 Ladies and gentlemen, we're going to get started in just a few seconds here. I could ask you to please have a seat or carry the conversations outside. Thank you, Ernie. There's some seats up front if the crowd standing in the back wants to move in this direction. Good afternoon, everyone. My name is David Adelman. I'm the United States Ambassador in Singapore. And what a privilege and honor it is to be a part of this magnificent program. John, Ernie, and the CSIS staff, thank you very much for topping off what has been Singapore Week here in Washington, D.C. We have an excellent keynote speaker and panel presentation on a very important component of the multifaceted U.S.-Singapore relationship. And if I could, I'd like to just for a moment put this in context, then we'll remind you of the rules and I'll introduce our keynote speaker, the Minister of Education from Singapore. As you've heard throughout most of today, U.S.-Singapore relations are really at an all-time high. Relationships have never been better. And of course, as the immediately preceding panel discussed, the historic foundation of the bilateral relationship has been security and the extraordinary military-to-military cooperation continues. An earlier panel covered a trade and investment where the free trade agreement that's going on 10 years now has governed a very high-performing productive commercial relationship between both countries. And then there's, of course, the third pillar of the relationship. And in our embassy, it has been our goal to institutionalize or begin to regularize the other parts of the relationship, not covered by the Strategic Framework Agreement for defense, nor by the free trade agreement for trade and commerce. And I am delighted to be here this week where we launched the Strategic Partnership Dialogue earlier in the week with the Foreign Minister and Secretary Clinton, which begins to do just that, institutionalize the other parts of this multifaceted bilateral relationship. And there's no issue more important to the continued growth and deepening of the bilateral relationship than education and the potential cooperation on education at all levels. Now, before I introduce the keynote speaker, just a reminder, Mr. Minister, your comments are on the record. And I'm told even the question-and-answer session with the keynote is on the record. When we move to the panel presentation, its Chatham House rules will apply. So without any further administrative business, it's my honor to introduce today's keynote. You know, we've heard earlier today about the extraordinary competence public administrators in Singapore display. So it's truly remarkable, I think, when we have a public administrator, and in this case the Minister of Education from Singapore, who really indeed stands out amongst a truly distinguished group. Our Minister of Education came to this portfolio less than a year ago in the middle of 2011, but he's not new to many people in this room, and he's certainly not new to the service of his country, Singapore. Previously he had been the managing director of the Monetary Authority of Singapore and really distinguished himself as one of the truly great talents in central banking for Singapore, and he continues, as is often the case, with Cabinet-level officials in Singapore to wear multiple hats and continues his service, not as the managing director, but continues to serve at the MAS. He had also previously been the permsec at the Ministry of Trade and Industry, the CEO of the Trade Development Board, and had served as the principal private secretary to then Senior Minister Lee Kuan Yew. Heng Swee Kiat is an extraordinary public servant. He has degrees from Cambridge and Harvard, and I could not be more delighted that he is taking on the very important aspect of US-Singapore bilateral relations covering education at all levels. So please join me in welcoming the Minister of Education from Singapore, Heng Swee Kiat. Well, thank you, David, for your introduction and for your very kind remarks. It's a great pleasure to be here. Welcome to the education segment today, and I'm very pleased to have signed the MOU with Secretary Duncan yesterday and to have visited the Department of Education. There will be many areas of collaboration between Singapore and the US. You have many peaks of excellence which we admire and which we learn from. Coming to this lecture reminds me of a story about Professor Albert Einstein who was on the tour of the campus in the US, and he went to so many of them he gave the same lecture in every campus and his driver said, Professor Einstein, can I do this on your behalf this time? I remember every word you said. So he did. What he didn't know was that there was a Q&A which was on record. So the first question came and he said, well, that's all right, same question. So he answered word for word what Professor Einstein had said. Same second question came. He did the same. Now the third question was a really hard one, and the driver was impersonating as Professor Einstein said, gee, this is such a simple question. Even my driver can answer it. So if you ask me a very simple question later, I'm going to turn you to the real experts. The four ladies seated in front, and I'm delighted to have them with us, Joanne Weiss, Professor Linda Darling-Hamond, Jessica Cahace, and Ching Yi. Now the theme of this segment is education for competitiveness and growth. But let me start with sort of three caveats, which is first, education really has multiple roles. Fundamentally, it's about developing the unique individual, helping him or her to realise his or her aspirations and develop his or her full potential. Second, education basically helps us to appreciate our roles and responsibilities as members of a community, as a member of our nation, as a member of a global community. And third, education is an important pillar for the economy, but we need a range of macroeconomic, microeconomic, structural policies, trade policy, labour policies and so on to make the economy competitive. But having said that, let me say that indeed education is critical to our future and to our competitiveness and growth. I think the concerns after the financial crisis over the lost generations of particularly of youth unemployment, I think drives home this message very clearly. So it's very important for us to get ourselves into a virtuous cycle where a good education system supports economic growth and competitiveness, so as to allow us to fulfil the aspirations of our people. And in turn, that growth allows us to continue to invest in education. Now, let me briefly share our history of education reforms in Singapore and our world experience. We have a very short history, less than 50 years as an independent nation, but we have gone through several major phases of education reforms. Now, the first part, just after self-government, was the face of basically survival of the nation, of the country. And the focus was on basic education, getting every student into school and getting everyone to have some basic literacy so as to fill labour-intensive jobs. Now, in the second phase, by the late 70s to about 1996, industrialisation in Singapore has basically taken off and the focus was on building a whole range of engineering, vocational and technical skills and to reduce wastage in education, so through streaming to ability-based learning and so on. And the third phase was from late 1990s, during the Asian financial crisis, where we know that the economic structure has to change, we have to shift towards a knowledge-based economy and that's where we moved education into an ability-based, aspiration-driven phase. Now, I want to draw a few important lessons from this short history. First is that for us, as a small economy, we have to stay open to the rest of the world in order to remain relevant, but staying open also means that we are subject to the massive forces of globalisation. And therefore, we have to keep reinventing the economy every few years in order to stay relevant. Second, as a country with no natural resources whatsoever, it is important for us to develop our only resource, which is human resources. So the broad message is we take education very seriously because it's critical to our survival and success, because it's critical to the future of our nation. Now, I mentioned about the future. The question is, what would the future bring? Because education must prepare us for the future. I think we don't know what it will bring, but what we do know that the change should be even more intensive and more pervasive, driven by a range of forces, accelerating rates of technological changes, globalisation. We had a whole morning's discussion on trade and how that is going to drive globalisation, the shifting economic weights, particularly if emerging markets becoming more important as you heard this morning, volatility in the global financial and global financial markets and in the economy, pressure on resources, and all this concerns about global warming, climate change. If you look at many of the straight-line projections on economic growth, it basically requires two planet-worths to provide all the resources we need to sustain that growth. So pressure on resources will be intense. And of course demographic changes in various parts of the world and rising aspirations. All this will drive a range of strategic, you know, changes in strategic relations, as well as economic structures. And we can't tell in 20 years, 30 years' time, when our students will be at the prime of the working age, what that future will look. So let me just hazard sort of three guesses on the implications on education. First, that economic structures are likely to be more differentiated, more complex, requiring a range of different skill sets, and requiring interdisciplinary approaches to many of the problems that we face. Second, because the economy is more differentiated, we're likely to need talents in many shapes and sizes, each requiring every individual to be developed to their full. And third, because the rate of change is going to be so much faster, we've got to get back to fundamentals, and what are the strong fundamentals that will allow our people to have the desire and skills to upgrade continuously. Let me just share an example from Singapore in just 20 years. Now the red line shows that in 1991, the three jobs with the highest, with the lowest percentage of workers were managers, professionals, and associates. The first three categories on the left-hand side of the chart. In 20 years, by 2010, the three jobs with the highest percentage of workers were managers, professionals, and associates. So the job profile have completely switched in just 20 years. Now when we look at the kind of economy that's developing, you'll find that, for instance, the lines between manufacturing and services are blurring. Rolls Royce today sells hours of engine power, not number of engines. And within the services sector, let me show another chart that shows this massive change. The right-hand chart shows traditional services, wholesale transport and storage. And these are OECD data. So this is basically very global. And it shows how as income rises, the percentage share of GDP goes down. So the sort of simple wholesale trade, transport, and storage have become less important in the economy. Conversely, if you look at the left-hand chart, the modern services in OECD countries, financial business, info comms, have risen in importance. And you see the changes in the GDP numbers. Let me move on to another part of it, which is how economies have changed. I believe that the fiscal economy involved in manufacturing goods and services, goods to satisfy human needs and wants, will remain important. But increasingly, over the fiscal economy, is a knowledge economy that harnesses knowledge and uses knowledge to create, to meet human needs and wants. Sitting over a fiscal economy is a huge digital economy that manages everything we do. Today when we go to the airport and we check-ins, it's so highly automated that it is the digital part of it that is processing all the entry that's issuing the air tickets, that's doing all the checking, and so on and so forth. And some analysts have even said that the digital economy will be twice the size of the fiscal economy over time, given the advances in IT. And overlaying that is an experienced economy. It's no longer enough to sell fiscal goods. So Mr. Steve Jobs sold not an iPhone, but he sold an experience, an experience of using that. And we'll see this played out in many different themes in the way that economies are going to evolve. So if you look at, again, another example of the human genome project, when it started in 1990, it took 13 years and nearly $4 billion to complete. Just last month, a private company in California announced a machine that will map the entire human genome for $1,000 in one day. Now, look at the number of zeros and the number of days. So the implication of this is quite astounding. Now, the bad news is that Jobs will not have such clearly defined boundaries and skills as even 20 years ago. Good news is that the more complex and differentiated economic structures are, the greater the variety of jobs there will be, and they will require a wide range of skills. So let me now turn to thinking about the future. Let me now turn to three ways that we hope to prepare students for the future. Now, the first is that to prepare our students to access a new future, it is critical to have some notions of the variety and demands of the jobs of the future. The education system can then tailor the right skill sets for each individual. Not all jobs will require academic degrees. Indeed, in many areas, hands-on practical skills will be valued. But in whatever area, deep skills, high standards, and strong motivation will be needed. So 10 years of basic education is necessary, but not sufficient. Today in Singapore, over 95% of our students pursue post-secondary education, nearly 30% in universities, over 40% in the polytechnics, and nearly 25% in the Institute of Technical Education, which has a very vocational slant. And many of them will progress beyond these first stages. Let me highlight that our consistent focus on industry-focused, managerial, technical, and vocational skills has borne fruit. The courses in our polytechnics and the Institute of Technical Education are rigorous. We have a strong focus on skills acquisitions, both generic thinking skills, problem solving skills, and specialized technical skills. And we invest back. Can you move back? Now, these are our Institute of Technical Education, which has a very strong vocational orientation. But if you look at the facilities, many have commented that these are equal to those in our universities, or even better, because these are newer. Now, we have found this alignment with industry to be critical. And to ensure this, the boards of directors of these institutes are private sector industry practitioners. Our lecturers in these institutes are expected to do projects, because that is the test of whether they remain relevant to the industry. And students are required to do industrial attachments. We also invest heavily in our polytechnics to ensure that the latest equipment in use in the industry is deployed for training. Now, to maximize flexibility at a system level, we seek to preserve a strong focus on science, technology, engineering, and maths. Because whatever the changes in the future, a basic and rigorous grasp of these subjects will equip our students well for change. Hence, in both the basic curricula and in the offer of post-secondary courses, we play strong emphasis on this. Now, for instance, in maths, all our students have to do maths till grade 10, and over half of them will do two maths subjects. All our students do at least one science subject at grade 10, and three in two will do two, and one in 10 will do all three, basically physics, chemistry, biology. And half of our courses in the university, and two-thirds of our courses in the polytechnics and ITE, are science and technology courses. Now, at the same time, communication skills will be critical. For this reason, we play strong emphasis on learning English, the language of international business, and our mother tongues to connect our students to their heritage in Asia, and increasingly to multilingual communities globally. Every student in Singapore learns a second language, and those who are able learn a third language. And if with Asia are likely to grow, our bilingualism policy gives our students an added edge. Now, the second broad area that we're preparing our students is student centricity. To enable individuals to build knowledge and skills for the future, we need to design our education system centered on our students' aspirations and interests and integrate this within the broader system. So we have sought to create multiple pathways to turn different interests and strengths of individuals into a set of deep skills and competencies which are in demand in the markets. So these different pathways cater to all students and are well articulated throughout the system. We also seek to match the strengths and aptitudes of these students to help them achieve their potential. Now, this does not mean that everyone will get to do the course of his choice because entry requirements, entry is competitive. But what we seek to do is to build bridges and ladders, linking the different parts of the pathway so that success at one stage allows one to connect to the next stage so that there's no dead end, as long as one strives. Now, education is also a key enabler of social mobility. We cannot guarantee equality of outcome or we seek to provide equal opportunity. And this means ensuring no child is deprived of educational opportunities because of financial circumstances, more support for poorer families with children in school, preschool investing in preschool for children, especially from a poorer background and investing in levelling up programs in primary school, they attempt to level up academically weaker students in both English and maths so as to improve their foundations for future learning. Now, we have found that early intervention is important so that the student have a taste of success and have a confidence to continue. Now, the third area is basically to build fundamental values and skills. Now, this graph of changes in the information and a quote from Eric Schmiff, that every two days now, we create as much information as we did from the dawn of civilizations up to 2003. Whether it's globalization, technological advances, or disruptive innovation, the nature of jobs and skills will change often in unpredictable ways. I mean, 20 years ago, we have not heard of mobile phones or the odd and when I started work, there was no computer. So, however hard we try to maximize linkages with the industry today, we cannot predict what tomorrow will bring. So, it's therefore critical for us to equip every student when they leave school with the basic knowledge and motivation to be lifelong and adaptable learners. So, to help our students meet these challenges of the future and to acquire what we call 21st century competencies, we recently embarked on the values-driven student-centric focus. Now, what are these competencies? Now, at the core, the first two rings of our Swiss rule are values and social-emotional competencies. These are values that enable ones to strive for success and to work with others meaningfully. And in an increasingly interconnected information-rich world, the orange ring is important because our students need information and communication skills, critical and inventive thinking, civic literacy, global awareness, and cross-cultural skills. And our hope is that putting all this together, each child grows up as a confident person, a concerned citizen, an active contributor, and a self-directed learner. I believe many thought leaders in education, including in the US and Singapore, share many of these goals. And that's where one major area of our collaboration will be. Now, to support lifelong learning, we're also improving continuing education and working with companies and industry to develop training programs to build skills for our workforce, so as I enable them to switch into new industries as our economic structure changed. In fact, Mr Ong Yikang who spoke earlier on was in the workforce development agency, driving many of these changes earlier. Now, I briefly outline the challenges and some of the things that we are doing, but really good intentions are not enough. For everything we want to do, it must be translated into actions and results. And there are two key ingredients to do this. One is the clarity and state fastness of policy, and second, fidelity in the implementations. Now, first policy makers must be clear about the core principles and reasons behind their decisions and be steadfast in adhering to them. So, we have to be flexible in terms of how it's actually delivered, give it time to show results, but make sure that we stay on course. And second, fidelity of implementation is key. And this means that all parts of the system must support the intended policy, ranging from soft systemic infrastructure in terms of teachers, school leaders, school networks to hard infrastructure. Now, let me say a few words on this. First, educators. Now, educators in our school remain key to the delivery of outcomes. No system of education can be better than its teachers. So, we continue to recruit quality educators and strengthen the quality of the pre-service training. We seek to recruit from the top one-third of every cohort of students to be teachers. But it's not enough to recruit well because we must also continuously improve the craft of in-service educators, and really teaching is a craft. Second, on our school leaders. School leaders shape the tone of the school. They set the direction. And we must systematically identify school leaders from among educators and provide professional development and leadership courses and early exposure to leadership roles so that they can gain experience and credibility. So, we particularly welcome the partnership of Singapore's National Institute of Education with Columbia University's Teacher College to launch a joint Master's in Leadership and Educational Change. In fact, the official launch has just occurred in Singapore and this, I hope, will benefit both the US and Singapore. We also have a school's network where superintendents provide guidance and mentorship to principals in a given cluster so that policies can be contextualized and implemented in each of the schools in line with the policy intent and also a bottom-up process where schools have more autonomy now to pilot innovations within their school. And of course, you know, infrastructure to ensure that whether it is indoor sports hall, performing art studio, synthetic turf and so on, to allow us to carry this. Let me say a word particularly about parents because really parents play a critical role in educating their children by reinforcing the lessons learned in school and inculcating life skills. So, we have a partnership program with community and partners in support of schools. And the basis of this collaboration must be mutual respect and shared understanding of how we want to educate our children well. Now, let me conclude by talking about international collaborations. I believe there are common challenges that we can all address together even though our context may be different. We have found our collaboration with countries around the world, especially with the US, to be very productive. Besides the collaboration between NIE and the teachers' college, new institutions have been formed. Yale University is setting up Liberal Arts College together with the National University of Singapore. And MIT is working with us together with a Tso Chiang University from China to set up the Singapore University of Technology and Design. We are also collaborating with the US, Australia and Finland in a consortium working on the assessments and teaching of 21st-century skills. So, we are glad to have established many of these partnerships in the US and hope that many more will be established on the back of the Enhanced MOU which I signed yesterday with Secretary Duncan. One final word is that Singapore is a global city situated in the heart of Asia. We hope to play a role to promote global Asia collaborations. And as you hear this morning from the various sessions, whether it's in strategic relations or trade or education or the economy. And to support that, our universities all have programs to deepen our understanding of Asia and to serve as a bridge for global partnership. The Singapore University of Technology and Design is an interesting collaboration between Singapore, US and China in that it brings diverse disciplines of science and technology from MIT and design and bring the knowledge of business in China and entrepreneurship and bring together these two peaks of excellence in Singapore. And I hope to see many more of such collaborations. So, in summary, education is an important and noble endeavor. More than just shaping the future of each individual, we also shape the future of our nation. And no doubt, education must be adapted to our local context. But we must also have an eye firmly on the global driving forces and the future we expect. And because of the future, we're more volatile. We've changed more rapid than ever. Education must prepare our children to access a new economic future and build for them the fundamental values and skills that hopefully will last them for a lifetime. We also need to be student-centric in our delivery so that every child is able to realize his or her potential to the fullest, creating opportunities for all regardless of the family background. And at the system level, we need to create multiple pathways and peaks of excellence relevant to industry needs and systemically aligned. And finally, we must always remember that implementation is policy. So I'm glad that we're able to collaborate with the US, your thought leaders, your institutions, your frontline educators to shape our futures together. Thank you. Mr. Minister, we have a few minutes for some questions if you're willing to take a few. First, thank you for that. Very informative and interesting speech and again, congratulations on signing the important MOU, enhanced MOU yesterday with Secretary Duncan. So ladies and gentlemen, my eyes are not that good. You're gonna have to jump up and down to get our attention. And the only thing I'll ask is if you would identify yourself and any organizational affiliation prior to asking the question, go ahead. I guess there's a microphone roaming around somewhere. We got one? Yes, sir. Kialoi, a retired educator. Minister, I want to commend you for making education, playing such an important role in the growth of Singapore. I hope you shared one particular component of that with Secretary Duncan, which is recruiting the top third of college graduating classes. I think that's very significant. Now, my question is, I've learned that liberal arts education is coming into the fore in your future curriculum. And I have a friend who is working from the National University of Singapore who is working closely with Yale to learn, maybe learn some of the basic components of starting it. And so I want to know in some detail about what components of liberal arts education is gonna go into it and to what extent is that gonna underlay the college or university education in Singapore? Well, thank you for your question. Once an educator, always an educator. Now, let me first sort of preface it by saying that over the years our universities have been evolving. It used to be that universities were very highly specialized with kind of strict disciplinary silos. And in the last 10 years or so, the universities have all moved towards, I'll say a more American style with much broader offerings. So every student, for instance, in the first, second year in particular will have a range of different courses that they have to take. Even for our A-Levels, which was, which is modeled after the U.K. A-Levels, we have changed it quite a bit in that we require students to take one contrasting subject. And that is a way of building breath across the system. So things have evolved and the Liberal Arts College will be a very small college that will provide a very similar Liberal Arts College education as in the U.S. The details are being worked through and it's part of a way of catalyzing a broader education in the rest of our university system. Now our approach towards developing the university is not to have sort of cookie cutter in universities where one is like the others. Although we don't have the luxury of size like the U.S. where you can really have a huge diversity and that's a great strength, we do seek to differentiate the universities in Singapore. So they all have slightly different focus, slightly different emphasis. And so whether it is infusing an element of Liberal Arts in education or infusing a broader curriculum or in the case of the New Singapore University of Technology and Design, it is an approach which allows MIT, Cheshyang University and Singapore to basically design a university education from ground up, starting from what is it that we hope to produce in our graduates and then working backwards to see how we structure the first, second, third and fourth year of education without the traditional silos of university faculties. So those are all the different things that we are doing. There's one right here. Emil Skoden, a retired U.S. Foreign Service Officer was Ambassador in Brunei, but also DCM in Singapore, Deputy Chief of Mission at the American Embassy there. In the mid-90s when your predecessors were just instituting the turn to the last phase of education you spoke about. And at that time we heard a lot from your predecessors at the ministry, Teo Chehan and others, about the need to encourage more creative out of the box, even at times disruptive thinking among students. My question is, in the year since, are you comfortable with the progress that's been made in that regard or do you think there still needs to be more to be done within your system? Thank you for the question. I think there's been quite good progress in those areas, in terms of, if you look at the way questions are being said, for instance, and the way that teachers are teaching this, and we are comfortable with the progress. As in all things, it's always our belief that education is always a work in progress. We should always continue to do better. And that's why in some of this work that we are doing together with other countries, with U.S., with Finland, on looking at how we can better measure 21st century competencies, how we can better help our students to acquire these competencies. So those will be the new areas that we'll be working on. The overall progress, I think, has been satisfactory and well. We think that we are headed in the right direction. Yes, there's a question on a fry bird with LSI consulting. Thank you both, Mr. Ambassador and Mr. Minister for these past few minutes. It's been very interesting. My question has to do with the region, given the internationally recognized excellence of the Singaporean education system, as well as the leadership role that Singapore has played within ASEAN and will continue to play in a variety of different sectors, I'm wondering what role does Singapore see for itself in terms of bringing its own expertise in English language learning, English language training, vocational education to other countries in the region that may have the fewer resources and great need going forward in the coming decade. Well, thank you. In fact, we have a long tradition of cooperating in ASEAN on these issues. One of the first regional network to be set up was SEMIO, Southeast Asia Ministers of Education Organizations. And that is a forum where many of the ministers in Southeast Asia and beyond come together to discuss how we can collaborate. We also have this ASEAN Ministers of Education meeting as part of this effort to integrate the countries of ASEAN. We recently had a meeting in Bali looking at what we can do together. In fact, there were a number of projects that we were working on. Singapore was volunteered to work on the English language project, for instance. And some of you may know that we have a regional English language center which was set up in Singapore with support from the U.S. many years ago. And the center is still operating, training many of the English language teachers from the region. So we have a very extensive collaboration and we learn a lot from our neighbors. So, for instance, our students go on the overseas exchange program. They go to our neighboring countries as part of our effort to ensure that our students learn the culture and the culture of the other ASEAN countries as part of this effort to promote the ASEAN sense of identity. So there are quite a number of this and if you're interested, if you look at the sum of the CMEW and all that web and other websites, many of these initiatives are quite nicely documented. Mr. Minister, I think we have time for only one more question. I would like to ask a question about the language policy, particularly the teaching of Chinese. I'm a Barbara Harvey, a retired Foreign Service Officer and 30 some years ago in Singapore, a book was published called Youth in the Army which talked about whether young ethnic Chinese Singaporeans could communicate with each other or whether they knew particular dialects and there was a big speak Mandarin campaign. I haven't followed what has happened then but what is happening in terms of the bilingual education in Chinese? Yes. Well, today the younger generation don't speak dialect at all, my children can't speak dialect at all, they all speak Mandarin and so do many other children of that generation. And I think the bilingual policy is certainly for each of the racial groups to learn is the mother tongue. So the Malay is learn Malay, the Tamas learn Tamil and the Chinese learn Chinese. And we're giving it, in fact, Mr. Lee Kuan Yew has just published a book on which he said was his most important book and it's entitled My Lifelong Challenge to Life on Bilingual Policy. And he has just, he felt that we need to give it even greater emphasis to particularly at the preschool level and he has raised funds for a bilingualism fund and I think he aims to raise a hundred million dollars. I think we are almost there and I'm chairing a committee to look at how we can promote the learning of bilingualism at our schools and more importantly before schools. So I think today many of our students speak both languages and we have moved on to that to have a bicultural program. Many of our students, for instance, have attachments to China and to the region so as to practice the language and to learn the culture even more deeply. Thank you ladies and gentlemen, please join me in thanking my friend, Minister of Education, Heng Sweeke. Thank you, thank you. Ask everyone to sit tight while our.