Polytechnic Education in Singapore: an Exploration of Pedagogies for a Polytechnic
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OM Polytechnic education in Singapore: An exploration of pedagogies for a polytechnic Vijayan s/o Narayananayar A thesis submitted in partial fulfilment of the requirements for the degree of Doctor of Education School of Education University of Sheffield September 2017 1 i ACKNOWLEDGEMENTS First and foremost, I would like to thank all my participants for taking time to share their experience on polytechnic education. Their input contributed immeasurably to the study. Their candid comments and anecdotal stories were useful in understanding the nuances of polytechnic pedagogy. Next, I wish to thank Dr Jon Scaife, my supervisor for his patience and insightful comments throughout my research study. Never overstepping his boundary, ever interested in establishing my motive and suggesting alternatives that were invaluable to me. I have also immensely gained from witnessing Jon's earnest and constructivist ways of conducting lessons. Nothing beats watching a master at work. Thanks Jon for the many opportunities and your ever willingness to share and discuss on issues. I wish to thank the Polytechnic in Singapore where I work for its sponsorship of my EdD studies. I would also like to acknowledge the support and encouragement I received from the Learning Academy management throughout my study. In the same token, I would like to say thank you to my colleagues who have been my sparring partners on numerous research issues. I hope to continue this tradition. Next, I would like to thank my family for the encouragement and support rendered. My children have seen me study alongside them throughout their lives. They provided the discipline and inspiration for me to continue my studies. Last but not least, I would like to thank my wife for being the unsung hero of all my achievements. Adapting Mahatma Gandhi’s description of his wife – (Ba's inspiration which helped me reach the heights of my inner self. She was my priceless jewel) I will say – Vijaya is the inspiration in helping me reach the heights of my ambition. She is my priceless jewel. Thank you dear. ii ABSTRACT Polytechnic education in Singapore is currently going through a watershed period. The redesign of economic development in Singapore is necessitating changes to many institutions and establishments within the county. Polytechnic education that nurtures 45% of each school- going cohort to be job-ready upon graduation is emerging as a critical player in these changes. The establishment of SkillsFuture Council and various national level reports with particular reference to polytechnic education are signposts of the watershed period. Polytechnics, with an astute focus on applied study orientation since their inception, have served the needs of the Singapore economy well. Over the past five decades, polytechnics have gained a reputation of preparing job-ready graduates for industry. Pedagogy plays a crucial role in the process of nurturing polytechnic graduates for the demands of the industry. However, the scarcity of published research on polytechnic education and pedagogies indicates a need for research in this area. Hence, my research is focused on reviewing current pedagogical practices and clarifying the developments required for the impending changes affecting polytechnic education in Singapore. Adopting a constructivist conceptual framework, the study sought evidence for Polytechnic pedagogical needs through interviews with staff, i.e. the key stakeholders. The principal findings from my study highlights a need: (i) for clarity of definition and the principles underpinning pedagogy for Polytechnic; (ii) to emphasise the role of constructivist principles in aiding future pedagogy development for the polytechnic; (iii) to prepare students for workplace learning; (iv) to do an in-depth profile of polytechnic students; (v) to renew the graduate profile of polytechnic graduates; and (vi) to encourage educational research and the establishment of professional learning communities within the polytechnic. iii CONTENTS ACKNOWLEDGEMENTS ...................................................................... i ABSTRACT ...........................................................................................iii Glossary ............................................................................................... x CHAPTER ONE .................................................................................... 1 Introduction ......................................................................................... 1 Research Focus and Questions ......................................................... 3 Significance of the research ............................................................... 4 Signposting for the thesis................................................................... 4 CHAPTER TWO .................................................................................... 6 Conceptual Framework ....................................................................... 6 Introduction ........................................................................................ 6 Worldview or Paradigm ...................................................................... 6 Constructivist and Interpretivist Worldview .......................................11 Evaluating Constructivist Research ..................................................13 Criteria for Evaluating Constructivist Research .................................15 Parallel or Trustworthiness Criteria ...................................................15 Trustworthiness .............................................................................15 Credibility ...................................................................................16 Transferability ............................................................................18 Dependability .............................................................................18 Confirmability .............................................................................18 Authenticity or Ethical Criteria ...........................................................19 Fairness ........................................................................................19 Ontological authenticity .................................................................20 Educative authenticity ...................................................................20 Catalytic authenticity .....................................................................21 Tactical authenticity .......................................................................21 Evaluation Criteria for My Research .................................................22 CHAPTER THREE ...............................................................................24 Positionality & Reflexivity .....................................................................24 Introduction .......................................................................................24 Positionality .......................................................................................24 Reflectivity and Reflexivity ................................................................25 My Educational Foray .......................................................................27 Belief .................................................................................................29 Educational Career ...........................................................................30 CHAPTER FOUR .................................................................................31 Polytechnic Education in Singapore ................................................31 Introduction .......................................................................................31 Globalisation of Educational Policy ...................................................32 Polytechnic Pathway in Singapore ....................................................33 Polytechnic curriculum ......................................................................34 Flexible Academic System ............................................................34 Applied Study ....................................................................................36 iv SkillsFuture ...................................................................................... 39 Simulation ........................................................................................ 40 Learning Enterprise (LE) .................................................................. 41 Industry Attachment ......................................................................... 43 Workplace, Work-related and Work-based Learning ........................ 44 Practice-based Education (PBE) ...................................................... 47 Practice......................................................................................... 47 Features of Practice ..................................................................... 49 Epistemology of Practice .............................................................. 50 Learning Through Practice-based Education................................ 51 Preparing Learners for PBE.......................................................... 53 Pedagogic Practices for Practice-based Education ...................... 54 Agentic Learner and Personal Epistemology ................................... 54 Deliberate Professionals .................................................................. 56 Issues and Concerns on Practice-based Education ......................... 57 Conclusion