Singapore Tamil Youth Conference 2016 Manifesto NUSTLS Singapore Tamil Youth Conference 2016 Manif | Page 48

Issue 8: Tertiary Level Education of Tamil Language
Author: Ms. Azeena Badarudeen
Definition
In Singapore, tertiary education can be defined as education
that is at pursued post-secondary level. This includes
institutions such as Junior Colleges, centralised institutes,
Polytechnics, Institute of Technical Education (ITE) and
Universities.
Perceived low take-up rate
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Current available options to pursue Tamil at tertiary level
Junior College
• H1 Tamil is offered to students who took only ‘O’ level Tamil
or did not pass their ‘O’ level Higher Tamil
• H2 Tamil Language and Literature includes the study of Tamil
Literature in addition to the H1 Tamil syllabus
• H3 Tamil Language and Literature offered to exceptional
students in addition to H2 Tamil Language and Literature
Polytechnic
• Ngee Ann Polytechnic announced the introduction of a
Diploma in Tamil Studies with Early Education in June 2016
• This course is intended for those who are passionate about
teaching the Tamil Language to pre-school pupils.
• Prospective students can apply for the MOE Teacher Training
Scheme or Early Childhood Development Agency (ECDA)
Training Award with this diploma. These scholarships will
cover the tuition fees and also provide a monthly allowance.
Institute of Technical Education (ITE)
• None so far
National University of Singapore (NUS):
• Tamil Studies modules in the Department of South Asian
Studies, Faculty of Arts and Social Sciences
• In these modules, students will be able to explore Tamil
grammar in greater detail,. They will also read novels, short
stories, poems and present a review. Students will explore
more into Sangam literature as well.
National Institute of Education (NIE)
• Prospective teachers can pursue a Diploma in Mother
Tongue Language teaching or a Post-graduate Diploma in
Education (PGDE) to teach Tamil in schools.
• There is also a Master in Education (Tamil Language)
programme which started in NTU/NIE in 2006 for current
teachers.
Singapore Institute of Management (UniSIM):
• Degree courses in Tamil usually offered to those who have
obtained a Diploma in Mother Tongue Language teaching
and wish to improve their current level of qualification.
With the exception of the courses offered by NIE and Ngee
Ann Polytechnic which come with a bond or ready economic
opportunities in the education sector, very few students opt
for these tertiary courses.
Given that students in Singapore are pragmatic in their
outlook, economic prospects influence their decision to take
up a certain course. Other courses might be able to open the
doors to a larger variety of career prospects compared to
Tamil courses.
Also, students might feel that taking Tamil as a H2 subject for
‘A’ levels for example, might affect their university or
scholarship prospects. This might deter them from taking
these courses as well.
These courses might sometime be perceived as boring or less
interesting compared to other options. The content
presented in the course materials might be irrelevant as well.
Many students study mother tongue as an academic subject
out of compulsion. As such, most students drop Mother
Tongue in Junior College as they are no longer required to
take it as long as they pass their Higher Mother Tongue in
Secondary School. This might be attributed to a lack in
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interest or passion for the language itself.
Some students might not be competent enough in Tamil to •
take up these subjects as well. For example, H3 Tamil •
Language and Literature offered at ‘A’ level examinations
requires significant amount of expertise in the language from
the candidates sitting for the examination.
China Studies in English
This is a programme that is offered at ‘A’ level examinations
Students can take this subject at either H1 or H2 level.
The objectives of this subject are to:
• Gain a broad exposure to key issues related to the
development of contemporary China
• Deepen their understanding of the Chinese, their culture
and ways of thinking
Effects of lack of formal instruction during tertiary
• Develop an awareness and appreciation of diversity
education
among the people and regions of China
• Appreciate the geopolitical and economic implications of
In 2009, a study done by an Honours year student from the
China’s rise as a regional and global player
Department of English Language in FASS, NUS found that
• Develop an understanding of the social and
those who were still attending formal lessons in Tamil in
environmental implications of China’s development
school were able to retain the language to a better extent.
• Develop skills in evaluating diverse perspectives on China
Furthermore, there is a largely English environment in
and arrive at an informed judgement of issues
Singapore. There has been an undeniable increase in English-
• Is it possible to have a parallel India Studies subject? What
speaking homes as well.
are the possible challenges to be overcame?
Hence, when the only interaction with Tamil, which is during
• Would students be interested in such a programme? How
Tamil lessons is removed from most tertiary level courses,
can we tweak the programme to develop an interest for it
students inevitably lose touch with Tamil.
amongst students?
Issue 8 : Tertiary Level Education of Tamil Language
PAGE 48