By cultivating strong school leadership, committing to ongoing professional development, and exploring innovative models like its technology-infused Future Schools, Singapore has become one of the top-scoring countries on the PISA tests.
Some facts about Singapore'a education.
When
Singapore gained its independence in 1965, most of its population of two
million people were unskilled and illiterate.
—The government invested in education, and by the early 1970s, all children had access to lower secondary education.
—In 2009, the first year Singapore participated in the Programme for International Student Assessment (PISA) tests, its students placed near the top for all tested subjects: fifth for reading, second for mathematics, and fourth for science.
—The government invested in education, and by the early 1970s, all children had access to lower secondary education.
—In 2009, the first year Singapore participated in the Programme for International Student Assessment (PISA) tests, its students placed near the top for all tested subjects: fifth for reading, second for mathematics, and fourth for science.
— Teaching
is a highly respected and well-compensated profession in Singapore. All
teachers are trained at the country's /National
Institute of Education (NIE).
— All
new teachers are paired with experienced teachers for mentoring, and peer
feedback is built into the schedule.
— Teachers
are entitled to 100 low or no-cost hours of professional development each year.
Knowledge and skills must be underpinned by values. Values define a person’s character. They shape the beliefs, attitudes and actions of a person, and therefore form the core of the framework of 21st Century Competencies.
The middle ring signifies the Social and Emotional Competencies – skills necessary for children to recognise and manage their emotions, develop care and concern for others, make responsible decisions, establish positive relationships, as well as handle challenging situations effectively.
The outer ring of the framework represents the emerging 21st Century Competencies necessary for the globalised world we live in. These are:
- Civic Literacy, Global Awareness and Cross-Cultural Skills;
- Critical and Inventive Thinking;
- Communication, Collaboration and Information Skills
Together, these competencies will enable our young to capitalise on the rich opportunities of the new digital age, while keeping a strong Singapore heartbeat. Annexes A to C elaborate on these competencies.
Student Outcomes
The development of 21st Century Competencies will help our students to embody the Desired Outcomes of Education (DOE). These are attributes that educators aspire for every Singaporean to possess upon the completion of his formal education.
The person who is schooled in the Singapore Education system has a good sense of self-awareness, a sound moral compass, and the necessary skills and knowledge to take on challenges of the future. He is responsible to his family, community and nation. He appreciates the beauty of the world around him, possesses a healthy mind and body, and has a zest for life. In sum, he is:
- a confident person who has a strong sense of right and wrong, is adaptable and resilient, knows himself, is discerning in judgment, thinks independently and critically, and communicates effectively.
- a self-directed learner who questions, reflects, perseveres and takes responsibility for his own learning.
- an active contributor who is able to work effectively in teams, is innovative, exercises initiative, takes calculated risks and strives for excellence.
- a concerned citizen who is rooted to Singapore, has a strong sense of civic responsibility, is informed about Singapore and the world, and takes an active part in bettering the lives of others around him.
NURTURING STUDENTS
Flexibility and Diversity
It's brought greater choice and flexibility into education in Singapore.. New types of schools are being introduced to encourage those with special talents to go as far as they can. Existing schools have been provided with further autonomy and resources to develop their own distinct strengths and specific areas or niches of excellence. These could be either in a particular area of study or in co-curricular activities and character development. The different needs of students will thus be met through a wide range of school types and educational programmes.
They include:
- Wider range of curricula and schools:
- Schools will be allowed to offer new ‘O’ Level subjects and elective modules. Some will also offer different curricula and examinations, e.g. the International Baccalaureate.
- New programmes in schools – e.g. the Programme for School-based Excellence in primary schools and the Integrated Programme (IP) and Bicultural Studies Programme (Chinese) in selected secondary schools and junior colleges.
- Specialised independent schools – Singapore Sports School, NUS High School for Maths and Science, School of Science and Technology, and the proposed Arts School.
- Two privately-funded secondary schools have been set up.
- Greater flexibility in streaming. In secondary schools, Normal (Academic) and Normal ( Technical) students have more flexibility to take a few subjects at a higher level or faster pace. Schools also have greater flexibility to transfer these students to another course when they show that they have the ability to benefit from them. Schools may also allow their top Normal (Academic) students to progress to Secondary 5 without taking the ‘N’ Level examinations. In primary schools, the EM1 and EM2 streams have been merged, and primary schools have the autonomy to decide on putting their EM3 students with other classes for lessons in various subjects.
- Greater flexibility in teaching and learning of the Mother Tongue Languages (MTL) to help students with different abilities to go as far as they can. Students may choose to study a non-native MTL as a third language.
Singapore's 21 century teaching strategies
