Education In Singapore Research Articles

University insiders' perceptions of doctoral education development in five East and Southeast Asian countries: An institutional logics perspective

AbstractThis article reports on a study that analysed multiple logics behind the development of doctoral education in China, Japan, South Korea, Singapore and Thailand. The analysis focused on the development over the past two decades and general measures to ensure quality. Research materials analysed in this article consisted of semi‐structured interviews with insiders in the doctoral education system in each of the five countries. The findings reveal that the growth of the doctoral education sector in China follows state logic, profession logic and corporation logic. Doctoral education in Japan shows state logic, profession logic and market logic. State logic, market logic and corporation logic are manifested in South Korea's doctoral education sector, whereas state logic and profession logic are prominent in Singapore. Doctoral education in Thailand mostly follows state logic and market logic. Establishing and completing the external and internal quality mechanisms, tightening quality inspection procedures and raising requirements for students are common measures put in place for quality assurance throughout East and Southeast Asia.

Evolution of Radiography Education in Singapore

Evolution of Radiography Education in Singapore

Studying Gender While ‘Studying Up’

This article discusses the epistemological challenges of contending with hegemonic norms while ‘studying up’. In particular, I discuss the challenges that I faced in following feminist and queer approaches to gender while conducting fieldwork on the gendered norms and values produced through undergraduate computer science education in Singapore. These approaches suggest critical questions about the construction of computer science knowledge and of the common focus on the ‘woman problem’ in computer science. While feminist and queer approaches enabled me to find partial connections with participants, the heteronormativity in/of computer science and problem-solving-based hegemonic epistemology brought challenges in maintaining my methodological and theoretical approach. I highlight the need for closer examination of the power dynamics and how these shape the epistemological risks of fieldwork while studying up.

Interdisciplinarity in Data Analysis Through the Primary School Textbooks in Greece and Singapore

Data analysis is one of the most popular fields of mathematics and includes statistics and probability. These two mathematical domains are some of the most well-known, influencing everyday life and the various sciences. Their teaching lays the foundation for primary education and culminates in secondary education. Probability and statistics are necessary for today and the future of several professions. This research attempts to highlight the multidisciplinary character of these two disciplines through the textbooks of primary education in Greece and Singapore. It aims to highlight the dependence of mathematics teaching on interdisciplinarity through textbooks. The textbook analysis was chosen because books offer varied learning opportunities. The researchers selected the books, partaking in the comparative analysis. After defining the basic principles dividing lines for the differentiation of the exercises, the analysis was conducted. It included two stages. In the first stage, the activities of the books were examined in their framework application. Then, their interdisciplinary character was accentuated in the scientific field. The results reveal a substantial dependence of data analysis on interdisciplinarity. More interesting is that the distribution of interdisciplinary exercises is prevalent in the scientific milieus.

COMPARISON STUDY OF ELEMENTARY SCHOOL SOCIAL STUDIES CURRICULUM IN SINGAPORE AND HONGKONG

This study aims to analyze the comparison of the primary school level school system in Singapore and Hong Kong, to analyze the comparison of the social studies curriculum at the elementary school level in Singapore and Hong Kong. The research method used is the library method with literature reviews from journals, books and other library sources. The results showed that; 1) The education systems in Singapore and Hong Kong have much in common. The school system starts at Kindergarten for 3 years, continues at the Primary or elementary school level. Then Secondary and College Level. The differences in the education systems of the two countries can be seen from the secondary or secondary school level; 2) The social studies education curriculum in Singapore and Hong Kong also has similarities as well as differences. The Social Studies curriculum at Elementary Schools in Singapore integrates the study areas of Geography, History, Economics and Sociology called Social Studies. Meanwhile, Hong Kong is included in the Personal, Social and Humanities Education group material as General Studies.

Present Situation and Enlightenment of Artificial Intelligence Lifelong Education System in Singapore

<div><p class="4">The development of artificial intelligence technology depends on the cultivation of artificial intelligence talents, so countries all over the world attach great importance to the cultivation of artificial intelligence talents. As a world power in science, technology and education, Singapore has taken the lead in the field of artificial intelligence education. Based on this, the article focuses on Artificial Intelligence Education in Singapore. Firstly, it introduces the lifelong education system of artificial intelligence in Singapore in detail, and then analyzes the characteristics of this system, including the curriculum system of teaching students according to their aptitude, the teaching method of doing things according to their needs, the teacher selection mechanism according to their needs, etc. Finally, based on the current situation of AI education in China, this paper analyzes the Enlightenment of AI education in Singapore to China from the perspectives of teaching resources, curriculum system and teacher team construction, so as to promote the development of AI education in China.</p></div>

Class(ify)ing Christianity in Singapore

This paper considers how two facets of identity—religion and class—are performed, (re)produced and negotiated within the spaces of the Christian school, home and church in Singapore. We show how the social structuring of one space can inform and influence the structuring of another. Spaces of Christianity in Singapore tend to be mutually reinforcing, strengthening the linkages between religion and class, and in particular reifying the position of Christianity as a religion of the privileged classes. However, the ways in which Christian spaces are reified can become problematic when space is in fact shared with less privileged groups, such as Christians from lower socio-economic classes, and foreign domestic workers. In such instances, the interlinked spaces of Christian privilege and position can cause differences within the community to become points of negotiation and compromise. As a result, they can lead to the social (re)positioning of individuals, and the reproduction of both inclusionary and exclusionary forms of religious citizenship.

Rethinking language teacher education in the Global Englishes paradigm: the Cline of Glocality in Singapore

ABSTRACT Education in Singapore is set against a background that is ethnically, linguistically and culturally diverse. Singapore’s deliberate language policy and planning saw the birth of English-knowing bilinguals who are proficient in both English and their ethnically ascribed mother tongues. This has given rise to Singaporeans whose English proficiency level allows them to be globally competent and whose use of English in the local context has also led to the development of Singapore Englishes (i.e. Standard Singapore English and Colloquial Singapore English or Singlish) operating together in what Low and Pakir describe as the Cline of Glocality. Adopting the Global Englishes paradim, this article discusses how language teacher education needs to be rethought in order to capture the nuancing in the uses of Singapore Englishes in order to achieve the delicate balance between global competence of its users and the local realities surrounding its use.

The role of teachers' instrumental and emotional support in students' academic buoyancy, engagement, and academic skills: A study of high school and elementary school students in different national contexts

In this investigation of high school students (N = 2510) in Singapore (Study 1) and elementary school students (N = 119) in Australia (Study 2), we examined the role of instrumental and emotional forms of teacher support in students' academic buoyancy and academic outcomes (engagement and academic skills). In both studies, perceived instrumental support (but not perceived emotional support) was positively associated with academic buoyancy (moderate effect size in Study 1, large effect in Study 2). In Study 1, academic buoyancy was positively associated with students' academic engagement (specifically, effort and persistence [large effect], perceived importance of school [moderate effect], and feelings of school belonging [moderate effect]). In Study 2 academic buoyancy was positively associated with gains in students' academic skills and engagement (specifically, class participation [large effect] and future aspirations [large effect]). In both studies, there was tentative support for a mediating role of academic buoyancy linking students' perceived teacher support to academic outcomes.

The realization of bilingual education in Singapore (overview)

Today, when knowing languages are directly connected with economic situation, Singapore is a good example. According to the international tests results, Singapore has ranked first place. Consequently, in this article, we consider what types of bilingual education are used and how schools implement them in their education program. As a multinational country without one official language, Singapore made all the languages of main nations official and chose English as a common language which is compulsory to be known by all the population. So, schools used bilingual programs directed to make students be able to study in two languages, English and mother tongue. Not only schools develop bilingual programs but the government is also involved in realization of bilingual programs to educate children to know at least two languages at a high level. An effective realization of bilingual program made Singapore one of the best countries which have a good educational system.

Developing Intercultural Mindedness through an Experiential Learning Activity—A Case Study from Singapore

Recent incidents of alleged racism worldwide amid the COVID-19 pandemic have challenged us to ponder on the meaning and importance of intercultural education. However, it can be difficult to understand the ways in which intercultural discourse can be beneficial for learning, as well as prepare young people to act against racism and inequalities to work towards a more sustainable future. This study presents analysis of learning materials from a case study conducted in one secondary school in Singapore. The objective of the activity is for students to engage in intercultural learning by participating in walking trails with different themes in a few neighborhoods, to learn more about the history of and life in multiracial Singapore. Researchers followed and observed the two-day event and collected data from the students. Specifically, written reflections from a trail named Many Races—One Nation were collected from the students, as well as their reflective posters at the end of the event. The content analysis of these artefacts concentrates on the meanings and ideologies underlying intercultural learning through an examination of the learning materials and the students’ responses. Furthermore, this study introduces an intercultural mindedness framework that transcends the conflict avoidance approach for deeper learning.

A Comparative Analysis of Learning Outcomes in The Faculty of Education in Indonesia, Malaysia, and Singapore

The focus of this Research aims to obtain a picture of learning outcomes at the S1 level, especially in the faculty of education in Indonesia, Malaysia and Singapore. Learning outcomes are designed to face the era of the global market (MEA). Learning outcomes are a set of learning outcomes aimed at improving the quality of education in Indonesia. Learning Outcomes consists of education and training. The sub focus of this research is to find out whether learning outcomes are applied according to market needs, or there are still learning outcomes that need to be recommended for the IQF curriculum in Indonesia. This research method is qualitative and quantitative. Data obtained from curriculum documents and laws in force in Indonesia, Malaysia and Singapore. Data collection techniques by observation, interview and documentation. The results of the study showed that there were similarities in learning outcomes in the aspects of curriculum objectives, namely to equip students with life skills. The difference is in terms of character building and independence and responsibility.

Salvaging Mandarin education in Singapore through community

ABSTRACT Singapore is a multiracial nation with a majority ethnic Chinese population. Since its independence in 1965, it has adopted an ‘English-knowing’ bilingual policy to achieve economic, social, and political objectives. For the past two decades, there has been a rapid increase in the percentage of ethnic Chinese Primary One students coming from primarily English-speaking families. This has caused the government to move the teaching and learning of Mandarin in a new direction. Mandarin has only become a less-taught language after 1979, causing a shift in home language for the primary school students. Acknowledging this sociolinguistic change, the government adjusts the curriculum and places emphasis on the complementary role of community-based learning. One needs to take into consideration the changes in sociolinguistic profile of this multiracial nation to appreciate the rationale of how the less-taught language – Mandarin has been managed.

Work satisfaction of adult educators in Singapore: an empirical analysis

ABSTRACT Singapore, like many other countries in the world, is on a journey towards a culture of lifelong learning to keep its workforce competent, resilient, and future-ready in the rapidly changing world of work. In order to realise this, a significant amount of resources has been invested to the training and adult education (TAE) sector. The TAE sector is expecting considerable and evolving skills demands from the TAE professionals specifically from the adult educators who are directly involved in the training delivery and development activities. With the high skills expectations from the profession, it is important to find out the level and predictors of work satisfaction among adult educators so as to provide necessary support for their performance and development. Work characteristics or quality indicators such as income, work autonomy, complexity, intensity, security, career prospect, professional development support, as well as work expectations were examined in relation to adult educators’ work satisfaction. Multivariate analyses show that work autonomy, job security, and professional development support are strong determinants of work satisfaction among adult educators, even after considering adult educators’ work expectations and other employment and individual characteristics.

"In the shoes of another": immersive technology for social and emotional learning.

There has been increasing use of interactive technologies in the classroom today and a rising popularity of employing virtual environments as a means to engage students in sensorially rich contexts for more embodied forms of experiential learning. In particular, virtual reality (VR) or immersive virtual environments (IVEs) facilitated by head-mounted displays (HMDs) have been used in the teaching of subject content such as history, geography and science. This article presents the findings of an exploratory study of immersive technology, specifically immersive virtual environments (IVES), for the purpose of social and emotional learning (SEL), in the context of Character and Citizenship lessons in the Singapore classroom. The social and emotional competencies (SECs) examined in this project were specifically empathy and perspective-taking, and responsible decision-making. The study involved a sample of n = 75 students from a cohort of students in a Singapore school, averaged at 15 years of age. Students were randomly divided into three treatment conditions: IVEs, pen-and-paper mental simulation and video-viewing. Each treatment contained a problem scenario, told from a first-person perspective, involving a social and ethical dilemma young people today face. A quasi-experimental, pre-test post-test, non-equivalent group design was employed, and the study adopted a mixed-method approach to data collection. The findings reveal that IVEs are not necessarily more effective than the “pen-and-paper” and video viewing approaches to teaching SECs but they can better facilitate perspective-taking and empathy for a higher percentage of students.

Reading Identities, Mobilities, and Reading Futures: Critical Spatial Perspectives on Adolescent Access to Literacy Resources

In this article, Chin Ee Loh, Baoqi Sun, and Chan-Hoong Leong utilize a critical spatial perspective to examine how students from different socioeconomic statuses access reading resources at home, in school, and in the community. Using Geographic Information System (GIS) data, they evaluate the distribution of reading resources in Singapore by mapping out students’ physical distances to libraries and bookstores. They juxtapose the data against case studies of students and survey data from more than six thousand participants from six secondary schools in Singapore to understand their use of resources for reading. Findings show that while students may have equal access to reading resources in terms of access to public resources for books, home backgrounds significantly affect students’ actual access. The critical spatial approach of this study provides a new way to evaluate the efficacy and equity of resource distribution and access for twenty-first-century learning.

InPhocus: Current State and Challenges of Phage Research in Singapore.

Bacteriophages and phage-derived proteins are a promising class of antibacterial agents that experience a growing worldwide interest. To map ongoing phage research in Singapore and neighboring countries, Lee Kong Chian School of Medicine, Nanyang Technological University Singapore (NTU) and Yong Loo Lin School of Medicine, National University of Singapore (NUS) recently co-organized a virtual symposium on Bacteriophage and Bacteriophage-Derived Technologies, which was attended by more than 80 participants. Topics were discussed relating to phage life cycles, diversity, the roles of phages in biofilms and the human gut microbiome, engineered phage lysins to combat polymicrobial infections in wounds, and the challenges and prospects of clinical phage therapy. This perspective summarizes major points discussed during the symposium and new perceptions that emerged after the panel discussion.

Convergence of Singapore's Competency-Based Character and Citizenship Education and Primary School Physical Education

Convergence of Singapore's Competency-Based Character and Citizenship Education and Primary School Physical Education

Language Discordance Between Students and Patients: Impact on Clinical Learning

Background The clinical education of medical students relies on having direct patient experiences, which can be challenging when the patient population speaks multiple languages. In Singapore, students regularly encounter patients with whom they do not speak the same language. Objective The purpose of this study was to examine the role of student–patient language discordance (SPLD) on students’ clinical education experience. Methods In this sequential mixed-methods study, medical students who have completed at least 1 year of clinical education at the Duke-NUS Medical School in Singapore were asked to complete an online survey to obtain their self-reported language proficiency in local languages, experiences interacting with patients who do not speak English, and perceptions of the impact on clinical learning. A follow-up interview with selected participants was conducted. Results Overall, 35.9% of eligible students responded to the survey. Demographic analysis of respondents adequately represented the school’s overall student population. Non-Mandarin-speaking respondents reported that learning medicine in a multilingual environment negatively impacts clinical learning due to significantly more frequent challenges to clerking patients and feeling hindered from learning from doctors due to language barriers. However, no difference was observed in the performance on clinical exams of the three groups. Qualitative interviews uncovered possible reasons for the confounding results and two interrelated themes that highlight clinical learning experiences and challenges in a multilingual environment. Conclusion Students perceive SPLD as a hindrance toward their clinical education experience. Follow-up interviews uncovered the quandary of using translators and how language discordance impacts student’s professional identity formation.

Emergency remote teaching or andragogical innovation? Higher education in Singapore during the COVID-19 pandemic

Singapore higher education’s intraperiod response to the novel coronavirus (COVID-19) pandemic was unique compared to other countries, being praised by the World Health Organisation (WHO) for its early response. Like many other countries, alarming growth in cases appeared, and careful strategies for the continuation of learning were implemented. This paper provides a critical case study and reflection-in-action (Green et al., 2020) of the Singaporean intraperiod response, exploring individual responses from a sample of six autonomous universities, two international universities with campuses in Singapore, and four Private Education Institutions. Through a defined qualitative content analysis of university documentation, scant academic literature, and government and media sources, an understanding of the pandemic response in Singapore was possible. We chose to ensure full coverage of the city-state to enable a comprehensive country analysis in contrast to the growing volume of single-institution pandemic and emergency remote teaching case studies applying a sociotechnical theoretical framework to guide an analysis between educational technology systems and the people using it to teach, work, and learn. This study identified that while tasks and technology were presented with depth, the social elements – people and systems – were often lacking accurate description. We discuss how this technical focus has practical and research implications, and how future research and university teaching and learning practice can better respond to future challenges through reflection of the sociotechnical perspective.