Article Sidebar

Singapore's Blueprint for Excellence: Crafting a World-Class Education System
Submitted
January 25, 2024
Accepted
June 23, 2024
Published
June 28, 2024
Download
PDF Review Reports Originality Report
Statistic
Read Counter : 481 Download : 69

Downloads

Download data is not yet available.

Main Article Content

Abstract

This review article explores the remarkable evolution of Singapore's education system, which has been meticulously developed over the past four and a half decades. This system has not only achieved exceptional efficiency but has also garnered global acclaim. A testament to its success is the consistently outstanding performance of Singaporean students in international assessments, in which they frequently outperform their peers from other advanced nations. Singapore's education system is a journey of meticulous crafting from its nascent stages to its current state of excellence. This article examines the various phases of development that have shaped Singapore's educational landscape. A critical aspect of this transformation is the high-quality functioning of educational institutions that are seamlessly integrated into the nation's economic framework. This integration has resulted in an education system that is both compact and robust, thus effectively contributing to Singapore's socioeconomic development. The focal point of this study is the unique administrative and management strategies employed within the Singaporean educational system. These strategies have been instrumental in driving the system towards excellence. The insights presented in this article are drawn from the findings of a 2023 working visit by the administrative delegation of Tashkent State University of Economics to Singapore. Through this visit, the delegation gleaned valuable observations and lessons from Singapore's education model. This article provides a comprehensive analysis of these findings, offering a detailed examination of the elements that constitute Singapore's educational prowess.

Keywords

bilingual education economic development educational reform governance human capital Singapore teacher training

Article Details

License

Copyright (c) 2024 Jakhongir Shaturaev

Creative Commons License

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
How to Cite
Shaturaev, J. (2024). Singapore’s Blueprint for Excellence: Crafting a World-Class Education System. Unisia, 42(1), 251–278. https://doi.org/10.20885/unisia.vol42.iss1.art11
Download Citation
Endnote/Zotero/Mendeley (RIS)
BibTeX
Crossref
Scopus
Google Scholar
Europe PMC

References

  1. Ab Kadir, M. A. (2019). Singapore’s educational policy through the prism of student voice: Recasting students as co-agents of educational change and ‘disrupting’ the status quo? Journal of Education Policy, 34(4), 547–576. https://doi.org/10.1080/02680939.2018.1474387

    DOI: https://doi.org/10.1080/02680939.2018.1474387

  2. Abu Bakar, M., Kwok, B. Y., & Abu Bakar, A. (2020). Enduring issues within Singapore’s TVET. Asia Pacific Journal of Education, 40(4), 472–484. https://doi.org/10.1080/02188791.2020.1838885

    DOI: https://doi.org/10.1080/02188791.2020.1838885

  3. Alam, N. (2015, March 23). How Lee Kuan Yew transformed Singapore. World Economic Forum. https://www.weforum.org/stories/2015/03/how-lee-kuan-yew-transformed-singapore/

  4. Alishev, T., & Gilmutdinov, A. (2013). Опыт Сингапура: Создание образовательной системы мирового уровня [Singapore’s experience: Creating a world class education system]. Voprosy Obrazovaniya / Educational Studies Moscow, 4, 227–246. https://doi.org/10.17323/1814-9545-2010-4-227-246

    DOI: https://doi.org/10.17323/1814-9545-2010-4-227-246

  5. Bautista, A., Wong, J., & Gopinathan, S. (2015). Desarrollo profesional docente en Singapur: Describiendo el panorama [Teacher professional development in Singapore: Painting the picture]. Psychology, Society, & Education, 7(3), 423. https://doi.org/10.25115/psye.v7i3.524

    DOI: https://doi.org/10.25115/psye.v7i3.524

  6. Below, S. V., Powell, J. J. W., & Roberts, L. W. (2013). Educational systems and rising inequality: Eastern Germany after unification. Sociology of Education, 86(4), 362–375. https://doi.org/10.1177/0038040713496585

    DOI: https://doi.org/10.1177/0038040713496585

  7. Blackburn, K., & Wu, Z. (2019). Decolonizing the history curriculum in Malaysia and Singapore (1st ed.). Routledge. https://doi.org/10.4324/9780429422584

    DOI: https://doi.org/10.4324/9780429422584-101

  8. Brameld, T. (1955). Culture and education. The Journal of Higher Education, 26(2), 59–111. https://doi.org/10.1080/00221546.1955.11776237

    DOI: https://doi.org/10.1080/00221546.1955.11776237

  9. Chew, L. C. (2015). Teacher training and continuing professional development: The Singapore model. International Conference on Teacher Training and Education. International Conference on Teacher Training and Education. http://jurnal.fkip.uns.ac.id/index.php/ictte/article/view/7577

  10. Chia, S. Y. (2005). Singapore model of industrial policy: Past and present. Inter-American Development Bank. https://doi.org/10.18235/0006830

    DOI: https://doi.org/10.18235/0006830

  11. Chia, Y. T. (2011). The elusive goal of nation building: Asian/Confucian values and citizenship education in Singapore during the 1980s. British Journal of Educational Studies, 59(4), 383–402. https://doi.org/10.1080/00071005.2011.591288

    DOI: https://doi.org/10.1080/00071005.2011.591288

  12. Chiong, C., & Dimmock, C. (2020). Building trust: How low-income parents navigate neoliberalism in Singapore’s education system. Comparative Education, 56(3), 394–408. https://doi.org/10.1080/03050068.2020.1724487

    DOI: https://doi.org/10.1080/03050068.2020.1724487

  13. Chong, T. (2014). Vocational education in Singapore: Meritocracy and hidden narratives. Discourse: Studies in the Cultural Politics of Education, 35(5), 637–648. https://doi.org/10.1080/01596306.2014.927165

    DOI: https://doi.org/10.1080/01596306.2014.927165

  14. Chou, M.-H. (2021). Sticky and slippery destinations for academic mobility: The case of Singapore. Higher Education, 82(4), 749–764. https://doi.org/10.1007/s10734-020-00574-7

    DOI: https://doi.org/10.1007/s10734-020-00574-7

  15. Chua, S. K. C. (2010). Singapore’s language policy and its globalised concept of Bi(tri)lingualism. Current Issues in Language Planning, 11(4), 413–429. https://doi.org/10.1080/14664208.2010.546055

    DOI: https://doi.org/10.1080/14664208.2010.546055

  16. Chua, S. K. C. (2011). Singapore’s E(Si)nglish-knowing bilingualism. Current Issues in Language Planning, 12(2), 125–145. https://doi.org/10.1080/14664208.2011.602816

    DOI: https://doi.org/10.1080/14664208.2011.602816

  17. Chua, V., Swee, E. L., & Wellman, B. (2019). Getting ahead in Singapore: How neighborhoods, gender, and ethnicity affect enrollment into elite schools. Sociology of Education, 92(2), 176–198. https://doi.org/10.1177/0038040719835489

    DOI: https://doi.org/10.1177/0038040719835489

  18. Chykharina, K. (2023). Специфіка підготовки інтелектуальної еліти у Республіці Сингапур [Specifics of intellectual elite preparation in Singapore]. Educological discourse, 4(43), 218–233. https://doi.org/10.28925/2312-5829.2023.412

    DOI: https://doi.org/10.28925/2312-5829.2023.412

  19. Clark, S., Gallagher, E., Boyle, N., Barrett, M., Hughes, C., O’Malley, N., Ebuenyi, I., Marshall, K., & O’Sullivan, K. (2023). The International Education Index: A global approach to education policy analysis, performance and sustainable development. British Educational Research Journal, 49(2), 266–287. https://doi.org/10.1002/berj.3842

    DOI: https://doi.org/10.1002/berj.3842

  20. Comunian, R., & Ooi, C.-S. (2016). Global aspirations and local talent: The development of creative higher education in Singapore. International Journal of Cultural Policy, 22(1), 58–79. https://doi.org/10.1080/10286632.2015.1101085

    DOI: https://doi.org/10.1080/10286632.2015.1101085

  21. Curdt-Christiansen, X. L. (2016). Conflicting language ideologies and contradictory language practices in Singaporean multilingual families. Journal of Multilingual and Multicultural Development, 37(7), 694–709. https://doi.org/10.1080/01434632.2015.1127926

    DOI: https://doi.org/10.1080/01434632.2015.1127926

  22. Deem, R. (1998). “New managerialism” and higher education: The management of performances and cultures in universities in the United Kingdom. International Studies in Sociology of Education, 8(1), 47–70. https://doi.org/10.1080/0962021980020014

    DOI: https://doi.org/10.1080/0962021980020014

  23. Deng, Z., & Gopinathan, S. (2016). PISA and high-performing education systems: Explaining Singapore’s education success. Comparative Education, 52(4), 449–472. https://doi.org/10.1080/03050068.2016.1219535

    DOI: https://doi.org/10.1080/03050068.2016.1219535

  24. Dill, D. D., & Soo, M. (2005). Academic quality, league tables, and public policy: A cross-national analysis of university ranking systems. Higher Education, 49(4), 495–533. https://doi.org/10.1007/s10734-004-1746-8

    DOI: https://doi.org/10.1007/s10734-004-1746-8

  25. Dimmock, C. (2011). Diversifying schools and leveraging school improvement: A comparative analysis of the English radical, and Singapore conservative, specialist schools’ policies. British Journal of Educational Studies, 59(4), 439–458. https://doi.org/10.1080/00071005.2011.636732

    DOI: https://doi.org/10.1080/00071005.2011.636732

  26. Dimmock, C., & Goh, J. W. P. (2011). Transformative pedagogy, leadership and school organisation for the twenty-first-century knowledge-based economy: The case of Singapore. School Leadership & Management, 31(3), 215–234. https://doi.org/10.1080/13632434.2010.546106

    DOI: https://doi.org/10.1080/13632434.2010.546106

  27. Dimmock, C., & Tan, C. Y. (2016). Explaining the success of the world’s leading education systems: The case of Singapore. British Journal of Educational Studies, 64(2), 161–184. https://doi.org/10.1080/00071005.2015.1116682

    DOI: https://doi.org/10.1080/00071005.2015.1116682

  28. Dixon, L. Q. (2005). Bilingual education policy in Singapore: An analysis of its sociohistorical roots and current academic outcomes. International Journal of Bilingual Education and Bilingualism, 8(1), 25–47. https://doi.org/10.1080/jBEB.v8.i1.pg25

    DOI: https://doi.org/10.1080/jBEB.v8.i1.pg25

  29. Gardner, H. (2004). How education changes: Considerations of history, science, and values. In M. M. Suárez-Orozco & D. Qin-Hilliard (Eds.), Globalization: Culture and education in the new millennium. University of California Press.

  30. Goh, C. B., & Gopinathan, S. (2008a). The development of education in Singapore since 1965. In S. K. Lee, C. B. Goh, B. Fredriksen, & J. P. Tan (Eds.), Toward a better future: Education and training for economic development in Singapore since 1965 (pp. 12–38). World Bank.

  31. Goh, C. B., & Gopinathan, S. (2008b). The development of university education in Singapore. In S. K. Lee, C. B. Goh, B. Fredriksen, & J. P. Tan (Eds.), Toward a better future: Education and training for economic development in Singapore since 1965 (pp. 149–166). The World Bank. https://hdl.handle.net/10497/15599

  32. Gopinathan, S., & Lee, M. H. (2011). Challenging and co-opting globalisation: Singapore’s strategies in higher education. Journal of Higher Education Policy and Management, 33(3), 287–299. https://doi.org/10.1080/1360080X.2011.565001

    DOI: https://doi.org/10.1080/1360080X.2011.565001

  33. Gopinathan, S., & Loh, H. (2024). Universitising teacher education in Singapore: From the TTC to the NIE. Educational Research for Policy and Practice, 23(3), 345–357. https://doi.org/10.1007/s10671-023-09335-6

    DOI: https://doi.org/10.1007/s10671-023-09335-6

  34. Hairon, S. (2022). Overview of education in Singapore. In L. P. Symaco & M. Hayden (Eds.), International Handbook on education in South East Asia (pp. 1–31). Springer Singapore. https://doi.org/10.1007/978-981-16-8136-3_2-1

    DOI: https://doi.org/10.1007/978-981-16-8136-3_2-1

  35. He, B., & Zhao, N. (2022). The historical background, cultural foundation and educational characteristics of Singapore’s patriotism—Text analysis based on Singapore primary school moral education textbooks. 125–129. https://doi.org/10.2991/assehr.k.220107.023

    DOI: https://doi.org/10.2991/assehr.k.220107.023

  36. Hossain, M. (2022). Diffusing “destandardization” reforms across educational systems in low- and middle-income countries: The case of the World Bank, 1965 to 2020. Sociology of Education, 95(4), 320–339. https://doi.org/10.1177/00380407221109209

  37. Jain, R., & Wee, L. (2019). Language education policy: Singapore. In A. Kirkpatrick & A. J. Liddicoat (Eds.), The Routledge international handbook of language education policy in Asia (pp. 272–285). Routledge.

    DOI: https://doi.org/10.4324/9781315666235-19

  38. Ji, W., & Zhang, D. (2023). The Interactive relationship between National identity and citizenship education. SHS Web of Conferences, 168, 03016. https://doi.org/10.1051/shsconf/202316803016

    DOI: https://doi.org/10.1051/shsconf/202316803016

  39. Kaur, B. (2019). Overview of Singapore’s education system and milestones in the development of the system and school mathematics curriculum. In T. L. Toh, B. Kaur, & E. G. Tay (Eds.), Mathematics education in Singapore (pp. 13–33). Springer Singapore. https://doi.org/10.1007/978-981-13-3573-0_2

    DOI: https://doi.org/10.1007/978-981-13-3573-0_2

  40. Kaur, B., & Leong, Y. H. (2021). Overview of the school system and school mathematics curriculum in Singapore. In B. Kaur & Y. H. Leong (Eds.), Mathematics instructional practices in Singapore secondary schools (pp. 1–13). Springer Nature Singapore. https://doi.org/10.1007/978-981-15-8956-0_1

    DOI: https://doi.org/10.1007/978-981-15-8956-0_1

  41. Kells, H. R. (1999). National higher education evaluation systems: Methods for analysis and some propositions for the research and policy void. Higher Education, 38(2), 209–232. https://doi.org/10.1023/A:1003704015735

    DOI: https://doi.org/10.1023/A:1003704015735

  42. Kerckhoff, A. C. (2001). Education and social stratification processes in comparative perspective. Sociology of Education, 74(Extra Issue: Current of Thought: Sociology of Education at the Dawn of the 21st Century), 3–18. https://doi.org/10.2307/2673250

    DOI: https://doi.org/10.2307/2673250

  43. Koh, A. (2002). Towards a critical pedagogy: Creating “thinking schools” in Singapore. Journal of Curriculum Studies, 34(3), 255–264. https://doi.org/10.1080/00220270110092608

    DOI: https://doi.org/10.1080/00220270110092608

  44. Kuzminov, Ya. I., Radaev, V. V., Yakovlev, A. A., & Yasin, E. G. (2005). Institutions: From borrowing to cultivation. The experience of Russian reforms and the possibility of cultivating institutional changes. In E. G. Yasin (Ed.), Modernization of the economy and the cultivation of institutions: Vol. Vol. 1-2 (pp. 7–64). State University, Higher School of Economics.

  45. Lee, Y.-J., & Ho, J. (2024). Basic education in Singapore. In L. P. Symaco & M. Hayden (Eds.), International Handbook on education in South East Asia (pp. 977–1001). Springer Nature Singapore. https://doi.org/10.1007/978-981-16-8136-3_6-2

    DOI: https://doi.org/10.1007/978-981-16-8136-3_6-2

  46. Liu, W. C. (2023). The teaching profession and teacher  education in Singapore (1950 to  present): From surviving to thriving [La profesión docente y la formación de docentes en Singapur (1950 al presente): De sobrevivir a prosperar]. Revista Española de Educación Comparada, 44, 23–50. https://doi.org/10.5944/reec.44.2024.37808

    DOI: https://doi.org/10.5944/reec.44.2024.37808

  47. Liu, W. C., Wang, C. K. J., & Parkins, E. J. (2005). A longitudinal study of students’ academic self‐concept in a streamed setting: The Singapore context. British Journal of Educational Psychology, 75(4), 567–586. https://doi.org/10.1348/000709905X42239

    DOI: https://doi.org/10.1348/000709905X42239

  48. Loh, J., & Hu, G. (2019). Teacher education in Singapore. In J. Loh & G. Hu, Oxford research encyclopedia of education. Oxford University Press. https://doi.org/10.1093/acrefore/9780190264093.013.293

    DOI: https://doi.org/10.1093/acrefore/9780190264093.013.293

  49. Marginson, S. (2011). Higher education in East Asia and Singapore: Rise of the Confucian Model. Higher Education, 61(5), 587–611. https://doi.org/10.1007/s10734-010-9384-9

    DOI: https://doi.org/10.1007/s10734-010-9384-9

  50. Martin, J. R. (1996). There’s too much to teach: Cultural wealth in an age of scarcity. Educational Researcher, 25(2), 4–16. https://doi.org/10.3102/0013189X025002004

    DOI: https://doi.org/10.3102/0013189X025002004

  51. McGregor, G. (2009). Educating for ( whose ) success? Schooling in an age of neo‐liberalism. British Journal of Sociology of Education, 30(3), 345–358. https://doi.org/10.1080/01425690902812620

    DOI: https://doi.org/10.1080/01425690902812620

  52. Mikus, K., Tieben, N., & Schober, P. S. (2020). Children’s conversion of cultural capital into educational success: The symbolic and skill-generating functions of cultural capital. British Journal of Sociology of Education, 41(2), 197–217. https://doi.org/10.1080/01425692.2019.1677454

    DOI: https://doi.org/10.1080/01425692.2019.1677454

  53. Ministry of Education, Singapore. (2008). Many pathways. One mission. Fifty years of Singapore education. Ministry of Education, Singapore.

  54. Ministry of Education, Singapore. (2023, November 10). Education Statistics Digest 2023. Ministry of Education, Singapore. http://www.moe.gov.sg/about-us/publications/education-statistics-digest

  55. Mok, K. (2003). Decentralization and marketization of education in Singapore: A case study of the school excellence model. Journal of Educational Administration, 41(4), 348–366. https://doi.org/10.1108/09578230310481621

    DOI: https://doi.org/10.1108/09578230310481621

  56. Morris, P., & Marsh, C. (1992). Curriculum patterns and issues in East Asia: A comparative survey of seven East Asian societies. Journal of Education Policy, 7(3), 251–266. https://doi.org/10.1080/0268093910070301

    DOI: https://doi.org/10.1080/0268093910070301

  57. Mullis, I., Von Davier, M., Foy, P., Fishbein, B., Reynolds, K., & Wry, E. (2023). PIRLS 2021 International Results in Reading. TIMSS & PIRLS International Study Center. https://doi.org/10.6017/lse.tpisc.tr2103.kb5342

    DOI: https://doi.org/10.6017/lse.tpisc.tr2103.kb5342

  58. Natarajan, U., & Laxman, K. (2021). ICT masterplans in education: Singapore’s reform efforts to engage in a post-COVID world. In B. I. Edwards, N. A. Shukor, & A. D. Cheok (Eds.), Emerging technologies for next generation learning spaces (pp. 41–49). Springer. https://doi.org/10.1007/978-981-16-3521-2_5

    DOI: https://doi.org/10.1007/978-981-16-3521-2_5

  59. Natarajan, U., Lim, K. Y. T., & Laxman, K. (2021). A national vision for information and communication technologies in education: Reflections on Singapore’s ICT technologies Masterplans. International Journal of Educational Management, 35(5), 943–954. https://doi.org/10.1108/IJEM-11-2020-0532

    DOI: https://doi.org/10.1108/IJEM-11-2020-0532

  60. Ng, P. T. (2008). Educational reform in Singapore: From quantity to quality. Educational Research for Policy and Practice, 7(1), 5–15. https://doi.org/10.1007/s10671-007-9042-x

    DOI: https://doi.org/10.1007/s10671-007-9042-x

  61. Nowosad, I. (2022). Od walki o przetrwanie do edukacji światowej klasy – kluczowe programy w polityce edukacyjnej Singapuru [From struggle for survival to world-class education—Key programs in Singapore’s education policy]. Edukacja Międzykulturowa, 2(17), 43–54. https://doi.org/10.15804/em.2022.02.03

    DOI: https://doi.org/10.15804/em.2022.02.03

  62. Okoh, S. E. N. (1980). Education as a source of economic growth and development—An essay. The Journal of Negro Education, 49(2), 203. https://doi.org/10.2307/2294969

    DOI: https://doi.org/10.2307/2294969

  63. Olssen, M., & Peters, M. A. (2005). Neoliberalism, higher education and the knowledge economy: From the free market to knowledge capitalism. Journal of Education Policy, 20(3), 313–345. https://doi.org/10.1080/02680930500108718

    DOI: https://doi.org/10.1080/02680930500108718

  64. Powers, J. (2019). Singapore’s economic development: The dilemma of managing success. In S. Hamnett & B. Yuen (Eds.), Planning Singapore: The experimental city (pp. 63–81). Routledge. https://doi.org/10.4324/9781351058230

    DOI: https://doi.org/10.4324/9781351058230-3

  65. Redpath, J. (2008). Report on the Singapore Group Visit 2008. Law Training in Scotland. www.ltscotland.org.uk/Images/JohnRedpathFR_tcm4–555580.doc

  66. Rodan, G. (1989). The political economy of Singapore’s industrialization: National state and international capital. Palgrave Macmillan UK. https://doi.org/10.1007/978-1-349-19923-5

    DOI: https://doi.org/10.1007/978-1-349-19923-5

  67. Sanderson, J. M. (1962). The grammar school and the education of the poor, 1786–1840. British Journal of Educational Studies, 11(1), 28–43. https://doi.org/10.1080/00071005.1962.9973085

    DOI: https://doi.org/10.1080/00071005.1962.9973085

  68. Savage, G. C., & O’Connor, K. (2015). National agendas in global times: Curriculum reforms in Australia and the USA since the 1980s. Journal of Education Policy, 30(5), 609–630. https://doi.org/10.1080/02680939.2014.969321

    DOI: https://doi.org/10.1080/02680939.2014.969321

  69. Schuelka, M. J. (2013). Excluding students with disabilities from the culture of achievement: The case of the TIMSS, PIRLS, and PISA. Journal of Education Policy, 28(2), 216–230. https://doi.org/10.1080/02680939.2012.708789

    DOI: https://doi.org/10.1080/02680939.2012.708789

  70. Schulze, M. P., & Kleibert, J. M. (2021). Transnational education for regional economic development? Understanding Malaysia’s and Singapore’s strategic coupling in global higher education. International Journal of Training and Development, 25(4), 363–382. https://doi.org/10.1111/ijtd.12242

    DOI: https://doi.org/10.1111/ijtd.12242

  71. Sclafani, S. K. (2015). Singapore chooses teachers carefully. Phi Delta Kappan, 97(3), 8–13. https://doi.org/10.1177/0031721715614821

    DOI: https://doi.org/10.1177/0031721715614821

  72. Sharpe, L., & Gopinathan, S. (2002). After effectiveness: New directions in the Singapore school system? Journal of Education Policy, 17(2), 151–166. https://doi.org/10.1080/02680930110116507

    DOI: https://doi.org/10.1080/02680930110116507

  73. Sidhu, R., Ho, K.-C., & Yeoh, B. (2011). Emerging education hubs: The case of Singapore. Higher Education, 61(1), 23–40. https://doi.org/10.1007/s10734-010-9323-9

    DOI: https://doi.org/10.1007/s10734-010-9323-9

  74. Stewart, V. (2010a). Dream, design, deliver: How Singapore developed a high-quality teacher force. Phi Delta Kappan, 91(7), 85–86. https://doi.org/10.1177/003172171009100722

    DOI: https://doi.org/10.1177/003172171009100722

  75. Stewart, V. (2010b). Singapore leads the way in changing teacher education. Phi Delta Kappan, 92(2), 92–93. https://doi.org/10.1177/003172171009200226

    DOI: https://doi.org/10.1177/003172171009200226

  76. Tan, A.-L. (2018). Journey of science teacher education in Singapore: Past, present and future. Asia-Pacific Science Education, 4(1), Article Number 1. https://doi.org/10.1186/s41029-017-0018-8

    DOI: https://doi.org/10.1186/s41029-017-0018-8

  77. Tan, S. C., Cheah, H. M., Chen, W., & Choy, D. (2017a). ICT environments in Singapore. In S. C. Tan, H. M. Cheah, W. Chen, & D. Choy (Eds.), Pushing the frontier: A cohesive system-wide approach to integrating ICT into education (pp. 45–55). Springer. https://doi.org/10.1007/978-981-10-4239-3_4

    DOI: https://doi.org/10.1007/978-981-10-4239-3_4

  78. Tan, S. C., Cheah, H. M., Chen, W., & Choy, D. (2017b). Impact of ICT masterplans. In S. C. Tan, H. M. Cheah, W. Chen, & D. Choy (Eds.), Pushing the frontier: A cohesive system-wide approach to integrating ICT into education (pp. 119–128). Springer. https://doi.org/10.1007/978-981-10-4239-3_9

    DOI: https://doi.org/10.1007/978-981-10-4239-3_9

  79. Tan, S. C., Cheah, H. M., Chen, W., & Choy, D. (2017c). Interlocking policies facilitating ICT integration in education. In S. C. Tan, H. M. Cheah, W. Chen, & D. Choy (Eds.), Pushing the frontier: A cohesive system-wide approach to integrating ICT into education (pp. 27–44). Springer. https://doi.org/10.1007/978-981-10-4239-3_3

    DOI: https://doi.org/10.1007/978-981-10-4239-3_3

  80. Tarc, P. (2019). Internationalization of education as an emerging field? A framing of international education for cross-domain analyses. Policy Futures in Education, 17(6), 732–744. https://doi.org/10.1177/1478210318824254

    DOI: https://doi.org/10.1177/1478210318824254

  81. Tee, N. P. (2004). Innovation and enterprise in Singapore schools. Educational Research for Policy and Practice, 3(3), 183–198. https://doi.org/10.1007/s10671-004-8240-z

    DOI: https://doi.org/10.1007/s10671-004-8240-z

  82. Teo, T. S. H., & Ang, J. S. K. (2001). Singapore’s manufacturing sector as engine for economic growth: Past, present and future. Science and Public Policy, 28(5), 361–370. https://doi.org/10.3152/147154301781781309

    DOI: https://doi.org/10.3152/147154301781781309

  83. Treshchevsky, Y., Igolkin, S. L., & Shatalov, M. (2019). Internationalization of the educational services market through development of the system of remote education: Possibilities and barriers. International Journal of Educational Management, 33(3), 478–485. https://doi.org/10.1108/IJEM-08-2018-0266

    DOI: https://doi.org/10.1108/IJEM-08-2018-0266

  84. Varaprasad, N. (2022). Vocational education and training in Singapore. In L. P. Symaco & M. Hayden (Eds.), International handbook on education in South East Asia (pp. 1021–1045). Springer Nature Singapore. https://doi.org/10.1007/978-981-16-8136-3_10-2

    DOI: https://doi.org/10.1007/978-981-16-8136-3_10-2

  85. Venkateswaran, T. V. (2007). Science and colonialism: Content and character of natural sciences in the vernacular school education in the Madras Presidency (1820–1900). Science & Education, 16(1), 87–114. https://doi.org/10.1007/s11191-005-8262-9

    DOI: https://doi.org/10.1007/s11191-005-8262-9

  86. Von Davier, M., Kennedy, A., Reynolds, K., Fishbein, B., Khorramdel, L., Aldrich, C., Bookbinder, A., Bezirhan, U., & Yin, L. (2024). TIMSS 2023 International Results in Mathematics and Science. TIMSS & PIRLS International Study Center, Boston College. https://doi.org/10.6017/lse.tpisc.timss.rs6460

    DOI: https://doi.org/10.6017/lse.tpisc.timms.rs6460

  87. Wang, B.-L. C. (1978). Educational reforms for national integration: The West Malaysian experience. Comparative Education Review, 22(3), 464–479. https://doi.org/10.1086/445999

    DOI: https://doi.org/10.1086/445999

  88. Waring, P. (2014). Singapore’s global schoolhouse strategy: Retreat or recalibration? Studies in Higher Education, 39(5), 874–884. https://doi.org/10.1080/03075079.2012.754867

    DOI: https://doi.org/10.1080/03075079.2012.754867

  89. Windhausen, J. D. (1964). The Vernaculars, 1835-1839: A third medium for Indian education. Sociology of Education, 37(3), 254. https://doi.org/10.2307/2111957

    DOI: https://doi.org/10.2307/2111957

  90. Wong, T.-H. (2005). Comparing state hegemonies: Chinese universities in postwar Singapore and Hong Kong. British Journal of Sociology of Education, 26(2), 199–218. https://doi.org/10.1080/0142569042000294174

    DOI: https://doi.org/10.1080/0142569042000294174

  91. Wong, T.-H. (2006). Institutionally incorporated, symbolically un‐remade: State reform of Chinese schools in postwar Singapore. British Journal of Sociology of Education, 27(5), 633–650. https://doi.org/10.1080/01425690600958824

    DOI: https://doi.org/10.1080/01425690600958824

  92. Xia, X. (2020). Empowerment: The teacher training model in primary and secondary schools—A case study of Singapore. Open Access Library Journal, 7(5), e06329. https://doi.org/10.4236/oalib.1106329

  93. Yasinian, M. (2018). The journey towards excellence: Effects of professional learning and leadership on Singapore’s education system. SSRN Electronic Journal. https://doi.org/10.2139/ssrn.3244970

    DOI: https://doi.org/10.2139/ssrn.3244970

  94. Yeo, J., & Tan, K. C. D. (2021). Science education in Singapore. In O. S. Tan, E. L. Low, E. G. Tay, & Y. K. Yan (Eds.), Singapore math and science education innovation (pp. 91–104). Springer Singapore. https://doi.org/10.1007/978-981-16-1357-9_6

    DOI: https://doi.org/10.1007/978-981-16-1357-9_6

  95. Yue, C. (2024). Analysis of the reform of primary and secondary education streamlining in Singapore. Lecture Notes in Education Psychology and Public Media, 34(1), 221–227. https://doi.org/10.54254/2753-7048/34/20231976

    DOI: https://doi.org/10.54254/2753-7048/34/20231976

  96. Zajda, J. (2009). Nation-building, identity and citizenship education: Introduction. In J. Zajda, H. Daun, & L. J. Saha (Eds.), Nation-building, identity and citizenship education (pp. 1–11). Springer Netherlands. https://doi.org/10.1007/978-1-4020-9318-0_1

    DOI: https://doi.org/10.1007/978-1-4020-9318-0_1
No Related Submission Found