technician at precision manufacturing company Grand Venture Technology (GVT).

Young adults with autism lack executive function skills, such as planning and time estimation.

Ms Hillary Lim, who works for Trampolene as a senior job coach, helped create a timetable for Ms You. It details specific duties she must undertake. For example, it says Ms You has to test iron bars for 90 minutes from 8.30am, and “pack silver things in plastic bags and paste stickers on the bags” between 10.15am and 11.40am.

Ms Lim also held Ms You’s hand during the coaching to show her how much strength was needed when using a torque screwdriver.

Ms You needs the timetable to pace herself and manage her time. When she started working in 2022, she tired herself out before lunch as she exerted too much strength on simple tasks.

“At first, I was nervous as I was new to the environment. But I am comfortable with the supervisor and colleagues now. They guided me patiently on the tasks, and were caring and willing to help.”

The Gates programme is the first to be supported by Temasek Foundation under a pay-for-success model.

The $340,000 committed by upfront funders will be repaid if trainees stay in a job for nine months and other outcomes of job training and placement are achieved.

In this funding model, foundations, financial institutions and corporations provide upfront capital to organisations like Trampolene to serve their beneficiaries.

Outcome funders such as the Government repay upfront funders only if the project achieves outcome targets.

Ms Cheok said the pay-for-success model focuses on retention rate, an issue among young adults with autism, who tend to leave their jobs after six months.

Before the job placement, Trampolene assessed Ms You and found her suitable for hands-on work.

Ms Lim also briefed Ms You’s colleagues on how she communicates, telling them that they need to repeat or simplify instructions.

She told them they can also break down the work into small steps and share her responsibilities.

GVT chief executive Julian Ng said one of the main challenges the company encountered was communication. Some staff with autism take what others say literally and have trouble understanding abstract concepts.

For example, Ms You’s colleagues will say “I’ll get back to you by a specific time” rather than “I’ll get back to you later”.

“This improves communication for everyone in the workplace,” said Mr Ng. The company has about 150 employees at its Singapore headquarters, including three with special needs.

Trampolene also works with organisations to redesign the recruitment process and job role. With GVT, it advised the company to use work assessment instead of conventional interviews.

To match trainees with employers, Trampolene conducts tests for specific skills employers are looking for, from motor skills to data entry and quality control.

It then selects trainees able to perform the tasks, said Ms Cheok.

She said Trampolene also considers work planning, hygiene and safety awareness, and sensory challenges.

If a trainee is affected by high-frequency noises even with earplugs on, for example, he might be more suited to an office job than engineering.

Trampolene is aiming to train 70 young adults over 30 months from May 2022.

To date, it has trained 42 graduates with autism and placed 18 of them in jobs, with 13 having stayed with their employers for three months or more.

Aside from Temasek Foundation, some of the other upfront funders are Ishk Tolaram Foundation, Quantedge Foundation and Asia Philanthropic Ventures.

Outcome funders include ECCA Family Foundation and the Diana Koh Foundation through the Community Foundation of Singapore.

Mr Nicholas Tay, who has autism and holds a diploma in pharmaceutical science from Temasek Polytechnic, was hired under the programme as a production worker in ice-cream manufacturing company The Ice Cream & Cookie Co.

He sets up workstations for production, prepares packaging and places products on a conveyor system for printing or metal detection testing.Mr Damian Yip, head of production at the company, said he considered Mr Tay’s basic communication skills, education level and challenges faced at previous workplaces to decide if he was suitable for the role.

Ms Lim said Mr Tay’s main issues are perspective-taking and negative thinking. For example, when the 26-year-old began doing this job, he often felt lousy about himself when he saw others working faster than him.

“A regular person would think, ‘Oh, the person is faster than me because he has been here for a longer time than me, so he is more experienced,’” said Ms Lim.

“However, Nicholas’ thinking was: ‘Oh, that person is faster than me. I have to be as fast, if not I am not good enough to work here.’”

She said Mr Tay’s co-workers often look out for him when he shows signs that he is tired or when work is too difficult for him. They then get him to switch duties, to take the load off him.

But Mr Tay initially thought they moved him because he was not doing a good job.

Ms Lim mapped out Mr Tay’s thoughts and shared with him other possibilities – for instance, that co-workers may move him to other duties because they care about him.

“It helps to widen Nicholas’ perspectives and also lets him try to think in different ways,” she said.

To learn more about the causes CFS supports, please click here.

Source: The Straits Times © SPH Media Limited. Permission required for reproduction

I have always been interested in supporting elder care. But there are many charities doing such work that I do not know of. Through CFS, I learnt about Yong-en Care Centre and having seen first-hand what they are doing, I feel that my money is being well-utilised.

For Yong-en Care Centre, meeting donors face-to-face was a valuable opportunity to deepen their understanding of its unique care model and to engage with them on any questions they may have, says Griselda. In addition, it is also an opportunity to thank CFS donors who have been supporting the charity and build a lasting relationship with them.

CFS assists charities and their underprivileged communities by connecting them with donors who are seeking to support causes and crucial needs that resonate with them deeply.


To find out more about the causes we support, please visit 
www.cf.org.sg/what-we-support/.

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Events

CFS Donor Learning Trip Series: The transformative power of early intervention by the Dyslexia Association of Singapore

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This initiative is part of CFS’s Donor Learning Trips, a series of engagement opportunities that enable donors to personally connect with charities and gain insights into how they support communities in need.

Imagine not being able to read because the letters and words are mixed up. Imagine struggling to spell or write, being labelled slow and falling behind at school. These are the realities students with dyslexia face, realities that empathetic donors from CFS got to better understand during a visit to the Dyslexia Association of Singapore (DAS). 

“It was an eye-opening experience that left a lasting impact on us,” said Mr Sim Willing, President of the IFPAS Love Fund. The IFPAS Love Fund is one of four donor-advised funds (DAFs) that joined our Donor Learning Trip in July 2023 to the DAS Learning Centre at Serangoon Central. The social service organisation provides dyslexia screenings, psychological assessments and remediation. 

Accessing Quality Education is one of CFS’s five focal areas for grantmaking, where we curate programmes that ensure everyone has access to quality, holistic education and opportunities for them to function and thrive academically.

During the visit, donors had the valuable opportunity to hear from and talk with DAS Vice-Chairman Mr Kevin Kwek, DAS CEO Mr Lee Siang, Senior Specialist Psychologist Ms Scarlett Leong and other staff members.

One key takeaway for our donors was that dyslexia is more common than they thought. Dyslexia is a neurological condition where the brain is wired to handle information differently. It is lifelong and tends to be hereditary. Studies indicate that it affects around 10% of the population, 4% severely. 

In Singapore, there are an estimated 20,000 students with dyslexia severe enough to need intervention, says Mr Lee. Children with dyslexia, moreover, may also have co-occurring difficulties. These include problems with memory, attention, time management and sequencing.  DAS currently serves around 3,500 preschool, primary and secondary school students across 12 centres. 

Poverty significantly compounds the challenge for students with learning difficulties. Undiagnosed children who slip through the cracks find it hard to break out of poverty. As Mr Lee points out, “International research suggests that 30-60% of prison populations may have dyslexia. Specialist intervention can help break a vicious cycle for those with special needs.” At DAS, 52% of its students come from lower-income families. This is where intervention—supported by donor generosity— can be transformative. 

Intervention requires significant resources. DAS gets some funding for screenings but none for psychological assessments. Such assessments are crucial to ascertain if a child has a learning difficulty, its severity and to identify areas of learning needs. Each assessment must be carried out by a highly trained psychologist and takes considerable time, making it costly. This can put it out of reach of the less well-off.

To bridge this gap, DAS collaborates with like-minded partners like CFS. For the charity, CFS has been critical in bringing in donors such as the IPFAS Love Fund. Their grants directly help children from lower-income families access this much-needed service.

IFPAS set up the IFPAS Love Fund in 2017, choosing CFS for its strong track record in managing charitable funds. “A dedicated advisor at CFS takes the time to understand our giving goals and guides us to make well-informed decisions on where to direct resources for maximum effect. Administration is also easy as CFS handles legal and financial compliance, fund management, and grant distribution,” adds Mr Sim

As our relationship with CFS has grown, so has the depth and breadth of our giving. Over time, we have gained a better understanding of social issues and community needs, and CFS has played a pivotal role in keeping us updated on emerging trends and impactful projects. This ongoing learning process has led to the evolution of our giving strategies, allowing us to be more strategic, responsive, and effective in addressing the changing needs of the community.

Dyslexia is a hidden disability but with timely intervention, many can go on to contribute significantly to society. Through targeted and thoughtful philanthropy, we can extend professional support to more children with dyslexia, allowing them to reach their full potential and lead more fulfilling lives.  

CFS assists charities and their underprivileged communities by connecting them with donors seeking to support causes and crucial needs that resonate with them deeply.

To find out more about the causes we support, please visit www.cf.org.sg/what-we-support/.

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