The document discusses the development of Singapore's education system from the 1960s to the present. Key points include:
1) In the 1960s-1970s, the education system focused on building national loyalty, fostering social cohesion through initiatives like bilingual education, and preparing students for economic development and the workforce.
2) In the 1970s-1980s, efforts were made to improve education quality through streaming students and emphasizing moral education and technical skills. Schools were also given more flexibility and autonomy.
3) Today, the education system promotes critical thinking, uses information technology, teaches national education, develops student talents, and makes primary education compulsory to prepare students for further education and a co
Presentation for HCM Sikkim on Singapore and Philippines Learning Visit 2015Bhim Thatal
Singapore and Philippines Learning Visit of the HRDD Delegates of Sikkim from January 11 to 18, 2015 Headed by the Hon'ble Minister for HRDD Sri RB Subba
This presentation is about the Global Teachers Knowledgeable of K to 12 Program of Various Countries in the World.
i hope that this might help you in your class reporting.
Improving the philippine education system through the kto12dwcc38818
The Philippines is committed to achieving its Education for All (EFA) goals not only for the development of each Filipino, but also for the overall social and economic progress of the country. Part of the Philippine Education For All Plan of Action 2015, is Critical Task No. 5, “the expansion of basic education, targeting that by 2015, the Philippines has lengthened its cycle of basic education schooling to make it twelve years.”
This presentation was made for the subject "THE TEACHING PROFESSION". Philippines was the country assigned to us and we need to compare it with the other country's education system.
Education in China is a state-run system of public education run by the Ministry of Education. All citizens must attend school for at least nine years, known as the nine-year compulsory education, which the government funds. It includes six years of primary education, starting at age six or seven, and three years of junior secondary education (middle school) for ages 12 to 15. Some provinces may have five years of primary school but four years for middle school. After middle school, there are three years of high school, which then completes the secondary education. The Ministry of Education reported a 99 percent attendance rate for primary school and an 80 percent rate for both primary and middle schools.[citation needed] In 1985, the government abolished tax-funded higher education, requiring university applicants to compete for scholarships based on academic ability. In the early 1980s the government allowed the establishment of the first private school, increasing the number of undergraduates and people who hold doctoral degrees fivefold from 1995 to 2005.[4] In 2003 China supported 1,552 institutions of higher learning (colleges and universities) and their 725,000 professors and 11 million students (see List of universities in China). There are over 100 National Key Universities, including Peking University and Tsinghua University. Chinese spending has grown by 20% per year since 1999, now reaching over $100bn, and as many as 1.5 million science and engineering students graduated from Chinese universities in 2006. China published 184,080 papers as of 2008.[5] China has also become a top destination for international students.[6] As of 2013, China is the most popular country in Asia for international students, and ranks third overall among countries.[6]
Laws regulating the system of education include the Regulation on Academic Degrees, the Compulsory Education Law, the Teachers Law, the Education Law, the Law on Vocational Education, and the Law on Higher Education. See also: Law of the People's Republic of China.
Although Shanghai and Hong Kong are among the top performers in the Programme for International Student Assessment, China's educational system has been criticized for its rigorousness, as well as its emphasis on rote memorization and test preparation.
Presentation for HCM Sikkim on Singapore and Philippines Learning Visit 2015Bhim Thatal
Singapore and Philippines Learning Visit of the HRDD Delegates of Sikkim from January 11 to 18, 2015 Headed by the Hon'ble Minister for HRDD Sri RB Subba
This presentation is about the Global Teachers Knowledgeable of K to 12 Program of Various Countries in the World.
i hope that this might help you in your class reporting.
Improving the philippine education system through the kto12dwcc38818
The Philippines is committed to achieving its Education for All (EFA) goals not only for the development of each Filipino, but also for the overall social and economic progress of the country. Part of the Philippine Education For All Plan of Action 2015, is Critical Task No. 5, “the expansion of basic education, targeting that by 2015, the Philippines has lengthened its cycle of basic education schooling to make it twelve years.”
This presentation was made for the subject "THE TEACHING PROFESSION". Philippines was the country assigned to us and we need to compare it with the other country's education system.
Education in China is a state-run system of public education run by the Ministry of Education. All citizens must attend school for at least nine years, known as the nine-year compulsory education, which the government funds. It includes six years of primary education, starting at age six or seven, and three years of junior secondary education (middle school) for ages 12 to 15. Some provinces may have five years of primary school but four years for middle school. After middle school, there are three years of high school, which then completes the secondary education. The Ministry of Education reported a 99 percent attendance rate for primary school and an 80 percent rate for both primary and middle schools.[citation needed] In 1985, the government abolished tax-funded higher education, requiring university applicants to compete for scholarships based on academic ability. In the early 1980s the government allowed the establishment of the first private school, increasing the number of undergraduates and people who hold doctoral degrees fivefold from 1995 to 2005.[4] In 2003 China supported 1,552 institutions of higher learning (colleges and universities) and their 725,000 professors and 11 million students (see List of universities in China). There are over 100 National Key Universities, including Peking University and Tsinghua University. Chinese spending has grown by 20% per year since 1999, now reaching over $100bn, and as many as 1.5 million science and engineering students graduated from Chinese universities in 2006. China published 184,080 papers as of 2008.[5] China has also become a top destination for international students.[6] As of 2013, China is the most popular country in Asia for international students, and ranks third overall among countries.[6]
Laws regulating the system of education include the Regulation on Academic Degrees, the Compulsory Education Law, the Teachers Law, the Education Law, the Law on Vocational Education, and the Law on Higher Education. See also: Law of the People's Republic of China.
Although Shanghai and Hong Kong are among the top performers in the Programme for International Student Assessment, China's educational system has been criticized for its rigorousness, as well as its emphasis on rote memorization and test preparation.
Japan's educational system is clever that indeed made them placed fourth in the international science and math study in 2007,and many other achievements wherein they are competing globally.
Amidst these achievements in the said major subjects, Japan also gives emphasis and importance to what they really own; their language as part of their curriculum.
Above all of these, agencies both in public and private sectors made a big part in which they provided the needs and necessities in education.
By this, its quite obvious that Japan will continue reigning in the international education studies and also continue aiming the reality of their vision; to produce a globally-competitive individuals.
Change in Japanese Tertiary Education: Implementing Content and Language Inte...Ted O'Neill
Abstract: Higher education in Japan is going through a period of profound change. As universities attempt to respond to the needs of students and society, some are looking abroad for new approaches. One example is a recent surge in interest in Content and Language Integrated Learning (CLIL) in tertiary education. This is closely related to government initiatives for globalisation in education, competition amongst universities for both local and international students, and growth of English Medium of Instruction (EMI) at the undergraduate level. These pressures will also be familiar to university educators around Asia and elsewhere. CLIL offers an approach to preparing students to study specific academic content while also improving language skills. However, much of the early work in developing CLIL took place in European primary and secondary education, so how does CLIL fit in this new environment? The understanding and application of this approach necessarily changes as it travels to other contexts, but its implementation promises deep effects on the identities of learners and institutions.
1. Education in Singapore
1965s to 1975s
Meeting the needs of a young nation
To build a harmonious and collective society
o Lack of Education
More schools were built, from 222 in 1963 to 267 in 1967
More teachers were trained
o Building National Loyalty
In 1965, parents were more comfortable with sending their children to
school that taught in their own mother tongue. In building national loyalty
and social cohesion, the people had to be able to see themselves as fellow
countrymen and as one united nation. Hence, the on-going practice was
obviously contradictory to this objective.
As a result, common practices were carried out to inculcate loyalty and
national pride, such as participating in daily flag-raising and pledge taking
ceremony together and activities involving different language streams to
bring pupils together.
o Fostering Social Cohesion
Introducing intergraded school(1960)
Two classed might be having the same subject, but each in a
different language → pupils and teachers of two or more language
streams would be in the same school → encourage interaction an
promote racial harmony
Bilingualism made compulsory for Secondary 1 pupils(1966)
English Language functioned a s link language among the different
races → improved communication among races → break down
racial barriers and build a more harmonious society
Government emphasized of UG
Provided pupils with opportunities for interaction and healthy
competition and also instilled loyalty to the country and developed
ruggedness in pupils → helped to bring pupils of different races
together
o Preparing for Economic for Economic Development
Serious unemployment
Entrepot trade was declining
Singapore could not provide enough jobs for the many school
leavers each year
Government saw the need to move away from entrepot trade to
manufacturing
Preparing pupils for workforce
Young had to be equipped with relevant skills
Technical education introduced in 1969
2. o Boys and 50% of girls in sec 1 & 2 had to take technical
subjects such as wood work and metalwork
Technical schools and vocational institutes set up to provide training
in areas such as electricity, electronics and metalwork
o Singapore Poly and Ngee Ann Technical College expanded
o New courses such as Electrical and Electronic Engineering
introduced
o Meet needs of changing economy
More parents send pupils to English-medium Schools 1970s
o Importance of English language
o Key to better jobs
o Allowed access to western knowledge
Improving the quality of education
High education wastage
o High % of dropouts and most unemployable
o Literacy level low
To create a “good and useful citizen through developing of individual pupil”
o Streaming
Initial effectiveness of the bilingual policy
Limited focus on learner’s needs
Based on English, Mother Tongue and Math
Streaming in Primary School
Normal Bilingual/Extended Bilingual/Monolingual
PSLE
o Proceed to secondary schools
PSPE
o Vocational institutes to acquire technical skills
Streaming in Secondary School
Normal Technical
o Gives less academically-inclined pupils an opportunity to
learn at a slower pace and still achieve as much as they can
o Technicallu0oriented curriculum
o Sits for ‘N’ level after 4 years
o Sit for GCE ‘O’ level after 5 year if can
Normal Academic
ITE
o Teaching Moral Values
To inculcate social responsibility and loyalty to country
Moral Education Programme/Religious Knowledge
Help reinforce values taught in moral education
Non-compulsory elective subject from 1990 onwards
Replaced by Civics and Moral Education (Singapore Shared Values)
in 1992
Develop Singaporean identity through various cultures and attitudes
3. o Encouraging Creativity
Global Recession (1985) and the need to diversify economy through
innovation and creativity
Need to have creativity and innovation to adapt and initiate changes
Educational schools given more autonomy
Allowed to work out own priorities and implement programmes to
cater to specific needs
Principals given flexibility to propose changes for good of schools
Single-session schools were converted from double-session schools
o Provide more time for new programme and enrichment
activities
Teachers encouraged to bring out best in themselves and pupils
Independent schools
Flexibility to set their own school fees and admit students according
to criteria determined by schools themselves
Recruit own teachers
Offer variety of subjects and personal development courses to
pupils
By 1992, 8 Independent schools
In 1992, government announced setting up of Autonomous schools
Government aided schools
o Given additional funds
o More freedom to introduce own programmes, like
Independent Schools
o Pay less fees than Independent Schools
Current 21st century
Promoting critical and creative thinking
o Saw need to stretch pupil’s ability
Encouraged to think creatively and critically
Acquire information, analyse problems and find solutions independently
Project work
Learn skills of team working to achieve common goals
Using Information Technology
o Knowledge of Information Technology (IT) vital in workplace
o Use of IT in learning and teaching has become commonplace in school
o Enable students and teachers to make class presentations more interesting and
varied
Introducing National Education
o Social cohesion remain one of the main objectives of education
o Ranging from discussion during lessons to events
Racial Harmony
Total Defence
4. o Help pupils understand how Singapore survived difficult times and become a string
and progressive nation
o Feel more emotionally attached to Singapore
o CIP (Community Involvement Programme)
Need to nurture pupils into good citizens
Conscious of responsibility to family, society and country
Developing Talents
o Each child has different abilities
o Elective Programmes to nurture and maximise his talents
Art, Music, Theatre Studies and Drama
o Encourage development of various talents and interest in pupils
o Sporting and other talents developed through CCA
Compulsory Education
o From 2003, primary education is compulsory
o Emphasis on life-long learning
o Have at least common core knowledge and skills for further education and training
o Prepare for employment
o Achieve national Identity and greater social cohesion