Last October, ASCD's Executive Council traveled to Singapore, seeking to increase its understanding of the role that ASCD can play in international settings. One of our goals was to look into ways to tailor ASCD products, programs, and services to meet the needs of all constituents. In addition, the Council sought to support the development and growth of the Singapore ASCD affiliate, whose members worked in partnership with ASCD to coordinate the visit.
Singapore is a tiny dot on our vast globe. Its 250 square miles support a population of approximately 3.2 million multiracial and multireligious people: 75 percent Chinese, 15 percent Malays, 6 percent Indian, and 4 percent others. Of these, 450,000 are students. Every inch of space is well used, with a myriad of high-rise structures and well-maintained roads and highways. The excellent public transportation system, an equatorial climate, and a busy seaport contribute to a well-ordered and well-maintained environment.
Singapore's Mission and Vision
The Ministry of Education has as its mission "Moulding the Future of Our Nation." The accompanying vision is summed up in four words: "Thinking Schools, Learning Nation." Because it is without any natural resources, the nation recognizes that people are indeed its only resource and thus focuses on instilling in its children the value of full participation in formal schooling. Education is not compulsory, yet nearly 100 percent of children complete their schooling through the 10th grade.
From grade 1 on, instruction is bilingual, with English the first language of instruction and the child's native tongue (Chinese, Malay, or Tamil) the second. At the elementary level, the core curriculum consists of languages, mathematics, and science; at the secondary level, students are offered a core curriculum that includes two languages, science, mathematics, and humanities. Additionally, the curriculum emphasizes civics and moral education. Pupils with talents in music, art, and foreign language have opportunities to develop these interests. Students are streamed or tracked through the system, primarily on the basis of their language ability.
As in most countries, the curriculum is full, and the Ministry, recognizing that academics may be over-emphasized, is making a bold move to reduce the curriculum by 30 percent and to focus on the process of instruction and the development of critical and creative thinking skills. Information technology plays a big role in this systemic transformation, as does a strong emphasis on national education to develop citizenship. This new system works to equip students with skills, knowledge, values, and instincts to face future challenges. Schools also work to develop a culture of continual learning beyond the school environment.
Supporting the Process
To support its forward-looking vision, the Singapore government is providing S$2 billion for instructional technology (IT). "Masterplan for IT" emphasizes training for the nation's 23,000 teachers within a four-dimension framework: curriculum and assessment, learning resources, teacher development, and physical and technological infrastructure. The Ministry intends for instructional technology to be infused naturally into the curriculum and views technology as a tool to broaden teachers' repertoire of skills. Students will benefit from an eventual 1:2 computer-to-student ratio with a target use of those computers for 40 percent of class time. Obsolete equipment will be replaced every three years, and teachers can purchase computers for home use with a 40 percent purchase price grant.
On the surface, students in Singapore may appear to experience a rigid environment that places heavy emphasis on academics. The system, however, demonstrates its concern for a well-rounded education for each child through the work of the Ministry Branch of Pastoral Care and Career Guidance. Desired outcomes focus on cognitive, moral, physical, social, and aesthetic aspects that include the development of such attributes as integrity, social responsibility, teamwork, enterprise, independent and creative thinking, spirit of excellence, zest for life, and love for Singapore. Developing a caring culture is a national norm that manifests itself in a respectful citizenry.
The Ministry of Education also provides a Teachers' Network, which supports teacher involvement in educational change through action research, networking, and support groups. The Network is a move away from traditional staff development and toward personal professional growth for teachers. Teachers are afforded the "privilege" of experiencing 100 hours of training each year on a voluntary basis. They can participate in training during the regular school day, and both their personal needs and the organization's needs are considered in the design of the program.
Positive Impressions
The Council visited 10 school sites during its stay in Singapore. Council members were struck by the seriousness with which students pursued their studies at all levels. Schools value excellence, and the focus on doing well in school provides high levels of student motivation. Standards are high, but students' faces registered joy and excitement in the classroom. The atmosphere, which appeared to be enhanced by unique school uniforms at each school at all levels, was focused but not rigid. Staff and students always greeted us with respect, and we often heard unison student greetings of "Good morning, sirs, and good morning, madams." Classrooms were alive with activity, but libraries and technology centers were quiet and dedicated for serious pursuit. Playgrounds were colorful and noisy, abounding in youthful enthusiasm for well-earned free time.
Many schools had a faculty common room that served as a nerve center for teachers. Rooms were configured to give each teacher a work space, sometime confined by a cubicle, that typically included a desk, a file cabinet, a bookcase, a computer and monitor, and sometimes a personal printer. Teachers interacted with one another and often worked in groups. Teachers were part of a total team and definitely did not work in isolation. They were highly proficient in the use of technology, serving as models for their students, who, in turn, demonstrated a high degree of proficiency with the same technology.
Council members were impressed by the unity that prevailed throughout the educational system. From ministry officials, school administrators, professional staff, and students, we sensed a passion for education as a means to a successful life as well as the primary source for the survival and success of the nation. Schools were not looked on as ways to solve society's social problems, but as places where quality teaching and learning prepared students to become responsible and productive citizens. Students demonstrated a strong sense of loyalty to their school, to their country, and to one another. Parents support and even revere their children's teachers. When children do well, parents credit teachers with bringing about success. When children don't do so well, parents work with their children to bring about improved performance.
Most of all, we were positively affected by the diversity of the population; the harmony that exists; and the efforts made by the populace to learn about and accommodate one another's race, culture, and religion. The races not only exist side by side, but they also have come to understand and respect one another. The English language unites them, and their native tongues help preserve their link to the past and the desire to perpetuate each race's unique heritage. The citizens of Singapore live their educational mission and vision for the survival and prosperity of their nation. They see the future in their children and go to great lengths to ensure that their future is secured.
