Questioning Meritocracy in Singapore
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
SECONDARY SCHOOL EDUCATION Shaping the Next Phase of Your Child’S Learning Journey 01 SINGAPORE’S EDUCATION SYSTEM : an OVERVIEW
SECONDARY SCHOOL EDUCATION Shaping the Next Phase of Your Child’s Learning Journey 01 SINGAPORE’S EDUCATION SYSTEM : AN OVERVIEW 03 LEARNING TAILORED TO DIFFERENT ABILITIES 04 EXPANDING YOUR CHILD’S DEVELOPMENT 06 MAXIMISING YOUR CHILD’S POTENTIAL 10 CATERING TO INTERESTS AND ALL-ROUNDEDNESS 21 EDUSAVE SCHOLARSHIPS & AWARDS AND FINANCIAL ASSISTANCE SCHEMES 23 CHOOSING A SECONDARY SCHOOL 24 SECONDARY 1 POSTING 27 CHOOSING A SCHOOL : PRINCIPALS’ PERSPECTIVES The Ministry of Education formulates and implements policies on education structure, curriculum, pedagogy and assessment. We oversee the development and management of Government-funded schools, the Institute of Technical Education, polytechnics and autonomous universities. We also fund academic research. SECONDARY SCHOOL 01 EDUCATION 02 Our education system offers many choices Singapore’s Education System : An Overview for the next phase of learning for your child. Its diverse education pathways aim to develop each child to his full potential. PRIMARY SECONDARY POST-SECONDARY WORK 6 years 4-5 years 1-6 years ALTERNATIVE SPECIAL EDUCATION SCHOOLS QUALIFICATIONS*** Different Pathways to Work and Life INTEGRATED PROGRAMME 4-6 Years ALTERNATIVE UNIVERSITIES QUALIFICATIONS*** SPECIALISED INDEPENDENT SCHOOLS** 4-6 Years WORK PRIVATELY FUNDED SCHOOLS SPECIAL 4-6 Years EDUCATION PRIMARY SCHOOL LEAVING EXPRESS GCE O-LEVEL JUNIOR COLLEGES/ GCE A-LEVEL CONTINUING EDUCATION EXAMINATION (PSLE) 4 Years CENTRALISED AND TRAINING (CET)**** INSTITUTE 2-3 Years Specialised Schools offer customised programmes -
The Loss of The'world-Soul'? Education, Culture and the Making
The Loss of the ‘World-Soul’? Education, Culture and the Making of the Singapore Developmental State, 1955 – 2004 by Yeow Tong Chia A thesis submitted in conformity with the requirements for the degree of Doctor of Philosophy Graduate Department of Theory and Policy Studies in Education Ontario Institute for Studies in Education University of Toronto © Copyright by Yeow Tong Chia 2011 The Loss of the ‘World-Soul’? Education, Culture and the Making of the Singapore Developmental State, 1955 – 2004 Yeow Tong Chia Doctor of Philosophy Department of Theory and Policy Studies in Education Ontario Institute for Studies in Education University of Toronto 2011 Abstract This dissertation examines the role of education in the formation of the Singapore developmental state, through a historical study of education for citizenship in Singapore (1955-2004), in which I explore the interconnections between changes in history, civics and social studies curricula, and the politics of nation-building. Building on existing scholarship on education and state formation, the dissertation goes beyond the conventional notion of seeing education as providing the skilled workforce for the economy, to mapping out cultural and ideological dimensions of the role of education in the developmental state. The story of state formation through citizenship education in Singapore is essentially the history of how Singapore’s developmental state managed crises (imagined, real or engineered), and how changes in history, civics and social studies curricula, served to legitimize the state, through educating and moulding the desired “good citizen” in the interest of nation building. Underpinning these changes has been the state’s use of cultural constructs such as ii Confucianism and Asian values to shore up its legitimacy. -
Chinese Language Policy in Singapore Author(S) Charlene Tan Source Language Policy, 5(1), 41-62
Title Change and continuity: Chinese language policy in Singapore Author(s) Charlene Tan Source Language Policy, 5(1), 41-62. http://dx.doi.org/10.1007/s10993-005-5625-7 Published by Springer This is the author’s accepted manuscript (post-print) of a work that was accepted for publication in the following source: Tan, C. (2006). Change and continuity: Chinese language policy in Singapore. Language Policy, 5(1), 41-62. http://dx.doi.org/10.1007/s10993-005-5625-7 Notice: Changes introduced as a result of publishing processes such as copy-editing and formatting may not be reflected in this document. The final publication is also available at Springer via http://dx.doi.org/10.1007/s10993-005- 5625-7 Language Policy (2005) 00: 1–22 Ó Springer 2005 1 DOI 10.1007/s10993-005-5625-7 2 CHARLENE TAN 3 CHANGE AND CONTINUITY: CHINESE LANGUAGE 4 POLICY IN SINGAPORE F 56 7 (Received 20 February 2005; accepted in revised form 17 November 2005) AUTHOR’S PROOF! 8 ABSTRACT. This paper discusses the language policy for Chinese Language or 9 Mandarin in Singapore, with a particular focus on recent policy changes and the 10 accompanying policy statements. The paper identifies and explores three key features 11 in the recent language policy changes: a flexible and customized approach in the 12 teaching and learning of Chinese, a plan to nurture a core groupPROO of bicultural elite, 13 and the emphasis on oral communication and reading for the majority of students. 14 The paper argues that underlying the changes is the affirmation and continuation of 15 the government’s pragmatic approach in language policy and commitment to 16 bilingualism in Singapore. -
Education in Singapore Enabling Students to Have an Equal
Cabinet B- Education in Singapore Enabling Students To Have An Equal Chance At Succeeding Improving Pre-School Education 1 Table Of Contents ENSURING EQUALITY IN EDUCATION 4 Historical Overview 4 Current situation 7 Previous Solutions 8 Challenges 10 Social Equity Gap 10 Stigmatisation 13 Projecting into the Future 14 Conclusion 16 Questions for Discussion 17 Bibliography 18 IMPROVING PRESCHOOL EDUCATION 23 Background Information 24 Premium 24 Anchor Operators 25 Partner Operators 25 Development of Preschool Education in Singapore 26 The Birth of PAP Kindergartens 26 PCF Kindergartens 26 Nurturing Early Learners Framework 27 Early Childhood Development Agency 27 The Birth of MOE Kindergartens 27 Early Childhood Development Centres Act 2017 28 National Institute of Early Childhood Development 29 Heightened Support for Preschool Education 29 Current challenges 30 Providing the capacity to accommodate diverse needs 31 Resource constraints 31 Standardisation vs. Flexibility 32 2 Conclusion 33 Questions for Discussion 34 Bibliography 35 3 ENSURING EQUALITY IN EDUCATION Singapore has long prided itself on meritocracy. This belief that the brightest perform the best permeates into our world-class education system as well, one that constantly places at the top in overall PISA scores (The Economist, 2018). Singapore's Ministry of Education (MOE) has expressed commitment in ensuring all students get equal opportunities to succeed in the system, from the very start of students’ education journey in kindergarten (MOE, 2017). However, a growing class divide has raised questions on whether all Singaporeans have equal chances to succeed in the current system (Channel NewsAsia (CNA), 2019). Much like the Matthew Principle where the haves will have even more and the have-nots will have even less, the affluent appear to be increasingly going to more ‘elite’ schools, while the less affluent go to so-called regular ‘neighbourhood’ schools, fostering a sense of elitism (CNA, 2019). -
Secondary School Education the Singapore Education Education
Secondary School Education The Singapore education education. It will also shape his courses available and the steps system offers many choices career aspirations, readiness to you need to take to ensure that for your child’s next phase of take on the responsibilities of your child gets the best out of learning in a secondary school. an adult and a citizen, and his his next phase of education – The choices you and your ability to overcome challenges one that takes into account child make will influence his in life and be successful in his his aptitudes and interests, secondary school experience own way. and is best able to bring out during this crucial period of his strengths. It also highlights adolescence – in developing This booklet is designed important considerations the passion for learning, to help you understand in the secondary school shaping his character and Singapore’s secondary school posting process. preparing him for further education landscape, the Secondary School Education Contents 3 The Singapore Education Landscape 10 Programmes that Match your Child’s Interests 5 An Education that Develops a Broad Range of 14 Scholarships and Financial Assistance Schemes Skills for Life 6 A Fun and Well-Rounded School Life 16 Choosing a School for your Child 7 A Tailored Learning Journey Begins 17 Submission of Options 8 Catering to the Needs and Interests of your Child 18 Final Thoughts The Singapore Education Landscape The diverse education pathways offered aim to develop each child to his full potential. SECONDARY 4-5 years PRIMARY -
THE REVIEW the Review Is a Public Policy Journal Publication by Roosevelt Institute@Yale-NUS College
R THE REVIEW The Review is a public policy journal publication by Roosevelt Institute@Yale-NUS College. A registered student organisation of Yale-NUS, Roosevelt@YNC is a student-run, non-partisan public policy think tank which provides a platform for Yale-NUS students to be exposed to and to engage in local issues thr ough the generation and implementation of progressive policy ideas. This journal is a compilation of policy memos, opinion pieces, essays, and other research our members have written throughout Academic Year 2019/20. Journal Editor and Designer: Yang Pei-wei, Benjamin ('22) Published by Roosevelt Institute@Yale-NUS College, Singapore © 2020 Roosevelt Institute@Yale-NUS College www.roosevelt.commons.yale-nus.edu.sg 2019/20 Leadership Team: President - Yang Pei-wei, Benjamin ('22) Vice President (Organisation) - Giulia de Benedictis ('22) Vice President (Policy) - Ng Yi Ming ('21) Director of Policy - Annabelle Ho Jing Hua ('21), Prairie Soh ('21) Director of Finance and Events - Elizabeth Stepton ('22), Ashley Chan ('22) Head of Economic Development - Heather Cheng Hoi Yeuk ('22) Head of Equal Justice & Human Rights - Claire Phua ('22) Head of Enegy, Technology & the Environment - Esther Um ('21), Alisha Lavendra ('22) Foreword 3 [Economic Development & Inclusion] New SkillsFuture for Women branch to consolidate skills-upgrading programmes for lower-income mothers 5 What is Industry 4.0 and what does it mean for Singapore? 9 Innovation and Inequality: How can the government prepare Singaporeans amidst the Fourth Industrial -
Educational Inequality in the Singaporean Primary School Choice System
1 Structure-reinforced privilege: Educational inequality in the Singaporean primary school choice system Mira Debs and Hoi Shan Cheung Abstract Prior research on school choice as a global educational policy has emphasized how parents use their privileges to gain advantages. In contrast, we use the theoretical framework of structure- reinforced privilege to highlight how parental advantage can be compounded by complex choice structures, both the number of choices and the complicated selection criteria. We focus on a case study of Singapore’s primary school registration process which has not been previously examined in the academic literature. Using a discourse analysis of newspaper coverage and a Singaporean website for parents, we demonstrate that the primary enrollment system creates confusion among parents, and ultimately allows privileged parents to gain an admissions advantage in perceived elite schools. Numerous admission preferences, while initially intended to strengthen family-school ties, rewards those with resources, furthering the perception and reality of economic inequality. We close with recommendations to simplify school choice systems giving priority to families with limited resources. Key words: Parents, school choice, parent involvement, education policy, segregation, inequality, Singapore 2 Introduction In the last twenty years, school choice has been expanding as a global educational policy (Adamson, Åstrand and Darling-Hammond 2016, Forsey, Davis and Walford 2008). Choosing schools has been promoted as the solution to increasing student achievement, offering educational individualization, introducing competition into the public sector and providing greater access for poor students to quality schools (Chubb and Moe 2011, Dronkers and Robert 2008, Salman 2010, Wu, 2020). Yet this shift from education as a right to a consumer good has shifted the relationship between parents, schools and states (Proctor et al. -
Primary School Education Booklet
PRIMARY SCHOOL EDUCATION Preparing Your Child For Tomorrow Your Child’s Best Interests at Heart 01 SCHOOLING FOR EVERY CHILD The primary school years are an important phase of your child’s education. During these formative years, the Ministry of 02 NURTURING OUR YOUNG FOR Education (MOE) wants to build every child’s confidence and THE FUTURE desire to learn. Our curriculum aims to provide your child with a broad range of learning experiences that will help him to discover his talents and interests. 03 CURRICULUM FOR WELL-ROUNDED PRIMARY SCHOOL EDUCATION AT A GLANCE LEARNING • Six years of compulsory education. • Subject-based Banding to cater to children with different 05 LANGUAGE MASTERY strengths. • Co-curricular Activities and Values in Action activities to DIFFERENTIATED LEARNING provide a holistic education. 06 ENVIRONMENT • Primary School Leaving Examination (PSLE) at the end of six years. • Singapore Citizens need not pay school fees, but a LEARN THROUGH PLAY standard monthly miscellaneous fee of $6.50, and second- 08 tier miscellaneous fee capped at $6.50 will be payable. For more information on school fees payable for your child, 10 CHOOSING THE RIGHT SCHOOL please visit www.moe.gov.sg/education/primary/ and www.moe.gov.sg/admissions/international-students/ general-info/#monthly-school-fees. 12 FINANCING YOUR CHILD’S SCHOOLING YOUR CHILD’S EDUCATION MILESTONES 15 PARENTS AND SCHOOLS AS Primary PARTNERS Pre-Pri 1 - Choosing a Primary School 17 SINGAPORE’S EDUCATION SYSTEM: Pri 4 AN OVERVIEW - Choosing a Subject Combination Pri 6 SUPPORT AND CONTACT - PSLE 19 - Choosing a Secondary School Secondary The Ministry of Education formulates and implements policies on education structure, Sec 2 curriculum, pedagogy and assessment. -
Glossary of Educational Terms (教育词汇表)
Glossary of Education Terms (教育词汇表) A. Education System/Education Service (教育制度/教育服务) Associate Teachers Scheme 教师返聘计划 Autonomous School 自治学校 Centralised Institution 高级中学 Compulsory Education (CE) 强制教育 CONNECT PLAN (CONtiNuity, 敬业乐业计划 Experience, Commitment in Teaching Plan) Direction Polytechnic 理工学院直接招生计划 Admissions Edu-Pac (Education Service 教育专业与职业发展计划 Professional Development and Career Plan) Enabling Fund (Niche 支援资金 (专长项目) Programme) Enhanced Performance 强化表现评估制度 Management System (EPMS) General Education Officer 普通级教育官 (GEO) Government School 政府学校 Government-Aided School 政府辅助学校 GROW (for the professional and 教师专业与个人发展配套 personal Growth of education officers, through better Recognition, Opportunities and seeing to their Well-being) package Higher Education 高等教育 Independent School 自主学校 IT Demonstration School 资讯科技重点学校 Junior College 初级学院 Joint Polytechnic Special 理工学院特别联合招生行动 Admissions Exercise Ministry of Education Financial 教育部经济援助计划 Assistance Schemes (MOE FAS) MOE FAS For Government and 教育部经济援助计划 Government-Aided Schools (政府与政府辅助学校) MOE FAS For Independent 教育部经济援助计划(自主学校) Schools National School 国家体系学校 Niche of Excellence 专长项目 Niche Programme School 专长项目学校 Post-Secondary Education 中学后教育 Pre-School Education 学前教育 Professional Development 专业提升假期/ Leave (PDL) / Enhanced PDL / 强化专业提升假期计划/灵活专业 Flexi-PDL 提升假期计划 School Cluster System 校群制度 Senior Education Officer (SEO) 高级教育官 Special Assistance Plan School 特别辅助计划学校 (SAP) B. Education terms (教育术语) Ability-driven education 能 力 导 向 教 育 Broad-based education 广泛性教育 Career grade 职衔等级 Centralised -
Chapter 1: the Integrated Programme (IP)
P a g e | 1 How your child can gain direct entry into IP Schools even before taking the PSLE About the PSLE and its Integrated alternative: Programme DSA Direct School Admission (DSA) The Seven Strategies of Highly Successful DSA Applicants P a g e | 2 Table of Contents Preface .......................................................................................... 3 How to use this ebook .................................................................... 4 Introduction Chapter 1: The Integrated Programme (IP) ...................................... 5 Chapter 2: More IP Schools: A Double-Edged Sword .......................... 9 Chapter 3: PSLE – the One and Only Way to IP Schools? ................... 13 Chapter 4: The Direct School Admission ......................................... 17 7 Strategies for a Highly Successful DSA Application Strategy #1: Planning ahead for your child .......................................... 29 Strategy #2—Understanding your child ............................................... 31 Strategy #3—Nurturing the X-factor ................................................... 37 Strategy #4—Never overlook the academics ........................................ 40 Strategy #5—It's never too late ......................................................... 45 Strategy #6—Finding the best fit ........................................................ 47 Strategy #7—Slow and steady wins the race ........................................ 51 Conclusion ................................................................................... -
Historical Trajectories and Lost Heritage of Early Chinese Schools in Singapore – Case Study of Yeung Ching School in ‘Chinatown’
This document is downloaded from DR‑NTU (https://dr.ntu.edu.sg) Nanyang Technological University, Singapore. Historical trajectories and lost heritage of early Chinese schools in Singapore – case study of Yeung Ching School in ‘Chinatown’ Qu, Jingyi; Wong, Chee Meng 2019 Qu, J., & Wong, C. M. (2019). Historical trajectories and lost heritage of early Chinese schools in Singapore – case study of Yeung Ching School in ‘Chinatown’. Asian Ethnicity, 20(4), 399‑417. doi:10.1080/14631369.2018.1484279 https://hdl.handle.net/10356/143313 https://doi.org/10.1080/14631369.2018.1484279 This is an Accepted Manuscript of an article published by Taylor & Francis in Asian Ethnicity, available online: http://www.tandfonline.com/10.1080/14631369.2018.1484279 Downloaded on 01 Oct 2021 05:54:29 SGT Historical Trajectories and Lost Heritage of Early Chinese Schools in Singapore – Case Study of Yeung Ching School in ‘Chinatown’ Qu Jingyia *, Wong Chee Mengb ABSTRACT The history of modern Chinese schools in Singapore may be traced back to the early 20th century, when efforts to provide vernacular education in the British colony were made by community leaders across Chinese dialect groups, with support of the Qing Empire. Only a handful of these were selected as elite schools for bilingual education under the Special Assistance Plan (SAP) introduced in 1979 in independent Singapore. This paper examines the historical trajectories of these early schools from early association with Chinese nationalism to becoming multi-ethnic schools or simply defunct. It will focus on the case of the former Yeung Ching School in ‘Chinatown’ catering to the Cantonese community, to explore how the legacy of a Chinese school may be impacted by state formation and urban development since the 1950s, and also to point out a gap in current heritagisation pertaining to the role of education in shaping cultural identities. -
Nanyang Girls' High School
2013 Singapore Quality Award Summary Report omen of character ing w rtur Nu ContentsKey Milestones 01 Organisational Profile 06 Leadership 10 Planning 14 Information 20 People 26 Processes 32 Customers 40 Results i Annex: NYGH Strategy Map ii Glossary The first batch of locally groomed Renamed Nanyang Girls’ High School and moved female teachers graduated from the into its campus at King’s Road. school, marking the beginning of many qualified and talented primary school Started the first kindergarten in Singapore. The teachers graduating from Singapore school thus offered education for girls from Nanyang Girls’ School. kindergarten to high school. The idea of a Chinese girls’ school was conceived by Dr Sun Yat Sen, who believed that girls should be educated in order to play a more active role in serving their country and community. Mr Tan Chor Lam and Mr Teo Eng Hock shared his conviction. Singapore Nanyang Girls’ School was founded by Mr Tan Chor Lam and Mr Teo Eng Hock after much perseverance in a period fraught with financial difficulties. A tumultuous period for the school. There was a change of 6 principals before Mdm Liew Yuen Sien took over in 1927. She helmed the school for the next 40 years, bringing the school to greater heights. 1906-1911 ... 1917-1919 ... 1921-1927 ... 1930s ... 1940s 1950s-60s 1970s 1980s-90s ... 1999 1999-2000 Key 2013 2012 2011 ... 2009 2008 2006-2007 2004-2005 ... 2002 Prototype 21st Century Class Milestones (P21C2), a new approach to teaching and learning through 1-1 computing was piloted, gathering great media interest both locally and internationally.