Frequently Asked Questions

Character Development is an important part of Holistic Education. Schools give priority to character development, and some have comprehensive and effective approaches for developing the character of their students. Schools have been recognised for achievements in the academic, physical and aesthetic domains. Schools’ efforts in character development are now being recognised through the Character Development Award.

We recognise that character development is a long-term process. Hence, the Award focuses on schools’ efforts in developing character, namely, the structures and processes for character development. The criteria for CDA are based on fundamental principles and approaches highlighted in research as critical for development of character in pupils. For purposes of the Award, the criteria are categorised into three areas: leadership, culture, structures and processes. Schools would do well to demonstrate that their character development strategies, goals and directions are given priority in their school mission and are systematically implemented and monitored.

Schools have the autonomy to develop niche areas based on their strengths. Therefore, they are at liberty to apply for the various awards under the Ministry’s expanded Masterplan of Awards (MoA). What matters more is that schools should focus on the substantive programmes to help students develop the students’ character (“the cake”) rather than focus on getting the Award (“the icing on the cake”). Getting the Award should be seen as a bonus.
At a systemic level, we need an award of this kind to highlight its importance and to ensure that we are continually developing the character of our students.

The CDA recognises schools that have placed emphasis on character development and have developed structures and processes to purposefully and systematically develop students’ character. The focus is in the structure and processes. With strong structures and processes in place, outcomes should be achieved over time.

Development Awards (DA), which are presented to schools that have put in place sound systems and processes for the development of students’ character, are valid for three years.

Outstanding Development Awards (ODA), which recognise schools that have innovative, sustainable and exemplary approaches to character development, are valid for five years.

Two copies of the CDA Handbook have been given to every school. The  soft copy of this handbook in pdf format can be obtained in the downloads tab. Schools could also contact the CDA Secretariat if they need clarifications.

Applications will be opened to all schools in October each year and the submission of the reports will be in early January of the following year. Successful schools will be informed of the outcomes in July / August and the awards will be given out at the MOE Work plan Seminar. Schools that do not receive an award in an earlier application can only re-apply for the award two years later. For example, a school which fails to qualify for an award in 2007 can only re-apply for the award in 2009. The additional two years provide time that is needed for the school to refine and consolidate its processes.

Schools that are interested in applying for the CDA can indicate their intent to apply online in this portal. Schools that have indicated their intent to apply should submit a report of the school's character development efforts in January the following year. The schedule for application will be made available in this portal by end October of every year.

A school that has been given a DA (for e.g. in 2006) can re-apply two years later (2008) for the ODA following the same process of application. However, in the event that the school does not qualify for an ODA in 2008 it will retain its DA status, and the validity period will be for 3 years (i.e. from 2008 to 2011).

Schools are advised to be precise and succinct in their reports by focussing on the key information. They should describe key processes and systems rather than give detailed elaborations of individual programmes. The limit is set at 3 pages as this would be sufficient space for schools to describe the system and key processes and provide evidence-based statements of the system and processes.

There is no fixed number of awards. Schools that meet the evaluation criteria will be given the award (Development Award or Outstanding Development Award).

Schools that receive the Development Award will be presented with a certificate. Outstanding Development Award recipients will be presented with a plaque and a citation for display.

The written report will be reviewed by a review panel comprising reemployed school leaders and cluster superintendents (who are called CDA Advisors). On-site validation will be conducted for short-listed schools by an evaluation panel. There will be a half-day site visit for these schools. Schools short-listed for the ODA will receive a full day site visit.

The award focusses primarily on the approach to character development rather than outcomes (i.e. student behaviour). The character development framework was designed with this focus in mind. Therefore, schools which demonstrate that they have planned and developed an approach intended to meet the needs of the pupils and have implemented this approach well will stand an equal chance to attain the award.

While the evaluation criteria of the CDA have some links to the criteria in SEM, the approach and deployment of the CDA are more targeted. The SEM reports submitted by schools cover a broader area. And comprehensiveness and rigours needed in the CDA evaluation criteria may not be fully addressed by schools in this report.

The CDA framework sets out the goal, rationale, evaluation criteria and requirements of CDA to enable the schools to plan for and perhaps work towards reaching a quality standard in the character development of their pupils. The desired outcome of CDA is that every school would have quality character development efforts in place so that every child has access to the means to develop good character during their school career.

The SEL framework provides schools with a conceptual map showing the relationship between the competencies that schools can teach and the student outcomes that can be derived from these efforts.

The SEL framework answers the question of “what to teach for social emotional development” while the CDA framework sets out “how the school can provide a conducive environment and provide for character development in general”.