The success of the Singapore Education System - Research Paper Example

The success of the Singapore Education System Outline Introduction 1-The History of Singapore education or how was the education in Singapore 2-How Singapore overcame on racism to achieve valid teaching environment 3-What are the factors that Singapore was able to overcome in order to achieve the education and civilization in the country 4-The Education system in Singapore 5-Development of Education in Singapore 6-The factors of successful education in Singapore 7-How Singapore achieved the social justice in Education Conclusion Introduction Singapore has exhibited a great success story from being a third-world/ developing country into the current modern industrial economy in about four decades. Singapore attained independence from Britain in 1965 and is habited by four major races, the Chinese, Indians, Malays, and Eurasians. During the time of independence, no compulsory education and only a small number of schools existed. These posed a threat to the economy of a small country that only had deep-sea port and the people as the only assets at the time. Singapore, being a poor country, felt that the only way it will attain the competitive grounds like other developed countries was through building a modern economy and creation of a national identity. The History of Singapore Education The lack of other natural resources left human resource as the only asset available for Singapore to achieve modern economy ambitions (OECD, 2010). These, therefore, left education as the only option for building both the economy and the nation through the delivery of human capital engine and in the creation of a sense of Singaporean identity. Nation building and the exploitation of the human resource was faced with a challenge of racial integration that sprouted as a result of the British colonial policies on education, language and citizenship (Boon & Gopinathan, 2006). In order to meet the needs, Singapore put a lot of focus in the education sector. According to the prime minister, the purpose of education at early days was to “provide a good man and a useful citizen” (OECD, 2011). This made the first phase of education which was dubbed “survival-driven” created in an attempt to expand the primary education and support the development of a literate and technically trained workforce (Boon & Gopinathan, 2006). Schools that existed were merged into a single Singaporean education system, and a bilingual policy introduced so that children could learn their language as well as English. The expansion became so rampant that by early 1970, ’s universal primary and secondary education were attained, and a national system of public education established although the quality was not high. After the success of the first phase, a second phase of education based on shifting from the labor-intensive economy to capital and the skill-intensive economic country was formed. These led to the introduction of an education system whose core values was to create multiple pathways for students to reduce the drop-out rate, improve the education quality and produce a technically-skilled labor force. The school system offered opportunities to all regardless of race, ethnic group or religious denomination, progress through the mainstream of education was based on achievement (Lim, n.d.). Through the introduction of multiple channels and streaming, the student drop-out rates dropped since students were treated according to their academic ability with regards to the fact that students do not grow with the same pace academically. The Curriculum Development Institute of Singapore was also established to produce high-quality textbooks and instructional materials for the different pathways. The attention and focus to achievement and the development of high-quality instruction and textbooks allowed for achieving success in education in Singapore. How Singapore overcame racism to achieve valid teaching environment In his attempts to create a multi-racial and multi-ethnic nation, Lee Kuan Yew, Singapore’s first prime minister, had to lay strategies to mitigate racial and ethnic segregation. The introduction of a compulsory two-year national service, teaching of all the four official languages and the policy of mixing each group within government-built houses brought unity among the people (OECD, 2010). The government’s decision to introduce bilingual in schools where students could learn English alongside their indigenous language brought cohesion among the children. The provision of at least six years of education to all children despite their race, language, sex, religion, wealth or status was another milestone in fighting the racism that was rampant during the colonial period. Factors that Singapore overcame to achieve the education and civilization in the country The success of Singapore education system is anchored on the reforms and improvements that were made to channel a way for greater education uptake in the country. The changes in the education system yielded a program that sort to improve the gap that existed in the old “Education for All” system in nurturing and exploiting the gifted and talented children. They felt that the education system could not provide the opportunity for the gifted child to succeed further than the curriculum could offer because of lack of flexibility and mechanisms to provide such experiences (Lim, n.d.). With the general believe that bright students should not be held back by their less talented counterparts, parents expressed their preference for better and more enriching programs for their children. These led to the adoption of Gifted Education program. The adoption of the policy reforms was also contributed by the political events of the time, good leadership, and the beliefs and values of the Singaporean society. The outcomes of the adoption of this policy had impacts on students in primary schools, parents, and teachers. Students at primary 4 were required to take a test to determine their enrolment into the gifted program. These gave a lot of pressure to students from all levels because they were required to prepare adequately. The branding of students being either “normal” or “gifted” after the test resulted in segregation among the students. Also, unhealthy competition arose among the gifted students. Primary schools that have the ability to produce more “gifted” students were deemed to be better than others and consequently those schools that are selected to conduct the gifted programs are considered better than their counterparts. Parents also encountered these segregations and differences since students who are believed to be gifted or otherwise are said to be a reflection of their parent’s characteristics. Teachers, on the other hand, were pressured by the parents and administration to prepare students attempting the tests. Also, those teaching the gifted students are seen as better than the rest of the teachers. Despite all the implications it has in the society Lim, believes that the program served its purpose in recognizing the rights of everyone in receiving the best education that suits one's needs. Challenging students according to their academic abilities has allowed Singapore to produce better and productive citizens and minimize the number of underachievers. The Education System in Singapore After all the reforms, the current education system structure comprises of six years of primary education, four years of secondary education. Then followed by two years at junior college, polytechnic or the institute of higher education (OECD, 2010). The primary education consists of a four-year stage foundation stage that all students follow a common curriculum that promotes English, mother tongue and mathematics. Science is taught as from primary stage three. Civics, moral education, health, physical education art and music are also taught at primary level. The streaming that was previously designed to allow students to proceed at their pace as from primary 5 has since been replaced by subject-based banding. With the current structure, all students at the end of primary six sit for Primary School Leaving Examination. The results then determine the admission in an express, normal academic or a normal technical course in secondary school. According to MOE brochure (2013), students in the express course typically take six to eight subjects at the GCE ‘O’ level examination after secondary 4. Students in the Normal (Academic) course take academically-based subjects while those in the Normal (Technical) course follow a more practice-oriented curriculum. However, students at the Normal (Academic) and Normal (Technical), courses, can take a more academically challenging subjects at the upper secondary levels if they perform well in those subjects. The typical technical program prepares students for technical higher education, jobs or post-secondary ITE after completion of a four-year program. In general, after a period of ten years of general education, students can go postsecondary education, either junior colleges, polytechnics or ITE (OECD, 2010). On the other hand, academically inclined students can take A-levels and then proceed to university or be admitted to study diploma courses in business or technical subjects at polytechnics. Students with GCE O or N-levels can take skill-based certificates in technical or vocational subjects at ITE. Outstanding ITE graduates also can go to polytechnics or universities. According to OECD, Institute of Technical Education is the best in the world and a significant element of Singapore success story (Gopinathan, 2011). The development of Education in Singapore The government investment in the Institute for Technical Education (ITE), the campuses provided high-quality technical and vocational education with high-tech facilities. These resulted in the increase in demand for the ITE graduates to go to polytechnics and universities. These saw the rise of the number of admissions to degree and diploma courses by more than 300% during the period of 1980-1992 (Boon & Gopinathan, 2006). The government interjection into the support of these ITE’s allowed the increase in number of science and engineering graduates that contributed to a steady rise in the research scientists and engineers (RSEs) arena. The Asian financial crisis of 1997, the world economy was shifting to a global knowledge economy (OECD, 2010); these prompted the discovery and application of new market ideas due to competition from other nations. These then required a paradigm shift in the Singapore’s education system towards a focus on creativity, innovation and research. Another form of educational reforms was initiated with the creation of a new vision in schools, “Thinking Schools, Learning Nation”. In support the Prime Minister Goh Chok Tong said, “We have to prepare ourselves for the future intense competition and shifting competitive advantages, a future of ever increasing change where technologies are replaced at an increasing pace”(Gopinathan, 2011). The Thinking Schools, Learning Nation (TSLN) initiative comprised of many strategies that were designed to shape the education to meet the student’s abilities and interests. It also aimed at providing more flexibility and choice for the students and to transform the structures of education. These also resulted in the provision of career paths and teachers’ incentives and improvement of the information and communication technology (I-CT). Significant changes were also witnessed in the management of schools, changing from the centralized, top-down system into geographic clusters with more autonomy (OECD, 2010). Such initiatives allowed the maximum harnessing of talents and abilities of the students, teachers, and leaders. These also ensured that education inculcates the development and inclusion of appropriate national values and instincts to the younger generations. The new initiatives could oversee the school’s ownership of their curricular and co-curricular activities and develop appropriate programs to meet individual student’s aptitude and skills. The teacher-training provided a generous employment package in an attempt to maintain high-quality teaching force. Teachers are entitled to remunerations better than that of any professionals and are given up to 100 hours of professional training per teacher per year. Besides, sabbatical leaves to obtain new knowledge and skills (Goon & Gopinathan, 2006). With such treatment teachers and school leaders are encouraged and strive always to give the best of their ability in ensuring quality service delivery to school and the nation at large. The incorporation of the ICT in the school’s curriculum and tertiary institutions was also effected to help in motivating the students become creative and independent learners. From the first Master Plan in 1997, the government gave S$2 billion funding to principals to equip schools, teachers and the students with the necessary infrastructure and training programs (Boon & Gopinathan, 2006). The second Masterplan continued with the adoption of the I-CT rationale and making it a key enabler in making student-centred learning assessment a thing to reckon and helping in achieving the visions of Thinking School, learning Nation initiative. Boon & Gopinathan (2006) also claim that this system adopted a systematic and holistic approach to integrating all critical components in the education system. The IT Master Plans meant to exploit the potential of information and communication technology and give students access to new information sources at any time, anywhere easing their learning (Gopinathan, 2011). According to OECD (2010), a review of primary schools in 2009 was conducted on the question of how each child’s learning can be affected by their innate curiosity and love for play. These led to the integration of art, music and physical education (PE) in the curriculum. Also, Curriculum 2015 re-emphasises the need for education to be rooted in moral and ethical values so as to allow the achievement of skills and character development in a holistic way. The national education reforms are designed to acquaint better students with their history, to strengthen civic commitments and to protect and defend Singapore’s core values (Gopinathan, 2011). The Factors of successful Education in Singapore The success of the Singaporean education system in achieving its vision of high-quality education is owed to several factors. Some of the factors include; the integrated planning system that was developed since the founding of the republic. Education has been placed on a high value as the key economic development and national cohesion in the country with no natural resources. The link of education to economic development is tight and driven from the top of the government. Singapore’s evolution from an economy based on port and warehousing to a capital and skill-intensive industry and then to knowledge –intensive has greatly influenced the growth and development of the education system. Also the uniquely integrated system of planning and the ability to manage supply and demand of education and skills is the primary source of Singapore’s competitive advantage (OECD, 2010). Singapore is described by a “tightly coupled” system in which key leaders in the ministry share responsibility and accountability with schools. This allows the announcement of policies that have to be implemented which gives the system strength. Another factor is the advantage of small scale. Singapore is a small state; therefore, management of resources became capable and allowed for better implementation of plants and reforms in the education system that allowed for great success. Singapore also has since demonstrated an unfailing commitment to equity and meritocracy (OECD, 2010), which has ensured the creation of a multi-ethnic society and efficient running of the government. Implementation of all the reforms and strategies that have seen the nurturing and upbringing of a whole rounded student and has served to the satisfactory of the society. Human resource management through a comprehensive system of selecting, training, compensation and developing teachers and principals is the other factor for the success of the Singapore education system. These have resulted in the excellent performances from high-quality teachers and school leaders because of the levels of motivation they are given. Lastly, another aspect that promotes the success of the education system is which has inculcated an attitude and developed mechanisms for continuous improvement. The flexibility of the system allows prompt changes and improvements are leading to a success of the system. The attention and focus to achievement and the development of high-quality instruction and textbooks allowed for achieving success in education in Singapore. The establishment of the Curriculum Development Institute of Singapore allowed for the achievement of a body to ensure quality education is provided further allowing for the success of the Singapore education system. How Singapore achieved social justice in Education Through the adoption of education system that serves all the citizens with equality no matter the race or ethnic group, one belongs. The government was concerned with the national integration, national building, and socialization that were focused on achieving these objectives through education. It recognized the need to provide every child with at least 6 years of education from the age of six- without discrimination of race, language, sex, wealth or social status (Boon & Gopinathan, 2006). The management of human resource and employment rates were increased by educating her citizens. Singapore was able to produce the most skilled human labor that would work in world-class industries and, therefore, solved the otherwise social problem among her people, unemployment. The future of the Singapore’s education systems will mean that the government should constantly be planning and reviewing its policies to sustain her competitive standards. Also, it should strengthen the national identity and cohesion to avoid any form of racism and disintegration among her citizens. The Chinese community living in Singapore, who are the larger population, are thought to look down upon other communities from different races (Ling, 2012). Such can poison the good and successful education system. Conclusion The Singaporean success of the education system leaves a lot to admire, and several lessons can be drawn from it that can be applied by any nation. Such lessons are an alignment of the education system to economic development goals, use of visionary leadership in the system, and ensuring that cohesion exists to enable smooth management of resources. Setting of clear goals and adoption of rigorous standards to serve as watchdogs, providing a curriculum that matches the standards of the players in the system. Ensuring accountability and meritocracy is observed. These ensure that all the key players in the system become responsible. Employment of highly qualified teachers and principals through a comprehensive human resource management system forms the other reason for the success of education in Singapore. Finally, any system that aspires to succeed should have knowledgeable, well trained and pragmatic individuals as their leaders at the ministry. They are responsible for any decisions that affect the general functioning of the system. References Boon, C, G., & Gopinathan, S. (2006). The Development of Education in Singapore since 1965. Nanyang Technological University: Singapore. Lim, G. (n.d) Gifted Education for Economic Survival: The Case of Singapore. PDF. Gopinathan, S. (2011). The Education System in Singapore: the Key to its Success. Madrid, Spain. OECD. (2010). Strong Performers and Successful Reformers in Education: Lessons from PISA for the United States. OECD Publishing Singapore Ministry of Education. (March, 2015). Ministry of Education: Bringing Out the Best in Every Child. Communications and Engagements Group. PDF. Yi Ling, R, N. (2012). Racism in Singapore: A Rethinking of Governing Principle is In Order. The Heart Truths Journal. Read More