# data[].attributes.body
1) Background and Issues
- O-level student wants to repeat instead of participating in JAE/JIE due to lack of preferred options

2) Underlying Issues
- False optimism, denial, expectations (external/internal), pride, etc.
Fixed mindset
Prestige
Expectation of others
Do not want to analyze
Embarrassed
Parents and Teachers mindset
Misunderstanding about ITE
Worried about falling behind their peers

3) Relevant Information
- O-level students can choose JC/MI, Poly and ITE Higher Nitec courses via JAE and ITE Nitec & 3-year Higher Nitec courses via JIE'O'
- JAE Appeal Exercise is only open to students who have taken part in JAE. Those who failed to participate in JAE are not eligible to participate in the JAE Appeal Exercise
- find out more information about the student's situation (eg. form teacher/subject teachers to find out more about the student's academic performance, Year-heads, sch counsellor, SEN officer, parents etc)
- Gather relevant from the ppl around the students e.g. the counsellors, teachers, student welfare officers. so that we can have a holistic understanding of student
- Learning style of student

4) Usual Support Given
- ECG Talks, Open Houses, ITE Experiences, Pre-emptive identification of students for counselling to encourage widening of options, Mock Admissions (reality checks, bridging gaps, prompt to take actions, etc.)
-Roadshows, Openhouses by PSEIs (for student awareness.
-Simulation exercise(Mock admission) with students. It helps to identify the gaps and work on an action plan
- Encourage student to join applied learning modules
- Consider Experience ITE program (EIP) for students like Adam
-Share relevant articles/success stories with students.
-Convince/Educate parents if there is opportunity
-ECG session to help student to develop clarity

5) Takeaways & Good Practices  - Poly
- This group of students like Adm is less motivated.
- Share with them the pathways and success stories
- Let them see the reality and various options available

Drawing parallels to Design school students (RP)
- Some ended up in this course as they do not do well in maths/science

•Some not do well in course as they do not have the required artistic talent

•Did Yr1 did general survey, ask if they are considering design career

•Contact the concern students and explore with them.

•Did stock take with them and identify support for them i.e. early intervention

6) Takeaways & Good Practices  - ITE
-Share with them the pathways and success stories
-Some students need financial support, ITE curriculum allows them to work part-time, which is a relief for them
Reduce their

7) Takeaways & Good Practices  - MOE schools
-Identify at risk students, follow up with group counselling session
-Challenge cards
-Try draw their strengths and what they can do with it.
-Identify students like Adam early- so that there would less -traumatic when they receive O level results. Work closely -with the year head. Pre-emptive actions.

# data[].attributes.body
1) Background and Issues
-O level student insisted on repeating, and didn't want to go to ITE, so repeating was a priority.

2) Underlying Issues: could be perceptions and automatic negative thoughts
3) Relevant Information: eligibility to repeat, openness to explore other options
4) Usual Support Given
- Presenting a more accurate picture of ITE Courses with success stories
- To start upstream from earlier secondary to help them be more aware of eligibility criteria and course options, especially strengthen their core subjects.

- Gradual scaffolding step by step can help students improve one step at a time to eventually reach the desirable better self.

- At transition to explore options, pros & cons, 4S when faced with dilemma or transitional issues

- Share appropriate success stories for students to make more informed decisions

More information about re-admission case by case situations maybe needed to provide advice

5) Takeaways & Good Practices  - Poly
- Let students know their options available, so that they can set clearer goals and learn the means to reach those goals, e.g. explore on aptitude based admission options.

- Reframing negative thoughts like catastrophizing in case of adversities or failures, e.g. what you have done well in this situation? What are the strengths you have used to overcome this? What are the opportunities, windows that could still be open to you? How is this a transition instead of permanent?

- Can be competitive at times causing mental stress or discouraged, increase resilience with e.g. 4S, Hope-Action, Challenge cards, and Strength based approach, Growth vs Fixed mindset.

6) Takeaways & Good Practices  - ITE
- Sharing further education options and entreprenerial opportunities (skills as their assets/services)
- Motivation and strength based approaches and workshops could be important for students to move on stronger.

- Affirm students their strengths, encourage them to reflect, identify and increase their drive with internal locus of control and to reach their desirable career.

- Share success stories, skills, industry insights to get on track to move to the next possible target.

7) Takeaways & Good Practices  - MOE schools
-Pathfinder
- Success Stories
-Going through assets and liabilities (4S)

# data[].attributes.attachment_caption
hi team 4 members, please feel free to include pointers/freely comment.

# data[].attributes.body
1) Background and Issues - 17 - 18 years old, Normally before Semester 2.2 esp for withdrawal cases. Presenting Issues can be keen to transfer or withdraw due to lack of interest and performance in the course
2) Underlying Issues - Need to look beyond presenting concern for underlying issues such as transition issues, performance anxiety, family issues or even mental issues.  Explore strategies to help these.
3) Relevant Information
ITE -There are many ''hidden secrets'' in ITE , schemes that are in place to help ITE students do well and succeed in ITE; explore paths less travelled such as work-study diploma;
Private - cost benefit analysis, 3 Rs, ''fast forward'' - if in line with aspirations/ future direction ; to note that there are some attractive overseas options with foundation year leading degree which may be in line with students aspirations esp if they intend to settle down overseas.
Private Candidate for Os ( discipline needed), can consider GE courses
Poly - explore taking a deferrment ( if medical and mental health related underlying issues); seek help from faculty more. Alternative Routes after poly can be explored ( you can still work in other disciplines with your diploma)

4) Usual Support Given - Anchor Hope and Assurance about non-linear pathways. Some Poly students also go back to speak to their sec school ECGCs. Honest discussion of all pathways; not necessary have to make a decision in one session; Plan A/B/C
5) Takeaways & Good Practices  - Poly
1. As poly ECGC,I can improve on my background information on PFP scheme e.g posting criteria. Can also upskill on the knowledge on Work - Study Diploma
2.Can refer students to ITE ECGCs as they can share more indepth about ITE .
3. At N levels , PFP students may feel pressured to make a choice rather than go to Sec 5
6) Takeaways & Good Practices  - ITE
7) Takeaways & Good Practices  - MOE schoog to de

# data[].attributes.body
1) Background and Issues
2) Underlying Issues
3) Relevant Information
4) Usual Support Given
5) Takeaways & Good Practices  - Poly
6) Takeaways & Good Practices  - ITE
7) Takeaways & Good Practices  - MOE schools

# data[].attributes.body
1) Background and Issues
2) Underlying Issues
3) Relevant Information
4) Usual Support Given
5) Takeaways & Good Practices  - Poly
6) Takeaways & Good Practices  - ITE
7) Takeaways & Good Practices  - MOE schools

# data[].attributes.body
1) Background and Issues
2) Underlying Issues

3) Relevant Information
4) Usual Support Given
5) Takeaways & Good Practices  - Poly
As ECGCs, we should provide our best support to students to encourage the parents to consider enrolling their children here knowing that they will be well taken care of.
6) Takeaways & Good Practices  - ITE
7) Takeaways & Good Practices  - MOE
schools

we play an important role to bridge the gap of unawareness of students/Teachers/parents

Hence, the need to work with stakeholders so that a new culture can be established

# data[].attributes.body
1) Background and Issues
2) Underlying Issues
3) Relevant Information
4) Usual Support Given
5) Takeaways & Good Practices  - Poly (to go in-depth into VIPS, aspirations to help student have self-clarity to make informed decisions, work with stakeholders e.g. lecturers, parents to address underlying issues, weigh pros & cons of all options)
6) Takeaways & Good Practices  - ITE
7) Takeaways & Good Practices  - MOE schools

# data[].attributes.body
1) Background and Issues
2) Underlying Issues
3) Relevant Information
4) Usual Support Given
5) Takeaways & Good Practices  - Poly
6) Takeaways & Good Practices  - ITE
7) Takeaways & Good Practices  - MOE schools

# data[].attributes.body
1) Background and Issues
2) Underlying Issues
3) Relevant Information
4) Usual Support Given
5) Takeaways & Good Practices  - Poly
6) Takeaways & Good Practices  - ITE
7) Takeaways & Good Practices  - MOE schools

# data[].attributes.body
1) Background and Issues
2) Underlying Issues
3) Relevant Information
4) Usual Support Given
5) Takeaways & Good Practices  - Poly
6) Takeaways & Good Practices  - ITE
7) Takeaways & Good Practices  - MOE schools

# data[].attributes.body
1) Background and Issues
2) Underlying Issues
3) Relevant Information
4) Usual Support Given
5) Takeaways & Good Practices  - Poly
6) Takeaways & Good Practices  - ITE
7) Takeaways & Good Practices  - MOE schools

# data[].attributes.body
1) Background and Issues
Sec School - Adam did poorly for O-Lvl and has limited course options. Refused to apply JAE/JIE. Insisted to repeat his O-Lvl in school

2) Underlying Issues
- Unrealistic expectations - self and parents (probably)
- Unsure of the options available in view of the unsatisfactory exam grades

3) Relevant Information
- Motivation in repeating O-Lvl exam and sustaining motivation in doing well in the next sitting
- Provision for ITE students to retake O-Lvl during weekday evenings

4) Usual Support Given
- ECG Counselling for Adam
- Guide Adam in exploring the different options available besides retaking exam and do a cost benefit analysis
- Listen to sharing by Alumni, esp those who have gone through retaking National exam
- Empower parents to guide Adam in making informed decision
- Remind Adam and parents about the 3-year HNitec course to engender hope and keep Adam focus
- Remind Adam about the multiple exit points, which would be useful information for him, if he still fixated in retaking O-Lvl exam
- Remind Adam about the provisions of part-time Dip programme offered by Polys and part-time Degree programmes offered by NTU and NUS

5) Takeaways & Good Practices  - Poly
6) Takeaways & Good Practices  - ITE
7) Takeaways & Good Practices  - MOE schools
- Listen to sharing by Alumni, esp those who have gone through retaking National exam, to understand the pros and cons
- Success stories compiled by ITE are useful for students and parents

# data[].attributes.body
1) Background and Issues
2) Underlying Issues
3) Relevant Information
4) Usual Support Given
5) Takeaways & Good Practices  - Poly
6) Takeaways & Good Practices  - ITE
7) Takeaways & Good Practices  - MOE schools

# data[].attributes.body
1) Background and Issues
- students are fixated with only a certain pathway, parents' disapproval to go ITE, not being able to be with their friends
2) Underlying Issues
- lack of proactiveness from student to seek out support on weaker subjects throughout the year; don't know how to seek help; resistance to go to the new environment; lost of motivation and sense of direction;
3) Relevant Information
- eligibility criteria for students to repeat O levels - to meet with KP for interview, review alternative pathways, meet with ECGC, maybe discretionary by respective schools; for repeat students need not repeat all subjects, can combine 2 O level results.
4) Usual Support Given
- results are released to the teachers in the morning and already know the students who didnt make it, to keep a closer look out on them during the result release. Care teams are deployed as well; to encourage students to make appointment with ITE ECGC to explore ITE options and understand more on this pathway.
5) Takeaways & Good Practices  - Poly
- to encourage students to go back and talk to ECGC in their sec sch if they have not explore pathways (JC or Poly)
6) Takeaways & Good Practices  - ITE
- share information with them how ITE life is like
- Guide them on how to move forward
7) Takeaways & Good Practices  - MOE schools
- VIPS and pathways talk should be done throughout the years and especially emphasizing during the graduating years; identify weaker/high needs students and have 1-1 conversation with ECGC; all ECGC should connect and know ECGCs across PSEIs so can refer students as appropriate.

# data[].attributes.body
1) Background and Issues
2) Underlying Issues
3) Relevant Information
4) Usual Support Given
A robust network of ECG support is available to be tapped from MOE schools, Poly and even ITE.
5) Takeaways & Good Practices  - Poly
6) Takeaways & Good Practices  - ITE
7) Takeaways & Good Practices  - MOE schools
Upstream work plays a significant role in helping students to consider their VIPS, open up their minds to the various options available, before they decide on the next possible educational pathway.