Latest news with #SMC
AsiaOne
3 days ago
- Politics
- AsiaOne
Jalan Kayu SMC, Punggol GRC form new town councils, Singapore News
Jalan Kayu SMC and Punggol GRC have established their own town councils following the 2025 General Election. The Ministry of National Development (MND) said on Friday (May 30) that it issued an order to put into effect the setting up of 19 town councils, which were formed at the request of the wards' respective MPs. As a result of changes to electoral boundaries, which involved some areas being transferred between towns, 12 town councils have been reconstituted, said MND, adding that five of them remain unchanged both in their boundaries and names. Under the Town Councils Act, elected MPs are either to form a town for their own constituency or group up to three constituencies together to form a town. Each town should be managed by its own town council. The new Jalan Kayu Town Council, comprising the SMC won by labour chief Ng Chee Meng, will be chaired by him. A town council was last formed with just one SMC after the 2011 General Election, where PAP candidate Sitoh Yih Pin took back Potong Pasir SMC from the Singapore People's Party. Sitoh ran the town council until the 2015 General Election, after which the constituency was grouped under the Jalan Besar Town Council. Punggol Town Council, which consists of the GRC won by the PAP slate helmed by Deputy Prime Minister Gan Kim Yong, will be chaired by Senior Minister of State for Transport and National Development Sun Xueling. Senior Minister of State for Education and Sustainability and the Environment Janil Puthucheary and Ms Yeo Wan Ling, will be vice-chairs, reported The Straits Times. Four town councils have been renamed following changes to electoral boundaries. Jurong-Clementi Town Council will be known as Jurong-Clementi-Bukit Batok Town Council, while Marine Parade Town Council has been renamed to Marine Parade-Braddell Heights Town Council. Pasir Ris-Punggol Town Council will now be Pasir Ris-Changi Town Council, while West Coast Town Council is to be known as West Coast-Jurong West Town Council. The remaining eight reconstituted town councils' names remain unchanged. For areas that will be transferred to other towns, town councils must complete the handover and takeover of management within 90 days, said MND. This means the two new town councils and 12 reconstituted town councils will take over management of the transferred areas from Aug 1 this year. Town councils can also mutually agree to complete the handover and takeover before Aug 1, provided they inform residents of this date, the ministry added. "MND encourages all town councils to work together to ensure a smooth transition, so that the needs of residents can continue to be served," it said. [[nid:718138]]
Scoop
3 days ago
- Science
- Scoop
Science Kits Launched, Curriculum Overhaul To Come
Press Release – Science Media Centre The 2025 Budget included almost $40 million over four years on science kits for Year 0 to 8 students, which the Education Minister today announced will support teachers to confidently deliver practical science learning, aligned with the new science curriculum. The new national Science Curriculum is expected to become available later this year, after a rewrite was paused in 2024. The 2025 Budget included almost $40 million over four years on science kits for Year 0 to 8 students, which the Education Minister today announced will 'support teachers to confidently deliver practical science learning, aligned with the new science curriculum.' The SMC asked experts to comment on the state of science education in NZ. Professor Stuart McNaughton, Professor in Curriculum and Pedagogy at the University of Auckland, comments: 'Science and pūtaiao kits which provide teachers with hands on level-appropriate resources for experiments and science activities are an important piece in a wider puzzle. That puzzle is how best to increase both students' understanding and critical engagement in science, particularly through the primary school years where we know we need to be more effective. 'Other parts of the puzzle include the capabilities of the teachers to use the resources effectively. It has been apparent for some time that we need more specialised knowledge and skills to teach science in these years. Being able to use resources such as these, tailored to the local context, is key to increasing ongoing engagement. 'A good example is the role of well-designed resources in environment science topics, focused on the local context and its communities, acknowledging their knowledge, including Mātauranga Māori. When associated with students engaging in ways which contribute to solving issues related to climate change, this develops both achievement in science, and science citizenship skills. 'There are implications here for the preparation of our teachers to teach years 0-8 and their ongoing professional learning and development. Having advanced qualifications and a science background for specialist teaching available in schools needs to be accompanied by other pieces. 'The curriculum piece requires clear direction on how best and when to foster deep knowledge, critical thinking and the skills for acting as a scientist. The latter must include being able to identify and understand the threats posed by misused and misrepresented science information; students urgently need well-developed media and information literacy for science.' No conflicts of interest. Science education researchers Professor Georgina Tuari Stewart (Ngāpuhi-nui-tonu, Pare Hauraki), AUT; Associate Professor Sally Birdsall, University of Auckland; and Dr Brian Tweed, Massey University, comment: 'It's got to be a good thing to bring down barriers to learning science, so we welcome the news today about the kits for all Year 0-8 classrooms. 'They are not essential for primary science, which can be taught brilliantly using everyday materials, and schools will need to carefully store and manage them to prevent components being lost. Providing teacher professional learning will be key; on their own, the kits could be ineffective. 'But no matter how well they are used, these kits could never produce the results claimed by the Minister, because it is in secondary schooling where all but a tiny percent of students are turned off and stop studying science.' Conflict of interest statement: None declared. Dr Carrie Swanson, Senior Lecturer in Teacher Education at AUT, comments: 'The announcement of investment in primary science education is welcome. 'There are two main foci for science education, one is to produce scientifically literate citizens, and the other is to produce scientists or students who will work in STEM fields. It appears the direction of the implied curriculum is towards educating future scientists. 'Enhancing the STEM pipeline is more complex than providing students with a 'wow' experience. Providing curated boxes of experiments, and online modules on how to do the experiments will not position the learning within relevant contexts. This is only part of the solution. Teachers need sustained professional development from science experts, preferably kanohi ki te kanohi to not only develop their thinking about scientific concepts but also how to support discussion and enhance critical thinking about socio-scientific issues and wicked problems affecting the world. Students need to be able to see themselves in science and see the relevance of it to them and their community. 'This is a weakness in this approach, as the science is 'boxed' rather than connected to the world around them. While it is pleasing to see that resources are available in te reo, the connection to Mātauranga Māori and Pacific contexts is less apparent. There seems to be a dearth of connection to the environment, and sustainability.' No conflicts of interest. Dr Jared Carpendale, Senior Lecturer – Teacher Education, Massey University, comments: ' I also want students to love learning about science. 'The issue of a lack of science learning opportunities and experiences for primary aged students which foster their natural curiosity is systemic and ongoing. Focusing on developing science kits seems short sighted when the goal should be about supporting teachers' knowledge and confidence to teach science in a transformative and systemic way. 'Science kits might help those teachers who are keen on teaching science where accessing resources is an external barrier. However, research shows that for most primary teachers, the barrier is internal – their knowledge, confidence, and views on science, often stemming from their own science education experiences. 'In their work, the Education Review Office highlighted eight actions from schools that influenced the improvement of science learning for primary aged students: Demonstrating the will to improve student engagement in science Carrying out high-quality internal evaluation Using achievement information for planning and evaluation Engaging in targeted external and in-school professional learning and development Effectively managing change Changing the focus of science programmes from content to developing science capabilities Using a range of resources Involving others in the community 'Using science kits focuses on one of these. While the announcement mentions that teachers will have access to professional development modules, it seems that they will be focused on how to use the kits rather than understanding the science ideas which underpin them. 'Perhaps a more appropriate way to use ~$40m is to build a national network of primary science specialists who can support teacher knowledge and confidence in appropriate and transformative ways.' No conflicts of interest. Associate Professor Chris Eames, School of Education, University of Waikato, comments: 'It was great news in the budget to see the Government resourcing science education. This is critical for our students to foster an understanding of the world around us and give young people the knowledge and skills to inform their decision-making. This is especially important at a time when misinformation and disinformation are being widely used, the role of evidence is being undermined. 'The provision of the science kits does have promise to engage students' thinking and curiosity, and done well, could stimulate an enjoyment of learning in science, leading to later career choices. Science kits by themselves are a limited response to engaging students' learning and care is needed to ensure students are engaging in a range of scientific methods, including learning outside the classroom. 'Any initiative to improve science education in primary schools will rely on the capacity and capability of the teacher, so it will be important that the science kit professional development modules focus on more than just how to use the kit, but help to support teacher conceptual, procedural and epistemic knowledge. It is also questionable as to whether provision of science kits to all schools over 4 years is a durable solution to create long-term excellence in science education in primary schools. This initiative seems lacking in longer-term teacher capacity building. 'The timeframe to deliver the kits and support is welcome but quite short. It is to be hoped that the provision of this initiative will be offered widely to the science education community to ensure the best possible offerings from a diverse range of suppliers. It would also be important for the kits to include opportunities to integrate literacy and numeracy objectives, so that time-pressured teachers can find ways to fit their use into their curriculum. ' Conflict of interest statement: 'I have not been involved in the science curriculum writing and do not perceive any other conflict of interest.' Dr Michael Edmonds, President of the NZ Institute of Chemistry, comments: 'I am delighted to see the government has committed to bring high quality, hands-on science kits into classrooms around New Zealand. There is nothing quite like students participating in science themselves to spark a passion for science that can lead to many different and satisfying future careers. The New Zealand science and engineering communities have a proud history of bringing practical science to schools and communities through initiatives such as the Wonder Project, House of Science, Nanogirl and EVolocity. Reduction of government funding for the aforementioned projects means there is certainly a space for more hands on activities in schools. 'As this government is focused on efficiency, I would encourage them to make sure that any new initiatives align well with previous initiatives use of existing expertise in New Zealand, perhaps by consulting or contracting previous providers. This way we can be certain that the new initiatives engage and inspire students to not only understand key scientific concepts but also see how science can and does make the world a better and more exciting place to live.'
Scoop
3 days ago
- Science
- Scoop
Science Kits Launched, Curriculum Overhaul To Come
Press Release – Science Media Centre The new national Science Curriculum is expected to become available later this year, after a rewrite was paused in 2024. The 2025 Budget included almost $40 million over four years on science kits for Year 0 to 8 students, which the Education Minister today announced will 'support teachers to confidently deliver practical science learning, aligned with the new science curriculum.' The SMC asked experts to comment on the state of science education in NZ. Professor Stuart McNaughton, Professor in Curriculum and Pedagogy at the University of Auckland, comments: 'Science and pūtaiao kits which provide teachers with hands on level-appropriate resources for experiments and science activities are an important piece in a wider puzzle. That puzzle is how best to increase both students' understanding and critical engagement in science, particularly through the primary school years where we know we need to be more effective. 'Other parts of the puzzle include the capabilities of the teachers to use the resources effectively. It has been apparent for some time that we need more specialised knowledge and skills to teach science in these years. Being able to use resources such as these, tailored to the local context, is key to increasing ongoing engagement. 'A good example is the role of well-designed resources in environment science topics, focused on the local context and its communities, acknowledging their knowledge, including Mātauranga Māori. When associated with students engaging in ways which contribute to solving issues related to climate change, this develops both achievement in science, and science citizenship skills. 'There are implications here for the preparation of our teachers to teach years 0-8 and their ongoing professional learning and development. Having advanced qualifications and a science background for specialist teaching available in schools needs to be accompanied by other pieces. 'The curriculum piece requires clear direction on how best and when to foster deep knowledge, critical thinking and the skills for acting as a scientist. The latter must include being able to identify and understand the threats posed by misused and misrepresented science information; students urgently need well-developed media and information literacy for science.' No conflicts of interest. Science education researchers Professor Georgina Tuari Stewart (Ngāpuhi-nui-tonu, Pare Hauraki), AUT; Associate Professor Sally Birdsall, University of Auckland; and Dr Brian Tweed, Massey University, comment: 'It's got to be a good thing to bring down barriers to learning science, so we welcome the news today about the kits for all Year 0-8 classrooms. 'They are not essential for primary science, which can be taught brilliantly using everyday materials, and schools will need to carefully store and manage them to prevent components being lost. Providing teacher professional learning will be key; on their own, the kits could be ineffective. 'But no matter how well they are used, these kits could never produce the results claimed by the Minister, because it is in secondary schooling where all but a tiny percent of students are turned off and stop studying science.' Conflict of interest statement: None declared. Dr Carrie Swanson, Senior Lecturer in Teacher Education at AUT, comments: 'The announcement of investment in primary science education is welcome. 'There are two main foci for science education, one is to produce scientifically literate citizens, and the other is to produce scientists or students who will work in STEM fields. It appears the direction of the implied curriculum is towards educating future scientists. 'Enhancing the STEM pipeline is more complex than providing students with a 'wow' experience. Providing curated boxes of experiments, and online modules on how to do the experiments will not position the learning within relevant contexts. This is only part of the solution. Teachers need sustained professional development from science experts, preferably kanohi ki te kanohi to not only develop their thinking about scientific concepts but also how to support discussion and enhance critical thinking about socio-scientific issues and wicked problems affecting the world. Students need to be able to see themselves in science and see the relevance of it to them and their community. 'This is a weakness in this approach, as the science is 'boxed' rather than connected to the world around them. While it is pleasing to see that resources are available in te reo, the connection to Mātauranga Māori and Pacific contexts is less apparent. There seems to be a dearth of connection to the environment, and sustainability.' No conflicts of interest. Dr Jared Carpendale, Senior Lecturer – Teacher Education, Massey University, comments: ' I also want students to love learning about science. 'The issue of a lack of science learning opportunities and experiences for primary aged students which foster their natural curiosity is systemic and ongoing. Focusing on developing science kits seems short sighted when the goal should be about supporting teachers' knowledge and confidence to teach science in a transformative and systemic way. 'Science kits might help those teachers who are keen on teaching science where accessing resources is an external barrier. However, research shows that for most primary teachers, the barrier is internal – their knowledge, confidence, and views on science, often stemming from their own science education experiences. 'In their work, the Education Review Office highlighted eight actions from schools that influenced the improvement of science learning for primary aged students: Demonstrating the will to improve student engagement in science Carrying out high-quality internal evaluation Using achievement information for planning and evaluation Engaging in targeted external and in-school professional learning and development Effectively managing change Changing the focus of science programmes from content to developing science capabilities Using a range of resources Involving others in the community 'Using science kits focuses on one of these. While the announcement mentions that teachers will have access to professional development modules, it seems that they will be focused on how to use the kits rather than understanding the science ideas which underpin them. 'Perhaps a more appropriate way to use ~$40m is to build a national network of primary science specialists who can support teacher knowledge and confidence in appropriate and transformative ways.' No conflicts of interest. Associate Professor Chris Eames, School of Education, University of Waikato, comments: 'It was great news in the budget to see the Government resourcing science education. This is critical for our students to foster an understanding of the world around us and give young people the knowledge and skills to inform their decision-making. This is especially important at a time when misinformation and disinformation are being widely used, the role of evidence is being undermined. 'The provision of the science kits does have promise to engage students' thinking and curiosity, and done well, could stimulate an enjoyment of learning in science, leading to later career choices. Science kits by themselves are a limited response to engaging students' learning and care is needed to ensure students are engaging in a range of scientific methods, including learning outside the classroom. 'Any initiative to improve science education in primary schools will rely on the capacity and capability of the teacher, so it will be important that the science kit professional development modules focus on more than just how to use the kit, but help to support teacher conceptual, procedural and epistemic knowledge. It is also questionable as to whether provision of science kits to all schools over 4 years is a durable solution to create long-term excellence in science education in primary schools. This initiative seems lacking in longer-term teacher capacity building. 'The timeframe to deliver the kits and support is welcome but quite short. It is to be hoped that the provision of this initiative will be offered widely to the science education community to ensure the best possible offerings from a diverse range of suppliers. It would also be important for the kits to include opportunities to integrate literacy and numeracy objectives, so that time-pressured teachers can find ways to fit their use into their curriculum. ' Conflict of interest statement: 'I have not been involved in the science curriculum writing and do not perceive any other conflict of interest.' Dr Michael Edmonds, President of the NZ Institute of Chemistry, comments: 'I am delighted to see the government has committed to bring high quality, hands-on science kits into classrooms around New Zealand. There is nothing quite like students participating in science themselves to spark a passion for science that can lead to many different and satisfying future careers. The New Zealand science and engineering communities have a proud history of bringing practical science to schools and communities through initiatives such as the Wonder Project, House of Science, Nanogirl and EVolocity. Reduction of government funding for the aforementioned projects means there is certainly a space for more hands on activities in schools. 'As this government is focused on efficiency, I would encourage them to make sure that any new initiatives align well with previous initiatives use of existing expertise in New Zealand, perhaps by consulting or contracting previous providers. This way we can be certain that the new initiatives engage and inspire students to not only understand key scientific concepts but also see how science can and does make the world a better and more exciting place to live.'
Scoop
3 days ago
- Science
- Scoop
Science Kits Launched, Curriculum Overhaul To Come
The 2025 Budget included almost $40 million over four years on science kits for Year 0 to 8 students, which the Education Minister today announced will 'support teachers to confidently deliver practical science learning, aligned with the new science curriculum.' The SMC asked experts to comment on the state of science education in NZ. Professor Stuart McNaughton, Professor in Curriculum and Pedagogy at the University of Auckland, comments: 'Science and pūtaiao kits which provide teachers with hands on level-appropriate resources for experiments and science activities are an important piece in a wider puzzle. That puzzle is how best to increase both students' understanding and critical engagement in science, particularly through the primary school years where we know we need to be more effective. 'Other parts of the puzzle include the capabilities of the teachers to use the resources effectively. It has been apparent for some time that we need more specialised knowledge and skills to teach science in these years. Being able to use resources such as these, tailored to the local context, is key to increasing ongoing engagement. 'A good example is the role of well-designed resources in environment science topics, focused on the local context and its communities, acknowledging their knowledge, including Mātauranga Māori. When associated with students engaging in ways which contribute to solving issues related to climate change, this develops both achievement in science, and science citizenship skills. 'There are implications here for the preparation of our teachers to teach years 0-8 and their ongoing professional learning and development. Having advanced qualifications and a science background for specialist teaching available in schools needs to be accompanied by other pieces. 'The curriculum piece requires clear direction on how best and when to foster deep knowledge, critical thinking and the skills for acting as a scientist. The latter must include being able to identify and understand the threats posed by misused and misrepresented science information; students urgently need well-developed media and information literacy for science.' No conflicts of interest. Science education researchers Professor Georgina Tuari Stewart (Ngāpuhi-nui-tonu, Pare Hauraki), AUT; Associate Professor Sally Birdsall, University of Auckland; and Dr Brian Tweed, Massey University, comment: 'It's got to be a good thing to bring down barriers to learning science, so we welcome the news today about the kits for all Year 0-8 classrooms. 'They are not essential for primary science, which can be taught brilliantly using everyday materials, and schools will need to carefully store and manage them to prevent components being lost. Providing teacher professional learning will be key; on their own, the kits could be ineffective. 'But no matter how well they are used, these kits could never produce the results claimed by the Minister, because it is in secondary schooling where all but a tiny percent of students are turned off and stop studying science.' Conflict of interest statement: None declared. Dr Carrie Swanson, Senior Lecturer in Teacher Education at AUT, comments: 'The announcement of investment in primary science education is welcome. 'There are two main foci for science education, one is to produce scientifically literate citizens, and the other is to produce scientists or students who will work in STEM fields. It appears the direction of the implied curriculum is towards educating future scientists. 'Enhancing the STEM pipeline is more complex than providing students with a 'wow' experience. Providing curated boxes of experiments, and online modules on how to do the experiments will not position the learning within relevant contexts. This is only part of the solution. Teachers need sustained professional development from science experts, preferably kanohi ki te kanohi to not only develop their thinking about scientific concepts but also how to support discussion and enhance critical thinking about socio-scientific issues and wicked problems affecting the world. Students need to be able to see themselves in science and see the relevance of it to them and their community. 'This is a weakness in this approach, as the science is 'boxed' rather than connected to the world around them. While it is pleasing to see that resources are available in te reo, the connection to Mātauranga Māori and Pacific contexts is less apparent. There seems to be a dearth of connection to the environment, and sustainability.' No conflicts of interest. Dr Jared Carpendale, Senior Lecturer – Teacher Education, Massey University, comments: ' I also want students to love learning about science. 'The issue of a lack of science learning opportunities and experiences for primary aged students which foster their natural curiosity is systemic and ongoing. Focusing on developing science kits seems short sighted when the goal should be about supporting teachers' knowledge and confidence to teach science in a transformative and systemic way. 'Science kits might help those teachers who are keen on teaching science where accessing resources is an external barrier. However, research shows that for most primary teachers, the barrier is internal – their knowledge, confidence, and views on science, often stemming from their own science education experiences. 'In their work, the Education Review Office highlighted eight actions from schools that influenced the improvement of science learning for primary aged students: Demonstrating the will to improve student engagement in science Carrying out high-quality internal evaluation Using achievement information for planning and evaluation Engaging in targeted external and in-school professional learning and development Effectively managing change Changing the focus of science programmes from content to developing science capabilities Using a range of resources Involving others in the community 'Using science kits focuses on one of these. While the announcement mentions that teachers will have access to professional development modules, it seems that they will be focused on how to use the kits rather than understanding the science ideas which underpin them. 'Perhaps a more appropriate way to use ~$40m is to build a national network of primary science specialists who can support teacher knowledge and confidence in appropriate and transformative ways.' No conflicts of interest. Associate Professor Chris Eames, School of Education, University of Waikato, comments: 'It was great news in the budget to see the Government resourcing science education. This is critical for our students to foster an understanding of the world around us and give young people the knowledge and skills to inform their decision-making. This is especially important at a time when misinformation and disinformation are being widely used, the role of evidence is being undermined. 'The provision of the science kits does have promise to engage students' thinking and curiosity, and done well, could stimulate an enjoyment of learning in science, leading to later career choices. Science kits by themselves are a limited response to engaging students' learning and care is needed to ensure students are engaging in a range of scientific methods, including learning outside the classroom. 'Any initiative to improve science education in primary schools will rely on the capacity and capability of the teacher, so it will be important that the science kit professional development modules focus on more than just how to use the kit, but help to support teacher conceptual, procedural and epistemic knowledge. It is also questionable as to whether provision of science kits to all schools over 4 years is a durable solution to create long-term excellence in science education in primary schools. This initiative seems lacking in longer-term teacher capacity building. 'The timeframe to deliver the kits and support is welcome but quite short. It is to be hoped that the provision of this initiative will be offered widely to the science education community to ensure the best possible offerings from a diverse range of suppliers. It would also be important for the kits to include opportunities to integrate literacy and numeracy objectives, so that time-pressured teachers can find ways to fit their use into their curriculum. ' Conflict of interest statement: 'I have not been involved in the science curriculum writing and do not perceive any other conflict of interest.' Dr Michael Edmonds, President of the NZ Institute of Chemistry, comments: 'I am delighted to see the government has committed to bring high quality, hands-on science kits into classrooms around New Zealand. There is nothing quite like students participating in science themselves to spark a passion for science that can lead to many different and satisfying future careers. The New Zealand science and engineering communities have a proud history of bringing practical science to schools and communities through initiatives such as the Wonder Project, House of Science, Nanogirl and EVolocity. Reduction of government funding for the aforementioned projects means there is certainly a space for more hands on activities in schools. 'As this government is focused on efficiency, I would encourage them to make sure that any new initiatives align well with previous initiatives use of existing expertise in New Zealand, perhaps by consulting or contracting previous providers. This way we can be certain that the new initiatives engage and inspire students to not only understand key scientific concepts but also see how science can and does make the world a better and more exciting place to live.' No conflicts of interest.
Bloomberg
4 days ago
- Business
- Bloomberg
Saudi Hospital Operator Claws Back Dividends During IPO Process
Specialized Medical Co., which operates hospitals in Saudi Arabia, is set to close the institutional books for its initial public offering after existing shareholders agreed to return recently paid dividends and the company issued a revised prospectus. The dividends, totaling 200 million riyals ($53 million), will be returned to the company by the end of June, SMC said in a second prospectus issued on May 25. The firm also announced a reset of the institutional order book, and held a call with investors two days later.
