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World Bank Document Public Disclosure Authorized Public Disclosure Authorized Public Disclosure Authorized Public Disclosure Authorized PRÁCTICAS DE DESARROLLO PARA LA EDUCACIÓN HACIA UN FUTURO MEJOR Educación y formación para el desarrollo económico de Singapur desde 1965 Editores: Lee Sing Kong, Goh Chor Boon, Birger Fredriksen y Tan Jee Peng. Título del original: Toward a Better Future: Education and Training for Economic Development in Singapore since 1965. Copyright © 2008 by The International Bank for Reconstruction and Development / The World Bank. Traducción y Revisión: Laura Valdivia, Pablo Saavedra y Andrea Lagarini ContactChile Comunicaciones S.A. Editor de la edición en español: Patricio Felmer Aichele. Coordinador de la edición en español: Marcela Reyes Azancot. Diseño gráfico: Claudio Silva Castro. Diseño de portada: Juan Manuel Neira. I.S.B.N.: 978-956-8304-06-5. 1ª edición: Noviembre de 2011. Copyright © 2011 del Banco Internacional de Reconstrucción y Fomento / El Banco Mundial. Registro de Propiedad Intelectual Nº 212.139. Santiago de Chile. Derechos reservados. Editado por Academia Chilena de Ciencias. Almirante Montt 454. Teléfono 48112841. E-mail: [email protected] / Santiago de Chile. Impreso por GraficAndes ®. Santo Domingo 4593. Santiago de Chile. This work was originally published by The World Bank and the National Institute of Education (NIE) at Nanyang Technological University in Singapore in English as Toward a Better Future: Education and Training for Economic Development in Singapore since 1965 in 2008. This Spanish translation was arranged by Chilean Academy of Sciences. Chilean Academy of Sciences is responsable for the quality of the translation. In case of any discrepancies, the original lan- guage will govern. Esta obra fue publicada originalmente en inglés por The World Bank and the National Institute of Education (NIE) en la Nanyang Technological University en Singapur con el título Hacia un futuro mejor: Educación y capacitación para el desarrollo económico de Singapur desde 1965. La pre- sente traducción al español fue encargada por la Academia Chilena de Ciencias. La Academia Chilena de Ciencias es la responsable de la calidad de la traducción. En caso de discrepancia, rige el texto del original. Los resultados, interpretaciones y conclusiones expresados en este documento son los de los autores y no reflejan necesariamente las opiniones de los Directores Ejecutivos del Banco Mundial o las de los gobiernos que representan. El Banco Mundial no garantiza la exactitud de los datos incluidos en esta obra. Las fronteras, colores, denominaciones y demás datos que aparecen en los mapas de ella no implican ningún juicio por parte del Banco Mundial sobre la condición jurídica de cualquier territorio ni la aprobación o aceptación de tales fronteras. Contenidos Prefacio a la edición en español . ix Prólogo . .xv Agradecimientos . xvii Sobre los autores . xix Abreviaciones . xx Introducción . xxiii Capítulo 1. El desarrollo de la educación en Singapur desde 1965 ............37 GOH Chor Boon y S. GOPINATHAN Capítulo 2. La gestión estratégica del desarrollo educacional en Singapur (1965–2005) ......................................71 David NG Foo Seong Capítulo 3. La historia de la creación de textos escolares en Singapur de 1965 a 1997: cómo satisfacer las necesidades del cambio curricular .................................................. 111 ANG Wai Hoong Capítulo 4. Pertinencia y adecuación para la formación de profesores .......147 GOH Chor Boon y LEE Sing Kong Capítulo 5. La educación técnico-profesional y el desarrollo económico: la experiencia de Singapur ...................................171 LAW Song Seng Capítulo 6. La educación politécnica .....................................197 CHAN Lee Mun Capítulo 7. El desarrollo de la educación universitaria en Singapur .........215 GOH Chor Boon y Leo TAN Wee Hin Capítulo 8. Educación y destrezas digitales: la planificación maestra de las TIC para el sector escolar de Singapur ...................239 KOH Thiam Seng y LEE Sai Choo Conclusión: los conductores ....................................271 Índice de Figuras y Cuadros GRÁFICOS Gráfico 1.1: El Nuevo Sistema de Educación, 1979 ..................52 Gráfico 1.2: Sistema de educación centrado en las habilidades, 2007 ....61 Gráfico 3.1: CDIS: Estructura, funciones y responsabilidades .......123 Gráfico 4.1: Gráfico del PDCM. .160 Gráfico 5.1: Ubicación de Singapur ..............................173 Gráfico 5.2: Fases del desarrollo de Singapur .....................174 Gráfico 5.3: El ITE como una institución de educación superior .....183 Gráfico 5.4: Sistema “Un ITE, Tres Colleges ......................185 Gráfico 5.5: Educación “práctica, mental y emocional” ............186 Gráfico 5.6: Modelo curricular orientado a la práctica ..............187 Gráfico 5.7: Modelo pedagógico orientado al proceso ..............188 Gráfico 6.1: La educación en Singapur: Un Sistema de “puentes y escaleras” ...............................198 Gráfico 6.2: Fases del desarrollo industrial de Singapur ............199 CUADROS Cuadro 1.1: Estudiantes en instituciones educacionales públicas .....42 Cuadro 1.2: Tasa bruta de matrículas (%) ..........................43 Cuadro 1.3: Gasto anual en educación, 1959-1967 ...................44 Cuadro 1.4: Número de títulos entregados por las Universidades de Singapur, 1981-1989 ..............................58 Cuadro 1.5: Ingenieros y científicos en investigación (RSEs por sus siglas en inglés) ........................58 Cuadro 2.1: Línea de tiempo de la economía y la política económica de Singapur ........................................73 Cuadro 2.2: Gasto del gobierno en educación (S$ miles) .............76 Cuadro 2.3: Gasto en desarrollo social (1961-1965) ..................80 Cuadro 2.4: Matrícula de estudiantes y población total (1965–1974) ...84 Cuadro 2.5: Resultados del examen nacional (1965–1980) ............84 Cuadro 2.6: Número de evaluaciones externas llevadas a cabo entre 1980 y 1990 ..............................90 Cuadro 2.7: Admisión, matrícula y egresos en el ITE (jornada completa), 1997 .............................98 Cuadro 2.8: Admisión, matrícula y egresos en el ITE (jornada completa), 2000 .............................99 Cuadro 2.9: Porcentaje de alumnos con al menos cinco pases de nivel O .........................................100 Cuadro 2.10: Asignación presupuestaria de Singapur ...............101 Cuadro 2.11: Habilidades nacionales requeridas (%) ................105 Cuadro 3.1: Resumen de los proyectos de Desarrollo Curricular en la década de 1970 ................................116 Cuadro 3.2: Paquetes de textos escolares principales y paquetes suplementarios preparados por el CDIS ......124 Cuadro 3.3: Precios de textos escolares aprobados para la educación básica ............................132 Cuadro 3.4: Precios de textos escolares aprobados para la educación media ............................133 Cuadro 4.1: Sueldo inicial de los profesores graduados (en S$) ......153 Cuadro 4.2: Sueldo inicial de los profesores no graduados (en S$) ...154 Cuadro 4.3: Número total de personal docente, 2001-2005 ..........155 Cuadro 4.4: Razón de estudiantes y personal docente. .155 Cuadro 4.5: Número de estudiantes de pedagogía, 2000-2007 (para Agosto 2007) .................................158 Cuadro 6.1: Cursos de diplomado académico de jornada completa ofrecidos durante el año académico 2007/2008 .........207 Cuadro 6.2: El trabajo con agencias y empresas ...................208 Cuadro 6.3: Ejemplos de diploma para cursos de educación y capacitación continua (reconocimiento formal) .........209 Cuadro 6.4: Ejemplos de cooperaciones con los líderes de la industria .....................................210 Cuadro 7.1: Matriculados y graduados universitarios en Singapur ...223 Cuadro 8.1: Camino de las TIC en Singapur ......................243 Cuadro 8.2: Una comparación del enfoque del pm1 y el pm2 .......254 Prefacio a la edición en español En los años 1983 y 1984 se realizó el Segundo Estudio Internacional en Ciencias, un estudio comparativo de los currículos y los logros escolares de los cerca de 25 países participantes. Singapur logró el lugar número 16 en este estudio. Diez años más tarde, en el Tercer Estudio Internacional en Ciencias y Matemáticas, Singapur alcanzó el primer lugar, manteniéndose en el primer o segundo lugar en las tres versiones posteriores de este estudio, en 1999, 2003 y 2007. Mi- rando hacias atrás, a la historia reciente de Singapur llegamos al año 1965, año de su independencia de Malasia, con altos niveles de anal- fabetismo y una población disgregada social y culturalmente. Uno se pregunta ¿cómo se explican estos cambios tan sorprendentes en Singapur? La Academia Chilena de Ciencias presenta la publicación de este libro como un aporte al desarrollo de nuestro sistema educativo, que en esta etapa presenta enormes desafíos para las políticas públicas. Chile ha tran- sitado con relativo éxito hacia la cobertura educacional, con grandes logros en educación básica y media, y avances notables en educación preescolar y universitaria. Pero la calidad es una tarea pendiente en todos estos niveles, especialmente en la educación media y con dramatismo en la educación básica. Nuestros resultados educacionales son pobres en calidad, como lo muestran diversos estudios nacionales e internacionales. Esta pobreza de resultados se expresa en todo el espectro socioeconómico, incluyendo tam- bién la élite. Singapur representa una experiencia tremendamente exitosa en
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