QED 523
SOCIAL CONTEXT
2
INTERNATIONAL BACCALAUREATE
3INTERNATIONAL
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 )
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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
5THE 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 “
6IMPLEMENTING
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
INTEGRATED PROGRAMMES IN SINGAPORE
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INTEGRATED PROGRAMMES IN SINGAPORE
GCE A’levels Alternative diplomas
NUSHS diploma International Baccalaureate
diploma
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Choices
INTEGRATED PROGRAMMES IN SINGAPORE
Similarities DifferencesHolistic education;
students are able to pursue individual interest
Curriculum model
Cross- cultural experiences Manner in which elective and enrichment programmes is structured
Fostering of national responsibility and community orientations
Assessment manner
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INTEGRATED PROGRAMMES IN SINGAPORE
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Inadequate room to explore students’ own interest
Students unable to make the academic shift to handle the A’level examinations
Fostering self-esteem Financial difficulties for some families
Challenges
TEACH LESS, LEARN MORE (TLLM)
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TLLM - OBJECTIVES12
Less dependence on
rote learning
repetitive tests
and a “one size fits all” type of instruction
TLLM- OBJECTIVES13
More on
engaged learning
discovery through experiences
differentiated teaching
the learning of lifelong skills
the building of character through innovative and effective teaching approaches and strategies
TLLM - CHALLENGES
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Students are active and proactively involved in the learning process.
Teachers are designers of learning opportunities and create an environment for students to work in a collaborative manner.
Teachers are co-learners with their students, instead of providers of solutions.
TLLM - CHALLENGES
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Change in fundamental ideas:
Construction of knowledge (not just transmission of knowledge.
Understanding (no just memory)
Pedagogy (not just activity)
Social constructivism (not just individual study)
Self-directed learning (not just teacher-directed)
Formative and summative assessment ( not just summative grades)
Learning about learning (not just learning about subject)
CLUSTER INNOVATION
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More diversity in the educational landscape
Greater Autonomy and Creativity
Ability Driven Education
ABILITY-DRIVEN EDUCATION IN
SINGAPORE
Greater Diversity
•Different types of programmes available
•Teach Less Learn More initiative
Innovation in schools
•Niche programs for schools
Decentralization of education
•Decision-making process made closer to school level
•Promote innovation
•Strengthen local community
•Maketisation
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
NATIONAL EDUCATION
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
NATIONAL EDUCATION - THE 6 NE MESSAGES
1. Singapore is our homeland; this is where we belong
2. We must preserve racial and religious harmony
3. We must uphold meritocracy and incoruptibility
4. No one owes Singapore a living
5. We mus ourselves defend Singapore
6. We have confidence in our future
( Ministry of Education, 1997a)
NATIONAL EDUCATION - CHALLENGES
1. Income inequalities affect social cohesion
2. The highly competitive education system and general scramble for exams
3. Competition and selfish individualism
MARKETISATION
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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
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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
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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
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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
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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)
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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)
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KNOWLEDGE AND INQUIRY
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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.
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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
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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
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