发布: 2025年 3月6日
来自: The Straits Times
取自: https://www.straitstimes.com/singapore/politics/students-applying-to-jc-from-2028-to-use-l1r4-score-requiring-five-o-level-subjects-instead-of-six
Students applying for admission to junior college (JC) from 2028 will need only five subjects instead of six at the O-level examinations, as the Ministry of Education (MOE) takes a further step to broaden learning beyond academics.
With this change, which will apply to those in this year’s Secondary 2 batch, students will need to get 16 points or fewer for their L1R4 score, which stands for one language and four relevant subjects, to qualify for JC.
Currently, students must achieve an L1R5 score of 20 or lower across six subjects to be eligible for JC admission.
“For students exploring the pre-university pathway, we want to create more time and space to build on their strengths and develop them holistically,” said Education Minister Chan Chun Sing on March 6 during the debate on MOE’s budget.
The revised criterion “means that students will be able to take fewer subjects, or take some subjects at a less demanding level”, he added.
“They will thus be able to devote more time and effort to pursue their interests, deepen their communication and collaboration skills through CCAs (co-curricular activities), and uncover new strengths through school programmes.”
Subject requirements to enter JC remain the same and students will still have the foundation needed for JC, said Mr Chan, in response to Mr Darryl David (Ang Mo Kio GRC), who asked about the different admission criteria for JC and polytechnic.
MOE said that with one fewer subject being counted, cut-off points will “generally be lower”, adding that the actual cut-off points will depend on students’ O-level results and their school choices for each year.
The L1R5 criterion was introduced in 1989, to specify the subjects counted towards JC admission, due to poor passing rates among JC students, said Mr Chan.
Since then, passing rates for the A levels have improved to about 95 per cent in 2023, up from about 65 per cent in 1990. Also, more O-level students are taking eight or more subjects – nearly 30 per cent in 2023 as compared with about 15 per cent in 1997.
“Student readiness for JC is no longer a major concern,” said Mr Chan.
With one fewer subject counted, the qualifying score for JC has been adjusted to 16, he added.
Students will now be assessed on five subjects under the L1R4 system, but will still require English or higher mother tongue and three relevant subjects, including at least one each from mathematics/science and humanities. But they will now need to include only one additional best-scoring subject instead of two.
Students looking to enter Millennia Institute (MI) will also need to include three subjects following the same combination rules in their L1R4 score, while the qualifying threshold will remain at 20.
Grade requirements for subjects still remain from 2028 – to qualify for JC, students need at least a grade 6 for English, grade 7 for mathematics, and grade 7 for mother tongue.
If the minimum grades are not obtained, admission may still be granted conditionally.
The latest move by MOE comes on top of earlier steps to reduce the fixation on academic results.
In 2024, the ministry announced a broader admission criterion for polytechnic from 2028, allowing students to use one subject at the G2 level – the equivalent of Normal (Academic) – out of five subjects. Currently, they need to offer five G3 subjects, which correspond to the Express level.
Full subject-based banding where students take subjects according to their strengths in secondary schools has been fully implemented, along with a new PSLE scoring system that aims to shift the focus away from an overemphasis on academic results.
“Based on our simulations, we expect that a similar proportion of students will continue to qualify for JCs,” Mr Chan said.
From 2020 to 2024, the proportion of students who enrolled in JCs or MI, out of the total number of students enrolled in post-secondary institutions – including the Institute of Technical Education and polytechnics – remained stable at 27 per cent, said MOE.
The proportion of students who enrolled in polytechnics stayed at 43 per cent in the same time period.
In line with fewer subjects being included in the score, MOE will lower the cap on bonus points from a maximum of four points to three points for JC admission, said Mr Chan. The same will apply for students going to MI.
Bonus points are those that can be deducted from students’ overall raw scores if they meet certain conditions, to improve their final net scores.
Currently, students can get bonus points from any combination of CCA grade and JC affiliation, as well as scoring A1 to C6 for both English and higher mother tongue, or A1 to C6 for Chinese/Malay (Special Programme) or Bahasa Indonesia.
Additional bonus points from those in the Chinese, Malay or Tamil Language Elective Programme are excluded from the cap.
This year’s Secondary 2 cohort will also be the first to sit the new Singapore-Cambridge Secondary Education Certificate examinations in 2027, instead of O- and N-level examinations, under full subject-based banding.
While policy changes have been made over the years to “reduce an overemphasis on academics”, said Mr Chan, mindsets and culture have to change too.
“Changing our scoring systems or assessment models… or reducing mid-year examinations will not reduce pressure on students if we, as parents and as a society, compete to the last decimal point and pile on what MOE removes and reduces,” he added.
“We must all recognise that, while important, academic results are not the sole definition or determinant of success.”
Clementi Town Secondary School principal Rasidah Rahim said the move is a “step in the right direction”.
Students must develop essential skills like critical and adaptive thinking, she said, which come only with dedicated time and space for teachers to foster deep learning.
She added that by allowing students to focus on fewer subjects, their workload can be calibrated, thereby reducing stress and improving their overall well-being.
“A more balanced approach to learning ensures that students not only achieve academic success but also develop resilience and a healthier outlook on education,” Madam Rasidah said, adding that students can also discover strengths and passions that will serve them well beyond school.
However, Madam Rasidah said the change may prompt anxiety and uncertainty among some students.
“With fewer subjects to offer, students may feel increased pressure to make the ‘right’ choices that align with their future pathways,” she noted, adding that schools, teachers and parents must reassure them that success lies in meaningful learning and future-readiness, and not the number of subjects they take.
