Education System Singapore
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Moulding the Future of Our Nation
Education Statistics Digest 2014 Moulding The Future of Our Nation CONTENTS Preface …………………………………………………………………………………..……. iii Singapore Education Landscape (Infographics)..…………………………………………. v Overview of the Education System .………………………………………………………... vii Key Educational Indicators …………………………………………………………………. xv PRIMARY, SECONDARY AND PRE-UNIVERSITY EDUCATION, 2013 Summary Statistics 1 Number of Schools by Level and Type …………………………………………… 3 2 Students, Education Officers and Education Partners in Schools by Level…… 3 3 Summary Statistics on Education Officers ………………………………………. 4 Enrolment Statistics 4 Enrolment, Number of Classes and Class Size by Level ……………………….. 5 5 Primary Enrolment by Age and Level …………….……………………………….. 7 6 Secondary Enrolment by Age, Level and Course ……………………….………. 9 7 Junior College / Centralised Institute Enrolment by Age and Level ……….…… 11 8 Number of Schools by Level and Electoral Constituency ……….……………… 12 9 Enrolment by Level and Electoral Constituency ………………………………… 13 Education Officers’ Statistics 10 Teachers’ Academic Qualification, Length of Service and Age by Level……… 15 11 Vice-Principals’ Academic Qualification, Length of Service and Age by Level.. 16 12 Principals’ Academic Qualification, Length of Service and Age by Level …….. 17 Private Schools 13 Statistics on Private Education Institutions …..…………………………………… 18 ITE, LASALLE, NAFA, POLYTECHNIC AND UNIVERSITY EDUCATION, 2013 14 Intake, Enrolment and Graduates of ITE by Course ……………………………. 21 15 Intake, Enrolment and Graduates of LASALLE and NAFA by Course ………... 22 16 Intake, Enrolment and Graduates of Polytechnics by Course …………………. 23 17 Intake, Enrolment and Graduates of Universities by Course …………………… 24 STATISTICAL SERIES 18 Number of Schools by Level and Type …………………………………………… 27 19 Enrolment by Level and School Type ... …………………………………………. 29 20 Primary Enrolment by Level and Stream ……..………………………………….. 30 21.1 Secondary Enrolment by Level and Course …..…………………………………. 31 21.2 Secondary Enrolment by Level and Course ………….…………………………. -
Views and Ideas Is Rarely Seen Or Supported
Varghese Lini, Kankaani Gaurav, International Journal of Advance Research and Development. (Volume 3, Issue 1) Available online at www.ijarnd.com Comparison of Education System in Singapore and Hong Kong Lini Varghese1, Gaurav Kankaani2 1, 2 Student of School of Business studies and Social Sciences ABSTRACT This article mainly focuses on the education system practised in Singapore and Hong Kong. The differences in the education system and practises are shown clearly in this article. The details on the different types of the education system with many other explanations are also given. The history of the educational reform in these two countries is also given. The different education opportunities and their strengths are mentioned. The attitude of parents towards their children’s education is also clearly stated in this paper. This article also deals with the problems and weaknesses faced by both the countries and their reasons are shown Keywords: Education System in Singapore and Hong Kong History Strengths Weakness EDUCATION IN SINGAPORE INTRODUCTION Singapore institution (Raffles Institution) was established by Sir Thomas Stamford Raffles in the year 1823 which in turn started education in Singapore. This formed 3 types of schooling systems in Singapore- Malay schools, Chinese and Tamil school (together) and English schools. The Singapore education provides multi-cultural and multi-racial characteristics, a bilingual policy which interns aim at providing students with a holistic and broad-based education. Under this bilingual policy, students get to learn two languages- English which the common language and their mother tongue languages (Chinese, Tamil or Malay) to maintain their culture, heritage, values and ethnic identity. -
Singapore: Rapid Improvement Followed by Strong Performance
7 Singapore: Rapid Improvement Followed by Strong Performance Singapore is one of Asia’s great success stories, transforming itself from a developing country to a modern industrial economy in one generation. During the last decade, Singapore’s education system has remained consistently at or near the top of most major world education ranking systems. This chapter examines how this “tiny red dot” on the map has achieved and sustained so much, so quickly. From Singapore’s beginning, education has been seen as central to building both the economy and the nation. The objective was to serve as the engine of human capital to drive economic growth. The ability of the government to successfully match supply with demand of education and skills is a major source of Singapore’s competitive advantage. Other elements in its success include a clear vision and belief in the centrality of education for students and the nation; persistent political leadership and alignment between policy and practice; a focus on building teacher and leadership capacity to deliver reforms at the school level; ambitious standards and assessments; and a culture of continuous improvement and future orientation that benchmarks educational practices against the best in the world. Strong PerformerS and SucceSSful reformerS in education: leSSonS from PiSa for the united StateS © OECD 2010 159 7 Singapore: rapid improvement Followed by Strong perFormance introduction When Singapore became independent in 1965, it was a poor, small (about 700 km2), tropical island with few natural resources, little fresh water, rapid population growth, substandard housing and recurring conflict among the ethnic and religious groups that made up its population. -
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 -
FURTHER EDUCATION in SINGAPORE in 2000 The
FURTHER EDUCATION IN SINGAPORE In 2000 the Compulsory Education Act codified compulsory education for children of primary school age, and made it a criminal offence for parents to fail to enroll their children in school and ensure their regular attendance. Compulsory Education (CE) was implemented in Singapore in 2003 for children born between 2 January 1996 and 1 January 1997 who are residing in Singapore. The Ministry of Education (Singapore) (http://www.moe.gov.sg/) formulates and implements the policies related to education in Singapore and has developed a world- leading education system comprising the following levels: Pre-School; Primary; Secondary; Pre-University; and Post-Secondary. In the recent Global Competitiveness Report Singapore was ranked first in the world for the quality of its educational system (http://www3.weforum.org/docs/WEF_GlobalCompetitivenessReport_2010-11.pdf). 1. Pre-University Education Upon completion of secondary school education, 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. Both junior colleges and the Millennia Institute accept students on merit, with a greater emphasis on academics than professional technical education. Students who wish to pursue a professional-centred diploma education go on instead to post-secondary institutions such as the polytechnics and the Institute of Technical Education (ITE). 1.1 Pre-University centres The pre-university centres of Singapore are designed for upper-stream students (roughly about 20%-25% of those going into further education) who wish to pursue a university degree after two to three years of pre-university education, rather than stopping after polytechnic post-secondary education. -
2011 Singapore Quality Award Winner SQA Executive Summary
NURTURING THINKERS,Raffles Institution . 1 LEADERS AND PIONEERS SQA Executive Summary 2011 Singapore Quality Award Winner 2 . Singapore Quality Award 2011 Contents Key Milestones Accolades Rafflesians in the News Organisational Profile 08 Category 1 / Leadership 15 Category 2 / Planning 25 Category 3 / Information 30 Category 4 / People 36 Category 5 / Processes 46 Category 6 / Customers 54 Category 7 / Results 62 Glossary This report is printed on 100% recycled paper. NURTURING THINKERS, LEADERS AND PIONEERS 2011 Singapore Quality Award Winner FOREWORD BY PRINCIPAL, MRS LIM LAI CHENG The name “Raffles” is synonymous with the gold standard. With a history that spans 188 years, RI has had the advantage of a proud legacy and benefited from many who have dedicated their lives towards shaping the institution and keeping it true to its founding mission. We are privileged to have RI be counted among the leading organisations in Singapore and the world through being awarded the Singapore Quality Award. I thank our board of governors, parents, alumni and our many partners, for keeping faith with us and for pushing us on to do more than we thought we could. In particular, I thank both the teaching and support staff of RI, who have worked so hard to make RI the best environment for work and study. As a school that has the lion’s share of the best minds in Singapore, we will continue to nurture worthy citizens and caring, outstanding leaders who will serve their nation and be the hope of a better age. RI is happy to share the experience of our SQA journey through this executive summary of our application report. -
Press Release
PRESS RELEASE 31 Aug 2007 RESULTS OF THE DIRECT POLYTECHNIC ADMISSION (DPA) EXERCISE 1. The first Direct Polytechnic Admission (DPA) exercise, for admission into polytechnics in academic year 2008, commenced on 11 July 07 and ended on 16 Aug 07. Strong Interest in DPA Exercise 2. There was strong interest among students for the DPA exercise. A total of 5,090 students applied for direct admission into the polytechnics and 466 were offered places. 391 applicants, or about 85%, have accepted the offers. The offers cover a wide variety of disciplines, including business, engineering, sciences and social sciences. 3. In considering DPA applications from students, the polytechnics took into account a wide range of factors. In addition to the write-ups submitted through the DPA application portal, the polytechnics considered information such as the applicants’ school-based results, testimonials from teachers and CCA records. The polytechnics also interviewed short-listed applicants to further assess their talents and interests in the courses they applied for. For certain courses, such as the Creative Media Design course at Singapore Polytechnic, applicants were required to sit for specific aptitude tests. Admission of DPA Applicants into Polytechnics for AY08 4. Successful DPA applicants who have accepted their offers will be given places in the polytechnic courses that they have received offers for, as long as they meet the following conditions: (a) Obtain a net ELR2B21 score of not more than 26 points for the GCE ‘O’ level examinations; and (b) Meet the Minimum Entry Requirements (MER) for the polytechnic course that the student has been offered. -
Advancing 21St Century Competencies in Singapore
Advancing 21st Century Competencies in Singapore By Jennifer Pei-Ling Tan, Elizabeth Koh, Melvin Chan, Pamela Costes-Onishi, and David Hung, National Institute of Education, Nanyang Technological University FEBRUARY 2017 Advancing 21st Century Competencies in Singapore February 2017 Case Study Authors: Jennifer Pei-Ling Tan, Elizabeth Koh, Melvin Chan, Pamela Costes-Onishi, and David Hung, National Institute of Education, Nanyang Technological University ASIA SOCIETY Asia Society is the leading educational organization dedicated to promoting mutual understanding and strengthening partnerships among peoples, leaders, and institutions of Asia and the United States in a global context. Founded in 1956 by John D. Rockefeller 3rd, Asia Society today is a global institution—with offices throughout the United States and Asia—that fulfills its educational mandate through a wide range of cross-disciplinary programming. Across the fields of arts, business, culture, education, and policy, the Society provides insight, generates ideas, and promotes collaboration to address present challenges and create a shared future. The Center for Global Education at Asia Society brings together leaders and institutions from around the world to tackle one of the most critical education challenges today: how to educate all students for employability and citizenship in a global era. Our mission is to develop global competence in students, young leaders, and educators as the foundation for understanding between people in the Asia Pacific region and throughout the world. We accomplish this by working with educators, school districts, parents, and communities to ensure that they have the tools and support they need to globalize learning and prepare young people for our global future. -
1 the Convergence and Divergence Effects of Globalisation On
The convergence and divergence effects of globalisation on Singapore’s education system A paper presented at the annual meeting of the Australian Association for Research in Education, Melbourne, November 26-December 2, 2004 Chua, Siew Kheng Catherine The University of Queensland Abstract My goal in this paper is to examine the effects of globalisation on the education system in Singapore. I draw on what I have called the “elimination” process, which operates on two levels: first, at the level of the unequal preparation and subsequent removal of students from the school system, and second, at the level of the curriculum, noting that certain subjects in Singapore are receiving recognition while other subjects are facing the possibility of being removed from the school curriculum. It is argued that the global economy enables the expansion of career opportunities, largely due to a homogenisation effect, and specifically in the scientific arena. Yet at the same time, it facilitates an elimination process, especially for students without access to adequate preparation and for humanities subjects, such as English literature, as well. As reported in The Straits Times, the study of literature is steadily losing popularity and fast becoming a dying subject in Singapore schools. In this regard, the concept of globalisation epitomizes both divergence and convergence effects. I examine the government’s initiatives and education policies implemented in response to this change, and explore how this shift in emphasis both benefits certain students and affects the choice of subjects among students. INTRODUCTION The challenge for us is how to continue growing and the answer is, well, we’ve got to continue to restructure, we’ve got to continue to upgrade… it’s a worldwide trend because of globalisation… there is ferocious competition… (Singapore Government Media Release, 2004) To the newly appointed Prime Minister Lee Hsien Loong, the process of globalisation is a “worldwide trend” and Singapore must prepare for the inevitable changes it brings. -
THE INTEGRATED PROGRAMME (IP) Schools with IP 4 Year Period 2 Year Period • Catholic High School • CHIJ St
Skip the O-Levels The 6-year Integrated Programme (IP) leads directly to the A-Levels, International Baccalaureaute or NUS High Diploma. It’s Affordable Make Friends from All Over Singapore I Can Do It!! 5 THINGS TO KNOW ABOUT Don't worry about IP schools attract school fees. Just do students like you from your best, MOE will all primary schools. Make take care of the rest. new friends and learn from each other! There Are Exciting Challenges It’s Offered In 17 Schools Curious About IP? Go deeper into your Academically strong? favourite subjects, spend Learn well through more time on your pet challenges? Find out research projects. more from your teacher! THE INTEGRATED PROGRAMME (IP) Schools with IP 4 Year Period 2 Year Period • Catholic High School • CHIJ St. Nicholas Girls’ School • Eunoia Junior College • Singapore Chinese Girls’ School • Nanyang Girls’ High School • Hwa Chong Institution • Hwa Chong Institution • Raffles Girls’ School A-Levels • Raffles Institution • Raffles Institution • Victoria School • Victoria Junior College • Cedar Girls’ Secondary School 6 Year Period • Dunman High School • River Valley High School • National Junior College • Temasek Junior College 4 Year Period 2 Year Period • Methodist Girls’ School • Anglo-Chinese School • Anglo-Chinese School (Independent) (Independent) IB Diploma 6 Year Period • St. Joseph’s Institution 6 Year Period NUS High School • NUS High School of Mathematics and Science Diploma For More Information... Scan the QR Code to Find Out More About the 17 IP Schools and Visit their Open Houses! https://tinyurl.com/IPSCHOOLS. -
Racialised Education in Singapore Introduction Singapore's National
Educational Research for Policy and Practice (2006) 5:15–31 © Springer 2006 DOI 10.1007/s10671-005-5692-8 Racialised Education in Singapore Michael D. Barr School of History, Philosophy, Religion and Classics, The University of Queensland, St. Lucia QLD 4072, Australia E-mail: [email protected] Abstract The Singapore education system plays a central role in the mythology of the young country’s nation building project. The education system is portrayed as the cradle of Singapore’s multiracialism, fostering racial harmony and understanding. Yet this historical study of primary school English textbooks from the 1970s to the present reveals that since the beginning of the 1980s they have been systemically designed in such a way that they evoke high levels of racial consciousness, and at their worst have displayed a pro-Chinese bias that has deprived non-Chinese children of inspiring role models. This study helps to explain the results of recent sociological research that has cast doubt on the effectiveness of the Singapore education system as an instrument for promoting racial harmony. Key Words: English textbooks, ethnicity, multiracialism, pedagogy, primary school, race, racism, Singapore, stereotyping, teaching English Introduction Singapore’s national ideology is based on a small collection of central con- ceptual elements. Two of these are meritocratic elitism and multiracialism. The myths of meritocracy and multiracialism enjoy a truly symbiotic rela- tionship, between them emphasising the ‘fairness’ of the Singapore system and ‘explaining’ the subordinate role of the non-Chinese minority races (Barr & Low, 2005; Moore, 2000; Rahim, 1998). At the same time they claim to guarantee to the minorities that they enjoy full status as mem- bers of the nation-building project (Teo, 2001; Yaacob, 2003). -
The Case of Singapore
PennGSE Perspectives on Urban Education (http://www.urbanedjournal.org) Home > A New Educational Perspective: The Case of Singapore A NEW EDUCATIONAL PERSPECTIVE: THE CASE OF SINGAPORE Daniel C. Kent Yale-NUS College Keywords: international education, education policy, Singapore Introduction: Education in Singapore Then and Now Lying at the edge of peninsular Malaysia in the heart of Southeast Asia, Singapore is a post-colonial country with a population of 5.5 million individuals known for its tropical climate, technological advancement, and diverse population. The city-state ranks near the top of the world for various metrics on wellbeing, with a high GDP per capita, low unemployment, and high life expectancy in addition to a number of other metrics (Central Intelligence Agency, 2017). The nation’s standing today as the financial capital of Asia and the most developed country of the region would have seemed an impossible goal at the nation’s founding over 50 years ago. The Singaporean government has achieved ambitious goals through a variety of mechanisms, but education has proven to be the single most important investment the government has made in the course of its short history. Policymaking in this sphere has allowed Singapore to achieve some of the highest educational attainment rates in the world. It has become a model of urban education from which other countries and contexts may have valuable lessons to learn. Singapore was founded in 1964 after a forced separation from Malaysia. With close to no natural resources, the government (under the leadership of Lee Kuan Yew) immediately made economic development its top priority, with targeted policies in foreign investment and education, primarily driving growth (Leggett, 2011).