Inclusion of History and Maintenance of Tripartite Relations in School Curriculum

Mdm Speaker, Singapore's peaceful industrial relations are central to our economic competitiveness. Our model of tripartism – the social partnership between Government, employers and workers – has contributed greatly to our economic growth and success. So, it is important for our students to know and understand how tripartism shaped Singapore and how it continues to have a role to play today and in the future.

While tripartism is not specifically taught as a topic on its own, students do learn about aspects of tripartism in Social Studies, History and Economics. Through the curriculum, our student learn how positive industrial relations lead to social stability and economic growth for Singapore.

For example, through the History subject, our Secondary students learn how the Singapore Labour Movement activity in the 1950s reflected people's grievances and created the need for mediation and the crucial need to maintain peaceful relations between workers and employers.

Next, at Junior College levels, our History students study the post-Independence developmental strategies adopted by Southeast Asian countries. In the case of Singapore, our students will then gain a deeper understanding of how tripartism created a conducive environment that attracted foreign investment to Singapore and created good jobs for Singaporeans.

In Economics, for example, the study of policies in relation to economic restructuring, wage level management, labour productivity and mobility, allows discussion of the roles of employers, employees and government.

More broadly, students learn about how societies build consensus because that is very important in a society, in the same way that tripartism builds consensus amongst the various stakeholders and collaboration between unions, employers and government.

In Social Studies, our students are taught how government, the community and individuals work together for the common good of society. This knowledge is important because this knowledge will help our youth, especially when they eventually join the workforce, where consensus-building, mutual understanding and good relations are key.

Mdm Speaker, I thank the Parliamentary Secretary for her assurance that MOE views tripartism as an important subject matter. But more than just a historical account of our tripartism journey, what we hope to impart to our youths are the values of mutual respect and understanding, of team work and collaboration, and the ability to see issues from a broader perspective. May I, therefore, ask that the Ministry consider consolidating all the materials and having a dedicated chapter or module on tripartism in the Social Studies curriculum? NTUC would be happy to work with MOE on the contents.

I would like to thank the Member for his question and suggestion. Please allow me to take the opportunity to reassure Members that although tripartism is not taught as a standalone topic, as I have mentioned in my response earlier, it is indeed weaved into subjects like History, Social Studies and Economics, from the lower Secondary, to the upper Secondary and even the pre-University levels.

We agree with the Member that it is not just about the historical context but consensus-building, mutual understanding, give-and-take. These are very important perspectives that our young should take on-board before they join the workforce.

This is why beyond teaching it from the textbook, our teachers at the pre-University level, for example, will guide these lessons and discussions to bring about the important part that tripartism plays in our economy and also society.

If I can quickly cite an example. In Social Studies, our teachers will facilitate discussions where differing views are respected through role playing, and then through a very experiential learning process, our students will be guided to find out how individuals and groups in the society have different needs and interests, as Mr Yong has mentioned earlier. Our teachers then take the students through the process, so that our students can explore how government, community and individuals can work together through consensus-building and mutual understanding to contribute to the common good.

Let MOE look at the suggestion that the Member has made and let us study it deeply. We will come back in due course.

Madam, let me add to the points made by the hon Member Melvin Yong and the Parliamentary Secretary Low Yen Ling. Ms Low mentioned that the history of the Labour Movement is mentioned and talked about in the Social Studies and History subjects. But a lot has morphed and transformed in the past decade. A lot of current issues and new legislations have been rolled out.

It is important that the young are also acquainted with some of these new developments; not just the history but the significant and transformational development of the Labour Movement and tripartism in the past 10 years. Likewise, the definition in the word tripartism. Many young people I engage do not know what tripartism means in our Singapore context. Just these two points for the Parliamentary Secretary to take away.

I would like to thank the Member Mr Patrick Tay for his suggestion. The Member will take note that we have recently revised our Social Studies syllabus. Of course, we do revise our syllabus along the way and evolve with the developments. So, the various aspects of tripartism explored in the various subjects that I have mentioned – History, Social Studies or Economics – are tailored to suit the age. The syllabus has to be designed to be age appropriate, so that it is pitched at a level where our students can absorb, internalise and understand.

We agree with the Member that besides the historical aspects, it is important that our students, as they move from lower Secondary, to upper Secondary, and to pre-University, can also, through the revised curriculum along the years, learn about the economic benefits of tripartism – and that definition evolves along the way – and its positive influence on the society.