QED 530 Course Notes

QED 530 THE SOCIAL CONTEXT OF TEACHING & LEARNING
(January 2016 Semester)

COURSE OUTLINE
The course introduces student teachers to the context of teaching and learning in Singapore
education and the current roles that you, as beginning teachers, are expected to assume
within it. It provides you with opportunities to reflect upon and discuss several challenges
and issues you are likely to face in the Singapore education system. The course covers
THREE main topics:
1. Key Education Policy Initiatives
2. The Singapore Educational System: Issues of (in)equality
3. Stakeholders in Singapore Education
Each topic is covered through ONE set of lecture notes and ONE tutorial session. For
successful completion of this course, every student will participate in actively facilitating a
seminar on ONE chosen topic, and write ONE reflective essay on the given topic (See p.8).
a) The topics are available as Lecture Notes in this document as uploaded on
Blackboard*.
b) Each topic has Recommended Readings which students are expected to read before
class. These are available in the three main texts (see below) as well as various
weblinks included in each lecture. Please ensure you access these as part of your
learning in the course.
*If you need help with Blackboard matters, please call the Academic Computing &
Information Services Helpdesk (Ph: 6790 3033).
Recommended Textbooks**
Tan, J. (Ed.) (2012). Education in Singapore: Taking stock, looking forward.
Singapore: Pearson Prentice Hall.
W. Choy & C. Tan (Eds.) (2011). Education Reform in Singapore: Critical
Perspectives. Singapore: Pearson Prentice Hall.
J. Tan & P. T. Ng (Eds.) (2008). Thinking Schools, Learning Nation:
Contemporary Issues and Challenges. Singapore: Pearson Prentice Hall.
**Limited copies of these books are available in the NIE Library as well as in the
Popular Bookshop in Basement 1 of Block 4 within the NIE canteen.
c) Each student is allocated to one tutorial class led by their respective tutor, and
meets for FOUR sessions within the space of THREE weeks. (See pp 17-19 for the
complete list of Tutorial Groups, Tutorial Rooms, Tutors and Class Schedules. Note:
The teams will remain the same for the QED 531 seminars starting from Week 4).
1
In the first tutorial in Week 1 (wef Monday 11 January 2016), the tutor will cover
administrative matters as well as briefly introduce the course content. It is important
that you raise any queries you may have with your tutor during this first class. The
introductory session will allow students a clear understanding of the course
schedule, assessment requirements, and the formation of seminar presentation
teams. Do note that due to a tight timetable, we will kick off Topic 1 seminar in
Week 2. Please carefully scrutinize the details of the TIMETABLE for
QED 530 AND QED 531 (See pp. 6-7) so that you are very clear about the scheduling.
d) Students in each seminar team will collaboratively prepare for their allocated topic
under the guidance of their tutor. Team preparation BEFORE you meet your tutor is
essential and will involve intensive reading/research as well as focused group
discussions. As a team, please first agree on clear seminar learning objectives as
well as effective ways to facilitate the session in order to meet these objectives.
Tutorial discussion topics are suggested at the end of each set of lecture
notes. These are meant to trigger your thinking and can be reshaped to suit
the teams areas of interest, concern and focus. As the seminar is intended to
be largely student-centred, it is highly recommended that the seminar teams
include a variety of interesting activities to engage classmates in generative
thinking and further reflection. Activities may include small-group discussions
of relevant news articles and artefacts, experiential learning through
interactive games (indoor and outdoor), impromptu role-plays and
simulations, and interviews with guest speakers (live and/or recorded).
Each seminar team should aim for active involvement of the class
throughout the seminar. This will help the class to generate more and
better ideas for learning as well as writing their reflective essay.
Given the rubrics in the Peer and Tutor Assessment Form for Seminar Presentation
(See p.11), do avoid delivering a one-way lecture for the entire seminar as this
pedagogy is likely to ensure a poor grade for the team.
e) Each seminar team meets with their tutor for ONE pre-seminar consultation (at a
mutually-agreed time, beginning in the later part of Week 1 and/or the early part of
Week 2). This is an essential part of seminar preparation. This meeting is assessable
(20%) so all members must be present to receive their individual marks. (Refer to
p.10 Individual Assessment Rubric for Pre-Presentation Consultation).The team will
need to be well-prepared with a draft of the lesson plan (including focused seminar
objectives, relevant ideas for interesting activities, good questions, clear sequencing
and timing of each segment, etc.) and Powerpoint slides along with resources (eg.
newspaper articles, artifacts, and/or games etc.) that they plan to use. Good
teamwork and adequate group preparation will enable more constructive
conversations with the tutor so that the team can finalize a high-quality seminar
plan.
f) An effective overall seminar would comprise all of the following components, with
some flexibility in timing according to the individual lesson design:
Introduction and tuning-in: 5-10 mins

In-depth and active discussion: 60-70 mins
*Peer evaluation of seminar (30%): 5 mins
Concluding comments by tutor: 10 mins
Debriefing by tutor with seminar team: 10-15 mins.
(At this time, comments made by the class in their assessment of the seminar
may be shared with the team.)
*Peer ratings will be considered together with the tutors own evaluation
when finalizing the seminar mark to be shared by the team.
*Please support your rating with good reasons and useful comments given
on a professional basis.
*Avoid giving extremely low or perfect scores without reasonable
justification.
NOTE: The total class duration is 1 hour 50 minutes (110 mins) to allow everyone to
leave the room in time for the next class. Please help to clear any trash and return
the furniture to their original layout where necessary.
g) At the START of each seminar, the team must:
Give a hardcopy folder of the finalized lesson plan and slides (including
lesson objectives, ideas, questions, activities, sequence/timing/duration,
newspaper articles, artifacts, handouts, etc.) and a copy of the Assessment
Form to the tutor. This will help your tutor to keep track of the seminar
sequence and content.
Give ONE Peer and Tutor Assessment Form for Seminar Presentation (See
p.11) to EVERY student. Please ensure you prepare sufficient forms for this
purpose.
h) A successful seminar that stimulates professional learning for all is one that:
(i)
(ii)
(iii)
(iv)
(v)
(vi)
Focuses on 1 or 2 important learning objectives related to the topic;

Includes relevant and interesting activities for achieving the
key learning objectives;
Forms a coherent whole with clear links between the various segments to
strengthen the key learning points;
Encourages elements of critical analysis of the key topic issues;
Keeps the entire class actively engaged throughout; and
Demonstrates effective team work on the part of the seminar team.
3
i) ABSENTEEISM (From Class &/or Consultations)

1) Absences from tutorials and consultations need to be supported by a written
explanation submitted to the tutor within 48 hours. Please note that absent
members will not be given any marks if they miss the consultation sessions with
tutors. Unexplained absences may also result in salary deductions by the MOE for
the days of absence. Tutors are required to send a warning letter (see p 5) to
students who are absent without giving a satisfactory explanation to them (by email,
phone or in person) after 48 hours. This also applies to students who fail to submit
their assignments on time.
2) NIE Policy on Submission of Medical Certificates by Student Teachers
(For clarification, contact Mrs Tok-Tan Kok Mui, Asst Head/Admissions and Records,
Office of Teacher Education)
Student teachers who are absent from class are required to contact
lecturers/tutors to explain the reasons for their absence not later than two
working days from the date of absence. If the absence is due to medical
leave, they are required to produce copies of their medical certificates for
submission to the lecturers/ tutors concerned.
Feedback has been received regarding the inconvenience faced by student

teachers in having to make multiple copies of their medical certificates for
different lecturers/tutors. It was also indicated that lecturers/tutors have, at
times, wondered about the authenticity of the photocopies submitted to
them.
In view of the feedback received, student teachers will not be required to

submit photocopies of their medical certificate to lecturers/tutors. Instead,
they will only need to show the original medical certificate to
lecturers/tutors before finally submitting it to the Foundation Programmes
Office (Block 1, Level 1) for filing.
Student teachers will be given up to two weeks to show the medical

certificate to lecturers/tutors. Beyond this deadline, lecturers/tutors should
issue a notice of absence to them (See p 5).
Date:
Name
Programme/Specialisation
Year
NRIC No.:
First/Second/Third NOTICE (delete as appropriate)
ABSENCE FROM CLASS/CONSULTATION/NON-SUBMISSION OF ASSIGNMENT

1
As a student of the university, you are required to be present for all programme
commitments. For those who are employees of the Ministry of Education, salary deduction
and/or other disciplinary action may be taken against you if you are absent without valid
reasons. A valid reason would either be medical leave or approved leave.
For the course named below, you were absent for the tutorial/class/consultation or
you did not submit the assignment:
Course Title
Date(s) of Absence
Date for Submission

of Assignment
Please let me have in writing, within a week of the above date, the reason(s) for your
absence/non- submission of assignment. If you are explaining your absence from
tutorial/class, a copy of your letter must be extended to the Ministry of Education (Attn:
Manager/Recruitment Unit).
Note from lecturer/tutor:
Yours sincerely
Signature of Lecturer
cc
Name of Lecturer
Academic Group
Head/Academic Group
Programme Associate Dean/Sub-Dean
Office of Teacher Education (Attn: Asst Head/ Admissions and Records)
*Manager/Recruitment Unit (MOE)
COURSE TIMETABLE FOR QED 530 AND 531 (January 2016)
WEEK
DATE
COURSE & TUTORIAL AGENDA
11 Jan to 15 Jan 2016

Week 1
Session 1
Course Overview & Administration for both

QED 530 & 531: Taking attendance; briefing
on course requirements; forming seminar
teams and arranging consultation meetings
for both courses; initial team discussions for
seminars.
Session 2
No class. Pre-Seminar consultation for Topic

1*
*Tutors & teams will make their own
arrangements for specific consultation times.
18 Jan to 22 Jan 2016
Week 2
Session 3
No class. Pre-Seminar consultation for Topic

2*
Session 4
Seminar for Topic 1: Key Education Policy

Initiatives.
Pre-Seminar consultations for Topics 2 & 3*
Week 3
Session 5
Session 6
25 Jan to 29 Jan 2016

Seminar for Topic 2: The Singapore
Educational System: Issues of (In)Equality
Seminar for Topic 3: Stakeholders in
Singapore Education
Student Feedback on Teaching (SFT) exercise.
[End of QED 530]
Submission of Individual Reflective Essay
(with TurnitIn printout and Cover Page) at
the first session of QED 531 (Week 4).
Week 4
1 Feb to 5 Feb 2016

Submission of QED 530 Essays
QED 531 CCE Content Introduction by Tutor:
CCE Syllabus, CCE framework, CCE resources,
Seminar requirements, etc.
QED 531
Session 1
Seminar for Topic 1 OR Tutor consultations
Session 2
Week 5
Session 3
8 Feb to 12 Feb 2016
QED 531 CCE Topic 1 OR 2
Session 4
Week 6
Session 5
Session 6
*Chinese New Year*: 8 & 9 Feb

*Mon & Tues classes are affected so tutors will
arrange these 2 final weeks schedule at their
discretion*
15 Feb to 19 Feb 2016

Seminar for Topic 2 OR 3*
Seminar for Topic 3
*Submission of QED 531 Individual Essay
**Student Feedback on Teaching exercise
[End of QED 531]
All the best for your Practicum!
COURSE ASSESSMENT FOR QED 530 and QED 531 (100%)

There are FOUR components of Assessment.
NOTE: Students must complete EACH component to pass the entire course.
1. Pre-Seminar Consultation : 20%
All members of each seminar team must attend the consultation session. Absences
will incur no marks for the absent individual. Pre-consultation team preparation
requires: Active discussion of the lesson objectives and activities and drafting the
seminar lesson plan and slides. Each member should also be clear about his/her role
in the overall seminar. (Refer to p.10 Individual Assessment Rubric for PrePresentation Consultation). This is an individual mark.
2. Seminar Presentation (Peer and Tutor Assessed) : 30%
Assessment is done at the end of the seminar and the tutor will collect the
completed forms from the class for collation of marks. (Refer to p.11 for seminar
rubrics as stated on the Peer and Tutor Assessment Form for Seminar Presentation).
This is a shared mark for the team.
7
3. Class participation : 10%

Each student is expected to be an active participant in his/her tutorial group, and
constructively contribute to discussions. (Refer to p.12-13 for Assessment Criteria for
Individual Participation). This is an individual mark.
4. ONE Individual Reflective Essay : 40%
Students will submit a 1000 to 1500-word essay on the given topic (See pp.8-9).
The essay should integrate personal reflections on ONE other seminar that they
did NOT facilitate. For example, if you are in the seminar team for Topic 1, your
essay could draw upon ideas generated in the Topic 2 or Topic 3 seminars.
Similarly, if you are part of the Topic 2 seminar team, you could draw on Topic 1
and Topic 3 seminars.
The reflective essay (size 12 font, with the TurnitIn and Name/Programme cover
page) is to be submitted to your tutor at the start of the first QED 531 tutorial
session in Week 4. This is an individual mark.
NOTE: Late submissions will NOT be accepted. All marked essays will be retained by
the tutor. Tutors may (or may not) let students know their letter grades for marked
essays but not the raw scores. Marked essays are not to be returned to students. (See
p.14 for the Marking Guide).
It is highly recommended that you jot down your reflections right after the
seminar for each topic while the ideas, insights and examples are still be fresh in
your mind. This will help you write your final essay later.
NOTE: The Peer Assessment Form (on p.11) will help you get started on flagging
some initial reflections in the comments section: My Key Learning from this
Seminar.
INDIVIDUAL ESSAY TOPIC:

In September 2015, Mr. Heng Swee Keat, Minister for Education, delivered his keynote
speech (and final address as Minister) at the Work Plan Seminar.
(See http://www.moe.gov.sg/media/speeches/2015/09/22/keynote-address-by-mr-hengswee-keat-at-the-ministry-of-education-work-plan-seminar-2015.php)
Synthesize and integrate what you think are the key themes of the Work Plan Seminar
speech with your reflections on ONE class seminar presentation (OTHER THAN the one
you presented on) into a strong personal educational philosophy.
The essay should be 1000-1500 words long.
Each students essay must be submitted through Turnitin on Blackboard to

verify low (below 30%) or no plagiarized content. Students are to print out the
first page results from Turnitin for hardcopy submission to the tutor.
The hard copy of the essay AND results page from Turnitin together with a
Cover Page must be submitted at the start of the first QED 531 tutorial
session.
Please remember: Late submissions without a valid reason (based on the

tutors assessment) will NOT be accepted.
QED 530: THE SOCIAL CONTEXT OF TEACHING AND LEARNING

QED 531: CHARACTER AND CITIZENSHIP EDUCATION
Individual Assessment Rubric for Pre-presentation Consultation (20%)

[Bring a copy with ALL names inserted and pass it to your tutor at the meeting]
Tutorial Group: _________ Seminar Topic : 1 / 2 / 3
ATTENDANCE (ATTNDN)
The team member is present punctually.
CONTRIBUTION (CONTBN)
The team member is able to add value to his/her part in the seminar presentation.
COHERENCE (COHRNC)
The team member demonstrates an understanding of the whole lesson plan and is able to draw links among the
different parts.
KNOWLEDGE & UNDERSTANDING (KNWL & UNDG)
The team member is able to respond appropriately to, or expand on, others points, questions and/or comments.
DOCUMENTATION
The team has prepared a hard copy of the lesson plan with clear objectives, relevant activities, use of appropriate
resources, sequencing and timing, along with additional articles, handouts, and/or game rules, etc. (if used).
Names of
Team Members
LOW
ATTNDN
CONTBN
Rating Scale
1 - 2 - 3 - 4
COHRNC
KNWL &
UNDG
HIGH
DOCUMENTATION
[To be completed
by Tutor]
Additional Comments
1
2
3
4
5
6
7
TOTAL MARKS
10

Peer & Tutor Assessment Form for Seminar Presentation (30%)
Tutorial Group: _______ Topic: 1 / 2 / 3 Date: _______ Assessor:____________________
Team members:_____________________________________________________________
Please carefully assess the team by circling your score for the 10 items below. Write the total below.
Item
A. CONTENT
Relevance
The ideas & activities in the seminar were relevant to the topic and
applicable to the local school context.
Cogency
The ideas & activities in the seminar were clearly presented, elaborated &
well-supported.
Coherence
The ideas & activities in the seminar were logically linked & made sense as a
whole.
Originality
The teams approach towards, the conclusions drawn, & recommendations
made, about the topic were refreshing, innovative, and original.
Critical Analysis
The ideas & activities in the seminar opened up opportunities for critical
thinking about prior assumptions & possible implications for teachers.
Rating Scale
Low
1 2
High
5 6
B. PRESENTATION
Fluency
The team spoke fluently & clearly using an appropriate level of English.
Interest
The team presented their ideas & conducted the seminar in interesting ways
that I found engaging.
Creativity
The team presented their ideas & conducted the seminar in creative &
innovative ways.
Time Management
The team kept to schedule while allowing for flexibility during the seminar
when the need arose.
Team Work
The team collaborated well with one other & took into consideration their
individual strengths & attributes.
Total Score (60%)*:_______(Add up accurately!)
*This will be halved to max 30% for the final mark.
Strengths & Areas for Improvement: (Comments below must justify the score given)
My Key Learning from this Seminar:
11
Assessment Criteria for Individual Participation (10%)

[Note: The use and interpretation of these assessment criteria are at the tutors discretion.]
Grade A
Contribution is consistently insightful, considered and original. Charitably

engages others ideas, demonstrates an outstanding understanding of issues,
with many successful attempts to move discussions in a fruitful direction.
Points raised are highly relevant. Presentation is very clear and showcases
ideas attempting to develop cutting edge ideas in a defensible manner.
Grade B
Contribution is generally considered and original. Charitably engages others

ideas, demonstrates a strong understanding of issues, with some successful
attempts to move discussions in fruitful directions. Points raised are
relevant. Presentation is clear and showcases ideas that are well thought out
and have potential to develop in original directions.
Grade C
Contribution is generally considered. Charitably engages others ideas,

demonstrates an adequate understanding of issues, with some attempts to
move discussions in fruitful directions.
Points raised are relevant.
Presentation is moderately clear and showcases ideas that are generally
defensible.
Grade D and below

Contribution is limited, thin or/and irrelevant. Unable to engage others ideas
in a charitable manner. Fails to direct discussion towards fruitful avenues.
Presentation is unclear and very confused, signalling a lack of thought.
Useful Tips for Effective Class Participation

Here is a 9-step strategy for active participation and contributing to fruitful discussions:
(1) Try to understand what someone else is saying, picking up keywords
(2) Consider paraphrasing it in your own words
(3) Ask for clarification
(4) Give reasons why you disagree with it
(5) Give reasons why you like the idea
(6) Explain how this connects up with some of your own ideas.
(7) Suggest what new questions arise or need to be answered
(8) Share where answers to these new questions can be found
(9) Share some answers you have yourself developed to these questions
12
More Useful Tips for Effective Class Participation

Topic:____________________________________________
(Date:_____________)
1
Try to understand what others are saying. Jot down Keywords here:
Consider paraphrasing it in your own words:
Ask for clarification if you dont understand something:
Give reasons why you like or agree with an idea/s:
Give reasons why you disagree with an idea:
Explain how this connects with some of your own ideas or assumptions:
Share what new questions arise for you:
Share how answers to these new questions might be found:
Share some answers you have yourself developed to these questions:
10
Reflective Notes:
13
Marking Guide for the Individual Essay (40%)

NOTE: These criteria for awarding grades are not exhaustive.
Tutors will have full latitude in interpreting the criteria while carefully evaluating each essay.
A
A work of superlative quality meeting most of the following criteria: wellwritten and organized; strong evidence of independent thought and
judgment; rigorous analysis of issues; clear and cogent arguments; fully
relevant with elaboration and examples; interesting and original; discussions
have rare observations and sensitivity; judicious references to online
lectures and readings
A very good piece of work meeting most of the following criteria: Wellwritten; some evidence of independent thought and judgment; some
evidence of critical analysis; clear and coherent arguments; relevant with
elaboration and examples, some interest, reflection, and originality; generally
well-structured and balanced; appropriate references to online lectures and
readings
A good piece of work meeting most of the following criteria: fairly wellwritten; some evidence of critical analysis; demonstrates fairly good
knowledge/understanding of subject matter; mostly relevant with some
elaboration and examples; lacks interest, reflection and originality;
reasonable structure and balance; some appropriate references to online
lectures and readings
An adequate piece of work meeting most of the following criteria: writing

quality fairly good but not consistent; adequate knowledge/understanding of
subject matter; little or no analysis of issues; relevant content not explained
in depth, irrelevant or weak examples; ideas fragmentary or vague; some
evidence of structure and balance; little or no appropriate references to
online lectures and readings
Fail*
An inadequate piece of work that has most of the following weaknesses:

cursory attempt at assignment; poorly written, organized, and/or presented;
little or no analysis of issues; irrelevant material; no appropriate references
to online lectures and readings
*Plagiarism: Essays found to have plagiarized content will immediately receive a Fail grade
14
To
All Academic Staff
Date
November 2008
POLICY ON LATE SUBMISSION OF WRITTEN ASSIGNMENTS AND

ABSENCE FROM TESTS
The policy guidelines attached is drawn up for staff whose courses were assessed, whether
wholly or in part, by means other than the written examinations at the end of a semester.
Foundation Programmes Office would like to remind staff that these policy guidelines first
circulated in February 2004 are still valid. Please take note of them and highlight them to
your staff and student teachers in all initial teacher preparation programmes.
Please note that the general principle to be upheld is that of consistency in adhering to the
guidelines so that all student teachers can be treated fairly. By making special concessions
for one student, for example, we might inadvertently be unfair to others who have faithfully
adhered to the submission timeline.
Finally, do note also that assessable components which have been spelt out at the beginning
of the course e.g. 20% assignment, 20% test, 60% examination should not be changed midway through the course.
Thank you for taking note of these guidelines.
Professor Tan Oon Seng

Dean / Office of Teacher Education
15
NATIONAL INSTITUTE OF EDUCATION

POLICY GUIDELINES ON
ASSESSMENTS OTHER THAN BY WRITTEN EXAMINATIONS
Assignments and/or Projects

1.1
Deadlines (indicating the time and the date) should be clearly spelt out to the
student teachers and strictly adhered to.
1.2
Academic Groups (AGS) are to devise their own late submission penalties to
be applied consistently across all courses offered by the AG.
1.3
Because the assignments and/or projects are examinable materials, and

contribute towards the final mark and grade of the course assessed,
assignments and/or projects, once submitted for assessment (whether
before or by the deadline), cannot be returned to students for modification
and re-submission for the same assessment.
1.4
Marks for the assignments and/or projects will be considered as the final
marks for that component of the assessment of that course, and should not
be revealed to the student teachers either before or after the Board of
Examiners (BOE) meeting. However, for the purpose of formative evaluation,
staff could give general comments and an indicative letter grade.
16
QED 530: THE SOCIAL CONTEXT OF TEACHING AND LEARNING (JAN 2016)
Tutorial Groups, Tutorial Rooms, Tutors & Class Schedule
Course Leader: Dr. Lana Khong
Email: lana.khong@nie.edu.sg / Phone: 6790 3240
No.
Tutorial Groups
& Rooms
Tutor
Days & Times
1.
TG 1 / TR 203
SEAN CHNG
MON 3.30pm
WED 8.30am
2.
TG 2 / TR 209
LANA KHONG
MON 3.30pm
WED 8.30am
3.
TG 3 / TR 211
JASON TAN
MON 3.30pm
WED 8.30am
4.
TG 4 / TR 215
KUNAWATHY
MON 3.30pm
WED 8.30am
5.
TG 5 / TR 208
ESTHER LAI
MON 3.30pm
WED 8.30am
6.
TG 6 / TR 212
ZHANG YENMING
MON 3.30pm
WED 8.30am
7.
TG 7 / TR 208
CHOONG PEK LAN
TUE 10.30am
THUR 8.30am
8.
TG 8 / TR 209
LANA KHONG
TUE 10.30am
THUR 8.30am
9.
TG 9 / TR 211
JASON TAN
TUE 10.30am
THUR 8.30am
10.
TG 10 / TR 215
KUNAWATHY
TUE 10.30am
THUR 8.30am
11.
TG 11 / TR 213
ESTHER LAI
TUE 10.30am
THUR 8.30am
12.
TG 12 / TR 214
SEAN CHNG
TUE 10.30am
THUR 8.30am
13.
TG 13 / TR 208
CHOONG PEK LAN
WED 3.30pm
FRI 2.30pm
14.
TG 14 / TR 209
LANA KHONG
WED 3.30pm
FRI 2.30pm
15.
TG 15 / TR 211
JASON TAN
WED 3.30pm
FRI 2.30pm
17
No.
Tutorial Groups
& Rooms
Tutor
Days & Times
16.
TG 16 / TR 215
KUNAWATHY
WED 3.30pm
FRI 2.30pm
17.
TG 17 / TR 213
ESTHER LAI
WED 3.30pm
FRI 2.30pm
18.
TG 18 / TR 203
SEAN CHNG
WED 3.30pm
FRI 2.30pm
19.
TG 19 / TR 208
DOROTHY TAY
THUR 10.30am
FRI 4.30pm
20.
TG 20 / TR 209
CHOONG PEK LAN
THUR 10.30am
FRI 4.30pm
21.
TG 21 / TR 211
JASON TAN
THUR 10.30am
FRI 4.30pm
22.
TG 22 / TR 215
KUNAWATHY
THUR 10.30am
FRI 4.30pm
23.
TG 23 / TR 213
ESTHER LAI
THUR 10.30am
FRI 4.30pm
24.
TG 24 / TR 202
JUDE CHUA
THUR 10.30am
FRI 4.30pm
QED 531: CHARACTER AND CITIZENSHIP EDUCATION (JAN 2016)

*Denotes a CHANGE OF TUTORIAL ROOM for QED 531 lessons
No.
Tutorial Groups
& Rooms
Tutor
Days & Times
1.
TG 1 / TR 208*
SEAN CHNG
MON 3.30pm
WED 8.30am
2.
TG 2 / TR 209
LANA KHONG
MON 3.30pm
WED 8.30am
3.
TG 3 / TR 215*
JASON TAN
MON 3.30pm
WED 8.30am
4.
TG 4 / TR 214*
KUNAWATHY
MON 3.30pm
WED 8.30am
5.
TG 5 / TR 207*
ESTHER LAI
MON 3.30pm
WED 8.30am
18
No.
Tutorial Groups
& Rooms
Tutor
Days & Times
6.
TG 6 / TR 203*
ZHANG YENMING
MON 3.30pm
WED 8.30am
7.
TG 7 / TR 208
CHOONG PEK LAN
TUE 10.30am
THUR 8.30am
8.
TG 8 / TR 209
LANA KHONG
TUE 10.30am
THUR 8.30am
9.
TG 9 / TR 215*
JASON TAN
TUE 10.30am
THUR 8.30am
10.
TG 10 / TR 214*
KUNAWATHY
TUE 10.30am
THUR 8.30am
11.
TG 11 / TR 207*
ESTHER LAI
TUE 10.30am
THUR 8.30am
12.
TG 12 / TR 213*
SEAN CHNG
TUE 10.30am
THUR 8.30am
13.
TG 13 / TR 208
CHOONG PEK LAN
WED 3.30pm
FRI 2.30pm
14.
TG 14 / TR 209
LANA KHONG
WED 3.30pm
FRI 2.30pm
15.
TG 15 / TR 215*
JASON TAN
WED 3.30pm
FRI 2.30pm
16.
TG 16 / TR 214*
KUNAWATHY
WED 3.30pm
FRI 2.30pm
17.
TG 17 / TR 203*
ESTHER LAI
WED 3.30pm
FRI 2.30pm
18.
TG 18 / TR 204*
SEAN CHNG
WED 3.30pm
FRI 2.30pm
19.
TG 19 / TR 208
DOROTHY TAY
THUR 10.30am
FRI 4.30pm
20.
TG 20 / TR 209
CHOONG PEK LAN
THUR 10.30am
FRI 4.30pm
21.
TG 21 / TR 215*
JASON TAN
THUR 10.30am
FRI 4.30pm
22.
TG 22 / TR 207*
KUNAWATHY
THUR 10.30am
FRI 4.30pm
23.
TG 23 / TR 212*
ESTHER LAI
THUR 10.30am
FRI 4.30pm
24.
TG 24 / TR 202
JUDE CHUA
THUR 10.30am
FRI 4.30pm
19

*Group Contact/Coordinator
SEMINAR PRESENTATION TEAMS
TOPIC 1: KEY EDUCATION POLICY INITIATIVES

Name
Email address
Phone number
1*
2
3
4
5
6
7
TOPIC 2: THE SINGAPORE EDUCATION SYSTEM: ISSUES OF (IN)EQUALITY

Name
Email address
Phone number
1*
2
3
4
5
6
7
TOPIC 3: STAKEHOLDERS IN SINGAPORE EDUCATION
Name
1*
Email address
Phone number
2
3
4
5
6
7
20
LECTURE NOTES
TOPIC 1: Key Education
Policy Initiatives
(pp. 22-25)
TOPIC 2: The Singapore Educational
System: Issues of (In)Equality
(pp. 26-36)
TOPIC 3: Stakeholders in
Singapore Education
(pp. 37-45)
21
TOPIC 1
Key Education Policy Initiatives
Jason Tan, PhD
This topic introduces you to key education policy initiatives and you will discover how
concerns for national economic development and social cohesion are translated into specific
policy initiatives.
In 1998 the Singapore Ministry of Education published a document entitled Desired
Outcomes of Education which listed expectations of students when they leave each of the
successive stages in the school system: primary, secondary, junior college, Institutes of
Technical Education, polytechnics and universities. It was supposed to serve as a guide for
education policies and programmes as well as a basis for evaluating these policies and
programmes Refer to http://www.moe.gov.sg/education/desired-outcomes/ for more
information. The outcomes highlight the two key main thrusts of education policymaking in
Singapore: ensuring national economic competitiveness and fostering social cohesion.
Several key policy initiatives have been launched since the late 1990s. Probably the most
significant of these is Thinking Schools, Learning Nation (TSLN), which was officially launched
in 1997 by the then Prime Minister Goh Chok Tong. TSLN acts as a major umbrella housing
other initiatives such as The IT Masterplan Phase I (1997-2002), The IT Masterplan Phase II
(2003-2008), The IT Masterplan Phase III (2009-2014), Ability-Driven Education, Teach Less,
Learn More and National Education. More recently, an official committee reviewed the
implementation of National Education and published its recommendations in 2007. In 2009
the Primary Education Review and Implementation (PERI) Committee published its findings
and the corresponding Secondary Education Review and Implementation (SERI) Committee
published its report in 2010. You may find more information on National Education in J. Tan
(2008a), Teach Less, Learn More in Ng (2008) and on Ability-Driven Education in C. Tan
(2008). The PERI and SERI reports may be accessed through the Press Releases section of
the Ministry of Education website.
The government passed legislation in 2000 to make education in mainstream schools
compulsory for a six-year duration for each child (with provision for exemptions) from the
year 2003 onwards.
Yet more reform initiatives are currently underway. These include the attempted
diversification of the education landscape through: the introduction of integrated
programmes in various secondary schools and junior colleges; the establishment of
specialized independent secondary schools such as the National University of Singapore
High School of Mathematics and Science, the Singapore Sports School, Northlight School,
Assumption Pathway School, the Singapore School of the Arts, and the School of Science
and Technology; and the establishment of a few privately funded secondary schools such as
the Hwa Chong International School, the Anglo-Chinese School (International) and St
Josephs Institution (International). Kang (2008) provides a brief introduction to the
diversification of the education landscape.
22
Further major reforms include: changes to the streaming system at both primary and
secondary levels; the implementation of a revised General Certificate of Education
(Advanced) Level curriculum at the pre-university level, along with a new subject called
Knowledge and Inquiry (Wong, 2008); the introduction of the International Baccalaureate
Diploma in the Anglo-Chinese School (Independent) (Chew, 2008) and in the St Josephs
Institution from 2013 onwards; the revision of admission criteria to secondary schools (e.g.,
the Direct School Admission scheme) and universities; and curricular changes in English
language, Tamil language, Malay language and Chinese language. More details of various
policy initiatives are available on the Ministry of Education website (www.moe.gov.sg).
All of these reforms are taking place against the backdrop of an education system
increasingly characterized by the use of terms such as choice, diversity, and competition.
The Ministry of Education has introduced quality assurance mechanisms such as the School
Excellence Model and the setting up of a system of annual awards in various domains such
as aesthetics, sports, uniformed groups, physical health, character development,
organizational effectiveness (J. Tan, 2008b).
The latest Education Minister, Heng Swee Keat, has pledged a continuing focus on what
were announced earlier in 2009 as 21st century competencies, such as social and emotional
competencies (self-awareness, self-management, social awareness, relationship
management, and responsible decision-making); information and communication skills;
critical and inventive thinking; and civic literacy, global awareness and cross-cultural skills
(see http://www.moe.gov.sg/media/speeches/2011/06/28/keynote-address-by-mr-hengswee-keat-at-14th-oecd-japan-seminar.php). The same year these competencies were
announced, the Desired Outcomes of Education document was revised and classified under
four main headings: a confident person; a self-directed learner; an active contributor; and a
concerned citizen.
Other recent changes include PERI (Primary Education Review and Implementation) at the
primary school level and SERI (Secondary Education Review and Implementation) at the
secondary school level. Both of these reviews aim, among other things, to provide a greater
variety of after-care services to students from disadvantaged home backgrounds. These
moves come as the government comes under growing public pressure to ensure that
Singapores education system is in fact providing fair opportunities for all students to
succeed (see Topic 2 as well for a discussion of inequalities in Singapore education).
Suggested Tutorial Discussion Topic

Try and make links between the 21st century competencies on the one hand, and the other
two topics in QED 530 as a focus for class discussions. For instance, what sorts of inequalities
exist in our classrooms, schools and homes that might promote or hinder the success of
teaching these competencies? Who are the stakeholders that need to be involved in making
the teaching of these competencies a success? Are all stakeholders supportive of the
teaching of these competencies?
23
What then are teachers specific roles and challenges in trying to teach these competencies?
Are there other policy initiatives, e.g., streaming, that might promote or hinder the success
of the teaching of these competencies?
Reflection Question:
What do these policy initiatives mean for you as a beginning teacher? What kinds of skills or
abilities will you need? Please support your reflection with relevant insights and ideas gained
from the seminar and your personal observations.
Recommended Readings
Chew, A. (2012). The International Baccalaureate Diploma programme: Supplying
Singapores missing link. In J. Tan (Ed.), Education in Singapore: Taking stock, looking
forward. Singapore: Pearson.
Deng, Z. Y. (2012). Teach Less, Learn More: Reclaiming a curricular idea. In J. Tan (Ed.),
Education in Singapore: Taking stock, looking forward. Singapore: Pearson.
Hew, K. F., & Cheung, W. S. (2012). ICT in education. In J. Tan (Ed.), Education in Singapore:
Taking stock, looking forward. Singapore: Pearson.
Kang, T. (2012). Experiencing integration: Student views on the integrated programmes. In J.
Tan (Ed.), Education in Singapore: Taking stock, looking forward. Singapore: Pearson.
Lim, L. (2012). Elitism, egalitarianism and meritocracy: The PERI and SERI reports. In J. Tan
(Ed.), Education in Singapore: Taking stock, looking forward. Singapore: Pearson.
Tan, J. (2008b). The marketisation of education in Singapore. In J. Tan & P. T. Ng (Eds.),
Thinking Schools, Learning Nation: Contemporary Issues and Challenges (pp. 19-38).
Other Relevant Readings
Chew, A. (2008). The International Baccalaureate Diploma programme and TSLN. In J. Tan &
P. T. Ng (Eds.), Thinking Schools, Learning Nation: Contemporary Issues and Challenges (pp.
206-230). Singapore: Pearson Prentice Hall.
Kang, T. (2008). Integrated programmes in Singapore: Choices and challenges. In J. Tan & P.
T. Ng (Eds.), Thinking Schools, Learning Nation: Contemporary Issues and Challenges (pp.
191-205). Singapore: Pearson Prentice Hall.
24
Lin, T. B. (2011). Literacy in digital era: discourse of media literacy and its role in Singapore
education. In W. Choy & C. Tan (Eds.). Education Reform in Singapore: Critical Perspectives.
Ng, P. T. (2008). Teach less, learn more: Seeking curricular and pedagogical innovation. In J.
Tan & P. T. Ng (Eds.), Thinking Schools, Learning Nation: Contemporary Issues and
Challenges (pp. 61-71). Singapore: Pearson Prentice Hall.
Tan, J. (2008a). Whither national education? In J. Tan & P. T. Ng (Eds.), Thinking Schools,
Learning Nation: Contemporary Issues and Challenges (pp. 72-86). Singapore: Pearson
Prentice Hall.
Tan, J. (2008b). The marketisation of education in Singapore. In J. Tan & P. T. Ng (Eds.),
Thinking Schools, Learning Nation: Contemporary Issues and Challenges (pp. 19-38).
Wong, B. (2008). Knowledge and Inquiry. In J. Tan & P. T. Ng (Eds.), Thinking Schools,
Learning Nation: Contemporary Issues and Challenges (pp. 231-245). Singapore: Pearson
Prentice Hall.
25
TOPIC 2
The Singapore Educational System: Issues of (In)Equality
Trivina Kang, PhD
In the Topic 1, you were introduced to the dynamics that have shaped Singapores
educational system and key initiatives implemented to prepare our students for the
economic and social challenges of the 21st century. Understanding how Singapores social
context has shaped and continues to shape our education system is crucial.
This lecture builds on what you have learnt as it highlights the importance for teachers to
appreciate and pay attention to the people (teachers, parents, students) within the system
and how they experience education. Even within an ostensibly meritocratic educational
system, students from different backgrounds (racial/ethnic, social class, gender)
systematically experience learning and teaching in different ways. As a result, for effective
learning to take place, it is critical that teachers take time to consider and reflect on a) the
ways they promote equality or inequality of learning among various groups of students in
their classrooms, b) the reasons they use to justify their actions, and c) the construction and
implications of such beliefs.
Education and Meritocracy
Before proceeding, please click:
http://www.moe.gov.sg/media/speeches/2000/sp24112000.htm
This is a classic speech by Dr Aline Wong in 2000 that gives an overview of how the
Singapore education system was designed explicitly to support equality of opportunity for
all students, regardless of social, racial or religious background.
A more recent speech (2011) by then Minister of Education Ng Eng Hen also emphasizes
how the Ministry of Education is committed to providing educational opportunities to all.
http://www.moe.gov.sg/media/speeches/2011/03/07/fy-2011-committee-of-supply-de1.php
How has Singapore promoted equality in education over time?
a. Integrated schools
o Did you know?
Under colonial rule separate language medium schools existed and government
kept their involvement in education to a minimum. These segregated schools
not only prevented students from different racial backgrounds from interacting,
they also differed greatly in terms of breadth and depth of instruction and
resources. The English medium mission schools and clan supported Chinese
26
medium schools were largely better funded than the Malay medium schools and
Tamil medium schools.
b. Heavily subsidised education that makes education available to all citizens
c. Standardised curriculum, textbooks and common examinations (Primary School Leaving
Examination, General Certificate of Education Ordinary Level Examination and General
Certificate of Education Advanced Level Examination). 1
o Examinations provide a standard yardstick that all students regardless of social
background are measured by. Since examinations measure ability, examinations are
seen to be a primary mechanism that encourages meritocracy.
o Do you know where the term meritocracy came from?
A British sociologist Michael Young coined this word in 1958. A meritocracy was
a social system that was the opposite of an aristocracy. In the former, success is
obtained through educational attainment and competitive examinations, not by
way of birth, social status or wealth.
d. Educated and trained teachers and centralised distribution of resources.
o Did you know?
In some countries, salaries of teachers vary not only according to their credentials
but also by how much property tax is collected in the school district they teach in.
As a result, schools in more affluent districts have more funds from tax monies and
are able not only to offer higher salaries to attract better-qualified staff but also to
run more programmes for their students.
Positive Results of Singapores Efforts in Education
Please refer to Appendix A for details on how educational attainment has increased for
a. The general population
b. Chinese, Malays, and Indians
c. Women
This has changed recently due to the introduction, beginning in 2004, of the Integrated Programme (IP) in
some schools. Students in this through train programme may sit for the General Certificate of Education
Advanced Level examination without taking the General Certificate of Education Ordinary Level examination.
Alternatively, they may sit for the International Baccalaureate Diploma instead of the General Certificate of
Education Advanced Level Examination if they are enrolled in the Anglo-Chinese School (Independent). See
http://www.moe.gov.sg/media/press/2002/pr15102002.htm for more information.
27
In addition, Singapore students currently have an international reputation for their results in
international tests like TIMSS and PISA.
See
http://www.moe.gov.sg/media/press/2014/04/singapore-students-excel-in-thinkingflexibility.php
http://www.straitstimes.com/breaking-news/singapore/story/singapore-students-againemerge-world-beaters-international-assessment
Equal Educational Outcomes in Singapore?
Singapore has in general terms provided excellent opportunities in education for her
students. As we have seen above, students from various backgrounds have similar access to
schools, teachers, etc., and over the years educational attainment and achievement.
Furthermore, compared to many of their peers in other countries, our students perform
better in international tests.
However, despite equality of educational opportunities, there appears to be still variation in
educational outcomes within Singapore. For example,
Some groups (i.e., the Chinese) in society appear to be still more highly educated than
others.
http://www.singstat.gov.sg/publications/publications_and_papers/GHS/general_ho
usehold_survey_release1/chap2.pdf
It is also not clear if education provides the same returns in the economy for all segments of
the population. You may want to check the OECDs findings regarding gender at
http://www.oecd.org/employment/50423364.pdf
Thinking Points
Do you think we have complete equality of opportunities or outcomes in Singapore? To
what extent do you think equality of educational opportunities and outcomes has been
achieved in Singapore? Do you think these two equalities can co-exist? What are some of
the implications when these inequalities persist?
In the next section we will consider some arguments that have been used to explain why
some groups perform better than others in school.
However, at this point, it is useful to remember that although there may be inequalities in
outcomes within Singapore, it is crucial to keep these inequalities in perspective. Even
though Malay students as a group may not have performed as well as their Chinese
counterparts in TIMSS, they still outperform students in other countries in this international
study.
28
Why does Inequality of Outcomes exist?

(When there is supposedly equality of opportunity)?
1.
Biological Destiny
People who subscribe to this argument believe that there are inter-group
(racial/ethnic, male/female, rich/poor) differences in intelligence. Some groups are
innately superior and thus it is natural that some groups perform better than
others.
However, consider the following
Do IQ tests measure what is innate or what is learnt?

For example, would knowing the answer to the following question measure
ones intelligence?
Tennis is to racquet as baseball is to
a. Club
b. Strike
c. Bat
d. Home-run
(Note: The right answer is c.)

From this example, which incidentally was found in an American IQ test, it is
clear that tests often measure specific pieces of knowledge that is learned. Is it
fair to conclude that someone has a lower IQ just because he/she was aware of
the equipment needed to play baseball?
2.
It is also difficult to reduce thinking, reasoning, and other complex processes to

a single score. If one is believed to have multiple intelligences, can a single
score capture these intelligences?
Studies have shown that instead of being consistent, IQ scores for certain
racial/ethnic immigrant groups have risen over the years in the United States as
they integrated into society, get educated and move into the middle class.
Cultural Deprivation
According to this argument, some groups of people (usually individuals from a
certain racial/ethnic group, or from the lower social classes) are culturally inferior.
They are seen to hold cultural values (i.e., lazy, child rearing methods, inability to
delay gratification) that are the cause of their own failures in life.
However consider this
29
In Japan, there is a group of people of Korean origin that are considered

culturally deprived. They seen to be dumb and violent and are found at the
bottom of the social ladder. However at the other end of the world, in
America, Korean immigrants, like most other Asian Americans, are in the
spotlight as the model minority. Their children do well in school and they are
constantly praised for their cultural values.
Why the difference between these two groups of Koreans? Shouldnt they be
the same since they are of Korean origin?
The difference is the social context. In Japan, the Koreans were inducted into
society when Korea was a Japanese colony. These Koreans were slave labour,
and if they received education, it was in segregated schools. This is in sharp
contrast to the positive experience of Koreans immigrants in the United States.
Thinking Point
Think about your own beliefs about innate intelligence and cultural superiority in explaining
group differences. To what extent do you subscribe to them in how you interact with social
groups (racial/ethnic, gender, social class, people with intellectual or physical disabilities)
that are different from yours?
What other explanations could account for inequalities in outcomes among groups?
The Role of Teachers and School in Education
There is no simple explanation for inequalities in educational outcomes and it is not possible
to arrive at any definitive conclusion as to why they exist. However, the good news is that in
their classrooms, teachers can help to promote equality of outcomes by ensuring that all
students, regardless of their social backgrounds, are able to learn to the same extent. Put
differently, teachers can help to make their classrooms equitable (i.e., fair) for all students.
Tips for Teachers from Education Research
1. The influence of cultural capital
o
Teachers may unintentionally value students who possess middle class cultural
capital, e.g., they are well-travelled, well-read, and visit museums, sometimes to
the extent of valuing them and their opinions even before objective assessment
is made. This could put students who are less fortunate at a disadvantage.
Teachers need to be aware that parents come from different backgrounds and
working class parents often face language and time constraints that impede
parent-teacher interaction.
Teachers also need to understand that all parents want their children to do well
even if sometimes their approaches are not always aligned to the middle class
cultural capital that schools value.
30
2. Teacher Expectations
o
In a now classic study Rosenthal and Jacobson (1968) identified to teachers

certain students as likely to have a mental growth spurt that year after
administering an IQ test. However, unknown to the teachers, the names of
students were randomly selected. At the end of the year, another test was
administered and it was found that those that had been labeled as the
spurters made greater gains than the non spurters, especially at the first and
second grade (Primary 1 and 2) levels.
Their conclusion (which has been confirmed by numerous later studies) was that
if teachers expect children to make more gains and treat them so, they are likely
to do so. This is a self-fulfilling prophecy in action.
Teachers call on those of whom they have higher expectations. This means that
some students (possibly the students who need it most) may get neglected.
3. Treatment of Males and Females

o
Boys receive more harsh punishment but also more praise from teachers. In
total they receive more of teachers attention and interact more with them. As a
result, girls may not obtain as much teacher attention.
Girls often get praised for being obedient and helpful. As quietness is
encouraged, compared to boys, girls often do not feel comfortable making noise
and requesting for teachers attention. As a result, girls may remain silent even
when they need teachers help.
Teachers may reinforce sex-role stereotypes in textbooks such as asking boys to

carry books while girls are responsible for cleanliness or care of plants.
Thinking Point
Have you experienced or observed differential treatment taking place in classrooms? What
are some examples? How did this affect the process learning that took place?
As a beginning teacher, what are some practices that you could introduce to make your
classrooms more equitable?
Conclusion
Singapore has no doubt made great progress in providing equality of opportunities to all her
citizens; although you can probably come up with examples where there still exist a few
avenues where some would argue that some groups are advantaged. However, because
there were already pre-existing social-structural inequalities that were inherited from British
colonial times (in terms of the education system and which groups had a head start in
31
education), equality of outcomes has not been achieved. One may also argue that in a
meritocracy, where winners are rewarded due to their merit, inequality of educational
outcomes is inevitable.
The social reality is that students are embedded in a social context that is stratified on
numerous dimensions. When they come to schools, even though they might be of the same
age, they are not identical but are Chinese, Malay, Indians, males, females, being in the
middle class or upper class, etc. Given the salience of these social markers, it is also
tempting for teachers to classify and even account for students educational performance
based on these social groupings. However, as we have seen, this could unintentionally
hinder the learning of some groups.
Teachers are in a position to create a more equitable social context for teaching and
learning. Through this lecture, it should be clear that through classroom practices, teachers
could make a difference by ensuring that all of their students, regardless of racial/ethnic
background, social class, learning abilities or gender, can learn and maximise their ability in
a meritocratic environment.
Lim, L. (2012). Elitism, egalitarianism and meritocracy: The PERI and SERI reports. IN Tan, J.
(ED.), Education in Singapore: Taking stock, looking forward (PP. 3350). Singapore:
Pearson.
Poon, K. (2012) The education of children with special needs: History, trends and future
directions. In J. Tan (Ed.). Education in Singapore: Taking Stock, Looking Forward. Singapore:
Ministry of Education. (2013). Performance by ethnic group 2003-2011
http://www.moe.gov.sg/media/press/2013/11/10-year-trend-of-educational-performance2003-2012.php
Also read the recent Department of Statistics 2010 Census Key Findings, especially those
related to education.
http://www.singstat.gov.sg/statistics/browse_by_theme/education.html
Kang, T. (2011). Providing for Needy Students: Policies and initiatives. In W. Choy & C. Tan
(Eds.). Education Reform in Singapore: Critical Perspectives. Singapore: Pearson Prentice
Hall.
Kang, T. (2004). Schools and post-secondary aspirations among female Chinese, Malay and
Indian Normal stream students. In A.E. Lai (Ed.), Beyond Rituals and Riots: Ethnic Pluralism
and Social Cohesion in Singapore (pp. 146-171). Singapore: Eastern Universities Press.
32
Kang, T. (2005). Creating Educational Dreams: The Intersection of Ethnicity, Families and
Schools. Singapore: Marshall Cavendish Academic.
This is a study of how female Normal Academic students from different ethnic backgrounds
negotiate their educational careers in the Normal stream, their families, and among their
peer groups. Through their quotes, you will get a vivid sense of how they experience
equality and inequality in schools.
Rosenthal, R. & Jacobson, L. (1968). Pygmalion in the Classroom. New York: Holt, Rinehart &
Winston.
Singapore takes much pride in our meritocratic education system and the provision of
equality of educational opportunities for students. Yet, there have been ongoing discussions
about How meritocracy can breed intellectual elitism. (Chua, 2006) and how we need to be
careful of elitism in our system. What are your thoughts on this issue of meritocracy and
elitism? Do you think there are grounds for such concerns? What do you think perpetuates
such elitism in the education system and what can you as teachers do about it?
How successful do you think our meritocratic educational system has been in closing the gap
between students from different social backgrounds? What are possible reasons for such
success or lack of success? How can teachers help create a more equitable environment in
classrooms/schools?
You can also consider how our education system caters for students with special needs and
challenges teachers face as they seek to create a more equitable environment in
classrooms/schools.
What do you consider as the most pressing concern with regard to inequalities within the
Singapore educational system? Give your reasons for why you think so. What can the
beginning teacher do to mitigate this inequality? Support your reflection with pertinent
examples and insights from the seminar as well as your own experience.
33
Appendix A:
Increase in Tertiary Educational Qualifications among the General
Population, Women, Social Classes and Ethnic Groups
http://www.singstat.gov.sg/publications/publications_and_papers/education_and_literacy/
ssnmar13-pg1-7.pdf
The latest census data (2010) can be found at
http://www.singstat.gov.sg/publications/population.html#census_of_population
More historical statistics
Singapore Population with Tertiary Qualifications (in percent)
Year
Polytechnic
University
1965
2%
4%
1995
37%
20%
Source: Census of the Population 1965, 1995.
Women in Tertiary Institutions in 1998 (in percent)

1998
University
51.6% (31.3% in 1960!)
NIE
70.9%
Polytechnics
47.1%
Housing Type of University Students (in percent)
Housing Type
1980
Private Houses/
39.5%
Private Flats
1-3 room HDB flats
27.9%
Year
1990
23.0%
32.0%
Source: Cited in Chang, H. Y. (1995). Singapore: Education and Change of Class Stratification. Southeast Asian
Studies, 32(4):469.
Comments:
Data on the relationship between social class of students and their educational qualification
are considered sensitive and hence are not easily available. As a result, research often has to
utilize proxies like housing type. In his work, Chang (1995) focused on what he considered
the upper and lower end of social class by using housing type as a proxy. What we do see
from the table is that the percentage of students from the lower class in universities has
increased 4.1 percentage points (from 27.9% to 32%) while those from the upper class has
34
fallen 16.5 percentage points (from 39.5% to 23%) from 1980 to 1990. These data also seem
to suggest that there has been an increase in students from 4-5 room HDB flats entering
university in the 10-year period.
Chua Mui Hoong, How meritocracy can breed intellectual elitism. The Straits Times,
November 10, 2006. p. 37.
35
Goh Chin Lian, 'Meritocracy works but beware of elitism: ESM Goh'
The Sunday Times, 21 July 2013. p. 1
36
TOPIC 3
Stakeholders in Singapore Education
Lana Khong, PhD
Introduction
As student teachers and successful graduates of the Singapore system of education, you
will, after many years of schooling in Singapore, realise that education in Singapore occurs in
a dynamic global context of economic, political, and cultural change. These changes are
driven in part by ongoing developments in information and communications technology
(ICT) and other innovations, but primarily by a political will based overwhelmingly on the
economic imperative to keep Singapore successful in the global marketplace. What does
globalization refer to, and why does it matter for you, as beginning teachers? How does it
relate to this topic of working with school stakeholders such as parents and the wider
community?
Globalization is a multi-dimensional concept referring to complex processes of change
brought about by rapid flows of information, trade and financial investment, physical
movements and migration of people, international aid, social and territorial organization of
goods and technology, around the world. Singapores leaders continually seek to position
the nation as a vibrant, liveable, global city that is a hub of several of these desirable global
products and services. Several criteria and data are used to measure this, including
economic integration (trade and foreign direct investments), technological connectivity
(Internet users, hosts and secure servers), and international connectedness (telephone
traffic, remittances, travel and tourism), and many others. In using such indicators, the 2014
Global Competitiveness Index ranked Singapore 1st in the Asia-Pacific and overall 2nd among
144 nations (after Switzerland) as the most competitive economy in the world. It is ranked
1st for lack of corruption, government efficiency, as well as development of financial
markets. In terms of the Human Development Index which compares measures of life
expectancy, literacy, education, standards of living, and quality of life, Singapore is also
among the nations listed as attaining very high development, in fact, ranked 9th in the
world (UNDP, 2014).
Regardless of which specific comparative globalization, or competitiveness indicators are
used, Singapore is often mentioned as one of the best performers on the world stage, quite
an achievement for one of its tiniest nations in terms of physical size. Based on the results of
such international evaluations, it should be clear that the Singapore government has been
largely successful in its policy-making to constantly restructure Singapores physical, social,
economic, cultural and political landscape, maintaining this tiny dot of a nation as a highlycompetitive global player. Since the traditional sources of competitive advantage (natural
resources, land, capital and labour) are less important in the knowledge-based global
economy as compared to the generation and transmission of intellectual capital, education
is now more than ever the top priority for policy-makers. In fact, the close link between
education and the economy was noted by Minister of Education, Heng Swee Keat, who
recently declared in a speech entitled Education for Competiveness and Growth that
37
education not only creates a virtuous circle to support and drive a countrys
competitiveness, but is a vital resource to be harnessed to improve economic outcomes.
This, therefore, has direct implications for our nations teachers, as a whole. (Reflect on
some of the policy initiatives covered in Topic 2).
Singapores strong focus on education, and the high quality of her teachers, is widely
recognised as key for the building of human capital, seen in the mastery of essential skills
and competencies for her people operating successfully in the global economy. Knowledge
(not just information) - its application to real-world situations and problems and the
generation of creative and innovative ideas and solutions - is widely accepted as the new
base for national wealth creation and economic competitiveness and clearly has direct
implications for schools and teachers, at all levels, across the island. You may be interested
in a report published by McKinsey (2007) that cited Singapore as one of the worlds best
performing school systems. (They also published a follow-up 2010 report that you may like
to read.) The 2007 report suggested that the 3 most important factors of Singapores
success related to getting the right people to be teachers, developing them into effective
instructors through continuous professional development, and ensuring that the system
delivers targeted support to ensure the best possible instruction for every child. As one of
these future teachers, I hope you enter the teaching service committed to developing your
professional skills and competencies as fully as possible, and aligning your personal goals to
being the best teacher you can be.
Referring to earlier policy initiatives that led to structural and substantive changes in
education to help the younger generation keep up with real-world needs, a former
Minister for Education, Mr. Tharman Shanmugaratnam, stated the underlying rationale for
introducing a more broad-based and holistic education, and the role of teachers, as follows:
We have in recent years entered a new phase in education that promotes
diversity, choice and flexibility. These will be essential features of an
education system that seeks to groom new generations of Singaporeans
to take on new challenges, challenges that will be less defined than those
of the past, and always shifting.
We have to create diverse paths, give young Singaporeans more choices
in education and encourage them to run with their passions. That way, we
stand the best chance of nurturing a generation of diverse talents able to
create new opportunities for themselves and for Singapore Teachers are
the catalysts for this change, in education and ultimately in society.
Teachers Conference June 2004
Eight years later, with a focus on character education and citizenship coming to the fore, the
current Education Minister reiterated that not only are quality teachers necessary for
providing quality teaching, but they also need to understand and synthesise diverse
worldviews, while remaining grounded in local culture and context (Heng, 2012a). Thus,
one of the 5 essential qualities expected of todays teachers is to be community builders
who know how to collaborate with stakeholders to help students develop into concerned
citizens and active contributors to the nation. He reinforced this idea in his keynote speech
38
at the 2012 Workplan seminar (Heng, 2012b) by emphasizing what I call the vision of the 4
Everys, namely:
Every Student, an Engaged Learner

Every School, a Good School
Every Teacher, a Caring Educator
Every Parent, a Supportive Partner.
This expectation that teachers need to work effectively with stakeholders to support all
students may cause you, as a student teacher, some anxiety, but it is definitely a
competency that will enhance and complement your core work of classroom teaching. This
topic will give you an opportunity to examine the ways Singapore-style education is
expanding beyond school walls, and understand that schools by themselves cannot do the
vital work of education today. Given this context, teachers will need to engage other
stakeholders in successfully carrying out the core business of teaching.
Changing Schools, Changing Teachers
You are entering the education profession at a very challenging time. Unlike when you were
in school as students, nowadays good teaching is much less about transmitting or
delivering facts, information and subject knowledge, and producing exam-smart,
academically high-achieving, students. While this is still important, the structure and
content of schooling has shifted focus from quantity to quality, efficiency to choice, from
preparing students for exams to preparing them for life and the world of work. Look up
and read MOE speeches and press releases for changes in the past decade; for example, the
Direct School Admission scheme, the Integrated Programme in selected secondary schools,
specialized independent schools such as the Sports School, SOTA, and the NUS High School
for Mathematics and Science, alternative qualifications such as the International
Baccalaureate Diploma, and changes to the education of normal stream students, special
needs pupils and those with disabilities (eg. Enabling Masterplan 2012-2016). The Education
Ministry is also allowing a greater diversity and choice in the JC/Upper Secondary and
Normal stream curricula, as well as the tertiary levels of university and polytechnic
education, actively encouraging new pedagogies and teaching methods throughout the
system, and allowing schools to devise new curricula and new modes of assessment
according to their unique needs. Bottom-up initiatives and approaches are now expected to
bubble up from the ground-level, rather than the previous top-down, one-size-fits-all,
mass fixes of the past (Topic 2 will also talk about these).
Education, and the nature of schooling, in Singapore is continually undergoing changes in
the ways teaching and learning take place, both in and out of school compounds. This has
direct implications for you as teachers and the ways you conduct yourselves in interacting
with your students, the main stakeholders of schools, and inspiring them to explore new
possibilities for themselves. Think, for instance, of the many hats teachers today are
required to wear: teacher, mentor, facilitator, coach, counsellor, just to name the main
ones. The changing educational and social landscape thus presents new challenges to
teachers in relating well to parents and other caregivers, and building synergistic
relationships for learning with other external stakeholders such as community agencies,
39
private enterprises, business organizations, public sector bodies, and even international
schools and industry.
What does the term stakeholders mean?
In education (and also in government and business), this refers to persons, groups or
organizations that have an interest in and concern for education and its outcomes. Different
stakeholders may have very different agendas and priorities that may bring about tensions
that need to be managed well so that these become creative and productive, rather than
destructive, forces. School practitioners need to learn new skills to confidently, effectively,
and authentically engage their own particular pool of stakeholders to build useful
partnerships that support the learning of a diverse range of students with a diverse range of
abilities (not just the best or most capable ones). Read Khong (2012) for a short discussion
of the growth of strategic partnerships between schools and stakeholders. In addition, you
need to remember that students and families themselves are also undergoing many internal
and external pressures that directly impact on schooling and learning, another critical aspect
of change that will challenge the work that teachers do.
Working with Stakeholders: Parents and Students
At the 2007 MOE Workplan Seminar, the then Education Minister Tharman
Shanmugaratnam highlighted the need in our education system to ensure equality of
opportunity for students from all backgrounds.
By investing in quality across the board, we make sure that Singapore
remains a place where it is your ability and effort that determine success,
not who your parents are or where you start off from. We must remain a
place where education is a path for social mobility, from one generation to
the nextWe have to keep a system in Singapore where every student is
motivated to put in his best effort, and is given the best opportunity to
move up through education. We have an ability-based system, but it is one
that opens up ladders all along the way, so that it is driven by each
students aspirations. We are not saying this is what you are capable of,
and this is as far as you can go. What we are saying is lets help you find
your strengths, and help you get to where you want to go.
I have pointed out elsewhere (Khong, 2008) that parents in Singapore are a formidable force
to be reckoned with. This is largely due to the fact that we have a meritocratic system that
rewards school success without accounting for family background (See Topic 2 for more on
this). It was recently pointed out by the Minister that local students who come from the
bottom 1/3 of home backgrounds (in terms of housing type and parents education levels)
have a 50% chance of making it into the top 2/3 of PSLE performers. They also have a 50%
chance of being in the top 2/3 of performers at the O-levels in our secondary schools
(Tharman, 2007), indicating that social mobility is taking place to some extent, unlike in
several other developed countries where there is a widening gap between public and
private schooling. Education is thus seen by students and parents as a highly effective
40
vehicle for long-term social and economic mobility. This adds to the pressure and climate of
competitiveness students and their parents work under in trying to ensure schooling
success. This also affects the way parents and students relate to new teachers like you.
Recall some of the horror stories you may have heard in the staff room, or from teachers
you know, about dealing with difficult parents and students.
In the following paragraphs extracted from the MOE Planning Document 2001 2005, the
strategic issue of parental involvement is highlighted as becoming a fundamental challenge
in the operating climate of schools in the next few years.
It is open to debate whether we can continue to achieve our educational objectives in the future without playing a more pro-active role in facilitating or
augmenting effective parenting. Given the existing trends in family structure,
there is a good possibility that more families in the future will not be able to
provide good home care and guidance. Under such circumstances, we may
have to review our role in this area, so as to ensure that we can continue
to accomplish our mission.
Second, for a significant part of the population, we will see the opposite
trend of greater parental interest and involvement in the education of their
children. As parents become more educated, they will expect and demand
more of schools and teachers. Increasingly, they will want to have a greater say in
the running of schools and be more vocal in their views of the education their
children are receiving.
MOE must be prepared to manage the different expectations of this new
generation of parents, and harness them as a force to uplift the quality of
education in our schools.
At the same time, students today are also changing with the times. As a member of
Generation Y (supposedly born between 1997-1994), you are somewhat different from your
own parents in terms of values and lifestyle. Similarly, your students from Generation M
(or Z, said to be born between 1995 to 2012)), may be quite different from you in these
respects. Rapid changes and the post-traditional social order which is a result of
globalization have brought about much loss of traditional, more conservative ways of doing
things, as well as the concurrent rise of alternative views and values. A simple but clear
example is the ease and familiarity of youths today with computers and technologically
mediated forms of communication. This gives them easy access to increasing, and vastly
different, sources of knowledge and ideas freely dispensed by both experts and nonexperts around the world. As a result, they are much more vocal and ready to challenge,
even defy, traditional authority figures such as their parents and teachers. An example is the
phenomenon of students flaming not only peers but also their teachers on their blogs and
posting classroom and school happenings on Facebook and other public Internet platforms.
Recent surveys also show a widening psychological and emotional gap between the current
generation of youths who are Internet-savvy digital natives and their parents (and
teachers!) who are far less sophisticated users of IT. Another rising trend is that of the youth
41
displaying much more willingness to explore and experiment with their sexuality, and at
much younger ages. There is also a rising trend for young people, both female and male, to
fall prey to online predators. These changes occurring in the current generation of youth
often leave parents and teachers at a loss as to how to guide and discipline them
appropriately.
Changes in family structures and stability through the increasing incidence of divorce and
the breakdown of parent-child relationships add a further challenge to teachers who want
to support their students learning and all-round development. Indeed, if you are a young
teacher, you may not be exempt from such challenges in your personal world. How do you
then, in your sincere efforts to help troubled youth, close the gap with your students, yet
maintain clear and appropriate boundaries between you?
Working with Stakeholders: Beyond School Walls
Another recent trend in schooling is the need for students and teachers to move beyond the
classroom and school to the wider community, as well as internationally. In the current push
for innovation, creativity and enterprise, teachers are no longer just expected to be
educators, but also edupreneurs, creating added value to their roles by redefining new
boundaries and exploring new frontiers of knowledge and learning. Partnerships with other
stakeholders such as local business organizations and industries help broaden teachers
experiences beyond the school and classroom, and help them, through personal experience
of these work environments, to design meaningful, real-world learning opportunities for
their students. Teachers are expected to be role models of lifelong learning and continually
upgrade their own content knowledge as well as teaching skills. More professional sharing
and development opportunities through the provision of regular time-tabled and thus,
protected, white space for teachers under the Teach Less, Learn More (TLLM) initiative
allow teachers to build up their capacities for customizing teaching in order to better meet
their students needs. Greater support from MOE has been promised so that teachers and
school leaders can take better ownership of their professional work.
We are moving towards a more flexible, broad-based and diverse education
system. And we are gradually moving from a system that is heavily examinationcentred to one that develops a broader range of intellectual skills, and nurtures life
skills.
But what will really make the difference in education is not the changes in
structures or incentives, but the way each of you interacts with your students
in your schools. Thats still at the core of a quality education the quality of
interaction that you have with your students. Education is about people each
of you, and each of your studentsWe have to nurture in every child a spirit
of inquiry, and the willingness to think in new ways and eventually create new
opportunities for the future. Be bold and innovative as you seek out and try
new methods of teaching and learning.Keep an eye out for how the workplace
outside the school is shaping up, keep asking what your students need to survive and
succeed in a changing world, and follow your instincts.
42
T. Shanmugaratnam, Minister for Education

Teachers Investiture Ceremony 2005
Professional development opportunities for teachers include several moves such as the
launch of the $250 million GROW 2.0 package to strengthen teacher development, a new
study grant scheme with generous study loans to help those who want to pursue
undergraduate and postgraduate studies, an enhanced Professional Development Leave
scheme, and a recent impetus for teachers to engage in problem- and school-based action
research. These further indicate a movement towards developing a professional culture of
reflective practice, innovation, and evidence-based improvements among teachers.
Additional funding to the tune of $150 million for schools was stepped up in 2008-2013 in
order to support the development of more peaks and niches of excellence in the school
landscape. Even new teachers like you will be expected to get involved in, if not head up
committees in local school projects to incorporate so-called Blue Ocean strategies to
create unique learning opportunities for students. Building your own capacity to create
connections and work collaboratively with stakeholders outside school walls will be an
important advantage for you in this regard. As another former Minister of Education stated,
No education system can rise above the quality of its teachers. (Ng, 2008).
Thinking Point
What are some implications of recent provisions for professional development of teachers
through the Teacher Work Attachment and Professional Development Continuum Model
schemes for teacher workload and assessment?
How might you approach and take advantage of these opportunities for your own
professional development in future? What are some difficulties you might face in
attempting this?
Conclusion
The need to create positive relationships with different educational stakeholders, especially
students and parents, will increase in importance within your professional educational
portfolio. The recognition of its importance for enhancing student learning and success is
seen in the formalization of such relationships in the appraisal systems for both teachers
and schools, namely the Enhanced Performance Management System (EPMS) and School
Excellence Model (SEM), as well as the Parents, Teachers, Neighbourhood Resources in
Synergy (PARTNERS) Award. Although you may now lack the experience, and probably feel
quite intimidated by the thought of having to work with parents and other stakeholders in
the school community, you need to realize that it will be an important aspect of your career.
Research has consistently highlighted the finding that building bridges between the school
and home is a significant key to school success for students from diverse ethnic group and
socio-economic backgrounds as well as learning abilities. With the current emphasis on
43
optimizing every students ability and talent, you are expected to take responsibility to help
all your students, but especially the ones who might otherwise fail or fall through the cracks
in our meritocratic system. Working with parents, school leaders, other teachers, and
community agencies will go a long way in helping you to meet the heavy demands placed on
you as a teacher in the education enterprise.
Based on the readings, your observations, experiences and using relevant examples,
documents, and statistics (where appropriate) to substantiate the discussions, provide
opportunities for your classmates to think about personal and professional implications that
changing family structures and conditions, as well as changing youth culture and values,
have for beginning teachers. What are useful approaches and strategies to better manage
the different expectations of parents and harness them as a force to enhance students
learning? How might beginning teachers rise to the challenge of being role models and
catalysts for change for students?
Highlight some aspects of such changes, and use interesting approaches to engage the class
in exploring these changes and their implications for beginning teachers in learning to
actively engage parents and students as key stakeholders. It will be helpful to include real life
cases and scenarios in the seminar, or even engage experienced educators, counsellors, and
parents of teenage children to share helpful ideas for understanding and managing these
realities.
What implications do the statements in this section have for your role as a teacher in
working with todays generation of parents and students? Based on ideas and examples
generated in the seminar, and on your own experience, what professional and personal
values, skills and attitudes will you need to develop in preparing yourself to handle these
critical challenges?
Heng, S.K. (2012a). Education for Competitiveness and Growth. Address at the Singapore
Conference, February 2012. See
http://www.moe.gov.sg/media/speeches/2012/02/08/speech-by-mr-heng-swee-keat-atthe-singapore-conference-washington-dc-usa.php.
Heng, S.K. (2012b). Keynote Address at the MOE Work Plan Seminar. See
http://www.moe.gov.sg/media/speeches/2012/09/12/keynote-address-by-mr-heng-sweekeat-at-wps-2012.php
44
Khong, L.Y.L. (2012). Stakeholder-School Partnerships: Tapping into a strategic advantage for
the next decade. In J. Tan (ed). Education in Singapore: Taking Stock, Looking Forward.
Singapore: Pearson.
Khong, L. Y. L. (2008). School-stakeholder partnerships: Building school cultures for stronger
links. In J. Tan & P. T. Ng (eds.), Thinking Schools, Learning Nation: Contemporary Issues and
Challenges (pp. 39-50). Singapore: Pearson Prentice Hall.
Ministry of Education (2011-12). Recent Speeches and Press Releases.
Building on Trust, Partnering as One
http://parents-in-education.moe.gov.sg/parents-in-education/building-on-trust-partneringas-one
Parents Role in Education
http://parents-in-education.moe.gov.sg/parents-in-education/parents-role-in-education
Building Strong Partnership among Parents, Teachers and Pupils through Dialogues
http://www.schoolbag.sg/archives/2013/07/fostering_strong_partnership_a.php
Heng, S.K. (2012). Speech at the 6th Teachers Conference 2012.
McKinsey & Co. (2007). See
http://www.mckinseyonsociety.com/downloads/reports/Education/Worlds_School_System
s_Final.pdf
McKinsey & Co. (2010). See
http://www.mckinsey.com/client_service/social_sector/latest_thinking/worlds_most_impr
oved_schools
Schwab, K. (Ed). (2014). The Global Competitiveness Report 2014-2015. Geneva, Switzerland:
World Economic Forum.
See http://reports.weforum.org/global-competitiveness-report-2014-2015/
The Global Competitiveness Report 2013 2014. World Economic Forum. See
http://www.weforum.org/reports/global-competitiveness-report-2013-2014
United Nations Development Programme (2014). Sustaining Human Progress: Reducing
Vulnerabilities and Building Resilience. Human Development Report. See
http://hdr.undp.org/en
45

QED 530 Course Notes

Încărcat de

Informații document

Drepturi de autor

Formate disponibile

Partajați acest document

Partajați sau inserați document

Opțiuni de partajare

Vi se pare util acest document?

Este necorespunzător acest conținut?

Drepturi de autor:

Formate disponibile

QED 530 Course Notes

Încărcat de

Drepturi de autor:

Formate disponibile

QED 530 THE SOCIAL CONTEXT OF TEACHING & LEARNING

(January 2016 Semester)

Introduction and tuning-in: 5-10 mins

Focuses on 1 or 2 important learning objectives related to the topic;

i) ABSENTEEISM (From Class &/or Consultations)

Feedback has been received regarding the inconvenience faced by student

In view of the feedback received, student teachers will not be required to

Student teachers will be given up to two weeks to show the medical

First/Second/Third NOTICE (delete as appropriate)

ABSENCE FROM CLASS/CONSULTATION/NON-SUBMISSION OF ASSIGNMENT

Date for Submission

Note from lecturer/tutor:

COURSE TIMETABLE FOR QED 530 AND 531 (January 2016)

COURSE & TUTORIAL AGENDA

11 Jan to 15 Jan 2016

Course Overview & Administration for both

No class. Pre-Seminar consultation for Topic

No class. Pre-Seminar consultation for Topic

Seminar for Topic 1: Key Education Policy

25 Jan to 29 Jan 2016

1 Feb to 5 Feb 2016

Seminar for Topic 1 OR Tutor consultations

8 Feb to 12 Feb 2016

QED 531 CCE Topic 1 OR 2

*Chinese New Year*: 8 & 9 Feb

15 Feb to 19 Feb 2016

COURSE ASSESSMENT FOR QED 530 and QED 531 (100%)

3. Class participation : 10%

INDIVIDUAL ESSAY TOPIC:

The essay should be 1000-1500 words long.

Each students essay must be submitted through Turnitin on Blackboard to

Please remember: Late submissions without a valid reason (based on the

QED 530: THE SOCIAL CONTEXT OF TEACHING AND LEARNING

Individual Assessment Rubric for Pre-presentation Consultation (20%)

QED 530: THE SOCIAL CONTEXT OF TEACHING AND LEARNING

Total Score (60%)*:_______(Add up accurately!)

*This will be halved to max 30% for the final mark.

My Key Learning from this Seminar:

Assessment Criteria for Individual Participation (10%)

Contribution is consistently insightful, considered and original. Charitably

Contribution is generally considered and original. Charitably engages others

Contribution is generally considered. Charitably engages others ideas,

Grade D and below

Useful Tips for Effective Class Participation

More Useful Tips for Effective Class Participation

Consider paraphrasing it in your own words:

Ask for clarification if you dont understand something:

Give reasons why you like or agree with an idea/s:

Give reasons why you disagree with an idea:

Share what new questions arise for you:

Share how answers to these new questions might be found:

Share some answers you have yourself developed to these questions:

Marking Guide for the Individual Essay (40%)

An adequate piece of work meeting most of the following criteria: writing

An inadequate piece of work that has most of the following weaknesses:

All Academic Staff

POLICY ON LATE SUBMISSION OF WRITTEN ASSIGNMENTS AND

Professor Tan Oon Seng

NATIONAL INSTITUTE OF EDUCATION

Assignments and/or Projects

Because the assignments and/or projects are examinable materials, and

Days & Times

CHOONG PEK LAN

CHOONG PEK LAN

Chinese New Year: 8 & 9 Feb