Singapore's Systemic Approach to Teaching and Learning 21st-Century Competencies

• In Event: 46.047 - Education for the 21st Century: A Six-Country Examination of National Curricular Frameworks and Priorities

Abstract

Purpose
This paper examines the systemic efforts that Singapore has taken in its education system in order to prepare students for the realities of the 21st century global workplace and society. Specifically, it focuses on the key policies, initiatives, and strategies implemented across key sectors of the education system to develop students’ 21st century competencies. It also highlights the close collaborations between policy makers, schools and the National Institute of Education (NIE) that help to achieve these educational initiatives and goals. The paper ends discussing future challenges.

Perspectives
Students need different skill sets in today’s interdependent world. Economic, cultural, technological and environmental shifts necessitate a generation of individuals competent in critical thinking and problem-solving and who possess other cognitive, intrapersonal and interpersonal skills. There is a strong push for educators to incorporate within the education system the competencies paramount for survival in the 21st century.

Method and data
This is a descriptive study and meta-analysis of the policies and initiatives in the Singapore education system to impart 21st century competencies. Major data sources include extensive relevant literature search, the framework developed by the Ministry of Education (MOE) for desired student outcomes and 21st century competencies (21CC), the Teacher Education Model for the 21st Century (TE21) developed by the NIE, official government reports and web-based materials.

Results and conclusions
Singapore’s education system is strongly aligned to the developments and needs of the global educational landscape. To prepare students for the requirements of the global world, a conceptual framework was developed to guide school leaders and teachers in developing 21st century competencies. The framework delineates the core values, social and emotional competencies, and emerging competencies for the 21st century. Systemic reforms have been made to support this framework. First, curriculum and assessment were refined to make explicit the teaching and learning of 21st century competencies through all academic subjects. Second, co-curricular activities are used as authentic platforms for the learning and living of moral values, the acquisition and practice of soft skills, and the social integration of children from different backgrounds. Third, to ensure that teachers have the necessary competencies to deliver the desired outcomes of education, NIE developed the Teacher Education Model for the 21st Century that focuses on cultivating student teachers’ professional values, knowledge and skills. Fourth, the Academy of Singapore Teachers (AST) spearheads the professional development of Singapore teachers through its Teacher Growth Model (TGM). To support these reforms, the Ministry has committed substantial structural and resource support. Together, these reform efforts aim to build an education system to prepare students to function effectively in the 21st century global workplace and society.

Significance
This study bridges the gap between policymaking and practice through examining how current educational pedagogies and curricula meet the needs of the 21st century. It reveals how Singapore conceptualizes and implements holistic and systemic reforms in curriculum, assessment and pedagogy to prepare students for the 21st century workforce and showcases how Singapore effectively translates policies into practice.

Authors

• Oon Seng Tan, Singapore National Institute of Education

• Ee-Ling Low, National Institute of Education - Nanyang Technological University