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Flag Coat of Arms Capital: Singapore (Downtown Core, Central) Official Language: English, Malay, Mandarin, Tamil Legislature: Parliament Area: 716.1 km sq. (276 sq. miles) Population: 5, 399, 200 1

Singapore ICT Education

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The Use of Information Communication Technology in Singapore as of 2014

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Page 1: Singapore ICT Education

Flag

Coat of Arms

Capital: Singapore(Downtown Core, Central)

Official Language: English, Malay, Mandarin, Tamil

Legislature: Parliament

Area: 716.1 km sq. (276 sq. miles)

Population: 5, 399, 200

Currency: Singapore Dollars

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Etymology

The English name of Singapore is derived from the Malay word Singapura (Sanskrit: सिं��हपु�र, literally Lion City), hence the customary reference to the nation as the Lion City. However, it is most likely that lions never lived on the island, and the beast seen by Sang Nila Utama, who founded and named Singapore, was a tiger.

Government and politics

Singapore is a parliamentary republic with a Westminster system of unicameral parliamentary government representing constituencies. The country's constitution establishes a representative democracy as the political system. Freedom House ranks Singapore as "partly free" in its Freedom in the World report, and The Economist ranks Singapore as a "hybrid regime", the third best rank of four, in its "Democracy Index".

Executive power rests with the Cabinet of Singapore, led by the Prime Minister and, to a much lesser extent, the President. The President is elected through a popular vote, and has veto powers over a specific set of executive decisions, such as the use of the national reserves and the appointment of judges, but otherwise occupies a largely ceremonial post.

The Parliament serves as the legislative branch of the government. Members of Parliament (MPs) consist of elected, non-constituency and nominated members. Elected MPs are voted into the Parliament on a "first-past-the-post" (plurality) basis and represent either single-member or group-representation constituencies.

The legal system of Singapore is based on English common law, but with substantial local differences. Trial by jury was abolished in 1970 so that judicial decisions would rest entirely in the hands of appointed judges. Singapore has penalties that include judicial corporal punishment in the form of caning, which may be imposed for such offenses as rape, rioting, vandalism, and certain immigration offenses. There is a mandatory death penalty for murder, as well as certain aggravated drug-trafficking and firearms offenses.

Geography

Singapore consists of 63 islands, including the main island, widely known as Singapore Island, or Pulau Ujong in Malay. There are two man-made connections to Johor, Malaysia: the Johor–Singapore Causeway in the north, and the Tuas Second Link in the west. Jurong Island, Pulau Tekong, Pulau Ubin and Sentosa are the largest of Singapore's smaller islands. The highest natural point is Bukit Timah Hill at 166 m (545 ft).

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On-going land reclamation projects have increased Singapore's land area from 581.5 km2

(224.5 sq mi) in the 1960s to 716.1 km2 (276.5 sq mi) presently. The country is projected to grow by another 100 km2 (40 sq mi) by 2030. Some projects involve merging smaller islands through land reclamation to form larger, more functional islands, as has been done with Jurong Island. Close to 10 percent of Singapore's land has been set aside for parks and nature reserves, and the network of nature reserves, parks, park connectors, nature ways, tree-lined roads and other natural areas have also enhanced the sense of green space in the city.

Climate

Singapore has a tropical rainforest climate (Köppen: Af ) with no distinctive seasons, uniform temperature and pressure, high humidity, and abundant rainfall. Temperatures usually range from 22 to 35 °C (72 to 95 °F). Relative humidity averages around 79% in the morning and 73% in the afternoon. April and May are the hottest months, with the wetter monsoon season from November to January. From July to October, there is often haze caused by bush fires in neighbouring Indonesia. Although Singapore does not observe daylight saving time, it follows the GMT+8 time zone, one hour ahead of the typical zone for its geographical location.

Economy

Singapore has a highly developed market economy, based historically on extended entrepôt trade. Along with Hong Kong, South Korea, and Taiwan, Singapore is one of the original Four Asian Tigers. The Singaporean economy is known as one of the freest, most innovative, most competitive, and most business-friendly. The 2013 Index of Economic Freedom ranks Singapore as the second freest economy in the world, behind Hong Kong. According to the Corruption Perceptions Index, Singapore is consistently ranked as one of the least corrupt countries in the world, along with New Zealand and the Scandinavian countries.

Singapore is the 14th largest exporter and the 15th largest importer in the world. The country has the highest trade-to-GDP ratio in the world at 407.9 percent, signifying the importance of trade to its economy. The country is currently the only Asian country to receive AAA credit ratings from all three major credit rating agencies: Standard & Poor's, Moody's, and Fitch. Singapore attracts a large amount of foreign investment as a result of its location, corruption-free environment, skilled workforce, low tax rates and advanced infrastructure. There are more than 7,000 multinational corporations from the United States, Japan, and Europe in Singapore.

There are also approximately 1,500 companies from China and a similar number from India. Foreign firms are found in almost all sectors of the country's economy. Singapore is also the second-largest foreign investor in India. Roughly 44 percent of the Singaporean workforce is made up of non-Singaporeans. Over ten free-trade agreements have been signed with other countries and regions.

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Basic Education Curriculum

1. INTRODUCTIONThe vision of the Ministry of Education (MOE) is “Thinking Schools, Learning Nation”. To

prepare a generation of thinking and committed citizens who are capable of contributing towards Singapore’s continued growth and prosperity, the Ministry is constantly revisiting its curriculum to ensure that the skills and knowledge taught in schools meet the challenges of the 21st century.

2. THE SINGAPORE EDUCATION SYSTEM

The Singapore education system aims to provide students with a holistic and broad-based education. Given the multi-cultural and multi-racial characteristics of Singapore, the bilingual policy is a key feature of the Singapore education system. Under the bilingual policy, every student learns English which is the common working language. Students also learn their mother tongue language (Chinese, Malay or Tamil), to help them retain their ethnic identity, culture, heritage and values.

2.1 Holistic Development of StudentsThe Desired Outcomes of Education (DOE) articulates the importance of holistically

nurturing students to become well-rounded persons - morally, intellectually, physically, socially and aesthetically through a set of eight core skills and values. The eight core skills and values are:

1. Character Development2. Self Management Skills3. Social and Cooperative Skills4. Literacy and Numeracy5. Communication Skills6. Information Skills7. Thinking Skills and Creativity8. Knowledge Application Skills

It is envisioned that students at the end of primary education, secondary education and pre-university would have acquired these eight core skills and values.

2.2 Broad-based CurriculumSingapore’s national curriculum aims to nurture each child to his full potential, to discover

his talents and to develop in him a passion for life-long learning. Students go through a broad range of experiences to develop the skills and values that they will need for life. The broad-based curriculum imparts literacy, numeracy, bilingualism, the sciences, humanities, aesthetics, physical education, civics and moral education and National Education.

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Over the years, the curriculum has been reviewed to address the need for a common set of values, knowledge and competencies and at the same time, allow differentiation to meet the needs of students with different talents and abilities. To enable students to achieve the learning outcomes of each specific subject and the DOE, three broad areas are considered, namely, the curriculum, teaching strategies and assessment (Figure 1)

Figure 1: Students’ Learning Experiences

The content states the aims and objectives, the content, the skills and competencies required for the syllabi and the values and attitudes that the syllabi hope to impart to the students. Appropriate teaching strategies are designed for successful classroom delivery of the syllabi, using effective teaching and learning materials. To evaluate if students have learned what has been taught, students are tested through formative and summative assessments.

Desired Outcomes of Education (DOE)

At the end of primary education, students

At the end of secondary education, students

At the end of pre-university education, students

are able to distinguish right from wrong

have moral integrity are resilient and resolute

have learnt to share and put others first

have care and concern for others

have a sound sense of social responsibility

are able to build friendships with others

are able to work in teams and value every contribution

understand what it takes to inspire and motivate others

have a lively curiosity about things

are enterprising and innovative have an entrepreneurial and creative spirit

are able to think for and express themselves

possess a broad-based foundation for further education

are able to think independently and creatively

take pride in their work believe in their ability strive for excellencehave cultivated healthy habits

have an appreciation of aesthetics

have a zest for life

love Singapore know and believe in Singapore understand what it takes to lead Singapore

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Content

Aims & objectives, content, skills & competencies, values & attitudes

Assessment

Formative and summative Students ’ Learning

Experiences

Teaching Strategies

Classroom management, pedagogy, teaching & learning resources

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3. CURRICULUM FRAMEWORK IN PRIMARY AND SECONDARY SCHOOLS

Every child in Singapore has the opportunity to undergo at least ten years of basic education. This comprises 6 years of compulsory primary education and 4 years of secondary education. Students have to sit for major national examinations at the end of their primary and secondary education.

3.1 Primary School Curriculum

At the primary level, students go through a six-year course aimed at giving them a good grasp of the English Language, Mother Tongue Language and Mathematics. In addition, students learn Science, Social Studies, Civics & Moral Education, Music, Art & Crafts, Health Education and Physical Education. At the end of Primary 6, students take the Primary School Leaving Examination (PSLE), which assesses their suitability for secondary education and places them in the appropriate secondary school course that will match their learning pace, ability and inclinations.

3.2 Secondary School Curriculum

As MOE focuses on a broad-based education, all students are offered a combination of core and elective subjects at the secondary level. The core subjects include English Language, Mother Tongue or Higher Mother Tongue, Mathematics, Combined Humanities, a Science subject.

To inculcate a global outlook in students, MOE offers foreign languages in French, German, and Japanese to students who have the ability and the aptitude. This allows students to tap on opportunities beyond Singapore’s shores. This year, MOE has expanded the range of foreign languages to include Arabic and Bahasa Indonesia. For selected students who do not take Chinese or Malay as a second language, MOE also provide opportunities for them to offer these languages though the Chinese or Malay (Special Programme). Going forward, MOE will provide opportunities for more students to learn conversational Chinese and Malay.

The secondary school curriculum is differentiated according to the abilities and interest of the students. Students undergo one of four courses designed to match their learning abilities and interests.

4. LOOKING AHEAD

In order to better prepare students to meet changing national and global needs of the 21st century, MOE has embarked on a process to review its curriculum, pedagogies and assessments.

4.1 Curriculum

Singapore’s national curriculum will continue to provide students with a strong foundation in the core areas of literacy, numeracy and scientific literacy as these core areas provide the foundation for future learning. The study of the humanities will be reinforced as the humanities have the value in developing students’ ability to understand and appreciate different perspectives, as well as nurture cultural sensitivities and civic awareness.

The national curriculum structures will be loosened through curriculum decentralization to allow schools to customize their curriculum to meet their students’ needs. Certain subjects can be redesigned as a set of learning outcomes to allow schools room to innovate without having to complete a syllabus. This allows schools greater autonomy and flexibility over curriculum time allocation. More time will be free up from curriculum for students to develop skills and attitudes. MOE will allow flexibility of integration of subjects to develop new understanding.

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4.2 Pedagogy

A diverse range of pedagogies will continue to be promoted to meet diverse student needs, enhance their learning experiences and engage them in learning. There are certain pedagogies such as inquiry-based and experiential learning that will be more actively promoted to enable students to find deeper meaning in their learning.

MOE will provide support for schools to use a wider variety of pedagogies through pedagogy packages to support syllabus delivery. Teachers will also be encouraged to share pedagogical expertise through participation in learning communities. At various MOE and external platforms, schools’ efforts and successes in the use of engaging and effective pedagogy will be showcased.

4.3 Assessment

The national assessment will be retained to maintain standards and for benchmarking purposes. Assessment modes, formats and items will be reviewed regularly. Greater focus will be placed on the role of assessment in learning through formative assessment. Teachers’ assessment literacy and expertise in the use of assessment strategies will be built up through the provision of guides and exemplars in curriculum documents and teaching packages. Assessment items will be situated in authentic contexts and the greater use of alternative assessment modes to better prepare students to handle complexities and ambiguous problems that they are likely to face in the future.

4.4 Professional Development of Teachers

Just as the curriculum evolves to include new learnings that students need for the future, professional development of teachers becomes critical, as teachers have to strive to equip themselves with the necessary competencies to guide and facilitate students’ learning. To meet the needs of distinct groups of students according to their ability and learning styles, teachers will be equipped with skills of differentiated instruction. Teachers will also continue to develop their capacity to leverage technology to enhance students’ learning experiences. Teachers will also develop their abilities to become reflective practitioners, able to enhance their teaching through research and using research findings to improve classroom practices.

Secondary School Courses

1. Special/Express Course1 is a four-year course leading to the Singapore-Cambridge General Certificate of Education (GCE) ‘O’ Level Examination. In this course, students learn English and Mother Tongue2, as well as Mathematics, Science and the Humanities. In addition, schools have been allowed to offer new GCE ‘O’ level subjects and Applied Grade Subjects as additional or replacement curriculum offerings to meet the varied choices of students. The AGS, in particular, expose our students to practice-oriented learning approaches adopted in the polytechnics.

2. Normal (Academic) Course is a four-year course leading to the GCE ‘N’ Level Examination. Students who do well at the ‘N’ levels will qualify for an additional year to prepare for the GCE ‘O’ Level Examination. Selected students may offer up to two3 ‘O’ level subjects at Secondary 4, or, bypass the ‘N’ levels and progress directly to Secondary 5 to take the ‘O’ levels. Students learn the same range of subjects similar to those in the Special and Express courses.

3. Normal (Technical) Course is a four-year course leading to the GCE ‘N’ Level Examination. In this course, students learn English, Mother Tongue, Mathematics and subjects with technical or practical emphases. Since 2005, schools have also been offering

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Elective Modules, which cover a wide range of subjects including nursing, hospitality, digital animation and precision engineering. To enhance experiential and practice-oriented learning, a revised Normal (Technical) curriculum that focuses more on practice-oriented learning has been implemented in all schools from 2007. The teaching approaches focus on group work, oral presentation, creativity and hands-on activities.

4. The Integrated Programme (IP) is designed for students who are clearly university-bound, and could do well in a less structured environment, also have the choice of the Integrated Programme (IP), which spans secondary and junior college education without intermediate national examinations at the end of secondary school. Time previously used to prepare students for the GCE ‘O’ Level Examination are used to engage them in broader learning experiences. Selected schools also offer alternative curricula and qualifications, such as the International Baccalaureate.

Education Technology in Singapore

Singapore's education institutions are considered among the most advanced in the world with regard to information technology. Singapore has been faithfully implementing a master plan since 1997 for integrating technology into education.

Masterplan 1: (1997-2002) started out by aiming to allow students to have computer usage for 30 percent of their curriculum time in fully networked schools and at a computer to pupil ratio of 1:2.

Masterplan 2: (2003-2008) moved beyond the provision of Information and Communication Technologies (ICT) resources to encourage teachers to use ICT profitably in teaching and learning.

Masterplan 3: (2009-2014) builds on the platform laid by the first two Masterplans to transform the learning environments of the students through ICT and equip the students with the critical competencies to succeed in a knowledge economy.

Currently, one could expect wireless internet connectivity in the school compound and at least a computer with projection equipment in the classroom. But most teachers and students have their own laptops or other mobile ICT devices. In the future, all Singapore schools will be connected to the Next Generation Broadband Network (NGBN), which will provide ultra-high speed wireless connectivity. This is an example of how the MOE has supported schools in using ICT in education. The MOE also provides a training program to develop a group of competent practitioners in their ICT-related pedagogies and coaching competencies. With an average of about 4 such ICT mentors in each school, these ICT mentors champion and mentor teachers on the effective use of ICT in their respective disciplines.

Ministry of Education

The MOE provides our teachers with many professional development opportunities regarding the use of ICT in classrooms. Schools also have many Professional Learning Communities (PLCs), and some of these PLCs explore how teachers can use blended technology in teaching and learning.

However, changing pedagogy is a very personal matter. Therefore, other than professional development, we use the strategy of exposing our teachers to the technological possibilities and supporting them in exploring new pedagogies with technology. The focus is not on technology. It is on using technology to enhance teaching and learning.

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Two examples of this strategy are the eduLab programme initiated by the MOE, and the Classroom of the Future (COTF).

The eduLab showcases experiments trialed in schools. Educators who visit eduLab can learn more about how certain local schools have infused innovative ICT practices into lessons and classroom activities.

The COTF showcases what classrooms and learning environments (including homes and public places) can look like in the future to trigger the imagination of the teacher. Through such exposure, we hope to spread mature ICT innovations and successful practices and generate interest among teachers.

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Role of the Singapore’s Teacher

Teachers have to help students make sense of this large volume of information and to differentiate good information from potential misinformation. Teachers have to facilitate student discourse in the e-discussion forums and lead students in creating actual usable knowledge. These learning activities require a high level of facilitative and synthesizing skills. Contact hours become more valuable and should be focused on higher order thinking and learning, instead of information transmission. Teachers are encouraged to be change agents of educational processes, so that new technologies may be harnessed for educational purposes. Senior teachers also play the role of mentors to beginning teachers in the effective use of ICT in their respective disciplines and to champion appropriate change.

Technology Impacted Curriculum Design In Singapore

In Singapore, one of the main impacts of technology is a shift in the mindset of educators to discover how curriculum and the teaching environment can become more learner-centered through the enabling of ICT. Instead of always relying on the traditional curriculum, we now have more experiments with modular approaches, flipped classrooms and learning content beyond the shores of Singapore. One of the advantages of ICT is that it can expand access to education. Through ICT, students can access online course materials anytime and anywhere, learning at their own pace. E-discussion forums allow many students to discuss learning content at the same time. Video clips, audio sounds and graphical presentation bring content to life.

Singapore education minister shares 4 principles on ICT use in education

The Ministry of Education in Singapore is now preparing for the fourth Education Master Plan. According to Heng Swee Keat, Minister for Education, education must equip students with the necessary competencies to race with and not race against technology.

Heng laid down four key principles that he thinks will guide the Ministry moving forward.

1. Stay Focused

The Ministry will be focused on its commitment to a student-centric and values-driven education, and ICT can help them do this better. “By staying focused on our goal to bring out the best in every child, we will use technology to transform learning in every school and every student, enabling them to develop strong fundamentals for life-long learning,” he said.

To ensure that all schools and students benefit from ICT-enabled learning, the Ministry is currently developing an online Student Learning Space to provide all students access to quality digital teaching and learning resources. The Ministry is also focused on cyber wellness among students. “We cannot assume that just because our children can handle technology, they know how to use technology responsibly. There is no roadmap for the digital world. We need to give every student a compass and to help them develop navigation skills.”

2. Stay Curious

Heng urged educators to innovate and experiment new ways of teaching and learning using technology. He believes that ICT can enable personalise learning, he said: “This is an important aspect of our student-centric education. The ultimate goal is customised learning and differentiated teaching for every child.” New technologies may also improve the way assessment is done, such as diagnosing a student’s mastery of concepts, or recommending the most useful digital resources.

3. Stay Grounded

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While ICT promises a world of possibilities, Heng emphasised the importance of sound pedagogical content knowledge.

“A good technological tool placed in the hands of a skilful teacher can breathe life into lessons, and lessons into life. Our teachers must be grounded in strong pedagogy and have the knowledge to use ICT meaningfully and appropriately,” he added.

During the last Master Plan, the Ministry has trained about 1,400 ICT mentors, who were instrumental in driving ground-up initiatives. Lessons were shared on an online platform called The ICT Connection, so best practices can be accessed by the wider community.

4. Stay Together

“From parents to industry partners, we need to involve the wider community. Together, we can play an active role to bring out the best in each child in every school, at every stage, whatever their starting point,” said Heng.

The Ministry will be working more closely with the industry players, tertiary education and other key stakeholders to develop a conducive environment to groom young talents.

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