2. Importance of managing
Singapore’s ethnic diversity

3. Our composition by race…
Department of
Statistics, Singapore

4. Our composition by religion…
Department of
Statistics, Singapore

6. Importance of managing
Singapore’s ethnic diversity
Singapore is a multi-racial, multi-cultural and multi-ethnic
society
 Prevent history from repeating itself
 Security & peace for its citizens
Economic progress and prosperity
 Foreign investments

7. The Periodisation
 Phase 1(1965-79)
 4 official languages
 English as the neutral lingua franca-> Bilingual Policy
 Presidential Council for Minority Rights (PCMR)
 Phase 2(1979-90)
 SAP schools
 Speak Mandarin campaign
 Mendaki
 Phase 3(1990-99)
 Presidential Council for Religious Harmony (PCRH)
 Other self-help groups(SINDA, CDAC & Eurasian Association)
 Phase 4(2000-present)
 Developing of common space
 Rendering support to other races for the develop of cultural elites

8. Managing Singapore’s
ethnic diversity
3 KEY aspects
Building a national identity by instilling a sense of
belonging
Safeguarding the interests of minority groups
Developing common space

9. Building A National
Identity
Multi-racialism Policy
Common Practices

10. Multi-racialism
an ideology that promotes a society consisted of various
races, while accepting the different cultural background
written into the Constitution in 1965 upon independence
embedded as the core rationale for many public policies
social cultural differences were simplified into the 3 main
racial group plus one residual (CMIO)
Phase 1

11. Why Multi-racialism?
ensures that every race is treated fairly with no special
rights given to any particular group
 self-help groups
celebrate the identity of everyone in Singapore where all
can coexist in harmony
 Racial Harmony Day
maintain and strengthen the cultural identities unique to
each race
 posters of National Day with the inclusion of representatives
from each ethnic group
Phase 1

12. Multi-racialism
Disadvantages
Individuals coming from mixed heritage
 to identify themselves with their father’s or mother’s racial
group or both
 Bilingual Policy
Phase 1

13. Common Practices
Cultivating loyalty and national pride
st
in 25 Augu
th
d
Implemente Was formally in
troduced on 3 rd
1966 December 195
9
Phase 1

16. Safeguarding the
interests of minority
group
Minority representation policy
Self- Help Groups

17. • Gives minority groups a say in the governance
• Safeguard the interests of the minority groups

18. Minority
Self-Help Group
Representation
Pr
e l
M Co side tia
in un n n
or c tia i de il for Sing
(P ity il fo l es nc us
CM Ri r Pr ou io y Rac e
l Multi
R) ght ed d
s
Group C elig on Race
Representation R rm H)
Ha CR
Constituency (P
(GRC)

19. http://www.parliament.gov.sg/list-former-speakers
http://a2o.nas.sg/a2o/public/html/etc/07_const.htm (Taken from National Archive of
The late Mr. Edmund William Singapore )

20. http://a2o.nas.sg/a2o/public/html/etc/07_const.htm (Taken from National Archive of
Singapore )

21. Minority
Representation
2
1 99 l
197 tia
n r
ide il fo
0
Pre s
s 1988 re unc ous
Cou identia P o i
Min n l C elig ony
orit cil for Group R rm H)
(PC y Righ Ha CR
MR ts Representation (P
) Constituency
Scrutinise legislation (GRC)
passed by Parliament
to ensure that there
would be no
discrimination against
minority communities.
Phase 1
http://a2o.nas.sg/a2o/public/html/etc/07_const.htm (Taken from National Archive of

22. 197
0
Presidential
Council for
Minority
Rights
Presidential Council for Minority Rights (PCMR)
- Non-elected government body established in 1970.
- Consists of members from minority racial and religious group
- Ensure that no racial or religious group is disadvantaged as a result
of a law passed in the Parliament.
Phase 1

23. 197
0
Presidential
Council for
Minority
Rights
Phase 1
http://www.pmo.gov.sg/content/pmosite/mediacentre/inthenews/primeminister/2012/July/new_faces_on_presidentialcouncilforminorityrights.htm

24. 197
0
Presidential
Council for
Minority
Rights
 To scrutinize most of the bills passed by Parliament to ensure
that they do not discriminate against any racial or religious
community.
 Excludes
Phase 1
http://en.wikipedia.org/wiki/Presidential_Council_for_Minority_Rights

25. 197
0
 While the Presidential
Council for
President may Minority
Rights
block certain
appointments to
the Council, he
cannot remove a
permanent
member from his
seat.
Phase 1 As at 2011
http://en.wikipedia.org/wiki/Presidential_Council_for_Minority_Rights

26. Minority
Representation
19
Pr 70
es 2
M Co ide 9 l
in un n 19 tia
o c t n r
(P rity il fo ial 1988 ide il fo
CM Ri r s
re unc ous
R) ght P o i
s Group C elig ony
Representation R rm H)
Scrutinise
Constituency Ha CR
legislation passed by (P
(GRC)
Parliament to
ensure that there Every political party
would be no contesting the election
discrimination in a GRC must field at
against minority least one candidate
communities. from the minority
communities. Phase 2
http://a2o.nas.sg/a2o/public/html/etc/07_const.htm (Taken from National Archive of

27. 1988
Group
Representation
Constituency
Group Representation Constituency (GRC)
-At least 1 of the candidates in the team contesting for General Elections must
come from the minority racial communities
- Ensure that the minority racial groups are represented in the Parliament.
-Get around the problem of voting along racial lines
Phase 2

28. 1988
Group
Representation
Constituency
- Another perspective of regrouping…
- Original intent faded, voter’s decision is over shadowed by the
material benefits of Town Councils (1989) and Community
Development Councils (1997).
Phase 2

29. PCMR's advisory role largely lies
within the legislative process,
while the PCRH renders advice on
the exercise of executive power -
Minority restraining order.
Representation
Phase 3
2
19 99 l
Pr
es 70 1
n tia
M Co ide 1988 side il for
in un n re unc ous
o c t P o
(P rity il fo ial i
C elig ony
CM Ri r R rm H)
R) ght Group
s Representation Ha CR
(P
Constituency
Scrutinise legislation (GRC) • Resolve any potential
passed by Parliament religious conflicts.
Every political party
to ensure that there
contesting the election • All leaders of the
would be no
in a GRC must field at major religious groups
discrimination against
least one candidate in Singapore are
minority communities.
from the minority represented in this
communities. Council.
http://a2o.nas.sg/a2o/public/html/etc/07_const.htm (Taken from National Archive of

30. 199
2
Presidential
Council for
Religious
Harmony
Source: MICA
President S R Nathan with members of the Presidential
Council for Religious Harmony at the Istana, 1999. Phase 3

31. 199
2
Presidential
Council for
Religious
Harmony
Phase 3
http://en.wikipedia.org/wiki/Maintenance_of_Religious_Harmony_Act

32. 199
2
Presidential
Maintenance of Religious Harmony Act(CHAPTER 167A) Council for
Religious
Harmony
Phase 3
http://statutes.agc.gov.sg/aol/search/display/view.w3p;page=0;query=Id%3A%22546aa4b9-fa79-4dce-bdeb-590ecd9a1409%22%20Status%3Ainforce;rec=0#pr
.

33. Nature and effect of restraining orders
A restraining order made against officials or members of religious group
or institution under section 8(1) may be made for the following
reasons:[10]
Criminal sanctions may be
(a) from addressing orally or in writing any congregation, parish or
group of worshippers or in the eventreligious group or
imposed members of any of a
institution on any subject, topic or theme asorder. specified in the
breach of a restraining may be
order without the prior permission of the Minister;
(b) from printing, publishing, editing, distributing or in any way
assisting or contributing to any publication produced by any religious
group without the prior permission of the Minister; or
(c) from holding office in an editorial board or a committee of a
publication of any religious group without the prior permission of the
Minister.
http://en.wikipedia.org/wiki/Maintenance_of_Religious_Harmony_Act

34. Sedition Act
 criminalizes any act that has a seditious tendency
 publication of seditious materials
 the utterance of seditious words,
 and the importing of seditious material.
 a tendency to promote feelings of ill will and hostility between different
races or classes of the population of Singapore
Internal Security Act
 allows the Singapore government to investigate security threats like
international terrorism, foreign subversion, espionage and acts of violence
or hatred using race or religion.
 confers on the government the right to arrest and preventively detain
individuals without trial for up to two years at a time in certain defined
circumstances under Section 8(1)(a) of the ISA.
 controversial because some regard it as a draconian law that curbs civil
liberties
 Proponents of the law argue that the ISA is necessary for the city-state to
http://en.wikipedia.org/wiki/Internal_Security_Act_(Singapore) serious security threats
pre-emptively thwart http://en.wikipedia.org/wiki/Sedition_Act_(Singapore)

35. Self-Help Group
Sing ced
le Race lti Ra
d Mu

36. Single
Raced
1984 1990
1919 1992
 Government backed, race based
 Intra-racial emotional rapport & support was more effective than a
neutral non-racial national approach
 Improve social and economic position in the society
 Help less fortunate members of their community to get aid in their
studies or training for jobs
 Help Singaporeans to cope and compete with one another on equal
footing

37. Single
Raced

38. Single
Raced

39. Single
Raced

40. Single
Raced

41. Single
Raced

42. Single
Raced

43. Single
Raced

44. PM Goh, 2002b on Self Help Groups
Should remain focused on remedial classes and
programmes to improve the academic standards of their
students
Resist pressures to extend their activities to areas which
are more appropriately addressed by other community
and social service organizations
Principle of partnerships should be applied to all services
where there is no particular need for them to be provided
along racial lines.

45. Self-Help Group
 Create common
Sing space (PM
ed
le Race Multi Rac Goh, 1999)
d
 Common
C I playing field for
C I all and a
separate
playing field for
M O community
M
O
Phase 4

46. Multi
Raced
 Nurture a harmonious society through cross-cultural
education and further contribute to the success of multi-
racial Singapore
 Joint effort between community development councils
and the Self Help Groups
 Race relations and champion racial harmony initiatives
Phase 4

47. Phase 4
Multi
Raced
http://www.onepeople.sg/about-us/our-history

48. Multi
Raced
Phase 4
http://www.onepeople.sg/about-us/our-history

49. Multi
Raced
Phase 4

50. PM Goh, 1999c
Not in Government’s policy to have four overlapped
circles merged into one
Singapore is unique because of its multiracial and
multireligious character
Should preserve this valuable attribute

51. Multi
Raced
http://www.pmo.gov.sg/content/pmosite/mediacentre/inthenews/primeminister/2012/October/race-based_self-
helpgroupsstillhaveimportantrolesayspmlee.m.html

52. Developing Common
Space
Singapore’s Education System
HDB
Inter Racial and Religious Confidence Circles
People’s Association
National Service

54. Background – in the 1950s and
60s
Diverse collection of people
different languages and cultures.
Widespread student unrest in Chinese
schools
First locally elected government formed an
All-Party Committee in 1956 to look into the
problem of Chinese education

55. Report by the All-party Committee
Emphasized the importance of bilingual
education, and inter-mingling of students from
different language medium schools.
Most of the recommendations from this report
were incorporated into the 1956 White Paper on
Education Policy.
Singapore Education System, taken from
http://libguides.nl.sg/content.php?pid=57257&sid=460807

56. Introduced Bilingualism Policy in
1965
English is the first language
Purposes of Education in Singapore
Economic necessity
Integrate the new nation together
 Forges national identity and links
the different ethnic groups
Phase 1

57. Bilingualism policy
Mother tongue language is used to
impart moral values and cultural
traditions of each race
Phase 1

58. Creation of SAP schools in 1979
Reason:
There are many advantages to English being
the language of instruction. Nevertheless,
this has also weakened a new generation of
Singaporeans' command of their mother
tongue and unavoidably, their identification
with their own culture.
Phase 2

59. Speak Good Mandarin Campaign
in 1979
Make Mandarin the main language
amongst the heterogeneous
dialect-speaking Chinese
community
The use of dialects in local media
is still largely banned, and films
and videos in dialects are not
allowed unless they are dubbed
over in Mandarin.
Phase 2

60. Character and Citizenship
Education
Various key programmes such as:
Civics and Moral Education (CME, 1992),
National Education (NE, 1997),
Community Involvement Programme (CIP, 1997)
Social and Emotional Learning (SEL, 2005)
Phase 3 – Phase 4

61. National Education must be a vital component of
our education process…. It is an exercise to
develop instincts that become part of the psyche of
every child. It must engender a shared sense of
nationhood, an understanding of how our past is
relevant to our present and future. It must appeal
to both heart and mind.
8 September 1996 during the Teachers’ Day rally
Phase 3

62. Launch of National Education in
1997
Objectives:
Develop national cohesion
Raise awareness of Singapore’s
recent history as well as the
challenges to and constraints on
the country’s development,
Cultivate in students the instincts
for survival
Instill in them confidence in the
future of the country
Phase 3

63. 6 key NE messages
Singapore is our homeland; this is where we belong.
We must preserve racial and religious harmony.
We must uphold meritocracy and incorruptibility.
No one owes Singapore a living.
We must ourselves defend Singapore.
We have confidence in our future.
Phase 3

64. Phase 4

65. Opportunities Offered by
Educational Institutions
CCAs in schools
encourages teamwork and
build better bonds
Policy of meritocracy
Every child, regardless of
race or religion, can study
in schools and tertiary
institutions.

66. Opportunities Offered by Educational
Institutions
Is there really meritocracy
in Singapore?

67. In year 2010…
The implementation of meritocracy in Singapore
had not been as equitable as it should have
been.
Taken from ‘Singapore Malays: Being Ethnic Minority and Muslim in a Global City-
State’

68. Compulsory Religious Knowledge
In 1982, the government introduced compulsory
religious knowledge classes for upper secondary
students.
This was to ensure Singaporean students did not
lose their values in the face of westernisation and
hedonism.
There were 6 options: Bible Knowledge, Buddhist
Studies, Confucian Ethics, Hindu Studies, Islamic
Religious Studies and Sikh Studies.
Phase 2

69. Compulsory Religious Knowledge
Within 5 years, the government realised that the
program was detrimental to ethnic relations.
The program emphasised differences and
encouraged interaction only within the same faith.
It also contributed to religion revivalism in
Singapore.
The program was abruptly terminated in 1990 and
replaced with Civics and Moral Education.
Phase 2

70. Madrasahs
Madrasah is an Arabic word which means "school".
However, in the present context a madrasah means an
Islamic Religious school.
Historically, the madrasah started like other forms of Islamic
education; the learning of the Quran and Hadith from
individual ulama or the studies of Islam conducted in
mosques.
Its main purpose was to educate an individual on Islamic
religion or various aspects of the religion.
Phase 2

71. Madrasahs
What law does the madrasahs come under?
All the madrasahs come under the Education Act. Under
section 87 and 88 of the Administration of Muslim Law Act,
the control of Muslim Religious Schools shall be vested in
MUIS.
What are the objectives of the madrasahs?
The madrasahs are intended to produce the religious elites
to lead the community on religious matters. The mosque
madrasahs provide basic Islamic education i.e. fardhu ain
to students who attend government schools.
How many madrasahs are there in Singapore?
There are 6 full time madrasahs and 27 part time mosque
madrasahs.
Phase 2

72. Madrasahs
What subjects are taught at the madrasahs?
Madrasahs :The students are taught the various
subjects in Islamic Education and Arabic
Language. Academic subjects such as English,
Maths and Malay Language are also taught in the
madrasahs.
Mosque Madrasahs :The students are taught
basic religious subjects only. Students start to
attend one year after they start secular school.
Phase 2

73. HDB
1980s:
• People had the freedom
to buy and sell their flats 1989:
• Resulted in a higher •Ethnic Integration Policy
concentration of people of introduced
the same race in particular •Puts a limit on the proportion
housing estates of races in every
neighbourhood and block
•Ensures a proportionate
distribution of ethnic groups
in the housing estates
Phase 2

74. HDB
The percentage for Indians and Others
were raised by 2% in March 2010 to better
reflect the population profile of Singapore
Phase 2

75. HDB
●The SPR quota (5 Mar 2010) will be
set at 5% and 8% at the
neighbourhood and block levels
respectively.
Malaysian PRs are excluded from the
quota due to "close cultural
and historical similarities".
Phase 4

76. Inter-Racial and Religious
Confidence Circles
Phase 3

77. Inter-Racial and Religious
Confidence Circles
● Each circle represents one community.
● The intention is not for the circles to overlap completely
but to maximise the overlapping of the circles.
● Where the circles overlap, there is a shared common
playing field. Where they do no overlap, there is a playing
field individual to each community.
● This helps to build a harmonious nation out of diversity.
PM Goh (1999)
Phase 3

78. Community Engagement Program
Phase 4

79. Community Engagement Program
A network of people to help prevent racial & religious conflict
The Community Engagement Programme (CEP) seeks to
strengthen the understanding and ties between people of
different races and religions, and build up our society's skills
and knowledge in coping with emergencies.
Response plans to cope with the shock of a terrorist incident
Through the Community Engagement Programme, the
community will be involved in response plans that will be
activated when a crisis, e.g. a terrorist incident, does occur.
These plans aim to help Singaporeans cope with the shock
and to stay calm and resilient. This will ensure that our society
stays together, and we can continue with our daily lives as
quickly as possible. Phase 4

80. Community Engagement Program
Phase 4

81. Developing common spaces
People’s Association (PA)
 1 July 1960 to promote racial harmony and social cohesion in
Singapore
 Umbrella network of 1800 GROs which includes CCCs, 550
RCs, over 100 NCs (neighbourhood committees) 106
community clubs, 5 CDCs, National Youth Council, National
Community Leadership Institute, Outward Bound Singapore and
Water Venture
Phase 1

82. Developing common spaces
Events & programmes by People’s Association (PA)
 SoundWaves
 PA Talent Season
 Gentarasa
 Chingay
Phase 4

83. Developing common spaces
Events & programmes by People’s Association (PA)
 National Orange Ribbon Celebration
 CDC (functions as a local administration of its District, promotes
community bonding and social cohesion)
 Ethnic bonding home-stay programme (North East CDC)
 "Saturday! Series” (South West CDC)
Phase 4

84. Developing common spaces
National Integration Council (NIC)
 set up in April 2009 to promote and foster social integration among
Singaporeans and new immigrants.
 Community Integration Fund (CIF)
 Singapore Citizenship (SC) Journey
 E-Journey
 Singapore Experiential Tour
 Community Sharing Session
Phase 4

85. Developing common spaces
Nparks Community in Bloom
 Launched in May 2005
 Avenue for residents to create beautiful roadside gardens to spruce
up their estates
 can be found in both public and private housing estates, schools as
well as other organisations, such as hospitals and welfare homes.)
Phase 4

86. Developing common spaces
Shared experiences through National Service (NS)
 Compulsory NS introduced in 1967
 All able-bodied men upon reaching the age of 18 required to
serve NS
 Dual purpose: National defence & promoting interethnic
solidarity
 Strengthening of bonds, camaraderie & friendship amongst
people of different cultures, races, religions and walks of life
 “sensitive” jobs within SAF closed to Malays VS meritocracy
They say that in NS, everyone… whether Chinese, Malay, Indian or
Eurasian, is of the same colour…deep sun burnt brown!
When they have undergone tough military training together,
they build enduring friendships that last – SM Goh, 2002
Phase 1

87. “We must never put the person in a situation where he
may face a conflict of loyalties. I said in answer to a
question some nearly 2 years ago that it is a difficult
matter to put a Malay-Muslim of deeply religious family
background in charge of a machine-gun. We should
never have to ask this of anyone. For nearly every job,
a person’s race and religion are irrelevant. But in the
security services, because of our contact, we cannot
ignore race and religion in deciding suitability”.

88. In conclusion…
3 key aspects to manage ethnic diversity in Singapore
 Building a national identity by instilling a sense of belonging
 Safeguarding the interests of minority groups
 Developing common space
The issue of ethnicity in Singapore… akin to a time-bomb
or nuclear power generator?

89. A worst case scenario…

90. But if managed well…

91. How to develop a more sustainable &
meaningful multiracialism…
Greater effort towards building a Singaporean national
identity
 Reduce countervailing pulls of race, culture & religion
Commitment of ethnic Chinese to multiracialism
 Need to reach out to the other races

92. How to develop a more sustainable
& meaningful multiracialism…
Concerted effort to reduce role of ethnic self-help groups
in socio-economic life. Think national, not ethnic!
Emphasis on civic education & promotion of sustained,
genuine interaction between races
Minimize focus on Malay-Muslim Singaporeans’ loyalty

93. Phase 1(1965-79)
 4 official languages
 English as the neutral lingua franca-> Bilingual Policy
 Presidential Council for Minority Rights (PCMR)
Phase 2(1979-90)
 SAP schools
 Speak Mandarin campaign
 Mendaki
Phase 3(1990-99)
 Presidential Council for Religious Harmony (PCRH)
 Other self-help groups(SINDA, CDAC & Eurasian Association)
Phase 4(2000-present)
 Developing of common space
 Rendering support to other races for the develop of cultural elites
In what ways has the government’s management of
ethnic diversity changed or remained the same since
1959?

94. THANK YOU!