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This book offers a comprehensive picture of high-performing East Asian education systems, beyond their outstanding achievements in international assessments, such as PISA and TIMSS. Situating “excellence” within discussions of “equity”, it contextualises the conceptions and pursuits of equity amid the development of education systems, policy and curricula in selected East Asian societies. While parallels could be observed across the systems, including high-stakes assessment culture, increasing credentialism and high investment of family educational resources, there are also divergences in approaches and outcomes relating to equity policies and practices. In light of the challenges pr...
The first part of the book contains documentation of a groundbreaking exhibition held in 2007 on student activities and societal engagements during post-war Singapore 1945OCo1965 and transcripts of forums held in conjunction with it. The second half centres on oral history accounts of mostly former Chinese school students who shared about their social, cultural and political activities in complex but exciting times.Education-at-large broadens our understanding of Singapore''s educational history in the transitional period between the end of the Second World War and the country''s independence; examines the ways in which student activities and activism resonated with, and contributed to, the country''s wider social, political and cultural life, as well as the decolonisation process; and stimulates debates about Chinese education and student activism in Singapore.
In 2015, Singapore celebrated 50 years of independence. The Institute of Policy took stock of how the choices people made have led the city-state to where she is today. As achievements are being celebrated, a conversation about the road ahead also begins. With much nation-building efforts premised upon the existence of this imagined community known as 'Singapore', it is an opportune moment to question and reimagine who 'we' are.The book documents the conference proceedings at Singapore Perspectives 2016 where the fourth generation of government ministers presented their thoughts on the social, economic and political future of Singapore and engaged in dialogues with panelists and audience members on the directions the country should take.
This volume introduces the concept of ‘adaptivity’ as occurring when, say, individuals cross boundaries. Through illustrations from both formal and informal learning, the book seeks to provide learning designs and frameworks for adaptivity. This book is unique as it ties together: a) social-individual dialectics; and b) adaptive learning as it relates to creativity and imagination. It highlights case studies from social / new media contexts, school learning milieux, and formal and informal situations. It approaches adaptive learning from the perspectives of students, teachers, school leaders, and participants in social media and other digitally mediated environments. The book is a valuable resource for practitioners and academics who are interested in adaptivity as a learning disposition.
This book addresses the topic of humanities education fieldwork using the Singapore context as its primary focus. It explores how the thought processes behind and techniques of various humanities and social sciences subjects can be applied to fieldwork in a variety of school and training settings. In addition, it discusses how humanities students and educators could stand to benefit from utilizing fieldwork techniques and skills used in archaeology and anthropology, beyond undergraduates majoring in that discipline. Finally, the adoption of multidisciplinary approaches in fieldwork incorporating history, geography, literature and social studies demonstrate how these subjects can collaborate together in actual case studies to facilitate participants’ learning in the field.
This book explores the importance of language in content learning. It focuses on teachers’ roles, knowledge and understanding of language in school contexts (including academic language and disciplinary languages) to support students. It examines teachers' language-related knowledge base for content teaching, which include teachers' knowledge of and about language, knowledge of (their) students and their pedagogical knowledge. This book also explores how teachers’ knowledge of language, students and content are linked as part of a larger pedagogical content knowledge, which includes knowledge of the role of language in content learning. As well, it further considers literacy (and literacies) as part of this examination of teachers’ knowledge of language.
This book offers an insight into the research and practices of science teaching and learning in the Singapore classroom, with particular attention paid to how they map on to science as inquiry. It provides a spectrum of Singapore’s science educational practices through all levels of its education system, detailing both successes and shortcomings. The book features a collection of research and discourse by science educators in Singapore, organized around four themes that are essential components of approaching science as inquiry: teachers’ ideas and their practices, opportunities and constraints from a systemic level, students’ competencies and readiness to learn through inquiry and the...
This edited book not only makes a much-needed contribution to research in arts education but also provides a strong grounding of evidential support for Singapore arts education, in contrast to the current state of affairs in arts education in many parts of the world where severe cuts in funding, lackluster support for the arts and imperialist agendas are pervasive. The case of and for Singapore – presented in this edited book through rich descriptions of the dedicated, contextualized practices of arts educators, artists and researchers – offers readers many valuable lessons and reflections on the continued survival and advancement of arts education.
This collected book is about the eduLab projects, an initiative with focus on Scaling Change through Apprenticising and Ecological Leadership, designed to surface and spread ground-up information and communication technology-based pedagogical innovations. It presents the goals and rationale behind eduLab, an overview of the research projects conducted by its principal investigators during its funding tenure, as well as synthesizing thoughts on the entire endeavor. This book not only marks the achievements of the eduLab programme but also serves as inspiration for future projects. It presents Singapore education in action – a continually evolving and adapting education system that delivers a system well known for its high quality as much as it is forward-looking.
NATIONAL BESTSELLER This New Edition of This Is What Inequality Looks Like by Teo You Yenn features a new Afterword by the author, and a Foreword by Kwok Kian Woon, Professor of Sociology at the Nanyang Technological University, Singapore. What is poverty? What is inequality? How are they connected? How are they reproduced? How might they be overcome? Why should we try? The way we frame our questions shapes the way we see solutions. This book does what appears to be a no-brainer task, but one that is missing and important: it asks readers to pose questions in different ways, to shift the vantage point from which they view ‘common sense,’ and in so doing, to see themselves as part of problems and potential solutions. This is a book about how seeing poverty entails confronting inequality. It is about how acknowledging poverty and inequality leads to uncomfortable revelations about our society and ourselves. And it is about how once we see, we cannot, must not, unsee.