3. International Baccalaureate 3 Core subjects Theory of Knowledge, Extended Essay and Creativity/Action/Service 3 Subjects at Highlevel->240 hours 3 Subject at Standard Level-> 150 hours Grading 1- 7 (7 being highest: max score 42 ) 3
4. Significance of International Baccalaureate Encourages multiple perspectives and broad areas of knowledge 5 year cycle of curriculum: every teacher can feedback and make recommendations for new curriculum Frequent Training of teachers as curriculum changes Schools can develop and launch own IB subjects IBDP offers programs with multicultural and global perspective 4
5. The case for IB as TSLN benchmark ‘A’ Level candidate can exit the system without touching any Math or Humanities or Science TSLN has modified ‘A’ Levels toward the IB model IB said to be superior to ‘A’ Levels by University admission bodies. Teo Chee Hean (Minister for Education, in 1999), “it is clear that IBDP provides a philosophy, a structure, tools and training for this kind of approach to education “ 5
6. Implementing IBDP Political problem: Eurocentric, not directed by Singapore (government regulations and National Curriculum requirements Cost as a problem: more resources required Language (English, French, Spanish) Local university recognition IB trained staff Good student staff ratio 6
34. Limitations of Initiative Diversity in education landscape compulsory subjects constitute to the benchmark of national outcome More autonomy Numerous reports accounts for school’s performance levels Encourage innovation academic results remains the key performance indicator Equality students’ performance depend on the socio-capital status of their families
36. National Education - Purpose To develop a shared sense of: Nationhood Understanding of how our past is relevant to our present and future To make students appreciate Singapore’s peace and stability amid numerous conflicts elsewhere around the world
37. National Education - The 6 NE messages Singapore is our homeland; this is where we belong We must preserve racial and religious harmony We must uphold meritocracy and incoruptibility No one owes Singapore a living We mus ourselves defend Singapore We have confidence in our future ( Ministry of Education, 1997a)
38. National Education - Challenges Income inequalities affect social cohesion The highly competitive education system and general scramble for exams Competition and selfish individualism
40. Changes in Policies Increased Autonomy for schools in the 1980s Moved from centralised control Students to benefit from Principals educational leadership Common Examinations but flexibility for experimentation Well-established schools allowed autonomy Staff deployment, salaries, finance, management, cirriculum 25
41. Independent schools seen as elitist... Autonomous status now has to be applied for; and contingent upon sustained performance May choose administrative services from private companies or hire Operations and Administration Managers Can determine their admission policies, school fees, budgets and school fees 26
42. School reforms 1990s to present 28 School Clusters in 2007 headed by a superintendent Education Endowment (for enrichment) provided for schools to draw from None of the schools have moved away from subject based curriculum Possible establishment of private schools discussed in 2001 27
43. Inter-School competition ‘O’ levels and ‘A’ levels results publicised Competition focussed on ranking Schools dropped Literature to adjust score amidst Arts Minister’s call for focus on the Arts and Literature Some schools unable to compete due to vicious cycle of low performing students Competition detrimental to cooperation within cluster 28
44. To move away from Inter-school Ranking competiveness Some schools take IP or IB route School Excellence Model (SEM) 2000, appraises own-school performance Internal assessment submitted to School Appraisal Branch every 5 years Schools encouraged to apply for SPRING Singapore Quality Class award 2003 Enhanced Performance Management System (to appraise Principals and teachers) 29
45. Tensions: Between risk adverse behaviour and sustained change Decentralisation vs ever tightening grip on inter-school competition (ranking) and external reviews Drill and practice vs critical and creative thinking skills TSLN vs performance (result based competition) 30
47. Knowledge and Inquiry New subject added in the GCE A’levels curriculum Train students to think independently, critically Encourage proactive learning Challenge presupposed notions of truth and how knowledge is acquired Only students with good grasp of language can take the subject. 32
48. Theory of Knowledge Subject taken in the International Baccalaureate Programme Equivalent to the subject, KI Compulsory for all students Investigation of the ways of and areas of knowing 33
49. Challenges for teachers Sustaining interest in teaching the rules of reasoning Connecting ideas from separate perspectives and areas Dealing intelligently and sensitively with issues of religion and morality Reacting and preventing students’ disenchantment Collaborative teaching and the sharing of resources 34
Notas do Editor
The govt acknowledges that not all Singaporeans stand to benefit equally from the global economy. Highly educated Singaporeans are in a more advantageous position compared to unskilled workers./ In different schools, different messages are sent. For instance, in the elite schools, the message delivered is that they would be the future leaders of society and they would be the inspiration for society to succeed. On the other hand, students in say a neighbourhood school is taught that they should have social discipline, respect their community and “ do not spit all over the place.”2. Because in schools, teachers are more focused on finishing the syllabus and preparing students for the exams, NE is considered as trivial.3. The strongest driving force in Singapore society is a force that encourages competition and selfish individualism, and one that is reflected in the education system. The school programme poses some dilemmas to its pupils. Given the reward structure of the wider society, pupils are responding in an expected way. In this sense, the whole educational system is geared towards sustaining a competitive ethos rather than an ethos of cooperation and caring for others.
