Singapore’s current education structure has considerably improved through the incorporation of policy objectives that prepare all learners in the confrontation of the societal, financial and precedential face ups that are projected in the future (Kumar, 2004). The educational structure has partly taken the social context into thought through its integration in the learning and teaching systems. The social context can be regarded to be an imperative component in the education system, in addition to the educational policies. The educators, especially those who have their first experiences with the system of competences incorporating certain values, may bear complexity. The Singapore education scheme offers equality through various ways, although the meritocratic education also fails to address certain issues mainly, the issue where scholars with dissimilar social backgrounds go through teaching in a disparate manner. According to Wong, the program has the projection of offering a reasonable edification that eases environmental and cultural mobility, as well as the encouragement of universal perceptive (Wong, 2008). The program bears emphasis on the study of languages and precedent undertakings of other cultures and peoples in an attempt to develop comprehensive cultural understanding. The teachers bear the duty of building up novel skills and values among the present students at different levels of study. The developed personality competence and skills have to be accentuated through the incorporation of values. The values, that the teachers help to develop, construct the beliefs, mind-sets and proceedings acting as an imperative framework towards the realization of the competencies that Singapore emphasizes. Educators ought to manipulate the development of societal and emotional competencies, which are considered to be the capabilities essential for the recognition and management of emotions, building up the concern and making reasonable choices (MOE Singapore, 2010). Educators bear the challenge of converting unknowledgeable persons at their young age into mature people with the ability to make knowledgeable decisions concerning various global issues. The teacher has the duty of inducing judicious thinking, communication skills and other necessary global skills that enable the younger generation to join the world of opportunities, to make things work out through the application of the learned and developed life concepts (MOE Singapore, 2010). Teachers also bear the burden of developing the hidden or lacking values in children or students to make upright persons within the society. The necessitated values to assist in the accomplishment of the competencies include: respect where persons have to recognize their self-respect, as well as the intrinsic value of other human beings. The teachers have to make young ones realize these two imperative concepts, since attaining respect is a personal subject that cannot be compared with others. The inequality occurs in the sense that people from different backgrounds observe respect at dissimilar angles. The teachers have to impart responsibility to all children despite their backgrounds and view of responsibility at a personal level. The teachers have the challenge of making the children recognize their duty towards different people and the community. The teachers also bear the challenge of imparting integrity through the maintenance of moral principles and the
The Singapore Educational System: Issues Of (In) Equality Name Instructor Task Date Introduction In the current times, Singapore is on the verge of providing its younger generation with a strong academic background that prepares the population in thriving on the dynamic world today…
However, the implementation of these National Education policies have to contend with the inequality issues prevalent within the social context of teaching and learning some of which are associated with an individual’s race/ethnic, social status and gender.
It ascertained that communication was the only way that could address the issue that was at hand. The study also aimed to address the issue of peer mediation and mentoring that was suppose to equip the students with the right skills of mentoring each other in terms of understanding each other’s special needs without considering their races and origin.
Singapore’s population is composed of the Malaya, who originated from Malaysia, Chinese, Indians, Japanese and other Asian tribes. Therefore, the policies and laws adopted in the country can be said to have been influenced by people from the Asian origins.
Indeed, it has highlighted global issues of further education from nation to nation (Dyankov 1 and 4, 1-53). Out of about 15 major global issues, the further education concerns occupied nearly 40 per cent projection and significance. As such, major contemporary issues of further education relate to technical, vocational, continuing, guidance, teaching, learning, methods, material, processes, staff, general education, training, counselling, access of girls and women, rural development, further education and industries, preparation of teachers, institutional interaction and cooperation, and constant updating of teaching-learning skills.
It should be noted that employee relation systems may deal with collective issues relating to workers in a particular industry or may deal with individual issues peculiar to certain organisations. A good employee relations systems is one in which there is a merger between the management structures in existence within any one organisation and the concerns brought forward by the organisation's employees.
According to the paper National Policies in this context refer to children’s needs and those provisions that are most appropriate for meeting those needs, like Mittler describes inclusive educational practice as necessitating a process of reform and restructuring of the school as a whole, with the aim of ensuring that all pupils can have access to the whole range of educational and social opportunities offered.
One outstanding political similarity between Eire and Singapore is that both countries are ruled under the authoritarian regime.
However, Singapore politics is more liberal than that of Eire. This political liberalization has an impact on the countries' employee relations system but according to Blanchflower, there is not much different between Singapore and Eire in terms of employee relations.
This process is called schooling. Systems of formal education include primary, secondary, higher, adult, alternative and indigenous education. Education is a fundamental right for all people, women and men, of all ages, throughout our world and nobody can deny this right to anyone.
whatever age and on wherever place) is highly dependent on the educators and the learning styles and approaches being used on them as part of the educational system. There are many various aspects of the educational system – the teachers, the educational environment such as
According to the research higher-level students can learn together and specialize in their intelligence, for instance, complex mathematics or intensive science. For Singapore, the country promoted the ‘Education for All’ principle to govern all the private and public schools. The government conceived the idea of the GEP in 1981.
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