Category: t_poly

poly EAE: circle@concern

Posted on by tiger40490

If I want the EAE too much, it could affect my bonding with boy.

Circle of concern .. he now knows the value of EAE but it’s up to him to motive himself.

EAE typically gives out 20% of the seats. (30% for NYP IT)

Whoever meets the criteria is offered an EAE seat. The quota is officially not a limiting factor, but if a large number of students meet the criteria, then schools would need ration.

The earlier you prepare for the EAE, the better your chances.

— Passion vs achievement

Student need to articulate his passion. Need to be expressive and sell himself.

The 1000-char write-up is about achievement. It is optional, but not really for IT courses. Most IT applicants need a portfolio to show 1) passion and 2) achievement. Fundamentally, porfolio is more about passion less about talent.

Technical education is boring, dry, tough, demands effort and littered with “failure points”. When evaluating an applicant, based on experience a school would worry about 1)commitment, motivation, give-up after setbacks,,, and 2)insufficient capability despite motivation. At this age, and among O-level express students (as compared to N-level or ITE students), most failures occur becuase of motivation, not capability. From the school’s perspective, Capability risk is effectively insured by the “O-level minimum”.

— IT EAE portfolio

Portfolio ideas

  • small utility programs
  • online or classroom IT courses .. show certificates
  • competitions

poly^JC^IP intake stats

Posted on by tiger40490

— Jan 2021 https://www.straitstimes.com/singapore/parenting-education/half-of-o-level-holders-taking-poly-route-0

The Ministry of Education (MOE) said that of the 20,300 candidates posted to a post-secondary educational institution last year via the Joint Admissions Exercise, 52 per cent were posted to the five polytechnics here. This is a record in recent years.

Another 38 per cent were given places in the junior colleges (JCs) and Millennia Institute, a figure that did not account for those (≅ 4000 i.e. top 10%) enrolled in the six-year Integrated Programme, where students skip the O levels and go straight to JC1.

Another 10 per cent were posted to the Institute of Technical Education.

I believe the EAE students (non-JAE) are a small portion.

uni4poly grads: opportunities,

Posted on by tiger40490

— 2021 https://www.straitstimes.com/singapore/parenting-education/askst-is-there-a-quota-on-university-places-for-polytechnic-graduates says

“When the Government announced the expansion of university places in 2012, only 20 per cent of polytechnic graduates made it to the local universities. Last year (2020), 30 per cent of polytechnic graduates – almost one in three – made it to one of the six local universities.   This means most of the new university places created over the last seven years, including at the SUSS and SIT, went to polytechnic diploma holders.   SIT and SUSS cater more to polytechnic graduates, not just in their applied learning approach, but also in their degree programmes.   SIT was established in 2009 as an initiative by MOE to provide upgrading opportunities, primarily for polytechnic graduates. Hence many of its degree courses are aligned with the diploma courses found in the polytechnics…. SIT – like SUSS, SUTD as well as SMU – uses a holistic admission process for applicants, where it looks beyond grades, and at aptitude and talent… SIT’s provost Professor Chua Kee Chaing has this advice on how to ace aptitude-based admissions: We prioritise passion for the profession over pure grades.”

I think passion is not easily assessable by exams, so porfolio, CV and interviews are probably used more, just as in EAE.

IT courses: quality comparison across polys

Posted on by tiger40490

ELR2B2 net aggregate score = English Language (EL) + 2 Relevant Subjects (R2) + 2 Best Subjects (B2) minus bonus points

— SingPoly: https://www.sp.edu.sg/sp/admissions/admissions-exercises/admission-criteria/course-intake-and-jae-elr2b2 shows

3 to 14 for Common ICT Programme (S32)
4 to 15 for Information Technology (S69)

— NYP:
4 to 14 for COMMON ICT PROGRAMME
5 to 13 for INFORMATION TECHNOLOGY

— NgeeAnn: https://www.np.edu.sg/admissions-enrolment/guide-for-prospective-students/elr2b2 shows

3 to 12 Common ICT Programme N98
5 to 14 Information Technology N54

Commute is not good

##1Y-delay(!!repeat) in SG public school #w1r4

Posted on by tiger40490

If despite our best efforts we need to quit U.S. and return to attend SG schools, we don’t have to see it as losing a million dollars. We can consider an international school, or get boy to join a JC as an older student.

  • [g] eg: LSagain first spent 5 years in TsingHua, then had to work a year in sales after TshingHua (1997) before going to the U.S., was delayed again at UKentucky for a year before transfer to Purdue, graduating in 2001, four (4) years later. He told me he started working only in 2001. He was delayed 3 times.
  • [g] eg: Remember HJC classmate Meng Xiong!
  • [g] eg: I also had many NUS classmates a few years older than the majority. Some did well.
  • [g] eg: my sis was delayed by a year+ when transferring from RongCheng to Dongzongbu. Is there any negative/hazardous effect? No but at that time I saw it as a stigma
  • [g] eg: some (bright) college students take a year off and delay graduation by a year. They often learn something.
  • [g] eg: Kun.H was delayed by 1.5 year, exactly like me. He just started Senior middle school in China when he transferred to RI Sec 3.
  • [g] eg: I too was delayed for 1.5 years but excelled in HJC against my younger classmates. I accepted it very grudgingly. My parents were unashamed and unapologetic!
    • Jolt: Even though I graduated 2 years later than my Shiyan classmates, I achieved financial freedom decades earlier than them, the vast majority of them. In fact, I’m probably the first to achieve ffree.
  • So in my family, both my sister and I went through a big delay and we both turned out fine.
  • eg: An RTS support manager, a white American, told me a sizable percentage Americans choose to earn a degree in their 30’s. This route is similar to the very common “returning” Master’s student who have worked for a few years to gain some firsthand experience of the working world.
  • In my MSFM, about 30% of the students were experienced. I think these “older” students often come in with higher motivation, rather than forced to study as my son is now.
  • [g] Some China students join a U.S. school as an older student so they don’t get bullied, and more mature against bad influences.

— [g=graduating 1 or more years older]

The stigma on delayed students was a modern China phenomenon. There is some kind of perception (superstition) that if a kid is hitting some academic standard at some age, then the younger she is the stronger is her age-adjusted score and academic potential.

Fundamentally, not every student is suitable for a nonstop flight secondary->preU->undergrad->Master’s

Jolt: Many top students didn’t care about graduting 1Y older. Some may graduate from with a prestigious degree as I did, others graduate from lesser-known colleges.

— some scenarios for my son:

  • If I lose this nice job then emigration would be the default route.
  • If boy does poorly in secondary school he would not attend poly or JC but serve NS first (I could then work in U.S. alone).
  • If he finds motivation before 16, then we can choose either to emigrate or complete JC.