A Developmental Framework for Bicultural Studies
Overseas Immersion and Research Programme
Mr Ong Chun Ghee, Dunman High School
Mdm An Fengyun, Dunman High School
ABSTRACT
This paper reviews various overseas programme models presently employed in Singapore
schools, and proposes a new framework combining practical experiences from overseas immersion
programmes as well as findings from research conducted on adolescent bilingual talents in the
Bicultural Studies Programme. This framework, namely the Bicultural Studies Programme
KES
“Know-Experience-Study” Three-Stage Immersion Research Framework (BSP ), is constructed in
alignment with the students’ intellectual growth and maturity, so that the educational value of every
trip will be progressively maximized. The Dunman High School Bicultural Studies Programme
Academy (DHS-BSP) designed and implemented the framework in 2007, and had recently helped
the Pre-University Year 1 (equivalent to Grade 11 of the American school system) students to
complete their research papers, which were assessed by Beijing People’s University and Shanghai
Fudan University.
The first three sections of this paper review the current models used in planning overseas study
trips and look at the conceptualization of the Dunman High “Know-Experience-Study” Three-Stage
KES
Immersion Research Framework (BSP ). The last section describes in detail the Beijing People’s
University and Shanghai Fudan University study trips and how the Pre-University Year 1 students
1
benefited from the programme.
1.0 INTRODUCTION
Singapore students, after six years of primary school and four years of secondary school
education (equivalent to Grade 1 to Grade 10 of the American school system), need to take the
Singapore-Cambridge General Certificate of Education ‘Ordinary’ level (henceforth GCE ‘O’ level)
examinations to determine their streaming options for pre-university education. For students who
have shown themselves to be academically inclined and have the GCE ‘O’ level qualifications, a
two-year junior college or three-year centralized institute education offer courses directly leading to
the GCE ‘A’ level examination and admission to local universities for those who do well.
Being the top streaming option for post-secondary students, Singapore pre-university junior
colleges usually admit the “top 25% of each cohort (of secondary school students), most of whom
go on to university” (Ministry of Education, 2002, p. ii). In fact, junior college students can be
regarded as the crème de la crème among the post-secondary cohort and therefore, they are often
provided with “a wide range of integrated learning experiences and supportive environments” to
facilitate learning (Ministry of Education, 2004a).
1.1 GIFTED PROVISIONS FOR SINGAPORE PRE-UNIVERSITY ACADEMIC
TALENTS
The Singapore Ministry of Education also recognizes the need to nurture highly able
students in the top cohort (Ministry of Education, 2004a). Since 1982, the Ministry of
Education started many special programmes, such as the Music Elective Programme,
Humanities Award Programme, Language Elective Programmes and the Art Elective
Programme, to cater to different talent domains in junior colleges (Ministry of Education,
2007).
In 2005, the Singapore Ministry of Education, in conjunction with the revamp of the post
2
secondary curriculum, introduced new special programmes such as Bicultural Studies Programme,
Humanities and Social Sciences Research Programme, Science Research Programme and Creative
Arts Programme (Ministry of Education, 2004b). All of the pre-university elective and special
programmes are widely viewed as an extension of the secondary schools’ gifted education
curriculum, as they are believed to provide the necessary “special provisions for those interested and
talented in the various disciplines” (Ministry of Education, 2004c). This paper focuses on one of the
many enrichment opportunities made available in recent years, namely the Chinese Bicultural
Studies Programme. This programme aims to provide an extended immersion programme for
linguistically talented students.
1.2 BICULTURAL STUDIES PROGRAMME FOR BILINGUAL TALENTS
With the increasing presence of China in the world’s economy, Singapore foresees the need to
nurture a core group of bilingual language talents who are able to “better engage an economically
emergent China” (Ministry of Education, 2006a, p. 13), while still being able to stay connected to
the western countries. Hence, the Singapore Ministry of Education set up the Bicultural Studies
Programme in 2005 for adolescent bilingual talents who have consistently good results in both
Chinese and English language. These students will study in the programme from Secondary 3 to
1
2
Pre-University Year 2 . Since the Ministry of Education assigns only Integrated Programme schools
to be Bicultural Studies Programme study centres, student applicants are selected not based on their
‘O’ level results, but based on the internal examination results in these Integrated Programme
schools. As of mid-2008, there are only four Integrated Programme schools selected for the
Bicultural Studies Programme, some of which set their admission criteria as high as 65% for both
English and Chinese mean grades (Ministry of Education, 2006b).
1
2
It is equivalent to Grades 9 to 12 in the American school system.
The Integrated Programmes allows students in top secondary schools in Singapore to bypass the ‘O’ levels and take the
‘A’ levels, International Baccalaureate or an equivalent examination directly at the age of 18 after six years of secondary
3
education.
The Bicultural Studies Programme provides enrichment courses such as the Bicultural Studies
Camp and Bicultural Studies Symposium, and most importantly arranges longer overseas immersion
trips to China for these students (Ministry of Education, 2004b). For the highly able students, the
Bicultural Studies Programme offers a Special Assisted Plan (SAP) scholarship scheme to
encourage the top academic talents to join the programme. The SAP scholars are selected based on
their academic performances from Primary 6 to Secondary 2 examinations, their co-curricular
achievements and interviews with principals from other schools. On average, about one-third or
fewer among the Bicultural Studies Programme students are awarded the SAP scholarship.
Besides exemption from school fees and an annual allowance of $1000, the SAP scholarship also
3
offers full onshore subsidies for up to six months of overseas immersion programme, during which
the scholars are expected to spend either six months in China, or space out their immersion trips
over the four years from Secondary 3 to Junior College Year Two. As compared to other special
programmes in junior colleges, the Bicultural Studies Programme provides very strong funding
support to the selected Integrated Programme schools to build up an extensive educational overseas
immersion programme for linguistically talented students.
2.0 AN EDUCATIONAL OVERSEAS IMMERSION FRAMEWORK FOR DUNMAN HIGH
BICULTURAL STUDIES PROGRAMME SAP SCHOLARS
In 2005, Dunman High School was one of the pioneering Integrated Programme schools to start
the Bicultural Studies Programme. During the four-year Bicultural Studies Programme, Dunman
High SAP scholars were provided with funding to participate in overseas immersion programmes in
China for up to 18 weeks and in western countries for up to two weeks. In total, the SAP scholars
spent 20 weeks on overseas immersion programmes throughout the four years in the Dunman High
Bicultural Studies Programme. With funding support from the Singapore Ministry of Education, the
Dunman High Bicultural Studies Programme Academy (DHS-BSP) designs and implements all of
the overseas immersion programme for its scholars. Since 2005, DHS-BSP has been looking at
4
different models in overseas learning programme planning to develop the language talents of its
adolescents. We wanted to gather enough ideas and resources to design an effective educational
immersion framework which could fit into our school’s formal curriculum.
2.1 FOUR COMMON EDUCATIONAL OVERSEAS IMMERSION MODELS
At the pre-university level, there are similar talent development programmes targeting other
talents, such as the Music Elective Programme, Humanities Award Programme and Language
Elective Programmes (Ministry of Education, 2004a). DHS-BSP observed the various overseas
learning journeys designed in these programmes, and categorized them into four common types of
planning models, namely the cultural learning immersion model, the “home-stay exchange”
immersion model, long-term residential “Satellite Campus” immersion model, and
“tour-and-lecture” study immersion model.
2.1.1 CULTURAL LEARNING IMMERSION MODEL
This traditional model of immersion basically involves numerous cultural visits to places of
interest and cultural workshops that are catered more to satisfying students’ learning curiosity. In the
case of the Language Elective Programme (Chinese) organized by Ministry of Education, this model
specifically targets at the learning of Chinese culture and literature. During the past years’ learning
journeys to Taiwan, Beijing and Shanghai, the organizer generally planned cultural visits to places
such as the Forbidden City (Beijing), the National Palace Museum (Taiwan), and Huangpu River
(Shanghai). Cultural learning “tours” are usually organized in a tour-package, with evening or
afternoon workshops organized to provide academic enrichment for the students. Accompanying
teachers normally play the role of guardians, ensuring safety and discipline throughout the journey.
2.1.2 HOME-STAY EXCHANGE IMMERSION MODEL
This is another traditional model of immersion in which students from two countries exchange
home-stay experiences. The Taiwan student-exchange programme organized annually by the
5
Ministry of Education arranged for the participating pre-university students to stay in the homes of
their Taiwanese peers. Likewise, their Taiwanese peers will come over to Singapore in the same
year for a month-long home-stay. This model encourages students from both countries to compare
and experience in-depth each other’s social culture and educational system.
2.1.3 LONG-TERM RESIDENTIAL IMMERSION MODEL
One of the pioneering Singapore schools implementing this model is Hwa Chong Institution,
naming it the “satellite campus” immersion programme. A “satellite campus” model differs from
an exchange programme in that “teachers are based there to ensure that the students do not fall
back on their work” (Ng, 2008). In October 2007, the first batch of Hwa Chong Bicultural
Studies Programme SAP scholars left for Beijing and stayed for six months in a Beijing Middle
School affiliated to the Beijing Normal University.
This long-term residential model of immersion programme focuses on the concept of providing
an extended learning immersion experience for the students. For Hwa Chong Institution, this
six-month immersion model will fulfill the bulk of all overseas learning needs during Secondary
Year 3 and 4, so as to avoid disrupting the junior college curriculum when these scholars prepare for
their GCE ‘A’ level examination at the pre-university level. An important thing to note in this
immersion model is that the accompanying teachers have to shoulder heavier work responsibilities
as they have to take care of the students for a longer period of time, and also to teach Singapore
school curriculum with less support from the school department. Moreover, it is likely to be very
challenging for many Singapore schools to deploy sufficiently experienced teachers who would be
willing to go on a three to six month overseas work attachment.
2.1.4 STUDY TOUR IMMERSION MODEL
With its cultural visits and enrichment talks or workshops, the study tour immersion model is
similar to the cultural learning immersion model in many ways. One major difference between these
two models is that the study tour model engages a local academic institution to help organize a series
6
of lectures or short seminars, as well as accommodation and cultural tours. This model provides
much improved stability and convenience as the organizer is able to provide a packaged programme
of classroom learning and cultural visits. One such prominent Chinese school is the Nanjing Pukou
Xingzhi Primary School, which has been providing many “learning camps” for Singapore primary
schools, such as the Red Swastika School.
An important characteristic of this study tour model is that there is more classroom learning, and
cultural tours are normally conducted by the local Chinese teachers rather than travel agency tour
guides. For some local top-quality learning institutions, one interesting advantage is that the
accompanying Singapore teachers can also get the chance to observe and learn from the local
teachers.
3.0 PLANNING THE DHS-BSP OVERSEAS IMMERSION FRAMEWORK
After studying the four common models of overseas immersion programmes, the Dunman
High Bicultural Programme Academy (DHS-BSP) had to ensure that its 20-week overseas
immersion framework was carefully planned in accordance with the DHS-BSP learning objectives,
which are stated below:
(a) To let our students learn more about Chinese culture and moral values, so that they can compare
and understand more of the East and the West.
(b) To help our students enhance their bilingual communicative skills, so that they can understand
and engage China as well as relate to the West.
(c) To enable our students to develop a strong understanding of China’s history, culture and
contemporary developments.
In addition to the above objectives, DHS-BSP reviewed past research literature on gifted
education programme planning and considered up to 16 important possible components
highlighted by Davis and Rimm (2004, pp. 55-69). 13 of these 16 components are checked with
the provisions in the Bicultural Studies Programme and the school: Table 3.1
Thirteen (out of 16) Areas in Programme Planning (David & Rimm, 2004, p. 57) and Dunman High
Bicultural Studies Overseas Immersion Programme Provision Checklist
1. Needs assessment
- SAP scholars need to fulfill 20 weeks of immersion requirement
2. Philosophy, rational, goals, objectives, and a written program plan
- DHS-BSP Learning Objectives; refer to Table 3.3 in §3.1 for the framework plan
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3. Types of gifts and talents to be provided for and estimated enrollment
- Bilingual talents who are SAP scholars. Average enrollment to be about 25 per batch
4. Specific provisions for identifying female, underachieving, disabled, culturally different,
and economically disadvantaged gifted students
- Dunman High scholars with financial problems are fully subsidized for their airfares
5.
Staff responsibilities and assignments
- Dunman High has more than 30 Chinese language teachers who are familiar with China and
have experience in organizing overseas learning journeys
6.
School psychologists, counselors, and other support services
- Educational agencies and travel agencies are engaged to help network with overseas academic
institutions and arrange necessary tour programmes
7.
Organizational and administrative design
- Logistic and administrative planning are carried out in accordance to the standard planning
procedures advised by the Dunman High Corporate Relations Office
8.
Transportation needs
- All transportation and air travel are arranged by the travel agencies engaged
9.
Community resources: professionals and organizations
- Through the work of Corporate Relations Office, Dunman High has established partnerships
with numerous schools and universities overseas
10. In-service workshops, training, and visits
- Teachers’ overseas research studies workshops, students’ pre-departure workshops and parents’
briefings are conducted beforehand
11. Budgetary needs and allocations
- Immersion grant and school funding are available to subsidize most of the programme
expenditure
12. Developing social capital: students who care
- All educational immersion groups assign different students to be group leaders so that
leadership training can be incorporated into learning journeys.
13. Programme evaluation
- Post-trip meetings and evaluation sessions with external agencies are conducted to review the
programmes
Source: Davis and Rimm (2004, p. 57), Ong (2007)
With all the important areas of programme planning taken into consideration, DHS-BSP was
ready to conceptualize a framework for its four-year Bicultural Studies Programme.
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3.1 BICULTURAL STUDIES PROGRAMME “KNOW-EXPERIENCE-STUDY”
KES
THREE-STAGE IMMERSION RESEARCH FRAMEWORK (BSP )
Gaining insights from the four models of immersion programmes described in section 2.1, Dunman
High Bicultural Studies Programme conceptualized a “Know-Experience-Study” Three-Stage
KES
Immersion Research Framework (BSP ). This framework introduces different stages of overseas
educational experience catereing to the students’ intellectual growth and maturity from ages 15 till
17. Table 3.2 illustrates how all four models of immersion programmes are “mixed and matched” to
build up the immersion programme framework.
Table 3.2
Dunman High Bicultural Studies Programme “Know-Experience-Study” Three-Stage Immersion
KES
Research Framework (BSP )
At Year 3 -- To KNOW "China" as a complex cultural and political amalgam
2 weeks
Sichuan Cultural Study Immersion to complete a
“Inter-Disciplinary Multiple Intelligence” project, which
involves authentic assignment to combine the knowledge of
Chinese culture and geography or history
Y3 SAP 2
scholars
4 weeks
Taiwan/Hong Kong Cultural-Homestay Immersion to
complete a simple political observation report
Y3 SAP 4
scholars
At Year 4 -- To EXPERIENCE life in China and compare living standards between China and
the West
2 weeks
2 weeks
2 weeks
Shandong BSP Study-Homestay Immersion to complete
a cultural research report on modern Confucianism
Y4 SAP
scholars
Jiangsu BSP Study-Homestay Immersion to complete
thesis work (Part 1) for National BSP Research Symposium
Y4 SAP
scholars
USA Study-Tour BSP Immersion to complete thesis
work (Part 2) for National BSP Research Symposium
Y4 SAP
scholars
2
teachers
2
teachers
2
teachers
9
At Year 5 -- To STUDY and conduct China Studies research with China university mentors, to
experience student life in top China universities
4 weeks
4 weeks
Beijing People’s University BSP Study Immersion to Y5 SAP Y5 SAP 4
scholars
4 complete a full literature review assignment scholars
Shanghai Fudan University BSP Study Immersion to Y5 SAP
4 complete an Independent Study thesis research plans scholars
Y5 SAP 4
scholars
Source: Ong (2007)
The framework above looks beyond innovating a new model of immersion programme or
building another long-term residential model such as the “satellite campus”. All except the
“satellite campus” models are being used at different stages of the entire overseas educational
immersion framework.
For the Year 3 (Secondary 3) SAP scholars, their first trip to China requires them to know China,
which makes Sichuan an ideal venue to explore its multi-cultural landscape and historical richness.
Students are also exposed to two other vibrant cities – Taipei and Hong Kong. The one-month
programme in Taiwan and Hong Kong is more suitable for younger Singaporean scholars who
normally find it easier to appreciate and learn in a more metropolitan environment. This will anchor
them well to understand that China is not just another socialist country, but a complex political
amalgam consisting of different social identities.
For the Year 4 (Secondary 4) SAP scholars, it is timely for them to learn and experience how the
local Chinese lead their everyday lives. Shandong and Nanjing programmes provide at least 2 weeks
of close interaction or home-stay for these scholars, who will make friends with their local
“buddies” after their stay in China. Near the end of the year, the same batch of SAP scholars will
spend two weeks in America to discover and learn about the differences between the social cultures
of the East and West.
Last but not least, the Year 5 (Pre-University Year 1) SAP scholars will spend a month
respectively in Beijing People’s University and Shanghai Fudan University, to study and conduct
10
social research focusing on politics, economics or socio-education in China studies. The two-month
overseas research training programme suits these 17-year-old scholars as they offer “China Studies
in Chinese” for the GCE ‘A’ level examinations. The need to pursue excellence in “China Studies in
Chinese”, coupled with past two years of know and experience immersion learning experiences in
Years 3 and 4, should motivate many of the SAP Year 5 scholars to enjoy their learning experience
with their lecturers and professors during the eight-week in-house courses. The next section will
KES
introduce the Beijing-Shanghai university programme as an example of the BSP framework.
3.2 IMPLEMENTATION: COLLABORATION AND CHALLENGES
KES
During the implementation of the BSP framework, Dunman High School has worked closely
with local educational and travel agencies such as Crestar Education Group, to foster strong ties with
top educational institutions in China and America. In particular, Dunman High Bicultural Studies
Programme has forged partnerships with top high schools in many Chinese provinces and cities such
as Jiangsu province, Shandong province, Beijing and Shanghai. A good example is the recent
signing of a Memorandum of Understanding between Dunman High School and Shanghai Fudan
University (Ho, 2008). With Dunman High School as the first Singapore school to establish “Fudan
University 21st Century International Talent Development Scheme”, Dunman High SAP scholars
will be able to participate in one-month of study immersion programme in Shanghai Fudan
University for “trial-study” experience. In addition, selected Dunman High students are granted
direct admission to the undergraduate courses offered by Fudan University without taking the
university’s entrance examinations.
Inevitably, the school faces many challenges during the planning and implementation of the
immersion programmes. The SAP scholars face problems such as poor time management,
homesickness and coping with other school subjects, while having to adapt to a new living
environment and different teaching styles from the Chinese teachers. Nevertheless, almost all of the
11
SAP scholars eventually learn to cope with such challenges over time.
4.0 EXAMPLE OF “STUDY CHINA” - BEIJING-SHANGHAI IMMERSION
KES
The last stage of the BSP framework “Study China” was carefully crafted for the pioneer batch
of Bicultural Studies Programme SAP scholars in 2007. In June and December of 2007, the pioneer
batch of SAP scholars embarked on one-month study stints in Beijing People’s University and
Shanghai Fudan University. During the study stints, students had the chance to interact with
professors and lecturers from both universities.
DHS-BSP teachers and professors from both universities worked together to design a customized
curriculum catered to the learning needs of the Year 5 scholars. During the June immersion
programme in Beijing People’s University, the main objectives were to allow students to acquire
fundamental knowledge of the political system, economic reform, international relations and other
important areas of modern China. On the other hand, the December immersion programme in Fudan
University aimed to help the scholars analyze case studies of China’s current affairs. The curriculum
in Fudan University chose specific areas of study such as the challenges posed since China’s joining
of WTO, Sino-ASEAN relationship, environmental protection and the China corruption problem.
After studying in Beijing People’s University and Shanghai Fudan University, the SAP scholars
were able to examine socio-political and economical aspects of China from different perspectives.
Table 4.1 and Table 4.2 list the topics and the relevant educational visits that DHS-BSP had
arranged with Beijing and Shanghai universities.
Table 4.1
“Study-China” Overseas Immersion Programme in Beijing People’s University (2007-2008)
Lesson No.
(Duration)
Lecture Topics (Lecturer)
Venues of Educational
Visit
12
Lesson 1 (6 hours)
Introduction to Beijing and its culture
Lao She’s Teahouse, Lama
Temple and Imperial
Academy
Lesson 2 (4 hours)
Chinese philosophy and culture
Hai Dian bookshops, Beijing
National Museum
Lesson 3 (4 hours)
The legal system of China
Temple of Heaven, Beijing
City Planning Hall
Lesson 4 (3 hours)
Political structure of China
Sino-Japan War Memorial
Hall, Lu Gou Qiao
Lesson 5 (10
hours)
(a) Political regimes in Deng and
post-Deng era (b) Collaboration and
conflict between central government and
provincial government in China
Forbidden City, Memorial
Hall to Chairman Mao,
Tian’An Men Square and
tour to Beijing alleys
Lesson 6 (5 hours)
Transformation from planning economy
to market economy and agricultural
reform
Yanjing Beer Enterprise
Lesson 7 (6 hours)
Scale of economy and bank reform
Shou Gang Steel Company
Lesson 8 (6 hours)
Challenges of economic development
Hyun Dai Auto Industry
Lesson 9 (4 hours)
China’s entry into World Trade
Organization and 2008 Olympics
Olympic Swimming Stadium
Lesson 10
(4 hours)
The changing of Chinese policy on
foreign affairs and summarization of
foreign relationship
Lesson 11
(4 hours)
Lesson 12
(4 hours)
Lesson 13 (6
hours)
Sino-American relations
Sino-Japan relations and Sino-Russia
relations
Sino-ASEAN relations
Table 4.2
Immersion Program at Shanghai Fudan University (2007-2008)
Lesson No.
(Duration)
Lecture Topics (Lecturer)
Venues of Educational
Visit
Lesson 1 (6 hours)
Introduction to Shanghai and its
culture
Shanghai Museum, City
Planning Museum
13
Lesson 2 (6 hours)
Social security and harmony
Shanghai Heritage
Buildings – Tour of
“Li-Nong” alleys
Lesson 3 (6 hours)
Economic development in Shanghai
Songjiang University City
Bao Gang Steel Company
Lesson 4 (6 hours)
Deng Xiaoping’s contribution to
China’s economy
Pudong New Territory,
Pudong TechPark,
Conference Centre
Lesson 5 (6 hours)
Environmental issues in China
Organic farm in Pudong,
Science Centre
Lesson 6 (6 hours)
Influence of foreign direct investments
in China
Visit to Starlight Printing
(Shanghai) Company
Lesson 7 (6 hours)
Foreign affairs of China and Southeast
Asia
Visit to the Singapore High
Commission in Shanghai
Lesson 8 (6 hours)
Governance and corruption
Lesson 9 (6 hours)
Yangtze River economic region
Shanghai Jia Ding factories
Lesson 10 (6
hours)
Economic revamp in modern China
Shanghai Stock Exchange
Besides completing classroom modules, each SAP scholar was also required to submit a short
thesis to the university lecturers as the final assessment. Before the start of each immersion
programme, scholars were taught to choose a research topic and read extensively to build up
sufficient background knowledge. One week before departure, they designed the relevant
questionnaires and prepared short thesis proposals. During the month-long study stint at the
respective universities, students got to use the university library for literature search, while
conducting their field study for their research work. Under the joint guidance and supervision of
professors, lecturers and the accompanying DHS-BSP teachers, all scholars would need to submit a
short thesis at the end of the immersion programme.
During the past two study stints at the Chinese universities, the SAP scholars attended
academic courses on contemporary China in the mornings and spent the rest of the day working on
their research work. Alternatively, they could choose to attend elective lectures4 or visit the nearby
4
Many universities in China offer compulsory and elective modules, of which the latter are normally completed within
one semester (about four months), and hence are often taught according to topics. Singaporean students attending these
14
bookstores. During the two months of study life in Beijing and Shanghai, the SAP scholars had the
opportunity to witness first-hand China’s rapid development.
KES
Presently, the design focus of the Dunman High BSP framework is to introduce more
student-centred learning activities to allow the SAP scholars to learn independently. In addition,
character development and leadership skills are also infused into the framework, so that the overall
KES
learning will be more holistic. Through the BSP framework, students will understand that being
able to collaborate, communicate and create are important traits of high achievers. In fact, all of the
SAP scholars last year posted positive feedback about the two overseas immersion programmes at
Beijing People’s University and Shanghai Fudan University.
4.1 FEEDBACK FROM STUDENTS, TEACHERS AND PARENTS
KES
The BSP framework has received favourable feedback from the participating students, teachers
as well as parents. The SAP scholars also reflected that they had a more balanced and thorough
understanding of China. Compared to their peers who did not participate in the immersion
programmes, most participating scholars felt equipped with more knowledge and learning
experiences to better examine the questions posed during classroom learning. Many parents also
shared that their children expressed increased passion in learning Chinese culture and were
considering the possibilities of choosing Chinese universities to further their studies.
From the analysis of survey results, all of the SAP scholars who participated in the Beijing and
Shanghai study immersion programmes expressed that they were very satisfied with the
arrangements of the programme and commented that the field trips were very productive. Overall,
the students agreed that both the immersion programmes in Beijing and Shanghai were very
successful. With the exception of a few who felt that some of the lessons were slightly too difficult
lessons normally find it easier to understand the content taught in these elective modules.
15
to understand, 79.1% of the students found lecture contents to be very relevant to their learning of
the GCE ‘A’ levels “China Studies H2” subject.
One of the SAP scholars said, “The learning environment in China’s universities is extremely
appealing. The professors were exceedingly warm and approachable. Their passion and dedication
were evident. During lessons, we not only acquired much relevant and important knowledge of the
developments in contemporary China, but more importantly we were exposed to an exciting range of
scholarly opinions and points of views” (DHS-BSP Feedback, 2007). Another SAP scholar echoed
these views and agreed that “the knowledge acquired in China People’s University complements our
learning in Singapore, and the professors provided many opportunities for the students to pose
questions, allowing us not only to dispel any queries or myths about China, but also to obtain more
accurate and updated information” (DHS-BSP Feedback, 2007).
At the end of three years of immersion programmes, students not only know and experience
China, but should also be adept in making informed and insightful responses to issues and trends
related to present day China. The student leader of the Beijing immersion programme, stressed
during her closing speech in the graduation ceremony that “the knowledge imparted by the
lecturers had allowed the SAP scholars to identify and examine the implications of the major
reforms in the political and economic spheres in China” (DHS-BSP Feedback, 2007).
The, vice-principal of Dunman High School who accompanied the students during the third and
fourth week of the Beijing immersion programme in 2007, revealed in an interview with Lian He
Zao Bao that “the immersion programme had not only broadened the scope of the scholars’ global
perspectives, but had also provided them with a more in-depth and thorough understanding of China
today” (Zheng, 2008).
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