Tag Archives: curricular reform

In the wake of our posts on some of the current issues in education in Finland, we asked Paul Chua, Senior Teaching Fellow at the National Institute of Education, to let us know about some of the current discussions in Singapore.

Although Singapore was one of the highest-performing countries on the PISA Computer-Based Problem Solving test, a test meant to, amongst other things, measure students’ ability to think flexibly and creativity, Singapore’s Ministry of Education (MOE) took the opportunity to reiterate the rationale and approaches launched initially in 2010 to cultivate students’ 21^st Century Competencies (21CC) .

In reiterating their approach, the MOE  continues to emphasize some of the features of their framework for 21CC that are shared with other countries, including creative and critical thinking, communication and collaboration, and social and cultural skills (see for example Soland et al. 2013, and Voogt & Roblin 2012). However, the MOE has also highlighted a unique connection to the core values that the Singapore education system hopes to cultivate in all its students. Instead of learning the 21^st century competencies in a vacuum, in Singapore, the competencies are supposed to be learned in the context of core values, like respect, resilience, responsibility, and harmony. From the Ministry’s perspective, such an approach should remind educators in the classroom of the role that values play in education and help them to enable students to become the self-directed learners, confident people, concerned citizens and active contributors that are the desired outcomes of the Singapore education system.

The MOE’s reiteration also includes an update of their approaches to the delivery of the 21CC.  Rather than creating a separate subject called “21CC,” the Singaporean approach calls for the integration of 21CC into both the academic and the non-academic curricula, such as Character and Citizenship Education and Co-Curricular Activities. In order to support that integration, the MOE hopes to help teachers develop the capacity to deliver a 21CC-embedded curriculum through pre-service and in-service learning courses, as well as on-going collaborative teacher learning through professional learning communities. Schools are also to collaborate with community partners to augment the learning and teaching experience with more imaginative and authentic learning environments and programmes. Finally, while cultivating a school culture that values and promotes the delivery of the 21^st century competencies is not mentioned explicitly, that concern is reflected in the Singaporean school quality assurance framework.

In recent years, the MOE has also introduced a slew of initiatives to better assure the effective delivery and attainment of the 21^st century competencies. These include modifications to the assessment practices in the primary schools; introduction of more varied secondary schools landscape; tweaking of the direct secondary school admission criteria at the interface between primary and secondary school education; and re-alignment of the school self-assessment and recognition framework. First, modifications to the primary schools assessment, including the development of holistic assessments, were recommended by the Primary Education Review and Implementation (PERI) Committee. These modifications were intended to better balance the acquisition of knowledge with the development of skills and values. In addition, a review of the reporting of the scores of the primary school leaving examination is currently underway “to support a more holistic education for students … on equipping students with values, attributes, knowledge and skills for work and life in the 21^st century.” (Heng, 2014a). Secondly, to create a more varied and colourful (secondary) school landscape to realize the vision that “every school a good school,” and thereby alleviate the parental pressure of getting their children admitted to schools with the best academic reputations, all (secondary) schools are being supported by the Ministry to develop distinctive and rich learning programmes through the Applied Learning Programmes (ALP) and Learning for Life Programmes (LLP). Many of these Learning Programmes are themselves focused on the development of students’ 21^st century competencies. Third, the Direct (Secondary) School Admission scheme is being tweaked so that a greater range of non-academic attributes such as resilience, character and leadership are recognized and hence encouraged, and yet implemented without adding to the burden of assessment. Finally, the Ministry has re-aligned its school self-assessment and recognition scheme to reflect its desire to nurture “every school a good school.” The re-alignments have been made for the intent of “broadening our definitions of excellence” (Heng, 2014b), as well as to give schools “more space to design student-centric programmes … and to create distinctive schools, good in your own ways” (Heng, 2014b).