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Nanyang Technological University (NTU)

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For students who’d like to study in the modern country of Singapore, Nanyang Technological University (NTU) is a great option. It was set up in 1991 and now has eight colleges and centres for undergraduate and postgraduate studies.

No matter what they choose to study, all students will be given skills and knowledge that will help them do well in almost any country or industry. NTU recognises that, as we live in a globally-connected world, teaching its students transferrable skills gives them the best chance of success.

Teaching at NTU is excellent. The university has its own InsPIRE institute, which makes sure that curriculums adapt to new information and technologies, and that the quality of teaching is always great. This way, graduates have the right information for a bright future in the industry they choose.

There are courses offered in lots of subjects, including business, engineering, humanities, arts and social sciences, medicine, science, education, and international studies. NTU also works with industries, organisations, and universities globally to offer students international opportunities. It focuses on students’ learning experiences and helps them to develop skills for a happy, successful future.

NTU has several scholarship opportunities for international students. It believes no student should be stopped from studying abroad because of money worries.

The university’s main campus in western Singapore is a "smart campus", with everything from a driverless electric bus to robotics and automation across the buildings. It has been given 61 Green Mark Platinum Awards for its buildings. There are natural and man-made works of art to enjoy, and even a Campus Art Trail for students to explore in their free time.

NTU Singapore is home to a friendly community of people from lots of different backgrounds and cultures. There are lots of sports, cultural activities, and academic groups to take part in or join. It’s easy to make new friends and professional connections here, and for students to really enjoy their free time.

International students get plenty of support with their English language skills and their wider studies. Even after they graduate, students at NTU can take part in online and industry-based learning opportunities. NTU has a high rate of graduate employment as well, making it a great place to study for international students.

Discover more about studying at NTU:

Teaching quality

Entry requirements, scholarships & funding, university structure.

Student support

Graduate outcomes

NTU gives the next generation of leaders and industry experts the education they need to do amazing things. Teaching at NTU is excellent and always getting better. The university has its own InsPIRE institute, who help teachers review curriculums to make sure they’re always at the cutting edge of education.

InsPIRE also makes sure all staff keep up the high standard of teaching NTU is known for. Its goal is to set all students up for a brilliant future in any industry.

NTU is focused on helping its students build the three Cs: Cognitive Agility, Character, and Competence. This means that graduates will leave with the knowledge (competence), skills and outlook (character) and ability to solve problems (cognitive agility) that will give them a successful career.

NTU works with industries, organisations, and universities across the world, so its students get international opportunities to work and study.

Entry requirements for the NTU vary depending on the course an applicant wants to study. The NTU website has detailed information about what students will need to be accepted onto each course. Undergraduates will need to have finished their secondary education at least.

Some courses may have specific grade requirements. As places at NTU are very popular, the application process can be very competitive. Those with the highest grades will have the best chance of being accepted.

Postgraduate courses will generally ask that the student has completed an undergraduate degree. Students may need to show proof of work experience or a portfolio and be interviewed before they’re offered a place.

English Score Required

To study at NTU, students must get a minimum TOEFL score equivalent to or more than:

600 for the paper-based test
250 for the computer-based test
100 for the internet-based test
Minimum IELTS score must be equivalent to or more than 6.5

Students need to apply for NTU’s courses online. There are different requirements for each course, but they must have finished their secondary education before applying for any. Students should check what their course asks for first or speak to the admissions team.

Once a student has chosen their course, and worked out if they can apply, they need to complete an application form and pay the SGD 25 international application fee. NTU will ask for documents to support the application, such as school transcripts.

Students will find out if they have a place on their chosen course through the application portal. They can accept the offer and will be sent all the information they need shortly afterwards.

Postgraduate students should also apply online. Depending on the course they choose, they may need to show that they have completed a bachelor’s degree, work experience or a portfolio. If they’re applying for a research course, students might also be asked to show their research proposal and any publications.

NTU wants to make sure students can get a great education, even if they don’t have much money. There are a number of financial assistance programmes, particular for international students, to help with the cost of studying in Singapore.

Lots of students can also apply for scholarships at NTU . Some are offered to international students only, while others are only for those studying certain subjects. Scholarships can be hard to secure and are often for those who do brilliant things during their time at NTU.

Here are just some of the options students can apply for:

Trees ASE Scholarship
The Nanyang Scholarship
The College Scholarship
School Scholarship

The Nanyang Technological University Scholarship 2022-2023 is a fully funded scholarship for undergraduate international students. This scholarship helps with the cost of tuition, and gives students a living allowance of SGD 6,500, an accommodation allowance of up to SGD 2,000, a travel grant of SGD 5,000 and a computer allowance of SGD 1,750.

Nanyang Technological University has 33,000 undergraduate and postgraduate students who study at its eight colleges.

Nanyang Business School

Nanyang Business School (NBS) nurtures leaders from around the world by employing innovative teaching with real-world business practice. The school offers one of the world’s top 50 MBA programmes and three-year direct Honours degree programmes in Accountancy and Business.

College of Engineering

NTU's College of Engineering has six schools focusing on different areas of technology and innovation. It teaches students to solve real-world problems and find future-ready solutions that make the world a better place.

School of Chemistry, Chemical Engineering and Biotechnology (CCEB)
School of Electrical and Electronic Engineering (EEE)
School of Civil and Environmental Engineering (CEE)
School of Materials Science and Engineering (MSE)
School of Computer Science and Engineering (SCSE)
School of Mechanical and Aerospace Engineering (MAE)

College of Humanities, Arts, and Social Sciences

The College of Humanities, Arts, & Social Sciences is home to one of the top journalism and media schools in Asia. It also has Singapore's first professional art school, offering degree courses in art, design and interactive digital media.

School of Humanities (SOH)
School of Art, Design and Media (ADM)
Wee Kim Wee School of Communication and Information (WKWSCI)
School of Social Sciences (SSS)

College of Science

Students can study subjects like biology, chemistry, earth and environmental sciences, mathematics, and physics at the College of Science .

School of Physical and Mathematical Sciences (SPMS)
School of Biological Sciences (SBS)
The Asian School of the Environment (ASE)

Lee Kong Chian School of Medicine

The Lee Kong Chian School of Medicine works with Imperial College London. It trains doctors and other medical professionals, who leave with a strong understanding of medicine and skills in supporting subjects like engineering and technology.

Graduate College

Graduate College is where postgraduate course are taught. There’s a strong focus on creating excellent researchers and educators in lots of different sectors.

National Institute of Education

The National Institute of Education is Singapore's only teacher-training institute and it is internationally acclaimed.

Rajaratnam School of International Studies

The S. Rajaratnam School of International Studies is an independent graduate organization at NTU. It has departments such as the Institute of Defence and Strategic Studies, which is home to some of the world’s best experts on subjects like stopping terrorism.

There are plenty of places to study and enjoy free time at NTU Singapore, including libraries, cafés, sports centres, and gardens.

NTU Library provides access to information, knowledge and library services which support the learning, teaching and research needs of the NTU community. There are seven libraries managed by the Office of Information, Knowledge, and Library Services (OIKLS), which are free for students to use.

Student leaders from across the university represent different communities' interests through the Student Library Council (SLC) .

Art & Culture

NTU’s campus is beautiful, with gardens, art inside and outside and modern buildings. It has been ranked as one of the world’s top 15 most beautiful campuses. Students can explore the Campus Art Trail, which runs from the main campus to NTU’s Novena campus.

NTU’s Art & Heritage Museum hosts lots of different exhibitions that celebrate life in Singapore. Currently, the space has more than 200 pieces of art on display. Its teamwork with different schools and experts to support research, exhibitions, and programmes that bring different subjects together.

Student Life

Students at NTU can explore new interests, connect with peers and be part of a vibrant, cosmopolitan community on the NTU Smart Campus.

NTU believes that learning continues beyond the four walls of the classroom, lecture theatre, and laboratory and there are many opportunities to engage in activities that will help students develop. Whether students choose to volunteer for a cause, pick up a new hobby or take on a leadership role, there is something for everyone at NTU.

For students living on campus, NTU’s unique Residential Education offers a wealth of experiential learning activities that give students hands-on experience right on campus. NTU has many support services, from counselling and peer help to academic mentoring and tutoring, to give student extra help whenever they need it.

Catering Facilities

At NTU, there are 13 canteens that serve an international menu of breakfast, lunch and dinner. There are also cafes, international fast-food outlets like McDonalds and KFC, and restaurants. The campus has plenty of places to buy a snack, coffee or meal as students study or catch up with friends. If they’re in a rush, there are even vending machines that serve hot food and drinks.

Accommodation

NTU has plenty of accommodation on campus for undergraduate students. There are also temporary guest rooms at the Nanyang Executive Centre, where corporate training, retreats and private events are hosted. There’s lots of information on how to apply for housing, application deadlines, and fees on the NTU website.

There is plenty of postgraduate accommodation on offer at NTU as well. Graduate Halls 1 and 2 are available for postgraduate students who’d like to stay on campus. As NTU is a popular place to study, accommodation can’t be guaranteed for all students. Graduate students on research programmes, who aren’t from Singapore, will be given priority.

Student support

Students who need extra support during their studies can speak to the NTU wellbeing team. There are counsellors on-site and other care and support services. To keep all students well, there are also talks and training to help everyone spot the signs that someone around them is struggling.

NTU works with teaching staff to help support those with disabilities and additional needs. The university believes everyone should be given equal opportunities to achieve their academic best. Examples of learning assistance and support are:

Examination arrangements
Learning support
Assistive technology
Academic Assessment Accommodation

For programmes that include tests and examinations as a form of assessment, students can ask for:

Access to laptop and printer services for students with writing difficulties
Additional writing time
Questions papers with larger font size and paper size
Separate room for tests and examinations
Written examination announcements for students with hearing difficulties

There are other daily support services available, including:

Note-taking services for students who can’t do it alone during lectures and tutorials
Video transcription for online lectures that don’t have closed captions
Sign language interpretation for classroom activities
Braille / tactile versions of texts and diagrams
Assistive Technology

Students who are eligible for the SEN Fund can apply for funding to help them buy the technology they need.

The NTU alumni community has more 275,000 graduates from over 150 countries. Many have achieved great things in their careers, including producing ground-breaking research and starting businesses that offer innovative products and services.

Many of the alumni work with the university after they graduate. Some volunteer their time to help students with their studies, organise events , serve on the Alumni Council and help the university stay in touch with other alumni associations . They have also supported NTU's programmes and research.

NTU has a high rate of graduate employment and offers continuing education and training (CET) to students who have graduated. Even after their career has started, they can access online learning resources and work with NTU’s industry partners to learn new skills for their job.

The NTU Career & Attachment Office (CAO) offers lots of services to help students achieve their dreams. They include personalised career coaching, industry-specific consultations, skills workshops, and career experience programmes.

CAO also has connections to over 3,500 global and local organisations, so it helps students find internships and jobs. Every year, about 5,000 students take part in local and international internship programmes.

Discover scholarships

*There may be different IELTS requirements depending on your chosen course.

See what you can study

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95% of reviewers recommend Nanyang Technological University (NTU)

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Overhyped course and school

When sending an enquiry/request to the school, emails and calls will be transferred from one person to another without getting them addressed. The business course is overhyped and after three years there, I felt that I do not get the kind of knowledge that is relevant to the specialized industry. The only good thing about this school is probably their perceived good brand name, in Singapore. show less

world class education with well-structured courses and dedicated Professor

NTU is a good choice for those who wish to pursue engineering courses at reasonably affordable tuition fees added with great financial assistance schemes available for international students.

Master of Arts (Instructional Design and Technology) – National Institute of Education, NTU

by Masterclass . In Arts & Social Sciences , Masters .

The Master of Arts (Instructional Design and Technology) programme is designed for education and training professionals working in schools, universities, polytechnics, businesses and industries and e-learning environments. It is concerned with the application, development and management of information technologies, including e-learning, for solving instructional problems in school and corporate learning environments. Participants typically include school HoD IT, corporate trainers, instructional software developers, managers of e-learning environments, and other educational and training professionals. You will learn and practise solving real-world instructional and performance problems employing a variety of learning modalities.

You are required to either complete:

6 courses plus a dissertation (Dissertation option), or
7 courses plus MID944 Methods for Data Collection and Analysis for Instructional Design Projects (2AU) (Coursework option)

You do not have to make the decision when you apply. The decision on what option to select is usually made upon completion of four courses.

All the courses in the programme are conducted over 52 contact hours, except Methods for Data Collection and Analysis for Instructional Design Projects, which is conducted over 26 contact hours.

MID901 Instructional Design Models and Practices
MID905 Foundations of Learning and Instruction
MID941 Evaluation Models and Methods
MID944 Methods for Data Collection and Analysis for Instructional Design Projects (For those choosing the coursework option. It can be taken as an elective for those choosing the dissertation option.)
MID945 Capstone Project for Instructional Design (For those choosing the coursework option, taken during the last semester of study.)
MID906 Training Methods and Strategies
MID923 Perspectives on Adult Learning
MID943 Assessment in Education and Training
MID913 Management of Instructional Development Projects
MID915 Training Needs Assessment and Solutions
MID917 Design E-learning
MID922 e-learning Tools for Training
MID942 Multimedia Design

Download the full course listing and description of Master of Arts (Instructional Design and Technology) Important note for matriculated students: Please refer to the ISAAC system for the programme structure relevant to your intake during Course Registration or consult your programme leader if you need clarifications.

A good Bachelor’s degree from a recognised university and
Preferable to have working experience as a corporate trainer or educational software developer, or school teacher

For international applicants, more information on the entry requirements can be found here .

For more information on Application Dates, Fee, Scholarships and Finance matters, click here .

National Institute of Education Nanyang Technological University 1 Nanyang Walk Singapore 637616

Tel: +65 6790 3888 Email: [email protected]

Occupational Therapy MSc

Level(s) of Study: Postgraduate taught
Start Date(s): January 2025
Duration: Two years
Study Mode(s): Full-time
Campus: Clifton Campus
Entry Requirements: More information

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Introduction:

Please note: this course, which is new for 2025, is currently awaiting approval from the health and care professions council (hcpc), and accreditation from the royal college of occupational therapists (rcot). while this process is taking place, you can contact [email protected] to find out more and express an interest in the course..

Occupational Therapy help people to live meaningful and independent lives, supporting people to do what is important to them. Present in hospitals, communities, schools, workplaces, prisons, care homes and many other settings, Occupational Therapists provide help to individuals to support them to overcome barriers and carry out activities that are meaningful to them.

Occupational Therapy is a career that offers many exciting opportunities, and this course will ensure you gain the knowledge and real-world experience, skills and confidence to embark on a successful career and develop a strong professional identity as an Occupational Therapist.

This MSc is a stimulating and rewarding course, and choosing to study at Masters level, you'll get to conduct in-depth research, hone your leadership skills, and really focus on developing your identity as a professional, and as an Occupational Therapist.

Why you should choose Occupational Therapy at NTU:

What you’ll study, optimising occupational performance.

This module enables you to apply knowledge of human sciences and a range of pathologies to apply skills of Activity/Occupational Analysis. Building on this learning you will investigate assessment and intervention stage of the Occupational Therapy Process across the Lifespan, including application of detailed professional reasoning to enable learners to develop skills in articulating decision making. This module will run concurrently with Occupation for Health and Wellbeing and Professional and Scholarly Skills, where learning can be applied across modules for a more in depth learning approach.

Occupation for Health and Wellbeing

On commencing this module learners will have gained knowledge about the history and evolution of Occupational Therapy and will continue to build an in-depth critical knowledge about the core philosophy and theoretical base of the profession. You will examine Occupational Science and apply knowledge across a range of varied practice areas. Whilst gaining a strong professional identity and examining a unique occupation focused lens, you will critically reflect on the role of other professions in health and social care, alongside understanding of the context in which they work. This module will equip you with theoretical knowledge that can be further applied in the Optimising Occupational Performance which will run concurrently across the academic year.

The Evidence-Based Occupational Therapist

This module will build on knowledge and skills of scientific enquiry, enabling you to rigorously evaluate the evidence base and contribute to evidence based practice. You will further skills and knowledge in critical appraisal, synthesis of evidence and interpretation through assessment in aspects of the research process.

Professional and Scholarly Skills in Occupational Therapy

This module introduces an understanding of the key values, behaviours and skills that Occupational Therapists use across practice. This will include analysis of the role of the Occupational Therapist in safe and effective practice as well as understanding the legal and ethical boundaries you may encounter. You will have the opportunity to participate in experiential learning in key skills, where you can utilise knowledge around reflection and both written and verbal communication.

Practice-Based Learning 1 and 2

During the course you will undertake four placements. Two of these placements will be in your first year.

Global to Local Perspectives in Occupational Therapy

This module will enrich your theoretical understanding of occupational wellness and prevention of ill health from a global to local perspective. Focusing on a community and population approach, you will develop an extensive knowledge and skill set that enables you to respond to occupational issues that are impacted from social and health inequalities, diversity and human rights issues.

Occupational Therapist as Researcher

This module enables you to use originality and intellectual independence to explore a topic within Occupational Therapy of your choosing. Knowledge and skills gained in the Evidence based Occupational Therapist module is built upon, and allows you to use your initiative within the research field. You will create a research proposal, and go on to create a research question, research design, literature review and supporting documents that would need to be included if submitted to ethics committee.

Practice-Based Learning 3 and 4

During the course you will undertake four placements. Two of these placements will be in your second year.

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How you’re taught

The MSc Occupational Therapy is a two year accelerated course, divided onto 45 weeks of teaching per year.

The nature of the teaching is collaborative, with sharing and development of ideas. As a student you will build on leadership skills both through practice based learning and within the course, developing knowledge to promote a positive culture in your future roles. You will be part of a larger department with peers from Nursing, Paramedicine and Public Health, enabling interprofessional opportunities to give a wider perspective. The course has been created alongside people with lived experience, Occupational Therapists in practice, and learners from other programmes within the department.

Learners will be allocated an individual personal tutor from the Occupational Therapy academic team. Learners will be placed within an Personal Tutor Group and be offered group personal tutor sessions throughout the course at key points in the academic year, for example, soon after the course starting, during placement. Learners will be able to also contact their personal tutor for an individual meeting.

At NTU we also offer a BSc Occupational Therapy course, creating a community of learners, preparing for the exciting opportunities ahead. A range of simulation teaching spaces such as our brand new therapeutic kitchen, domestic suite, ward, consulting room, virtual reality suite and access to green space for outdoor teaching, allows for experiential learning, in a safe friendly environment.

The Institute of Allied and Health Professions in which the Occupational Therapy course is situated has international links and the MSc course takes a global focus to enrich our learning and thus provide a more inclusive experience to our students and to the people we work with. Our aim is that you feel empowered through the journey of becoming an Occupational Therapist and that you take that experience to empower the people you will have the privilege to work with both within placement and as a registered Occupational Therapist.

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How you’re assessed

Assessment types include:

Reflective accounts
Objective structured clinical examination (OSCE)
Presentations
Academic posters
Professional discussion
Group exercises

Assessment is also included in the four Practice Based Learning modules and you will need to pass all placements in order to be eligible to apply for registration to the Health and Care Professions Council.

Careers and employability

Successful completion of the course will provide eligibility to register with the Health and Care Professions Council (HCPC) under the protected title of Occupational Therapist.

Occupational Therapy is a career that can provide many exciting opportunities, working with individuals, groups and communities across public, private and third sector organisations. Our course will prepare you through the development of strong links to East Midlands NHS Trusts, Schools and private sector organisations.

As a student you will experience practice based learning across a number of settings, meaning you gain real life experience to ensure you have the confidence, knowledge and skills within Occupational Therapy to embark on a successful career. The provision of four placements enables the opportunity for role emerging placements, which promote the value of Occupational Therapy in new areas of health and social care. These placements enable learners to develop a strong professional identity as an Occupational Therapists.

Some students may also be choose to continue on to further study such as a PhD.

Employability team

Our expert Employability team will work closely with you at every stage of your career planning, providing personal support and advice. You can benefit from this service at any time during your studies, and for up to three years after completing your course.  Find out more about the service .

Campus and facilities

You’ll be taught at our self-contained Clifton Campus which provides an ideal learning environment to complement your studies.

Our purpose-built Health & Allied Professions (HAP) Centre on our Clifton Campus is home to our world-class teaching, practice, research and scholarship in the Institute of Health and Allied Professions (IHAP).

Entry requirements

International

What are we looking for?

An undergraduate degree in any subject other than pre-registration Occupational Therapy at 2.2 or above, and
GCSEs – English and Maths grade C / 4 or Level 2 (or above).

Personal statement

Once your application has been received, it will be referred to the course team for a shortlisting decision. When reviewing your personal statement, in addition to the quality of writing, the course team will be looking for the following:

Demonstrate a desire to study Occupational Therapy
An understanding of the Occupational Therapy role and where that comes from
Transferable skills that may include academic study, volunteering, or work experience
A consideration of professional values such as trustworthiness and integrity
How your study experience will prepare you for Masters-level study.

Candidates who have been shortlisted will be invited to attend a selection activity involving an interview with academics, occupational therapy practitioners, or service users. This will explore candidates' values in line with the HCPC Code of Ethics, and Royal College of Occupational Therapists (RCOT) professional standards, alongside your knowledge and commitment to the profession.

Other requirements

If you have been offered a place, you will also be expected to complete a good-health check through health screening and attend a follow-up occupational health review as required.
Successful candidates will also be required to complete an Enhanced-Level Disclosure and Barring Service (DBS) check.

Vaccinations

As a healthcare student, you have a duty of care towards patients and other staff, including taking reasonable precautions to protect yourself and others from communicable diseases. We therefore require you to be vaccinated for some infectious diseases if you do not already have immunity to them. Whilst we cannot force you to have a vaccination, the University and our practice partners strongly recommend you do.

Failure to undertake the required immunisations and blood screening may lead to you not being able to be placed in certain clinical areas which may adversely impact your ability to complete the required practice hours and clinical competencies.

Recognition of Prior Learning

Recognition of Prior Learning is a process for assessing and, as appropriate, recognising prior experiential learning or prior certificated learning for academic purposes. Each application for RPL is taken on a case by case basis and will be considered by the programme admissions tutor.

We may also consider credits achieved at other universities and your work/life experience through an assessment of prior learning. This may be for year one entry, or beyond the beginning of a course where applicable, for example, into year 2. Our Recognition of Prior Learning and Credit Transfer Policy outlines the process and options available for this route

Getting in touch

If you need more help or information, get in touch through our enquiry form

Once your application has been received, it will be referred to the course team for a shortlisting decision.. When reviewing your personal statement, in addition to the quality of writing, the course team will be looking for the following:

International qualifications

We accept qualifications from all over the world – check yours here:

Entry requirements by country

Postgraduate preparation courses (Pre-Masters)

If you don’t yet meet our entry requirements, we offer Pre-Masters courses through our partner Nottingham Trent International College (NTIC), based on our City Campus:

Pre-Masters courses leading to postgraduate study at NTU

English language entry requirements

Students whose first language is not English will be required to meet the English language requirements of the Health and Care Professions Council. In anticipation of development towards the requirements of the HCPC on completion, applicants whose first language is not English will be required to produce evidence of proficiency in written and spoken English to level 7 (with no component less than 6.5) using IELTS scale.

English language requirements
Pre-sessional English for Academic Purposes (PEAP)

Would you like some advice on your study plans?

Our international teams are highly experienced in answering queries from students all over the world. We also have members of staff based in Vietnam, China, India and Nigeria and work with a worldwide network of education counsellors.

Complete this simple form to keep in touch with the International Office.

Fees and funding

Fees for 2024-25.

Study route	Home (UK students)
Full-time	£9,250

*Please note that if you are considering a course that runs over more than one year, the tuition fee stated is for the first year of study. The course fee for the second year may be subject to annual review.

Funding your studies

There are numerous sources of funding available for postgraduate students, both from external sources such as the Government and funding bodies, and from the University.

There are two main costs involved with postgraduate study: the cost of your tuition fees which is paid directly to the University, and living expenses such as accommodation, travel and food.

You might be able to get a scholarship to help fund your studies, We award scholarships to those students who can demonstrate excellent achievement, passion and dedication to their studies.

Please take a look at our postgraduate fees and funding page for information about sourcing grants, bursaries and scholarships, and much more.

You can also find out more about funding available from the government for healthcare students .

For more advice and guidance, you can contact our Student Financial Support Service.

Tel: +44 (0)115 848 2494

Study route	Home (UK students)
Full-time	£17,900

Scholarships

We offer scholarships of up to 50% of your tuition fee. You can apply for your scholarship when you have an offer to study at NTU.

InternationalScholarships

Living costs

Get advice on the cost of living as an international student in Nottingham and how to budget:

Managing your money

Paying fees

Find out about advanced payments, instalment plan options and how to make payments securely to the University:

How and when to pay your fees

How to apply

You can apply for this course throughout the year. Most of our postgraduate courses are popular and fill up quickly though, so apply as soon as you can. Make sure you check the entry requirements above carefully before you do.

Writing your application

Be honest, thorough and persuasive in your application. Remember, we can only make a decision based on what you tell us. Make sure you include as much information as possible, including uploading evidence of results already achieved, as well as a personal statement.

You can get more information and advice about applying to NTU in our  postgraduates’ guide .

Keeping up to date

After you’ve applied, we’ll be sending you important emails throughout the application process - so check your emails regularly, including your junk mail folder.

The School of Social Sciences holds open events throughout the year. Come along and learn more about our courses, speak to programme leaders and find out about studying with the School.

If you need more help or support, you can call our Admissions Team on  +44 (0)115 848 4200 .

Application advice

Apply early so that you have enough time to prepare – processing times for Student visas can vary, for example. After you've applied, we'll be sending you important emails throughout the application process – so check your emails regularly, including your junk mail folder.

Follow our guide to the application process

Writing your personal statement

Be honest, thorough, and persuasive – we can only make a decision about your application based on what you tell us:

Advice on writing a good personal statement

The University's commitment to delivering the educational services advertised .

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Find out more about MSc Paramedic Science.

Take the next steps:

Everything you need to know about fees and funding while you’re at university, including tuition fees and living costs, how you’ll pay for your studies, and bursaries and scholarships.

How to apply for a postgraduate course

All you need to know about applying for a postgraduate or professional course here at NTU.

Why choose NTU for postgraduate study?

Find out what studying for a postgraduate degree at NTU can do for you and your career.

Sebastine Okafor Bookastro: Chief Ogbonna’s emergence as Igwe-elect of Ogugu Ntu-egbenese and its impact on Community Development

Ogugu community, nestled in Awgu Local Government Area of Enugu State, is a place rich in cultural heritage yet burdened by underdevelopment and a high poverty rate. For many years, this once-vibrant community grappled with a leadership crisis following the death of its traditional ruler, Igwe Godwin Ochi, in 1999.

The absence of a clear leader created a vacuum that severely hindered progress, leaving the community with little government presence and a declining infrastructure.

This leadership crisis, which spanned over two decades, finally came to an end on January 14, 2024, when Chief Aloysius Chidozie Ogbonna Jnr, known widely as Ikemba Enugu, emerged as the traditional ruler-elect.

Chief Ogbonna’s emergence as the Igwe-elect was not a mere coincidence but the culmination of years of effort by committed leaders within the community. The late President General of the Town Union, Chief Paully Ofido, along with other prominent community members, took decisive steps to address the leadership void that had plagued Ogugu for so long.

Their efforts bore fruit on December 20, 2024, when Justice C.I. Nwobodo of the Enugu State High Court issued an order mandating the Town Union, also known as Opuga, to conduct fresh elections within a specified timeframe. The election, which was keenly contested, resulted in a landslide victory for Chief Ogbonna, who secured 867 votes, far outpacing his closest competitor, Gidim Godwin Egbo, who garnered 363 votes.

The election of Chief Ogbonna was greeted with joy and relief across the community, signaling the dawn of a new era. For the people of Ogugu, the election represented the selection of a dynamic leader with a proven track record of community service and development initiatives. Chief Ogbonna had long been involved in various development projects in Ogugu, even before assuming his new role.

These initiatives included the installation of a community borehole, which provided clean drinking water to many households, and the reworking of transformers, which helped alleviate the erratic power supply that had long been a source of frustration.

All the cables were stolen and damaged, but he replaced them and fixed the transformers, many of which had been vandalized, leaving the community in darkness for over three years. He also cleared a large portion of the accumulated bills with the Enugu Electricity Distribution Company (EEDC) for the community.

One of Chief Ogbonna’s most significant contributions to the community has been his sponsorship of the Anukenyi Festival, a triennial cultural event that plays a crucial role in fostering unity and celebrating the rich heritage of Ogugu. His financial support ensured the festival was revived after years of neglect, bringing together the community in a shared sense of identity and pride.

Chief Ogbonna also undertook the renovation of Ogugu’s only secondary school, which had fallen into disrepair due to years of neglect. His efforts transformed the school into a place where students could once again receive a quality education.

In the year 2020, during the COVID-19 pandemic, He donated over 1,000 bags of rice to almost all the households in Ogugu when hunger threatened to affect people across the world due to a series of lockdowns imposed by the Government as a way of curbing the spread of the virus.

In addition to these infrastructural improvements, Chief Ogbonna established a neighborhood watch group to enhance the security of the community. He provided the group with modern equipment to ensure that they could effectively carry out their duties.

His dedication to community safety has contributed to a sense of calm and security that had long been absent from Ogugu. He also provided clothing for the neighborhood watch, paid for their office, and gave them Five brand new motorcycles.

Ogugu neighborhood watch also received support from Chief Ogbonna’s cousin, Hon. Chief Fortune Ogbonna, who donated wireless communication gadgets, along with other equipment, to enhance their service delivery.

All these efforts were in support of the ìgwè elect, aimed at developing our community. Moreover, his substantial financial contributions to the local Catholic Church have aided in the construction of a new church building, reflecting his commitment to both spiritual and social development. Despite being a Pentecostal faithful, he installed a borehole for the Catholic community at St. Mary’s Catholic Church, Ogugu as well as Solar Light.

Chief Ogbonna’s influence extends beyond the infrastructural realm, as he has long been a patron of local sports, particularly football.

For over a decade, he has funded the Ogugu Football Competition, an event that has not only provided entertainment but also helped foster teamwork and camaraderie among the youth. Each year, Chief Ogbonna spends over N3 million to ensure the tournament’s success, and his financial commitment has made a significant impact on the lives of many young athletes.

He also spent over N4 million when Ogugu, a football loving community, honored all her present and past heroes with football matches and medals.

One of the most commendable aspects of Chief Ogbonna’s leadership is his commitment to education. Over the years, he has paid WAEC fees for more than 400 indigent students from Ogugu, ensuring that financial hardship does not stand in the way of their academic success.

His generosity extends to bursary payments for undergraduate students and covering hospital bills for community members in need. Chief Ogbonna’s compassion for his people is evident in every aspect of his leadership, and his willingness to invest in the future of Ogugu has endeared him to many.

The election of Chief Ogbonna as the traditional ruler-elect has opened the door to further development in Ogugu. Shortly after his victory, Hon. Jane Eneh, the member representing Awgu North Constituency in the Enugu State House of Assembly, pledged to attract additional government projects to the community .

This promise came on the heels of her earlier success in securing the construction of a secondary school block in Ogugu. Her commitment to the community was further demonstrated when she facilitated the establishment of a Type 3 hospital, a significant healthcare facility that will serve Ogugu and surrounding areas.

The inputs and hardworks of some sons of Ogugu such as :Dr Ifechukwu Udeh, Dr Augustine Okolie, amongst other stakeholders in Amoli-Owelli – Ugbo – Ogugu Political Ward made this manifest after Governor Peter Ndubuisi Mbah showed commitment towards revitalizing the health education and other sectors in the state.

I and likewise other community members strongly believe that many things would come to us under Governor Peter Ndubuisi Mbah as we now have a traditional ruler elect, in Chief Aloysius Chidozie Ogbonna, who is developmental inclined like the Governor.

The establishment of this hospital was a monumental achievement for a community that had long been neglected by government agencies. Ogugu’s residents, who had been without access to quality healthcare for years, greeted the news with joy and appreciation. The presence of the Type 3 hospital in Ogugu is expected to significantly improve healthcare outcomes for the community, providing services that were previously out of reach for many.

Adding to this wave of development, a daughter of Ogugu, Lolo Gloria Uchediya-Adaeze Nweke, together with her husband, Chief Fabian Nweke (Akụ ruo ụlọ 1 of Amabor Obodo Asaa), spearheaded the rehabilitation of the community’s only hospital, located in Ibite village. This hospital, built over 40 years ago, had been in a dilapidated state for decades, rendering it almost useless.

Thanks to the efforts of Lolo Nweke and her husband, the hospital was not only restored but also equipped with modern medical facilities. The hospital’s grand reopening on August 3, 2024, was attended by several political, religious, and traditional leaders, including Hon. Engr. Anayo Onwuegbu, the representative for Awgu, Aninri, and Oji River Constituency in the Federal House of Representatives. During the ceremony, Hon. Onwuegbu expressed his surprise at the level of underdevelopment in Ogugu and pledged to work on improving the road leading to Ibite village.

Speaking during the commissioning of the renovated Ogugu community Health Centre Ibite, Lolo Gloria Uchediya Adaeze – Nweke, a US-based Medical practitioner, who is also a cousin to the Ìgwè elect, attributed the emergence of Chief Ogbonna as one of the reasons behind her what she did. She posited that though the idea was long in her heart and mind, but seeing that the community elected a trailblazer to lead them, she started it with the support of her husband.

Similarly, the Ogugu Community Primary School in Amanabo received a comprehensive makeover, courtesy of Gidim Ejike Okonkwo, a proud son of the community. The newly reconstructed and fully equipped primary school was unveiled on August 10, 2024, in a ceremony attended by community leaders and well-wishers.

During the event, Gidim Okonkwo attributed his decision to undertake the project to the inspiring leadership of Chief Ogbonna, whose commitment to the community had motivated him to contribute in his own way. Gidim Okonkwo’s intervention in the rehabilitation of Ogugu Community Primary School was significantly supported by his wife, Mrs. Chika Okonkwo. It is essential for readers to know a little about our noble daughter and wife. Chika Okonkwo is a highly skilled Psychiatric Mental Health Nurse Practitioner (PMHNP-BC), based in Baltimore, Maryland, and affiliated with MedStar Health.

She is an expert in treating mental health conditions such as depression, bipolar disorder, PTSD, schizophrenia, and substance use disorders. Her care approach includes psychopharmacology, cognitive behavioral therapy, and psychotherapy, focusing on issues like suicidal ideation, anger management, and gender-specific mental health care.

Chika serves at MedStar Union Memorial Hospital, where she provides comprehensive psychiatric evaluations and treatments. Her practice is located at 201 East University Parkway, Baltimore, MD, 21218, making her an exemplary figure in her field and a pillar of support for her husband’s community efforts.

Looking ahead, more development initiatives are on the horizon for Ogugu. Chief Paschal Ochi is set to launch a scholarship program aimed at supporting the most academically gifted but financially disadvantaged students in the community. The program will provide these students with full sponsorship from secondary school through to university, helping to cultivate the next generation of leaders and professionals. This initiative, which Chief Ochi has successfully implemented in other communities, will be formalized in Ogugu, further enhancing educational opportunities for its youth.

The community’s long-neglected borehole in Ibite village has also received much-needed repairs, ensuring that the villagers have access to clean water. This is yet another example of how Chief Ogbonna’s leadership is addressing the practical needs of his people. His commitment to uplifting Ogugu is further evidenced by his sponsorship of five students pursuing Master’s degrees at various universities across Nigeria, as well as two PhD students, one of whom is the author of this piece.

As Ogugu continues to experience unprecedented growth and development under Chief Ogbonna’s leadership, there is a palpable sense of optimism about the future. The coronation of Chief Aloysius Chidozie Ogbonna Jnr. is expected to herald even more progress, with plans for further infrastructural projects and capacity-building programs in the works. It is no surprise, then, that Ohaneze Nd’Igbo has honored him with the title “Ikemba Enugu,” a name that perfectly encapsulates his leadership, generosity, and vision for his community.

Chief Ogbonna’s reign promises to be one defined by progress and unity, as he continues to leverage his influence and resources for the betterment of Ogugu. His legacy is already being written in the hearts of the people, whose lives he has touched through his philanthropy, foresight, and total commitment to development. With the support of his people and fellow leaders, Ogugu’s future is brighter than ever.

Sebastine Okafor Chukwuebuka Bookastro, journalist, lecturer, media consultant, cum socio-political analyst writes from Enugu.

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Master of Education (Drama)

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NTU continually refreshes its pedagogies and curriculum (including co-curriculum) to cater to new learning paradigms and students’ diverse interests, as well as to foster interdisciplinary competencies that help NTU graduates become adaptable lifelong learners.

The University currently offers single degree, double degree, integrated and special programmes. There are also several double major programmes and the option to do a second major or a minor. As part of a holistic curriculum, all freshmen now undergo a common interdisciplinary collaborative core curriculum and do internships. SkillsFuture Work-Study Degree programmes also provide deep industry exposure and enhance employability.

NTU Education, a strategic blueprint for undergraduate education, supports how students learn and provides them with opportunities to develop skills that will enable them to face the future with optimism and confidence. It emphasises leadership, communication, teamwork, ethics and digital literacy, and caters to new ways of learning, embedding the latest teaching practices, including the use of flipped classrooms and next-generation mega learning for interactive and team-based learning, online lessons, as well as residential education at the NTU halls of residence.

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NTU’s graduate academic and research programmes, a number of which are ranked among the best globally, cater to students from Singapore and around the world. The university’s network of global partners for joint/dual PhD programmes has grown over the years through the establishment of new research collaborations with internationally renowned universities.

The NTU Graduate College, headed by a Dean, provides strategic oversight and academic leadership on all graduate education matters in the University. It hosts the Interdisciplinary Graduate Programme, which supports research students working on interdisciplinary projects that cover two or more disciplines, such as artificial intelligence and neuroscience.

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S’pore employers more optimistic about hiring, nearly half plan to raise headcount in Q4: Survey

SINGAPORE - Things are looking up for job seekers here, with a poll of employers showing that nearly half plan to hire in the fourth quarter of 2024, the first uptick in sentiment for the year.

A total of 46 per cent of companies surveyed plan to increase their headcount, while 36 per cent plan to maintain their staffing levels and 17 per cent expect to have fewer staff, said recruitment firm ManpowerGroup on Sept 10.

The firm surveyed 525 Singapore employers in July about their hiring plans from October to December and calculated the net employment outlook, which is a measure of hiring optimism defined as the percentage of companies surveyed that intend to take on new staff, minus the percentage that intend to downsize.

The figure for the fourth quarter is 29 per cent after adjusting for seasonal changes. It is up 9 percentage points from the third quarter of 2024, and marks the first improvement after three consecutive quarters of decline.

However, the fourth-quarter figure is 7 percentage points lower than that of the fourth quarter of 2023.

The mood may still sour.

ManpowerGroup Singapore country manager Linda Teo said: “We are at a tipping point where the economy and job market could either move towards recovery or face a further slowdown. Given Singapore’s open economic landscape, it remains to be seen if hiring optimism will continue amid global uncertainties.”

But for now, the optimism for the fourth quarter is broad-based, with employers in eight of nine categories expected to hire.

ManpowerGroup noted that the most competitive sector is finance and real estate, which has a net employment outlook of 64 per cent, up 49 percentage points from the previous quarter and 18 percentage points since the fourth quarter of 2023.

Nearly nine in 10 employers polled in this sector said they found it difficult to get the skilled talent they need.

The growing emphasis on quantum and artificial intelligence technologies within financial institutions is expected to fuel job creation in the sector, said Ms Teo.

Communication services also saw a big jump in hiring expectations to 35 per cent in the fourth quarter, from minus 33 per cent in the third quarter.

On the other hand, energy and utilities employers are planning to cut back, with the sector’s net employment outlook dropping to minus 30 per cent, from 20 per cent in the third quarter.

Besides Singapore, India (37 per cent) and China (27 per cent) reported the strongest outlooks in the Asia-Pacific region, based on ManpowerGroup’s wider survey of 41 other markets. The most cautious outlook of 8 per cent was reported by employers in Hong Kong.

The survey also looked at other aspects of employer sentiment and found that the majority of employers in Singapore felt they hold the power when it comes to negotiating pay, working location and flexible working hours.

As for how they intend to retain employees, 61 per cent are working to increase work-life balance, 50 per cent are training managers to better support workers and 48 per cent are seeking to reduce worker stress.

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Singapore overhauls gifted education, tackles privilege and expands access.

SINGAPORE – Between Primary 1 and 3, future President’s Scholar Amanda Chong could be found crawling under tables and chairs in class, scraping dust out from underneath them.

She was bored and disengaged as she found the schoolwork too easy, prompting her and a friend to come up with worksheets to help classmates in subjects they had trouble with.

All this changed in Primary 4 when Ms Chong – now a 35-year-old lawyer and playwright – transferred to Raffles Girls’ Primary School to join the Gifted Education Programme (GEP).

There, she was challenged academically and met peers who were at her level of ability. Her teachers nurtured her interest in writing, as well as her and her classmates’ social and emotional needs, she said.

She described the programme as enriching and humbling. “However exceptional I thought I was (in lower primary school), in the GEP I realised that I was not that special, and also that book smarts are not the only important thing,” said Ms Chong, who practices public international law.

She was the kind of pupil who fit the archetype of the child the GEP was designed for 40 years ago.

The thinking at the time was that such children, who were intellectually advanced and displayed traits such as curiosity and a diversity of interests, needed a different educational experience to support them and ensure their abilities did not wither away, said Dr Chee Ai Lian, master specialist in gifted education at the Ministry of Education’s (MOE) Gifted Education Branch.

To meet these needs, the MOE created the GEP, an enriched programme run in primary and secondary schools, for those identified through selection tests.

The secondary school section of the programme ended in 2008 after the advent of through-train programmes in 2004, but the primary school GEP continued to run in nine schools, including Raffles Girls’ Primary and Nanyang Primary.

Lawyer and playwright Amanda Chong on Aug 30 with her primary school projects, including plays she and her classmates wrote and produced. ST PHOTO: GAVIN FOO

The programme is undergoing its biggest revamp since its launch, as Prime Minister Lawrence Wong announced on Aug 18 in his maiden National Day Rally speech.

Pupils will no longer be selected through a single, two-stage test in Primary 3, and will not transfer out of their original schools to the nine centres if chosen.

Instead, they will be selected for special programmes through a variety of measures, including teachers’ observations and one standardised test. These school-based programmes for higher-ability pupils will expand to take in more pupils, and after-school classes will be set up for those who need additional support.

Pupils will also no longer need to be exceptional in all subjects to qualify for higher-ability classes in individual subjects, and can enter and exit the programmes at various points between Primary 4 and 6.

As the GEP ends in its current form, The Straits Times looks at the programme’s history, its controversies and the reasons for its evolution.

Why was the GEP created, and why was it implemented the way it was?

The roots of the programme, which was launched in 1984 with four schools and 200 schoolchildren, lay in the project that introduced streaming to Singapore’s education system, Dr Chee said.

The project, known as the New Education System, was implemented in 1979 after a report by a team led by first-generation leader and then Education Minister Goh Keng Swee.

It found that the education system’s one-size-fits-all approach resulted in high levels of “educational wastage” seen in high dropout rates, said Dr Chee, and it recommended streaming to make sure students were studying at a pace appropriate to their abilities, reducing the likelihood that they would leave school.

It also recommended provisions for a spectrum of children with special needs, with special education at one end and gifted education at the other, she said.

She said: “These two groups of children were seen as two ends of the learner continuum, which needed a differentiated curriculum, pedagogy and assessment in order for them to be engaged, and also to stretch their abilities to reach their potential.”

The recognition of this need sparked the creation of the GEP, which started in 1984 in primary and secondary schools simultaneously, with Rosyth Primary and Raffles Girls’ Primary taking in pupils in Primary 4, and Raffles Institution and Raffles Girls’ Secondary School taking in students in Secondary 1.

The ministry eventually decided on a model where gifted students remained in separate classes in schools with mainstream students, as opposed to systems in countries like Russia, where they were concentrated in specific schools.

There was an acknowledgement even from the early days that it was undesirable for gifted students to be isolated from others of their age group, said Dr Chee.

The GEP was also created in part to maximise Singapore’s human capital, said National Institute of Education (NIE) Associate Professor Jason Tan.

“It was and continues to be an existential concern for the country, given our few natural resources, on how best to develop the capacities and talents of our people,” he said. The gifted programme, in its effort to ensure children reached their full potential, was also created in service of this goal.

Experimental programme, challenging work

Entering the programme as one of the first cohort was eye-opening, said former GEP pupil Pee Kar Wee, 50.

Mr Pee, who is now director of Mastercard’s payment gateway service, was in the pioneer batch of 100 primary school pupils who joined the programme.

He, along with 68 other boys and 31 girls, enrolled in the programme in 1984 as Primary 4 pupils at Rosyth Primary and Raffles Girls’ Primary.

He said: “It (the GEP) really threw us into the thick of it. A lot of us started barely passing exams because the papers were much harder.”

This came as a shock to the children and their parents, as their grades had been significantly better before.

The exams were three hours each, and the workload was intense, said Mr Pee.

But the programme, though experimental, was enriching, he said.

Mr William Grosse, 65, taught pupils in the Gifted Education Programme for 27 years. PHOTO: MOE

One of his teachers at Rosyth, Mr William Grosse, 65, described his time teaching pupils in the GEP as one of the most exciting periods of his life.

Mr Grosse, who taught English in the GEP for 27 years from 1985 to 2011, said of his experience teaching the first batch: “They were so precocious, I learnt to be both humble and accepting and to always be prepared for the unexpected.”

To engage them, he adapted various materials and resources, and compiled a library of comics and joke books to spark their interest in the English language.

He said: “I wanted them to be challenged meaningfully and appropriately. They had the potential and needed work that was rich and deep enough to grapple with.

“It was not just about acceleration but also about providing material that would make them think – like the study of the origins of words, literature and hieroglyphics (an ancient Egyptian writing system).”

Cracks in the system, calls for abolition

In an update to Parliament six years after the programme’s launch, Dr Tay Eng Soon, the Minister of State for Education who had helped launch the programme, said MOE was satisfied with the GEP’s progress.

He said it had helped pupils broaden their knowledge and develop leadership qualities and thinking skills, and pupils had performed well in national examinations.

However, concerns were emerging about the programme’s exclusivity and perceptions that it promoted a narrow definition of giftedness.

In the 1989 debate on the President’s Address, then Bedok GRC MP Hong Hai said: “Are we saying, sir, that the other students, the 99 per cent or more who do not make it to the programme, are ungifted or without gifts?”

Thirty years later, at the 2019 Budget debate, Jalan Besar GRC MP Denise Phua called for the GEP’s abolition and named it one of five “sacred cows” in Singapore’s education system that needed to be re-examined. She said the GEP should be abolished and pupils who excelled in specific subjects or learnt differently could be clustered in subject-banded academic programmes that suited them.

Over the years, criticism that the programme privileged the children of parents with more resources also came to the fore. The numbers bore this out.

In 2022, Education Minister Chan Chun Sing told Parliament that about 45 per cent of pupils who joined the GEP over the past five years lived in Housing Board flats.

In education systems around the world, children of higher socio-economic status tend to do better academically, MOE said in a media briefing on the changes to the GEP.

MOE has been tracking the high concentration of pupils from higher socio-economic status (SES) backgrounds in the GEP, but said this was not a primary consideration in its refresh of the programme.

More standardised testing increases how much this effect appears, as parents with greater resources can prepare their children for such tests, it added.

NIE researcher Johannis Auri Aziz, 44, who joined the GEP as a Primary 4 pupil in 1990, said entering the programme was his introduction to socio-economic disparities in education.

Speaking as an alumnus rather than a researcher, he said: “It was very clear to me that many of the top-performing students were from upper middle class families with educated parents.

“I transferred (to the GEP) from a neighbourhood primary school where I was the one with (socio-economic) class privilege because my mother was a teacher. When I entered the GEP I realised that other people had an even higher leg-up than me.”

Exacerbating this issue is the proliferation of private preparation classes offering to help pupils get into the programme – a phenomenon that has appeared over the last two decades.

When the programme began, few people knew of its existence, said Dr Johannis.

He said: “When I did the selection test in Primary 3, not everyone thought it was a big deal. Parents were not gagging to get their kids in.”

MOE’s Dr Chee acknowledged that getting into the GEP has become a “prize” for some parents, which has in turn changed the profile of its pupils.

She said: “There is now a higher proportion of students attending extra classes to prepare for the GEP selection test. This is concerning to us because it can negatively impact the well-being of children who are ‘hothoused’ just to get into the programme.

“As a result, I think they lose the intrinsic motivation to learn after they feel that they have achieved the goal their parents set for them – which is to get into the GEP.”

Concerns also surfaced over the years that segregating GEP pupils into their own classes had negative effects on their social development and put undue pressure on them.

From 2008, MOE began mixing GEP pupils with their schoolmates in non-academic lessons like music and physical education to help them better integrate.

Consultant Emily Goh, 28, who was in the GEP in Raffles Girls’ Primary, said: “There was a bit of a stigma and a divide between the GEP and mainstream so you tended to cling together as the rest of the school looked at you a bit weirdly.”

Ultimately, the system tended to funnel GEP students together for long periods of their schooling life, which reduced their chances of widening their social circles.

Information technology consultant Shaun Low, 29, said that in his school, Anglo-Chinese School (Primary), not much attention was paid to whether someone was in the GEP.

But because he tended to end up in the same classes as his friends from the programme when they moved on to secondary school and the integrated programme at Anglo-Chinese School (Independent), many of his GEP classmates remain his close friends to this day.

While those in the close-knit GEP community supported one another, Dr Chee said there is also a negative side to putting the children together and labelling them “gifted”.

Putting high-achieving pupils together can lead to unhealthy levels of competition and sometimes result in burnout.

There is also the weight of social expectations the label can carry, especially on children as young as 10 to 12, Dr Chee said.

The future of the programme, and a step forward for Singapore?

The recent changes to the programme seek to alleviate some of these issues, said Dr Chee.

There will no longer be a single point of entry through a standardised test, which will reduce the incentive to prepare children to get into the programme, she said.

Not concentrating the pupils in specific classes and allowing them to remain in their original schools will also help them learn to work better with their peers, a crucial skill for their adult lives, she added.

The changes also better recognise that giftedness develops differently in every pupil, allowing pupils to enter the programme at different levels for different subjects, Dr Chee said.

These changes are possible now because the education system has the capacity in terms of teachers and resources to make programmes available to more pupils, she said.

Equity has long been an issue in public perceptions of the GEP, said NIE’s Prof Tan, pointing to its smaller class sizes and various enrichment programmes, which in the past were not available to mainstream students.

The changes attempt to square the education system’s competing priorities of providing for gifted children’s specialised needs with distributing resources equitably, he added.

Discontinuing the current form of the programme is a significant step forward, and a signal that Singapore is not afraid to challenge longstanding frameworks to better address evolving social realities, said executive director Clarence Ching of social mobility charity Access Singapore.

According to surveys conducted by the charity, many feel that Singapore has become more unequal over the last decade, and believe that brand-name schools and different neighbourhoods offer different opportunities to individuals.

“Democratising access to gifted education is a strong first step in demonstrating our broader commitment to supporting and ensuring more individuals can thrive, regardless of their circumstance or background,” he said.

However, the devil is in the detail in how the changes will be implemented, said Ms Phua. She told The Straits Times: “If not done well, the system might revert to the old mindset of creating an ‘elite’ stream within every school because parents or students will prep themselves to be in the GEP stream.”

Ms Chong said she is concerned that the new system may not feature the small-classroom setting and stable learning environment which were tolerant of and nurturing to many of her peers, who would have been considered ill-behaved in a mainstream classroom.

But she is cautiously optimistic about the changes, she said, adding that they are responsive to the fact that the programme’s demographics have changed – and more privileged children are entering it, muddying its original mission.

She said of opportunities the GEP exposed her to: “I really wish this for every kid in the education system, not just higher-ability kids.”

Read the original article here .

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