Schools' Assistance to Ensure DSA Students Fulfil Academic Requirements

68 Er Dr Lee Bee Wah asked the Acting Minister for Education (Schools) given the recent experience of students at Raffles Institution who took the GCE "O" level examinations, (a) how do schools help students who gain entry under the Direct Schools Admission (Secondary) Exercise (DSA-Sec) to juggle the schools' academic demands and their sporting commitments; and (b) what is the academic track record of students who have joined a secondary school under DSA-Sec over the past three years.

Mr Ng Chee Meng: The Direct School Admission (DSA) scheme was introduced to promote holistic education by reducing the emphasis on examination results and recognising a more diverse range of non-academic talents, achievements and personal qualities. Schools participating in DSA are committed to developing students to their fullest potential in both their studies and areas of talent and have put in place a range of programmes and support structures to help DSA students balance academic demands and co-curricular activities (CCA) commitments.

Schools help students who face academic challenges, regardless of whether they entered via DSA or not, in two broad ways. Firstly, they make efforts to know these students, their learning styles, their strengths and difficulties and what motivates them. Many schools ensure that their DSA students are assigned teacher mentors and class buddies. There are regular discussion sessions with the DSA students and dialogues with parents to better understand the students’ needs. With this knowledge, schools can then provide targeted academic support, structured guidance and adjust their curriculum and programmes to better cater to them.

Secondly, schools monitor these students closely. Schools track the academic performance of DSA students and have regular platforms to discuss whether and what kind of interventions are necessary. Schools also monitor the socio-emotional well-being of these students and work in partnership with their parents to ensure that the students are doing well.

Overall, the GCE "O" level performance of students admitted via DSA-Sec is comparable to their non-DSA peers with similar Primary School Leaving Examination results. Of the three batches of DSA students who have sat for GCE "O" levels from 2013 to 2015, about 80% of them were eligible for junior colleges.

Overall, DSA has broadened the definition of merit and promoted holistic education by reducing the emphasis on national examination results. As with all of our policies, we will continue to regularly review and improve the DSA scheme.