The National Teachers College629 J. Nepomuceno St. Quiapo, Manila

TOPIC: THE EDUCATIONAL SYSTEM OF SINGAPORE

DISCUSSANTS: ANGELITA ARREOLA/RHEA MARIE C. EREÑO /CHRISTOPHER PAJADO

SUBJECT: GED 108 – COMPARATIVE MODELS OF EDUCATION

(7:00AM-10:00AM)PROFESSOR: DR. VICTOR JAVEÑA

Ministry of EducationThe Ministry Of Education directs the formulation and

implementation of education policies. It has control of the development and administration of the Government and Government-aided primary schools, secondary schools, junior colleges, and a centralized institute. It also registers private schools.MISSION

The wealth of a nation lies in its people - their commitment to country and community, their willingness to strive and persevere, their ability to think, achieve and excel. Our future depends on our continually renewing and regenerating our leadership and citizenry, building upon the experience of the past, learning from the circumstances of the present, and preparing for the challenges of the future. How we bring up our young at home and teach them in school will shape Singapore in the next generation.Explanation: The mission of the Education Service is to mold the future of the nation, by molding the people who will determine the future of the nation. The Service will provide Singaporean children with a balanced and well-rounded education, develop them to their full potential, and nurture them into good citizens, conscious of their responsibilities to family, society and country. VISION

The Ministry of Education's vision of "Thinking Schools, Learning Nation" (TSLN) was first announced by Prime Minister Goh Chok Tong in 1997.

This vision describes a nation of thinking and committed citizens capable of meeting the challenges of the future, and an education system geared to the needs of the 21st century.Explanation: Thinking schools will be learning organizations in every sense, constantly challenging assumptions, and seeking better ways of doing things through participation, creativity and innovation. Thinking Schools will be the cradle of thinking students as well as

thinking adults and this spirit of learning should accompany students even after they leave school.

A Learning Nation envisions a national culture and social environment that promotes lifelong learning in people. The capacity of Singaporeans to continually learn, both for professional development and for personal enrichment, will determine our collective tolerance for change.

THE SINGAPORE EDUCATION SYSTEMThe Singapore education system aims to provide students with a

holistic and broad-based education. Given the multi-cultural and multi-racial characteristics of Singapore, the bilingual policy is a key feature of the Singapore education system. Under the bilingual policy, every student learns English which is the common working language. Students also learn their mother tongue language (Chinese, Malay or Tamil), to help them retain their ethnic identity, culture, heritage and values.

Holistic Development of StudentsThe Desired Outcomes of Education (DOE) articulates the importance of holistically nurturing students to become well-rounded persons – morally, intellectually, physically, socially and aesthetically through a set of eight core skills and values.The eight core skills and values are:1. Character Development2. Self Management Skills3. Social and Cooperative Skills4. Literacy and Numeracy5. Communication Skills6. Information Skills7. Thinking Skills and Creativity8. Knowledge Application SkillsIt is envisioned that students at the end of primary education, secondary education and pre-university would have acquired these eight core skills and values.

The Key Stage Outcomes of EducationAt the end

ofPrimary school, pupils should:

At the end ofSecondary school,

students should:

At the end of Post-Secondaryeducation,

students should:

be able to distinguish right from wrong

have moral integrity have moral courage to stand up for what is right

know their strengths and areas

believe in their abilities and be able to

be resilient in the face of adversity

for growth adapt to change

be able to cooperate, share and care for others

be able to work in teams and show empathy for others

be able to collaborate across cultures and be socially responsible

have a lively curiosity about things

be creative and have an inquiring mind

be innovative and enterprising

be able to think for and express themselves confidently

be able to appreciate diverse views and communicate effectively

be able to think critically and communicate persuasively

take pride in their work

take responsibility for their own learning

be purposeful in pursuit of excellence

have healthy habits and an awareness of the arts

enjoy physical activities and appreciate the arts

pursue a healthy lifestyle and have an appreciation for aesthetics

know and love Singapore

believe in Singapore and understand what matters to Singapore

be proud to be Singaporeans and understand Singapore in relation to the world

To help the students thrive in a fast-changing world, MOE has identified competencies that have become increasingly important in the 21st Century. These competencies, represented in the following framework, underpin the holistic education that the schools provide to better prepare their students for the future. It is envisaged that schools and parents need to work hand-in-hand to help the students develop these 21st Century Competencies.Broad-based Curriculum

Singapore’s national curriculum aims to nurture each child to his full potential, to discover his talents and to develop in him a passion for life-long learning. Students go through a broad range of experiences to develop the skills and values that they will need for life. The broad-based curriculum imparts literacy, numeracy, bilingualism, the sciences, humanities, aesthetics, physical education, civics and moral education and National Education.

Over the years, the curriculum has been reviewed to address the need for a common set of values, knowledge and competencies and at the same time, allow differentiation to meet the needs of students with different talents and abilities. To enable students to achieve the learning outcomes of each specific subject and the DOE, three broad

areas are considered, namely, the curriculum, teaching strategies and assessment (Figure 1).

The content states the aims and objectives, the content, the skills and competencies required for the syllabi and the values and attitudes that the syllabi hope to impart to the students. Appropriate teaching strategies are designed for successful classroom delivery of the syllabi, using effective teaching and learning materials. To evaluate if students have learned what has been taught, students are tested through formative and summative assessments.

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 SkillsTogether, these competencies will enable the young to capitalise on

the rich opportunities of the new digital age, while keeping a strong Singapore heartbeat.

CURRICULUM FRAMEWORK IN PRIMARY AND SECONDARY SCHOOLS

From pre-nursery to universityA growing number of children in Singapore are attending pre-

nursery or playschool education before the age of 4, though this is optional. Many children in Singapore also attend Nursery for 1 year at the age of 4, though this is also optional. By the age of 5, most children will be attending Kindergarten for 2 years (K1 and K2).

Formal education in Singapore begins at primary schools, starting from Primary 1 through Primary 6, which is similar to First Grade through Sixth Grade in the American system.Children who pass the Primary Six Leaving Examination (PSLE) at the end of Primary 6 will progress to secondary schools, starting from Secondary 1 through Secondary 4 (Special/Express Stream), or Secondary 1 through Secondary 5 (Normal Stream). This is somewhat similar to Seventh Grade through Tenth Grade in the American system.

Students who pass the GCE 'O' Level examination at the end of Secondary 4 or 5 will then have to compete for admission to either a Junior College (2 years), a Polytechnic (3 or 4 years) or a Pre-University Centre (3 years). This is somewhat similar to Eleventh Grade and Twelfth Grade in the American system.

Finally, students who pass the GCE 'A' Level examination at the end of Junior College Year 2 or Pre-University Year 3, and students with excellent results at the end of Polytechnic Year 3/4 will then have to compete for admission to a local university, either National University of Singapore (NUS) or Nanyang Technological University (NTU).

Pre-school Education

MOE seeks to raise the quality of kindergarten education by:1. Developing curriculum resources to support educators in

designing quality learning experiences for children aged 4 to 6 years;

2. Providing quality and affordable pre-school education through the MOE Kindergartens; and

3. Sharing curriculum resources and other good practices with the pre-school sector.

Primary School Curriculum At the primary level, students go through a six-year course aimed at giving them a good grasp of the English Language, Mother Tongue Language and Mathematics. In addition, students learn Science, Social Studies, Civics & Moral Education, Music, Art & Crafts, Health Education and Physical Education. At the end of Primary 6, students take the Primary School Leaving Examination (PSLE), which assesses their suitability for secondary education and places them in the appropriate secondary school course that will match their learning pace, ability and inclinations.

Secondary Education

Secondary Education places students in the Express, Normal (Academic) or Normal (Technical) course according to how they perform at the PSLE. The different curricular emphases are designed to match their learning abilities and interests.

To inculcate a global outlook in students, MOE offers foreign languages in French, German, and Japanese to students who have the ability and the aptitude. This allows students to tap on opportunities beyond Singapore’s shores. This year, MOE has expanded the range of foreign languages to include Arabic and Bahasa Indonesia. For selected students who do not take Chinese or Malay as a second language, MOE also provide opportunities for them to offer these languages though the Chinese or Malay (Special Programme). Going forward, MOE will provide opportunities for more students to learn conversational Chinese and Malay.The secondary school curriculum is differentiated according to the abilities and interest of the students. Students undergo one of four courses designed to match their learning abilities and interests.

Secondary School Courses

1. Special/Express Course1 is a four-year course leading to the Singapore-Cambridge General Certificate of Education (GCE) ‘O’ Level Examination. In this course, students learn English and Mother

Tongue2, as well as Mathematics, Science and the Humanities. In addition, schools have been allowed to offer new GCE ‘O’ level subjects and Applied Grade Subjects as additional or replacement curriculum offerings to meet the varied choices of students. The AGS, in particular, expose our students to practice-oriented learning approaches adopted in the polytechnics.

2. Normal (Academic) Course is a four-year course leading to the GCE ‘N’ Level Examination. Students who do well at the ‘N’ levels will qualify for an additional year to prepare for the GCE ‘O’ Level Examination. Selected students may offer up to two3 ‘O’ level subjects at Secondary 4, or, bypass the ‘N’ levels and progress directly to Secondary 5 to take the ‘O’ levels. Students learn the same range of subjects similar to those in the Special and Express courses.

3. Normal (Technical) Course is a four-year course leading to the GCE ‘N’ Level Examination. In this course, students learn English, Mother Tongue, Mathematics and subjects with technical or practical emphases. Since 2005, schools have also been offering Elective Modules, which cover a wide range of subjects including nursing, hospitality, digital animation and precision engineering. To enhance experiential and practice-oriented learning, a revised Normal (Technical) curriculum that focuses more on practice-oriented learning has been implemented in all schools from 2007. The teaching approaches focus on group work, oral presentation, creativity and hands-on activities.

4. The Integrated Programme (IP) is designed for students who are clearly university-bound, and could do well in a less structured environment, also have the choice of the Integrated Programme (IP), which spans secondary and junior college education without intermediate national examinations at the end of secondary school. Time previously used to prepare students for the GCE ‘O’ Level Examination are used to engage them in broader learning experiences. Selected schools also offer alternative curricula and qualifications, such as the International Baccalaureate.

1Starting from the Secondary 1 students in 2008, the Special and Express Courses will be merged into the “Express Course”.2Students can opt to study Mother Tongue (Malay/Chinese/Tamil) at either the standard, higher or Syllabus B levels depending on their ability and eligibility.3Starting with the 2009 Secondary 4N(A) cohort, this cap will be lifted.

Admission to post-secondary institutionsUpon completion of the 4- or 5-year secondary school education, students (excluding IP students) will participate in the annual Singaporean GCE 'O' Level, the results of which determine which pre-universities or post-secondary institutions they may apply for. Pre-university centres include junior colleges for a two-year course leading up to GCE 'A' Level, or the Millennia Institute for a three-year course leading up to GCE 'A' Level. Junior colleges and the Millennia Institute accept students on merit, with a greater emphasis on academics than vocational technical education. Students who wish to pursue vocational education go on to post-secondary institutions such as the polytechnics and the Institute of Technical Education(ITE), where they receive a diploma upon successful completion of their courses.

Pre-University Education

Pre-University Education prepares students for the GCE “A” Level examination at the end of the 2-year junior college or 3-year centralised institute course. Students who completed their pre-university education will receive a School Graduation Certificate.

Junior colleges in Singapore were initially designed to offer an accelerated alternative to the traditional three-year programme, but in

recent years the two-year programme has become the norm for students pursuing university education.

JCs accept students based on their GCE "O" Level results; an L1R5 (first language and five relevant subjects) score of 20 points or less must be attained for a student to gain admission. JCs provide a 2-year course leading up to the Singapore-Cambridge GCE Advanced Level ("A" level) examination. The CI accepts students based on their GCE "O" Level results; an L1R4 score of 20 points or less must be attained for a student to gain admission. The MI provides a 3-year course leading up to the Singapore-Cambridge GCE Advanced Level ("A" level) examination.All students are required to participate in at least one CCA (Co-Curricular Activities) as CCA performance is considered for university admission.

Centralised InstituteThe Centralised Institutes accept students based on their GCE "O" level results and their L1R4 score (which must be 20 points or below). A Centralised Institute provides a three-year course leading up to a GCE "A" level examination.

Diploma and vocational education

Polytechnics in Singapore provide 3-year diploma courses. They accept students based on their GCE "O" level, GCE "A" level or Institute of Technical Education (ITE) results. Unlike polytechnics in some other countries, they do not offer degree courses.Polytechnics offer a wide range of courses in various fields, including engineering, business studies, accountancy, tourism and hospitality management, mass communications, digital media and biotechnology. There are also specialised courses such as marine engineering, nautical studies, nursing, and optometry. They provide a more industry-oriented education as an alternative to junior colleges for post-secondary studies. About 40% of each Secondary 4 cohort would enroll in Polytechnics.

Institute of Technical educationThe Institute of Technical Education (ITE) accepts students based

on their GCE "O" level or GCE "N" level results and they provide 2-year courses leading to a locally recognised "National ITE Certificate." There are three ITE Colleges in Singapore.University and Graduate Programs

The availability for postgraduate courses in Singapore is growing all the time, with new institutions opening in order to satisfy increasing demand from students.

There are four main universities in Singapore that offer postgraduate courses, some of which are public and some of which are private. They are:

1. The National University of Singapore (public)2. Nangyang Technological University (public)3. Singapore Management University (private)4. SIM University (private)

Singapore’s two main public universities, the National University of Singapore and Nangyang Technological University, regularly rank in the top 100 in the world.

Postgraduate masters courses in Singapore can either be taken with a focus on coursework or on research. Coursework-led masters courses will consist of lectures and seminars, similar to undergraduate degrees, while research based courses will require more independent study.

Research Masters are often taken before a PhD. A PhD will require you to undertake an extensive amount of independent research into a subject of your choice.

Masters programs in Singapore take between one and three years.

Holistic education – Best Feature!Among the key strengths of the Singapore education system are our bilingual policy, emphasis on broad-based and holistic learning, focus on teacher quality and integration of information and communication technologies (ICT) into the classroom. We also believe that our schools should work closely with parents and the community.Bilingual advantage Bilingualism is a key feature of Singapore’s education system. The bilingual language policy is intended to equip our students with the language competencies to access both eastern and western cultures, and to develop a global outlook. These strengths will give students a distinct competitive edge, helping them to relate with people from different backgrounds, and to adapt and thrive in a globalised world.

All students learn the English language and an official Mother Tongue language. English is the main medium of instruction in school.Broad-based and holistic learning

Our schools provide a rich diversity of experiences to help students grow holistically. Apart from the academic curriculum, our students can develop themselves in music, arts and sports through co-curricular programmes. Participation in community service is part and parcel of school life. These help nurture in students qualities such as creativity, confidence and perseverance – life skills essential in a rapidly changing world. Good teachers and school leaders

Teachers and school leaders form the cornerstone of Singapore’s education system. We aim to nurture and motivate our teachers to achieve their best, taking into account their aspirations and interests. Our teachers receive comprehensive preteacher training at the

National Institute of Education (NIE) and have many opportunities for continual development to build up their capabilities as teaching professionals.ICT-infused curriculum

We are constantly working to enrich and transform the learning environments of our students and to equip them with the critical competencies to succeed in a knowledge economy. A key thrust is the integration of ICT into lessons to enhance students’ learning.

Additional funding and resources enable schools to seed innovative teaching methods. A group of ‘future schools’ are partnering industry players to use state-of-the-art technology to pilot new teaching and learning experiences. Partnership with parents

We value parents’ involvement in, and support for, school programmes, and actively encourage parents and the community to work together with schools to help our children learn better.