QED 523

SOCIAL CONTEXT

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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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