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2. Higher Education in Singapore: Perspectives and Future Orientation

Author

Cheah, Horn Mun, Lee, Laura Lyn, Maclean, Rupert, Series Editor, Symaco, Lorraine Pe, Series Editor, Adamson, Bob, Editorial Board Member, Baker, Robyn, Editorial Board Member, Crossley, Michael, Editorial Board Member, Jagannathan, Shanti, Editorial Board Member, Kitamura, Yuto, Editorial Board Member, Power, Colin, Editorial Board Member, Thaman, Konai Helu, Editorial Board Member, Bray, Mark, Advisory Editor, Cheng, Yin Cheong, Advisory Editor, Fien, John, Advisory Editor, Huong, Pham Lan, Advisory Editor, Lee, Chong-Jae, Advisory Editor, Mar, Naing Yee, Advisory Editor, Masters, Geoff, Advisory Editor, Pavlova, Margarita, Advisory Editor, Walsh, Max, Advisory Editor, de Zoysa, Uchita, Advisory Editor, and Lee, Yew-Jin, editor

Published
2022
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13. Introduction

Author

Tan, Seng Chee, Cheah, Horn Mun, Chen, Wenli, Choy, Doris, Tan, Seng Chee, Cheah, Horn Mun, Chen, Wenli, and Choy, Doris

Published
2017
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15. Demographic Trends: Impact on Schools

Author

Chong, Sylvia N. Y. and Cheah, Horn Mun

Abstract

Background: Singapore is experiencing great demographic change. These demographic trends show fewer young people and declining birth rates, greater longevity for ageing generations and an increase in the number of non-Singaporean residents. Statistics also show that more than half of the total population increase in the last decades was contributed by non-resident (non-Singaporeans). These demographic trends have far-reaching implications for schools and educators. Aims: The paper looks at how key demographic trends will reshape Singapore's schools. The paper focuses on three key factors-mortality, fertility and migration-and their impact on schools. Method: The analyses are based on existing demographic data and trends. The data is taken from Singapore Department of Statistics, 2008. Results: The first two factors, namely ageing population and declining birth rates, lead to the need to develop lifelong learning skills. The third factor of immigration leads towards multiculturalism in education for hybrid identities to work, think, and play across cultural boundaries. Conclusion: It is necessary to ensure that the school structures are responsive to changing needs, so that it can evolve in a timely manner to prepare the learners meaningfully. Schools in Singapore have to incorporate a wider range of activities that can help to develop 21st century skills without compromising the rigor and quality of the original school and curriculum structure which has served the needs of the students in Singapore well. (Contains 2 tables.)

Published
2010

16. A Values, Skills and Knowledge Framework for Initial Teacher Preparation Programmes

Author

Chong, Sylvia and Cheah, Horn Mun

Abstract

The purpose of this paper is to introduce an integrated values, skills and knowledge (VSK) framework for initial teacher preparation programmes. The VSK framework articulated, in broad terms, the desired skills and knowledge components for beginning teachers, with the underlying core values permeating the programmes. The paper has two parts, the first of which details the development as well as the conceptual underpinning of the VSK framework. Part two, through a programme evaluation, discusses the validity and reliability of items developed through the VSK framework to measure the values, skills and knowledge that student teachers perceived through their initial teacher preparation programme. (Contains 10 tables and 1 figure.)

Published
2009

26. Patterns of Email Use by Teachers and Implications: A Singapore Experience

Author

Hu, Chun, Wong, Angela F. L., Cheah, Horn Mun, and Wong, Philip

Abstract

This paper attempts to identify the patterns of email use by schoolteachers. The findings are based on a survey of 2998 Singapore teachers whose teaching experiences ranged from 24 to 48 months. The result shows that teachers use email mainly to communicate with colleagues, and the degree of email use varies according to the school level that the teachers are working in. While the teachers teaching at higher school levels (Grades 11-12) email their colleagues more frequently than their counterparts teaching at lower school levels especially primary school teachers, the latter tend to email parents more frequently than other teachers. Implications of the findings are discussed in relevance to pre-service teacher education, teacher professional development and ICT adoption in organisations. (Contains 6 tables.)

Published
2009
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27. Integration of ICT into Education in Singapore.

Author

Cheah, Horn Mun and Koh, Thiam Seng

Abstract

Discusses Singapore's use of information and communication technologies (ICT) to enhance its economic competitiveness and quality of life in the knowledge-based economy, describing the IT Masterplan in education; Singapore's education system; integration of ICT in primary through university education; preparing teachers for the ICT environment; and ICT and lifelong learning. (SM)

Published
2001

34. Open Technology : Enhanced Higher Education, Professional Development and Research Collaboration

Author

Olsson, Ulf, Cliff, Alan, Cheah, Horn Mun, Christie, Michael, Käck, Annika, Olsson, Ulf, Cliff, Alan, Cheah, Horn Mun, Christie, Michael, and Käck, Annika

Abstract

There are more than one way forward for HEIs that wish to strategize how to best advance engagement with the wider society, address the changing need for professional development, develop learning technologies and establish international collaboration such as for research. The current study investigates, compares and discusses HEIs’ strategies for three areas: technology-enhanced education (including open courses); professional development of academic staff and research collaboration and engagement with business and other community stakeholders. The last issue is discussed in relation to Perez Vico et. al.’s (2014) categories of collaboration. The four HEIs involved in this study are the University of the Sunshine Coast, Australia, SIM University, Singapore, University of Cape Town, South Africa, and Stockholm University, Sweden. Formal documents about strategies and policies from each university are scrutinized in conjunction with interviews with managers who are responsible for educational development. Concepts and strategies for advancing blended learning courses and open and online courses are investigated. Making education available for lifelong learning, supporting economic growth, developing the region and interacting with the surrounding society are missions mentioned by some of the HEIs. The four HEIs apply different strategies to action mission statements and strategic plans.

Published
2015

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