Ministry of Education, 2009

This is a chart of the Key Stage Outcomes of Education as stipulated my the Ministry of Education. The elements of this chart stem from the Desired Outcomes of Education (DOE), which describe the ideal person who is educated in the education system of Singapore. The DOE are organized into four factors: a confident person, a self-directed learner, an active contributor, and a concerned citizen. To learn more about the DOE and Key Stage Outcomes, please click on the chart above.

The Global Schoolhouse Initiative

Photo by Wing Wah Tham

Because Singapore is a small country that lacks natural resources, it relies heavily on human capital to drive its economy. Providing exceptional educational opportunities for local students in order to produce top performing professionals has been a top priority for Singapore. This is evident through its world renowned and highly praised education system. When government officials realized the economic potential of international students, they began to broaden their educational endeavors to include highly qualified foreign students.

The Global Schoolhouse initiative began in 2002 as a means to build the economy through attracting revenue-generating international students. As a result of the Global House initiative’s strong brand name in education, a number of world-class universities and centers have been established in Singapore. These foundations include Institut Européen d’Administration des Affaires (INSEAD), Johns Hopkins University, the Georgia Institute of Technology, the University of Chicago Booth School of Business, and New York University’s Tisch School of the Arts. Many of these institutions are producers of the best professionals in their respective fields, further enhancing the reputation of Singapore’s educational offerings in the global market. Partnerships in abstract fields such as the arts and media also benefit Singapore by diversifying educational opportunities.

Photo by Vision 360

To encourage the growth of the Global Schoolhouse initiative, the government doubled spending on higher education from S$1.24 billion in 2005 to S$2.52 billion in 2010. Singapore remains an attractive destination for scholars due to its safety, location (Asia as a whole is becoming a hub for international education), educational prestige, and working language of English.

Resources: Synergy | Ng, P. T., & Tan, C. (2010). The singapore global schoolhouse: An analysis of the development of the tertiary education landscape in singapore. International Journal of Educational Management, 24(3), 178 – 188. doi: 10.1108/09513541011031556

Quality Assurance Framework for Universities
The Quality Assurance Framework for Universities (QAFU) was first launched in 2003. The QAFU is conducted once every five years in order for the university to have sufficient time to implement their action plans and apply necessary changes. An external review panel consisting of independent local and international industry leaders, professionals, and eminent academics is organized to conduct an independent evaluation of each university’s self-assessment report. They then propose areas for improvement by the university. The universities are required to address the recommendations raised by the panel by following up with concrete action plans.

EduTrust Certification Scheme
The EduTrust Certification Scheme is a voluntary certification system administered by the Council for Private Education (CPE) for PEIs (private education institutions) in Singapore. Though the EduTrust Certification Scheme is voluntary, it is one of the prerequisites which PEIs that enroll international students must meet to qualify for the issue of Student Passes. A foreign student who has been accepted by an educational institution to pursue full-time studies in Singapore must apply for Student Pass to remain in Singapore, as specified by the Immigration and Checkpoints Authority (ICA).

All logos belong to the Council for Private Education | Miyazaki, 2013
Please click for to enlarge

AXIS (Aspiration towards eXcellence In Special education)
AXIS was developed by a team of special education (SPED) school principals and Ministry of Education (MOE) officers. In August 2007, a team of SPED school principals and officers from MOE and the National Council of Social Service (NCSS) to develop a Quality Assurance (QA) framework for SPED schools. They have drafted a framework and QA method of assessment based on their study of local and overseas systems, in addition to inputs from Members of SPED School Management Committees, principals, and school staff. When the QA framework and evaluation method are finalized, they will enable SPED schools to begin a systematic school improvement process that will be based on a 4-year cycle (annual self-evaluation exercises for three years, followed by an external review on the fourth year).

Resources and further reading: Ministry of Education: External Audits of NUS, NTU and SMU | Council for Private Education: EduTrust Certification Scheme | EduTrust Certification Scheme Guidance Document | EduTrust Certification Scheme Terms and Conditions | Immigration and Checkpoints Authority: Approved Private Education Organizations | Ministry of Education: Quality Assurance Framework

Miyazaki, 2013

The Ministry of Education (MOE) of Singapore oversees the creation and implementation of education policies. It has control of the development and administration of the government and government-aided primary schools, secondary schools, and junior colleges. It also supervises private schools.

The MOE is arranged into three wings: the Professional Wing, the Policy Wing, and the Services Wing. The divisions of these wings are displayed in the purple boxes of the map. Together with the Immigration and Checkpoints Authority department of the Ministry of Home Affairs, the Private Education division of the MOE handles the EduTrust Certification Scheme. The MOE is also working with the National Council of Social Service (a statutory board of the Ministry of Social and Family Development) to form quality assurance measures for special education schools under AXIS (Aspiration towards eXcellence In Special education).

References: World Data on Education: Singapore | Council for Private Education: EduTrust Certification Scheme | Ministry of Education: Parliamentary Replies

To learn more about the course, view the projects of my IEM colleagues, and further explore education systems across the world, please click the following link:
Comparative and International Education — Fall 2013

Photo by the Monterey Institute of International Studies

A key component of Singapore’s education system is its Mother Tongue policy. This policy was formed to maintain the native languages of the three major ethnic groups: Chinese, Malay, and Indian. It is mandatory for students to study their mother tongue (Mandarin for Chinese, Malaysian for Malay, and Tamil for Indians) in addition to English, which is viewed as the “working language” of Singapore and is used as the medium in all other courses. There is a section on the national exams to evaluate proficiency of the mother tongue, which is necessary for consideration for admission to local higher education.

Photo by KiasuParents

This has stirred up controversy as the language spoken at home for many students does not fall under the mother tongue categories (ex: a Chinese student may speak Cantonese or another Chinese language, an Indian student may speak Bengali or another Indo-European language). In essence, students who speak a different Chinese or South Asian language will have to become proficient in two unfamiliar languages (their so-called “mother tongue” and English) instead of one (English).

A chart representing the variety of native languages spoken by residents of Singapore in 2000 outside of the three mother tongues (Dixon, 2005)

Photo by Singapolitics

Meritocracy is the fundamental concept in Singaporean society. This ideology pushes students to strive and succeed academically through grades, tests, and admission to special programs and higher education. Through this mindset, one’s grades are a direct reflection of their merit (superseding other factors that can impact one’s educational success, such as socioeconomic background).

References: Dixon, L. Q. (2005). The bilingual education policy in singapore: Implications for second language acquisition. In J. Cohen, K. T. McAlister, K. Rolstad & J. MacSwan (Eds.), ISB4: Proceedings of the 4th International Symposium on Bilingualism. Somerville, MA: Cascadilla Press. | Singapore Education Sector Analysis: Improvement and Challenges in Academic Performance of Four Ethnic Groups in Singapore | World Data on Education: Singapore

Miyazaki, 2013

Map of the Education Structure

This map was created using the most recent UNESCO ISCED classification.  Secondary education in Singapore is specialized in order to fit the academic pace of the individual.  There is a Primary School Leaving Exam (PSLE) administered at the end of primary school that determines which course the student will take in secondary school.  There are also various options for students after secondary school.  There are several pathways leading to higher education, though entrance exams are required for entry into junior colleges (with the exception of those choosing to pursue the Integrated Program), the Institute of Technical Education, Polytechnics, and university.  There is open access to education for students with special needs through taking courses with a curriculum designed for special needs learners.  There are no dead ends in the Singapore education system.

References and Further Reading: International Standard Classification of Education (ISCED) of Singapore | The Ministry of Education’s Singapore Education Journey Landscape (interactive page) | The Ministry of Education: Special Education Path | World Data on Education: Singapore

All logos belong to their respective organizations | visual: Miyazaki, 2013

REGIONAL PARTNERSHIPS
Asia-Pacific Economic Cooperation (APEC):
-mission: “support sustainable economic growth and prosperity in the Asia-Pacific region”
-APEC secretariat located in Singapore
-2009 APEC forum hosted in Singapore
www.apec.org

Association of Southeast Asian Nations (ASEAN):
-mission: stimulate economic growth, advocate regional peace and stability, improve social issues, popularize Southeast Asian studies, promote cooperation and collaboration between ASEAN members
-1992: 4th ASEAN summit held in Singapore
www.asean.org

Southeast Asian Ministers of Education Organization (SEAMO):
-mission: “to enhance regional understanding, cooperation and unity of purpose among Member Countries for a better quality of life through the establishment of networks and partnerships, the provision of fora among policy makers and experts, and the promotion of sustainable human resource development”
-1965: Singapore along with other Southeast Asian nations found SEAMO
-1966: One of the first two SEAMO Regional Centres is established: SEAMEO Regional Language Centre (SEAMEO RELC) in Singapore
www.seamo.org

INTERNATIONAL PARTNERSHIPS
United Nations (UN):
Singapore, September 21, 1965
www.un.org

United Nations Educational, Scientific and Cultural Organization (UNESCO):
Singapore, October 2007 (rejoined)
www.unesco.sg

World Bank:
International Bank for Reconstruction and Development
Singapore, August 3, 1966
International Development Association (IDA)
Singapore, September 27, 2002
International Finance Corporation (IFC)
Singapore, September 4, 1968
Multilateral Investment Guarantee Agency (MIGA)
Singapore, February 24, 1998
International Centre for Settlement of Investment Disputes (ICSID)
Singapore, November 13, 1968
www.worldbank.org

World Trade Organization (WTO):
Singapore, January 1, 1995; one of the original members
www.wto.org

Photo by: Central Intelligence Agency

The Republic of Singapore

Status: independent city-state

Location: Southeast Asia; southern tip of Malaysia

Photo by: Wikipedia

Photo by: Chandler Nguyen

President: Tony Tan Keng Yam

Ethnic composition: Chinese (74.2%), Malay (13.3%), Indian (9.2%), Other (3.3%)

Official languages: English, Mandarin, Malay, Tamil

Religions: Buddhism (33%), Christianity (18%), No religion (17%), Islam (15%), Taoism (11%), Hinduism (5.1%), Others (0.9%)

Photo by: Greg Goodman

Population as of 2012:

• 62% citizens
• 38% permanent residents or foreign workers/students

GDP (PPP): per capita $61,046
(**2nd highest income inequality among developed countries)

Unemployment rate: 2.8%

References: Singapore Department of Statistics | Central Intelligence Agency – the World Factbook | Bloomberg Businessweek | International Monetary Fund

History of Education in Singapore
1819: Singapore founded
1823: First established by Sir Thomas Stamford Raffles under the British rule through the Singapore Institution (presently known as the Raffles Institution)

• Malay education: Funded by British government (free)
  English not taught as British prioritized early education in the mother tongue
  Objective: make students better fishermen and peasants
• Chinese education: Funded by private entities
  Established by Chinese community
  Teachers (mostly China-born) used textbooks imported from China
  Content focused on happenings in China
• Indian education: Mostly small private schools
  Taught in Tamil language
• English education: Opened to all but with a fee
  Funded by private entities but assisted by government
  English primary language of instruction
  Eventually some managed and funded by government
  Schools established by missionaries were provided financial aid but were managed by missionaries

1947: Ten Years Programme for Education Policy in the Colony of Singapore initiated; aim was free, universal education system to prepare for self-governance
1950s-1960s: “Survival-driven education” system; Singapore begun to develop own economy, aim to provide skilled workforce for industrialization plan (focus on technical and vocational education) and lower unemployment. Education streamlined, brought students of different cultural and lingual backgrounds together
1959: Self-government
1960: Bilingualism policy in education officially introduced: English official language (national integration and utilitarian purposes)
1963: Independence from United Kingdom, merger with Malaysia
1965: Separation from Malaysia
1980s: “Ability-driven education” system; Normal stream in secondary schools divided to two pathways: Normal (Academic) and Normal (Technical), Gifted Education Programme, foundation of Institute of Technology (vocational education)
1988: First independent schools established
1994: First autonomous schools established
1997: Three major policy themes:

• Thinking Schools, Learning Nations – Prime Minister Goh Chok Tong: national education, collaborative learning, critical thinking, ICT literacy (more decentralized)
• Innovation and Enterprise – “developing strength of character”
• Teach Less, Learn More – “quality of interaction between the teacher and the learner”

References: National Library Board Singapore | Boon, G. C., & Gopinathan, S. (2006). The Development of Education in Singapore since 1965. Unpublished paper, Nanyang Technological University, Singapore. Retrieved from http://siteresources.worldbank.org/EDUCATION/Resources/278200-1121703274255/1439264-1153425508901/Development_Edu_Singapore_draft.pdf | Lim, G. (2002). Gifted Education for Economic Survival: The Case of Singapore. Retrieved from http://www.ualberta.ca/~ckreber/papers/lim/htm. Accessed on September 22, 2013. | Chew, E. (1991). Lee, E., ed. A History of Singapore. Oxford University Press. ISBN 0-19-588917-7

This case study is being conducted for a Comparative International Education course.  The purpose of this course is to introduce the study of comparative education, as well as topics of access, diversity, and inclusion as globalization continues to impact education systems across the world.  The end product will include a joint-project with a peer, comparing the diversity, access, and equity in the education system of Singapore with that of New Zealand.