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SESSION 8 - Summary & Wrap-up on 21st Century Learning and Teaching - TSLN. Workshop on Teaching & Learning in the 21 st Century Koh Boon Long, M. Ed., PPA. National Institute of Education, Singapore [email protected]. ORGANISED BY DIRECTORATE GENERAL OF SECONDARY EDUCATION - PowerPoint PPT Presentation
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SESSION 8 - Summary & Wrap-up on 21st Century Learning and Teaching
- TSLN
Workshop on Teaching & Learning in the 21st Century
Koh Boon Long, M. Ed., PPA.National Institute of Education, [email protected]
ORGANISED BY DIRECTORATE GENERAL OF SECONDARY EDUCATIONDirectorate for Development of Secondary School Teachers & Education
Personnel (Kementerian Pendidikan dan Kebudayaan, Indonesia)
Thinking Schools, Learning Nation
Scope of Presentation
Education in Singapore’s nation-building history
Emerging trends, future challenges - the changing role of the teacher
MOE’s response - our mission, vision, goals, capacity and strategic paradigm
The education buffet
Survival-Driven Education (1959 - 1978)
Self-government - merger with Malaysia - independence
National survival a concern Fragile social situation Widespread poverty, high birth rate,
insufficient housing, high unemployment Fertile ground for communist activism
Survival-Driven Education (1959 - 1978)
Mass education for all– accelerated school building programme– recruitment of teachers en masse
A technical bias in education– technical secondary schools– establishing what would become today’s ITE and
polytechnics
Survival-Driven Education (1959 - 1978)
Parity of treatment for all streams– common curricula– common training for teachers– common examinations– education structures aligned with English system
Pledge-taking, flag-raising introduced Bilingualism
Efficiency-Driven Education (1979 - 1996)
Singapore achieved full employment Economic restructuring to higher value-
added activities– focus on productivity and efficiency– widespread automation and mechanisation– expansion of technical manpower training – wage correction – selective investment promotion
Efficiency-Driven Education (1979 - 1996)
Problems in education– high educational wastage– lower literacy and numeracy– pre-mature school leaving– unemployability of school leavers
Ability-based streaming introduced– Curricula changes– User-proof materials produced
Efficiency-Driven Education (1979 - 1996)
Severe economic recession in 1985 Singapore subject to factors beyond our
control Economic Committee report (1986)
– upgrade workforce, continually retrain– cultivate a flexible, innovative mindset in our
people
Efficiency-Driven Education (1979 - 1996)
A need to raise the minimum educational levels of the workforce
Provide broad-based education to develop adaptability
Expansion of post-secondary and tertiary education
Excellence in education– independent/autonomous schools– cluster schools
A Sound and Robust System Today19%
4.20% 4.40%
11%
1.90%0.40%
0%2%4%
6%8%
10%12%14%
16%18%20%
80 90 97
Year
Per
cen
tag
e
Sec
Pri
A Sound and Robust System Today
2025303540
4550556065
A Sound and Robust System Today
University 21%
GCE O-levelsGCE O-levels GCE N-levelsGCE N-levels
Polytechnics39%
ITE21%
WORK
JC/CI25%
A Sound and Robust System Today
Primary level
Maths
Secondary levelScienceMat
hs
A Sound and Robust System Today
“We have no failing schools, an assertion few countries in the world can make. We only have good schools, and very good schools. We have not only provided education to our young, we have succeeded in providing quality education to all of them”
RAdm Teo Chee Hean
Minister for Education
Why Change?
Change is discomfiting The best time to change is before change
becomes critical But things are still relatively comfortable, and
the need for change is not pressing Here lies the challenge for change
Why Change?
Three fatal errors– failure to learn from the past– failure to adapt to the present– failure to anticipate the future
A failure to change in good time is a result of a failure to change in good times
The Challenge of Change
Charting change– building from past successes and failures– forging a shared vision– appreciate broader national visions
Communicating change– re-orientate mindsets
Effecting change– harnessing the creativity of everyone to implement
change
Emerging Trends and Future Challenges
Competing in the First League of Nations Globalisation
– the death of distance– increased mobility of talent across borders– intense competition
Intellectual Capital– Knowledge will be the key strategic asset– Technology, innovation critical
Technology
Emerging Trends and Future Challenges
Life in the 21st Century Over Information
– vast amount of information available– knowledge is expanding rapidly
Shifting Moral Values– Easy access to foreign media– Our young better educated than elders– dual-income families, latchkey kids, rising juvenile
delinquency and divorce rates
Emerging Trends and Future Challenges
Life in the 21st Century Demographics
– ageing population– baby boom
Evolving Social Patterns– Families more cloistered– Technology encouraging more individualism– Less concern for others in society
Emerging Trends and Future Challenges
Hotel Singapore Great Expectations
– rising material expectations without regard for Singapore’s constraints
– unthinking vocal dissent
Fight or Flight?– Emigration to perceived greener pastures in good
times– In bad times, will Singaporeans quit Singapore?
Emerging Trends and Future Challenges
National Cohesion Ethnic Divides
– a migrant, plural society– natural divides along lines of race, language and
religion Socio-Economic Stratification
– Income gap likely to grow– A growing underclass?
Citizenship and Permanent Residence
The Changing Role of Teachers
Teachers no longer perceived as people in society holding the key to knowledge– need to go beyond dispensing knowledge to imparting
thinking and learning skills– particular expertise of teachers lies in the ability to
catalyse learning in a class of very different individuals– emphasis must shift from eliciting right answers to
asking good questions– a more constructional, less instructional approach
The Changing Role of Teachers
Learner-Centeredness– not what is most convenient for the teacher, but
what is most effective for the learner– need to be mindful of whole-person factors
influencing learning - aptitude, ability, learning modality, learning style
– mass customisation of education
The Changing Role of Teachers
Teachers must be conversant with IT as an educational tool
The teaching profession as a whole needs to collaborate more - tapping good ideas within and across schools
Teachers should be encouraged to network widely, even with teachers in other countries
The Changing Role of Teachers
The teacher must be the moral guardians of society– the health of a nation lies ultimately in the values
of its people– the building of stout character must be through
personal example
Teachers are cornerstones of social defence, advocates of our principles of governance
But some things do not change …
Let’s take a short break ...
An Overall Framework
Our MissionOur Mission
Moulding the Future of Our NationMoulding the Future of Our NationOur VisionOur Vision
Thinking Schools, Thinking Schools, Learning NationLearning Nation
Our GoalsOur GoalsThe Desired Outcomes The Desired Outcomes
of Educationof Education
Our CapacityOur CapacityManaging for Managing for
Excellence with the Excellence with the 4/3 Approach4/3 Approach
Our Mission
Moulding the Future of Our Nation We cannot provide fixed formulae for success or
dictate desired goals We inculcate values and attitudes, develop skills
and competencies Our young must identify their own problems, find
their own solutions and chart their own destiny Continuous renewal of our people
Our Vision
Thinking Schools, Learning Nation Thinking Schools are true learning
organisations in every sense A Learning Nation envisages a national
culture and social environment that promotes lifelong learning
Our Goals
The Desired Outcomes of Education A return to education fundamentals,
developing the moral, cognitive, physical, social and aesthetic realms
Developing the individual, educating the citizen
Our Organisational Capacity
MOE’s 4/3 Approach The approach sets out
– the centrality of people for all achievement– the need for systems to assure efficiency and
consistency– the need to recognise the customer as the reason for
all things Purpose is to achieve excellence on a sustained
basis
MOE’s 4/3 ApproachWELL-BEING Fitness Challenge Recognition
WELL-BEING Fitness Challenge Recognition
ExCelContinuous ImprovementContinuous LearningTeamwork
ExCelContinuous ImprovementContinuous LearningTeamwork
Mission Vision Support Example
Mission Vision Support Example
StandardsInnovationEconomy
StandardsInnovationEconomy
DELIGHTDELIGHT CUSTOMERSCUSTOMERS
LEADLEAD PEOPLEPEOPLE
MANAGEMANAGE SYSTEMSSYSTEMS
QUALITY SERVICE Courtesy Accessibility Responsiveness Effectiveness
QUALITY SERVICE Courtesy Accessibility Responsiveness Effectiveness
ORGANISATIONALREVIEW
Step Improvement IT Harvest No Red Tape
ORGANISATIONALREVIEW
Step Improvement IT Harvest No Red Tape
SU
PE
RV
ISO
RS
SU
PE
RV
ISO
RS
Qualitivity = Quality + Productivity
Our Strategic Paradigm
Ability-Driven Education Maximal development of talents and abilities
– of students– of staff
Maximal harnessing of talents and abilities– of students– of staff
Ability-Driven Education
Every child has talents and abilities Every child is different Ability refers to ability at all levels, ability of
all types Everyone should excel according to his own
ability To excel is to be the best one can be, to do
the best one can do.
Ability-Driven Education
Every Singaporean is able to make a unique contribution to society
By doing so, he gains a sense of self-confidence, a sense of self-worth
Every student can succeed in ability-driven education, so long as he puts his mind to it
Ability-Driven Education
We also develop our teachers Efficiency paradigm for training
– miserly provision of professional development opportunities
Ability paradigm for training– each teacher entitled to 100 hours of training– with his supervisor, the teacher decides how he
can get the most out of training
Ability-Driven Education
Harnessing the creative talents of every member of staff to provide the best education for the students
School autonomy - not fewer rules, but different rules
Vision, rationale and strategic intent become vital, procedures more flexible
The TSLN Strategic Review
The First Wave– problem identification– about 300 people in 32 project teams
The Second Wave – problem-solving
The Third Wave– vision-sharing– continual feedback
The Education Buffet
Not fixed meal, not a choice of set lunches, but a la carte
A spread to choose from – what to eat, what to eat first
Two mistakes– eat everything – eat nothing
Decision based on what you need, and what you can chew
The Education Buffet
The Masterplan for IT in Education Education’s answer to a world of rapid
technological advancement Not to teach IT skills per se, but to make our
young IT savvy IT is an enabler, not an end; it empowers
sound pedagogy, not replaces it
The Education Buffet
National Education Education’s efforts towards rootedness and
social cohesion To know the Singapore story To think global, yet stay local To safeguard social harmony
The Education Buffet
The Syllabus Content Reduction Education’s response to the nature of
knowledge in the future To free up time for developing thinking skills,
learning skills, process skills, communication skills
Identified the core, cut down content coverage by up to 30%
The Education Buffet
Teacher-Training Teachers are key to education reform Foundation training at NIE should inculcate
values and attitudes Teachers must keep up to date with educational
developments and effective classroom practices Upgrading to come through courses as well as
professional sharing
The Education Buffet
University Admissions System Shifting students’ attitudes The university admission system serves two
purposes– sorting students– signaling effect
A-levels to be supplemented by reasoning tests, project work and ECAs
The Education Buffet
School Excellence Model Shifting schools’ mindsets Quality assurance approach based on self-
appraisal– 50% results– 50% enablers
Aim is to sustain excellence
The Education Buffet
PRIME To create a conducive physical learning
environment in schools All schools will be upgraded over the next 7
years Thereafter, schools will be upgraded to the
most recent standards every 5 years
The Education Buffet
MOE’s 4/3 Approach Leadership is key to organisational
excellence Management of systems and resources to
get the most value out of pre-allocated resources
Delighting all customers
Create Your Own Buffet
Not everything is best implemented centrally Schools know their students’ needs best,
schools know the capacity of their staff best Some areas to think about
– Non-academic school programmes– Mass customisation in the school and in the
classroom
Let’s digest ...
CLOSING REMARKS & GOOD BYE
A big “Thank You” – Respect & Greetings to all Esteemed Participants OF THIS WORKSHOP
Hope sharing with you
Workshop on Teaching & Learning in the 21st Century
had been useful