From mid tier to top JC

Instead, he focuses on the learning experience of his students, by continuing and enhancing the work of his predecessor, retired principal Kwek Hiok Chuang.

“When we treat our students like young adults and they know they need to take ownership of their own learning; when they make a good number of friends and support one another; they will be happy and somehow the good word will spread,” says Mr Low.

NYJC’s A-level results have seen a corresponding improvement in the last 10 years.

In 2013, two in 10 students scored 85 rank points or better, and 15 per cent scored distinctions in at least three H2 subjects.

In 2022, six in 10 scored at least 85 rank points, and half the students obtained distinctions in at least three H2 subjects.

An H2 subject is an A-level subject.

Putting students first

In 2006 when Mr Kwek became NYJC principal, he introduced changes that prioritised the students.

“I asked myself what I would hope to achieve if I were studying in a JC and how I would want to be treated,” says Mr Kwek, who retired in 2016 and is now 68 years old.

With those questions as a guiding post, one of the first things he did was to reduce the number of school rules.

Among the rules that were removed was one that stated that students had to be in full school uniform to enter the library.

“We had a good library, but students were not using it because of the rule,” Mr Kwek recalls.

He also scrapped rules on the lengths of school skirts and hair.

“I just told them they must look like a student. And the majority of them are very ‘guai’,” he said, using the Chinese word for well-behaved.

Other changes include a school start time of 8.30am instead of 7.30am, four “dress-down” days in a week when the students can wear school or class T-shirts rather than the uniform, and keeping the school open seven days a week, even on public holidays, to ensure students have a conducive space to study.

Mr Kwek also introduced a flexible subject combination option, which gave students autonomy to pick the subjects they liked. On average, the college offers 90 to 100 subject combinations each year.

Apart from students, Mr Kwek focused on his teachers, by trusting them to do their job well, keeping meetings short and asking them from time to time how he could help them do their job better.

“Little things matter; how you are treated matters. When students and teachers are happy, they will want to do more,” he says.

Mr Kwek encouraged students to take charge of their own learning by seeking advice from their teachers.

“I told my teachers, ‘Let’s have a culture of consultation.’ I told my students, ‘If you cannot find your teacher, look for me, I’ll find another teacher to help you. You don’t have to seek consultation from your own tutor,’” he says.

He believes that success breeds success.

“When you are in a place where you feel good, have positive relationships with friends and teachers, and teachers are guiding you properly, results will naturally go up,” he adds.

But for the former maths teacher, his most important move was perhaps to speak to a wide range of secondary schools.

“Some JCs talk only to a few good schools. I talk to everybody, because there are gems in all schools. If I can get the gems from all the schools, my school will flourish,” he says.

He and his teachers went to these schools to give talks.

Today, NYJC students come from some 85 secondary schools around Singapore.

“The improvement in the cut-off score is the unintended consequence of all that we put in place. We plan and hope that things will improve. How it improves is beyond us,” he adds.

Ensuring school continues to flourish

In 2023, NYJC will launch a science research programme, a collaboration with the National University of Singapore (NUS) and three secondary schools, where students will get to work with scientists on projects.

Not only will NYJC students have the exposure, but secondary students involved may also be able to apply to the college via Direct School Admission (DSA), hence building a future pool of students, says current principal Mr Low.

Under the DSA scheme, students seek admission to schools based on their talent in sports, co-curricular activities or specific academic areas.

“Many students are keen and research is something we can do for Singapore and provide our students with opportunities that will benefit them,” he adds.

The school has also been contacting former students and inviting them to share their experiences with their juniors.

“Hearing from someone who has walked the steps before you is powerful. There is a sense of connectedness and the sharing serves as inspiration for our students,” he says.

Mr Low has continued Mr Kwek’s legacy of a culture of care.

When masks were compulsory in schools during the pandemic, NYJC installed an air cooler in each classroom for the teachers, as they were further away from the ceiling fans.

At the height of the pandemic, when the number of infections was high, Mr Low decided to keep the school open on weekends so that students who had nowhere to go for revision could return to study. And some 200 to 300 students did.

While teachers are now unable to work from home, unlike other professions, the school has tried to cater to the needs of those who need to leave earlier or arrive later.

Beyond creating a conducive environment, Mr Low also challenges students to think about the bigger society.

“I ask them what is the purpose of getting good results or getting a good university course. Is it just about a good job or is there more to life? We don’t want our students to be intelligent but self-centred people,” he says.

To encourage students to do more for others, the JC invites social service agencies to speak to them, such as those helping the elderly, mentoring younger children or championing animal welfare.

Then students pick a cause they are interested in so that there is a greater sense of ownership.

“Youths are still figuring out what their role in life is. Giving them a choice is critical,” he notes.

While the school has helped many students graduate with top results, Mr Low is proud of the fact that even students from the Normal stream who entered did well in the A-level exams.

“There were students who didn’t do so well before they came to NYJC. They came here, enjoyed their learning, blossomed and did well.

“This is an important mission of the school – to prepare all students well for life, so that they can contribute to the community,” he says.

Word of mouth, culture of care

The school’s location and accessibility might have a part to play in its increase in popularity.

It is sited next to the Lorong Chuan Circle Line station which started operations in 2009.

But students interviewed also listed various reasons for picking the school.

Word-of-mouth recommendations were key for students like Nixon Tan, 17. The second-year student heard from his Nan Chiau High seniors who had good experiences in the college.

Other students accessed online forums where students discussed their times in schools.

Michelle Toh, 17, who was formerly from CHIJ St Nicholas Girls’ School, likes the late start time and dress-down days.

“It shows that the school prioritises student welfare which is important to me,” says the second-year student.

Some first-year students, like Yeh Zhe Kai, 16, and Kyaw Naing Htet, 17, were drawn by the fact that NYJC is a non-IP school, which means everyone would be entering after O levels and they felt it would be easier to make friends.

A former student, Mr Than Zheng Yu, 21, picked the school because he wanted to take chemistry, mathematics, economics and geography at the H2 level. But the care and support he received extended beyond academic learning, especially because he was in the first graduating cohort affected by Covid-19 in 2020.

“My chemistry teacher emphasised a lot on taking care of ourselves and making sure we were not stressed just because we were cooped up at home,” says Mr Than, who has completed his national service and is waiting to enter NUS to study psychology.

First-year student En Teo, 16, who got five points for her O-level exams in Bendemeer Secondary, was asked by relatives why she did not choose a “better” JC.

She says: “I think people of the older generation are still stuck with the misconception that NYJC is not as good and competitive as the so-called top JCs of the past.”

An education research scientist from the National Institute of Education, Dr Lee Shu Shing says NYJC’s improvement in cut-off scores is a long-term development that did not happen overnight.

“It is the work of generations of principals, teachers and students that is bearing fruit today. They focused on student needs and holistic growth, not just academics,” she adds.

She notes that student-centredness is not just about doing everything the students like.

“It is also nudging them in areas of growth when necessary, and providing the necessary support to help them. For example, opening up the school is one way to support students, rather than just telling them to study,” says Dr Lee.

“Students feel cared for when they can do what they like, are able to develop in their niche area, and the school provides the guidance they need.”

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