Relevant bibliographies by topics / Education and state - Singapore

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Education and state - Singapore'

Author: Grafiati
Published: 4 June 2021
Last updated: 13 February 2022

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Journal articles on the topic "Education and state - Singapore"

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Sidhu, Ravinder. "Building a Global Schoolhouse: International Education in Singapore." Australian Journal of Education 49, no. 1 (2005): 46–65. http://dx.doi.org/10.1177/000494410504900103.

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This paper takes Singapore and the field of international education as focal points for exploring state-market relations under conditions of globalisation. It examines Singapore's ambitions to become an ‘education hub’ and a provider of international education through the Global Schoolhouse Project. Using an analytical approach from the governmentality school, the paper explores the types of hybrid formations and cosmopolitanism sensibilities arising from both the production and consumption of international education. These cosmopolitanisms and hybridities are read against the geopolitical rationalities that have shaped the Singaporean nation-state. An argument is made for further empirical work into understanding how notions of hybridity are deployed in governance under conditions of globalisation. The Global Schoolhouse Project illustrates the creative and imaginative ways in which the Singaporean nation-state is re-modelling itself in response to the new iterations of global capitalism. The paper highlights the importance of moving beyond zero-sum thinking about the effect of globalisation on the nation-state.
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Csáki, György. "Közoktatás Szingapúrban = Public education in Singapore." Köz-gazdaság 16, no. 2 (2021): 45–60. http://dx.doi.org/10.14267/retp2021.02.04.

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Az 1965-ben függetlenné vált Szingapúrban azonnal bevezették a 6 osztályos kötelező elemi iskolai oktatást – angol nyelven, ami akkor elsősorban az egységes szingapúri identitás megteremtésének eszköze volt. Az angol fokozatosan a teljes oktatási rendszer nyelvévé vált, s a közoktatás folyamatos bővítése mellett a fő hangsúlyt a matematika és a természettudományok oktatására helyezték. Szingapúr városállam, ahol a függetlenség elnyerése óta folyamatosan politikai egypárt-rendszer működik. Ebből adódóan az oktatási rendszer – a tanárképzéstől és -továbbképzéstől a tantervekig és az egyes tananyagokig – erősen centralizált. Mivel az oktatás tervezése a kezdetektől a makrogazdasági tervezés szerves része, a szingapúri oktatási rendszer rugalmasan illeszkedik a gazdasági stratégia változásaihoz. A szingapúri oktatási rendszer alapvetően angolszász típusú, s az ország gazdaságpolitikájának megfelelően folyamatosan igazodik a globális gazdasági és oktatási trendekhez. A szingapúri közoktatás nemzetközi összehasonlításban is különösen sikeres – ezt a továbbtanulási arányok és a PISA-felmérésekben elért kiemelkedő eredményei is tükrözik. = After its independence in 1965, Singapore immediately introduced six years long compulsory and free primary education in English. Teaching in English aimed creating a unified Singaporean identity. English gradually became the working language of the entire education system. Alongside a steady expansion of public education, the main emphasis was placed on mathematics and science. Singapore is a city-state, featuring a one-party political system since its independence. Consequently, its education system, including teacher training and in-service training to curricula and individual teaching materials, is highly centralised. Since education planning has been an integral part of macroeconomic planning, the education system in Singapore has been flexibly aligned to changes in economic strategy. Singapore's education system is essentially Anglo-Saxon and has been constantly adapted to global economic and educational trends just like the country's economic policy. Singapore's public education system is particularly successful by international standards, as reflected by the high share of students continuing studies in higher-level educational institutions as well as by Singapore’s outstanding rankings in the PISA surveys.
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Ye, Rebecca. "Transnational Higher Education Strategies into and out of Singapore: Commodification and Consecration." TRaNS: Trans -Regional and -National Studies of Southeast Asia 4, no. 1 (2015): 85–108. http://dx.doi.org/10.1017/trn.2015.14.

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AbstractThis article addresses transnational higher education strategies both to and from Singapore. It does so by focusing on outbound educational mobility from Singapore to the UK and inbound educational mobility from Vietnam to Singapore. Since the turn of the century, Singapore has pursued the agenda of developing itself as a regional hub for higher education, aspiring to be a Global Schoolhouse. Yet, while the number of international students grows in local universities, Singapore's academically brightest do not necessarily take advantage of higher educational opportunities within the shores of the city-state, with many traveling to universities overseas through a form of sponsored mobility. Using two case studies, I trace two logics of commodification and consecration as observed through the processes whereby individuals and institutions devise transnational higher education strategies into and out of Singapore. The first case study draws on interviews conducted with Singaporean undergraduates at Oxbridge while the second case focuses on Vietnamese students at two Singaporean universities. Together, the analysis from these cases uncovers the value for these Southeast Asian students in studying abroad and distinguishes between different types of routes that exist: one where students choose their own educational plans and another where students are chosen for a prestigious educational and occupational pathway. With increasing participation in mass higher education taking place across the region, the article outlines, through the site of Singapore, strategies of transnationalism employed by both individuals and institutions as a means of social differentiation.
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Lee, Michael H., and Saravanan Gopinathan. "University Restructuring in Singapore: Amazing or a Maze?" Policy Futures in Education 6, no. 5 (2008): 569–88. http://dx.doi.org/10.2304/pfie.2008.6.5.569.

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The Singapore government has put forward a comprehensive restructuring program of university education since the 1990s. Public universities in Singapore are going to be developed as world-class universities through a series of university education policies and reforms. This article reviews major developments of university education policies and reforms in Singapore since the mid-1990s and examines critically the impact of the restructuring policies and reforms on the university system in Singapore. It is argued that universities in Singapore can enjoy a higher degree of institutional autonomy within a more stringent framework of public accountability. The university restructuring policy is not only aimed at transforming Singapore as a regional education hub, but also developing public universities in the island-state as world-class higher education institutions. Singapore's universities have to cope with many unprecedented changes and challenges amidst the restructuring process.
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Ho, Chiew-Siang Bryan. "Youth activism, state-contained participation and democratic legitimacy in Singapore." Asian Education and Development Studies 9, no. 4 (2019): 495–510. http://dx.doi.org/10.1108/aeds-08-2018-0132.

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Purpose This research is concerned with youth activism in Singapore historically and the importance of legitimacy for understanding the further development of youth activism and Singapore’s democratization process. It takes into account issues pertaining to good governance, economic performance and democratic participation (legitimacy). The paper aims to discuss this issue. Design/methodology/approach The research adopts a historical approach, qualitative in nature with some quantitative analysis based on documentary research, press reports and content analysis. Findings Historically youth activism was vibrant and dynamic in the fight for independence and against inequality and injustice during the colonial era in Singapore. Under Lee Kuan Yew’s rule, the scope and boundary of democratic participation (legitimacy) were delimited and controlled by the state. State-contained or controlled participation has replaced contentious politics. In the Singapore General Election in 2011, the younger generation of Singapore electorate, who are better educated and well-travelled, however, proved themselves to be rational and pragmatic when they exercised their rights to reject polices detrimental to their socio-economic well-beings as well as to the inclusiveness of society. The People’s Action Party (PAP) had the lowest vote share (60 per cent) in history. Since then the PAP government had stepped up its efforts in improving welfare gains of the citizens as well as managing public discontents with more effective policies. The PAP victory in the Singapore election (GE 2015), however, showed that among other reasons, welfare gains and good governance helped in salvaging the electoral legitimacy vis-à-vis the political legitimacy of the PAP government. However, the PAP government’s continual harsh treatment of critics, young and old, means that to achieve democratic legitimacy, it has to break through the shackles of authoritarian leadership style and elite governance, which have led to the regime’s failure to face up to the reality of an emerging civic participatory culture in the Singapore contexts. Originality/value Legitimacy is an important concept. To date there is no systematic application of this concept to the study of Singapore electoral politics. This paper employs Bruce Gilley’s determinants of legitimacy – democratic legitimacy, welfare gains and good governance – to explicate the basis of the PAP’s regime legitimacy, the contradictions inherent in state-contained participation and political representation that delimited and undermined the nature, scope and boundary of democratic legitimacy.
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Jussawalla, Meheroo, Toh Mun Heng, and Linda Low. "Singapore: An intelligent city‐state." Asian Journal of Communication 2, no. 3 (1992): 31–54. http://dx.doi.org/10.1080/01292989209359559.

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Zulkarnain. "Hegemoni Ideologi Penguasa Terhadap Guru Pendidikan Kewarganegaraan." Jurnal Ilmiah Mimbar Demokrasi 19, no. 02 (2020): 1–11. http://dx.doi.org/10.21009/jimd.v19i02.4975.

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This paper wishes to conduct a critical analysis of Citizenship Education in Singapore. Citizenship education as one of the national agenda in Singapore has an important position in providing citizenship understanding in order to prepare young citizens for the future of Singapore. Singapore's centralized education system and strict controls lead to highly vulnerable citizenship education politicization and ideologization of citizens through education. In fact, many studies show that the government under the People's Action party (PAP) is using authoritarian ways to defend and perpetuate its power through education. The attempts by the Singapore government with the soft authoritarian government or some experts say authoritarian with the usual Gramscian meaning "hegemony". Hegemony is the effort of a person or group of people (state) in maintaining or dominating his power in a peaceful way not by violence. With literature research and critical analytical descriptive methods in the form of relevant books and research, this paper wants to show how the PAP seeks to interpret its ideology with the hegemony done to teachers of citizenship education. The study concludes that not all teachers are hegemonized by Singapore's strict citizenship education policy.
 
 
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Mohd Nor, Mohd Roslan, Nurhanisah Senin, Khadijah Mohd Khambali Hambali, and Asyiqin Ab Halim. "Survival of Islamic education in a secular state: the madrasah in Singapore." Journal for Multicultural Education 11, no. 4 (2017): 238–49. http://dx.doi.org/10.1108/jme-06-2016-0043.

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Purpose This paper attempts to explore the transformations taken by madrasah, especially in preparing students both in religious and academic field. Besides, this paper aims to demonstrate measures taken by madrasah in instilling the religious and racial cohesion far from conservatism and extremism that has always been labeled to their students. Design/methodology/approach This paper is qualitative in nature. It is a library research and uses historical method in collecting the data. Some relevant literatures and data have been analyzed and presented in this paper. Findings Madrasah in Singapore has always been perceived in a negative nuance because of its ineffectiveness and irrelevant roles in economic building. The conservative and traditional madrasah education system is also seen to impede Singapore’s religious and racial cohesion. The struggle increases prior to the implementation of compulsory education (CE) policy in 2001, where madrasah was almost forced to closure. Originality/value Islamic education in Singapore can be observed evolving through three phases: colonial period where it adopted the secular system, post-colonial with the traditional system and, currently, the transformation period with its integrated syllabus.
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Gopinathan, S. "Globalisation, the State and Education Policy in Singapore." Asia Pacific Journal of Education 16, no. 1 (1996): 74–87. http://dx.doi.org/10.1080/02188799608542612.

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Rogers, Priscilla S., and Irene F. H. Wong. "The MBA in Singapore." Business Communication Quarterly 68, no. 2 (2005): 180–96. http://dx.doi.org/10.1177/1080569905276671.

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This study assesses communication training provided in MBA and executive MBA programs in Singapore. The authors found that Singapore is a microcosm in terms of (a) requirements for English competency, (b) the variety of communication offerings, and (c) the lack of uniformity in the delivery of communication training. Whereas Singaporean MBA/EMBA programs sit in a highly internationalized environment with substantial foreign student intake, and whereas Singapore is known for adopting best practices in education from around the world, communication training for management evidences a veneer of Asian content and imitation rather than innovation. These findings caused the authors to rethink what they have traditionally regarded as management communication and to consider the need for further internationalization, not only in this multicultural city-state but worldwide.
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Dissertations / Theses on the topic "Education and state - Singapore"

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Abdul, Kahlid. "Nature and scope of outdoor education in the city-state of Singapore." Thesis, University of Edinburgh, 2018. http://hdl.handle.net/1842/31369.

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This study focuses on the analysis of collective meaning associated with secondary school-teachers' and outdoor practitioners' beliefs about the value of outdoor education in the city-state of Singapore. A phenomenographical approach was employed to map the qualitatively different ways in which people understand, perceive, or experience various aspects of outdoor education. By conducting in-depth interviews with school-teachers and outdoor practitioners (n=11), a range of beliefs about the value of outdoor education were revealed. Through a phenomenographic analysis framework, three conceptions were identified that detail the participants' collective meanings of the value of outdoor education; namely (a) belief in the value of outdoor environments in providing affordances for authentic, realistic learning, (b) belief in its value in fostering social emotional growth, physical and mental robustness, and (c) belief in the value of outdoor education as preparation for students' futures. A secondary research question considered the factors that influence the beliefs of the two sets of actors, teachers and outdoor practitioners, who are the focus of this study. The analysis and discussion focus on the context and meaning of the values ascribed to outdoor education as well as the factors that influenced the beliefs. The findings indicate that school-teachers and outdoor practitioners have strong beliefs about the value of outdoor education. This strong intrinsic belief is constructed through 'sense-making' of their own experiences in the outdoors. This suggests that there is value in investing in the continuing professional development of school-teachers and outdoor practitioners in their outdoor education practice, so that this increased capacity in their complementary roles can bring about the added value of outdoor education to students. Several recommendations for policy, practice as well as further research in the field are offered.
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Hau, Yan-wah Esther, and 侯恩華. "British decolonization in Singapore and Hong Kong: education policy and changes in the transitionalperiods." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31951624.

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Hau, Yan-wah Esther. "British decolonization in Singapore and Hong Kong : education policy and changes in the transitional periods /." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20059735.

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Ip, Po-chu. "The making of modern Malaysia's educational policy as a social engineering strategy designed to bring about an ideal Bangsa Malaysia." Thesis, Click to view the E-thesis via HKUTO, 1999. http://sunzi.lib.hku.hk/HKUTO/record/B36194797.

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Han, Christine Mui Neo. "Education for citizenship in a plural society : with special application to Singapore." Thesis, University of Oxford, 1997. http://ora.ox.ac.uk/objects/uuid:7f4b512c-f457-46fa-8980-f5d5e80feb45.

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The thesis aims to suggest directions towards a defensible conception of citizenship and approach to citizenship education in Singapore. In recent years, citizenship in Singapore has centred around the themes of identity and participation. Among educationists in general, there is a recognition that citizens need to be prepared for involvement in the political process. In plural societies, however, there is no one set of values which can guide deliberation and resolve differences. Consequently, there are questions as to the values which could be advocated in citizenship education. The approach in this thesis is to analyse the concept of citizenship, with due consideration given to the values and assumptions of Singapore society, and its social, political and economic circumstances. This analysis is carried out in the light of the research and theorising on citizenship and citizenship education in England and Wales. Controversial issues exist on which there is no agreement on which society is divided. The neutral approach, which is sometimes suggested as being appropriate for handling such issues, is examined. The larger question of state neutrality is also discussed, and a case is made for state perfectionism. In addition, it is argued that there are legitimate variations in moral judgement, and an account is presented of the nature of moral thinking that admits of such variations. It is suggested that a common culture is important in a plural society because this provides the grounds for policy decisions, particularly where state perfectionism is espoused; it also allows for the development of a national identity. Developing this common culture requires public deliberation in exploring the values and issues concerning a society. Finally, the arguments that have been presented are related to citizenship and citizenship education in Singapore, and recommendations made.
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Tay, Olivia. "The Impact of Ability Grouping on Teachers and Students: A Cross-Cultural Comparison of the United States and Singapore." Scholarship @ Claremont, 2015. http://scholarship.claremont.edu/cmc_theses/1068.

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Ability grouping has long been a subject of heated debate in education systems worldwide. Despite being such a controversial topic, ability grouping is still widely used in classrooms across the world. The purpose of this paper is to examine the impact that ability grouping has not only on students, but also on those who implement this tool in the classroom, namely teachers. To provide a balanced view, the paper considers the advantages and disadvantages of ability grouping. The paper also compares ability grouping in both the U.S. and Singapore to demonstrate that no system is perfect. Each comes with its own strengths and weaknesses. However, aspects of each system can be borrowed and incorporated to strengthen existing education systems. Because each country has unique political, economic, and social forces, it is important for policy makers to customize foreign practices according to the political and cultural landscape of their country.
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Fowler, Linda D. "Comparison of Linear Functions in Middle Grades Textbooks from Singapore and the United States." FIU Digital Commons, 2015. http://digitalcommons.fiu.edu/etd/1799.

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Many U.S. students do not perform well on mathematics assessments with respect to algebra topics such as linear functions, a building-block for other functions. Poor achievement of U.S. middle school students in this topic is a problem. U.S. eighth graders have had average mathematics scores on international comparison tests such as Third International Mathematics Science Study, later known as Trends in Mathematics and Science Study, (TIMSS)-1995, -99, -03, while Singapore students have had highest average scores. U.S. eighth grade average mathematics scores improved on TIMMS-2007 and held steady onTIMMS-2011. Results from national assessments, PISA 2009 and 2012 and National Assessment of Educational Progress of 2007, 2009, and 2013, showed a lack of proficiency in algebra. Results of curriculum studies involving nations in TIMSS suggest that elementary textbooks in high-scoring countries were different than elementary textbooks and middle grades texts were different with respect to general features in the U.S. The purpose of this study was to compare treatments of linear functions in Singapore and U.S. middle grades mathematics textbooks. Results revealed features currently in textbooks. Findings should be valuable to constituencies who wish to improve U.S. mathematics achievement. Portions of eight Singapore and nine U.S. middle school student texts pertaining to linear functions were compared with respect to 22 features in three categories: (a) background features, (b) general features of problems, and (c) specific characterizations of problem practices, problem-solving competency types, and transfer of representation. Features were coded using a codebook developed by the researcher. Tallies and percentages were reported. Welch's t-tests and chi-square tests were used, respectively, to determine whether texts differed significantly for the features and if codes were independent of country. U.S. and Singapore textbooks differed in page appearance and number of pages, problems, and images. Texts were similar in problem appearance. Differences in problems related to assessment of conceptual learning. U.S. texts contained more problems requiring (a) use of definitions, (b) single computation, (c) interpreting, and (d) multiple responses. These differences may stem from cultural differences seen in attitudes toward education. Future studies should focus on density of page, spiral approach, and multiple response problems.
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Ozdogan, Serpil. "A Comparative Analysis Of Perimeter, Area And Volume Topics In The Selected Sixth, Seventh And Eighth Grades Mathematics Textbooks From Turkey, Singapore And The United States." Master's thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/12612689/index.pdf.

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The purpose of this study was to compare selected sixth, seventh and eighth grades mathematics textbooks from Turkey, Singapore and the United States of America and explore their implications for presenting same opportunity to learn to the students at the same grade level. In this study, the selected books were analyzed in terms of whether they included perimeter, area and volume topics, how they presented the topics on the basis of the selected features and the complexity of to-be-solved mathematical problems related to the topics. Some similarities and differences were observed among the textbooks. It was found that the Turkish textbooks are inclusive in terms of subtopics related to perimeter, area and volume. However, the number of pages dedicated to present the topics is the highest in the Singaporean textbooks. That is, in comparison to the Turkish textbooks, the Singaporean textbooks include fewer number of subtopics related to perimeter, area and volume, but the subtopics are presented in a more detail manner. These books are also rich in terms of mathematically relevant illustrations that make the topics more understandable for students. While the U.S textbooks benefit heavily from technology to present the topics, especially by using three-dimensional shapes<br>the Turkish and Singaporean textbooks do not make use of technology. The textbooks do not show a difference in terms of complexity of to-be-solved problems. Since all of them mostly include the problems with moderate complexity. Despite there is not any difference among the textbooks in terms of the complexity of to-be-solved problems, there is a difference in terms of the number of to-be-solved problems in the textbooks. The Singaporean textbooks encompass more to-be-solved problems compared to others. The study was concluded by providing some useful suggestions to cover the perimeter, area and volume topics in a way that makes students&rsquo<br>learning easier and to present same opportunity to learn to the students.
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Langenbach, Ray, University of Western Sydney, of Arts Education and Social Sciences College, and Centre for Cultural Research. "Performing the Singapore state 1988-1995." THESIS_CAESS_CCR_Langenbach_W.xml, 2003. http://handle.uws.edu.au:8081/1959.7/576.

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This dissertation explores performances in Singapore as indicators of divergent visions of the nation-state. To understand the ways in which the government and artists contested (or, in some cases, agreed to not contest) the cultural ground requires an examination of performance as a semiotic mode in public life, a genre in art, and an instrument of cultural politics. A study of performance alone cannot sufficiently reveal the subtleties of governmental and artistic agency. The government and artists have mobilized specific figures of speech from a repertoire developed over centuries.These tropes are analysed for their uses, their performative instrumentality, and their discursive power. Tropes and performances coalesce and disseminate prevailing national, regional,and global ideologies. This study examines the power of aesthetic forms, and the aesthetics of power. Competing notions of performance in Singapore led to a cultural crisis in 1993-94. That historical punctum and its ramifications constitutes the primary object of this research, and is presented as a significant indicator of the state of the Singapore state at that time.<br>Doctor of Philosophy (PhD)
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Langenbach, William Ray. "Performing the Singapore state 1988-1995." View thesis, 2003. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20041027.174118/index.html.

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Books on the topic "Education and state - Singapore"

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Chia, Yeow-Tong. Education, Culture and the Singapore Developmental State. Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137374608.

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Kho, Ee Moi. Construction of femininity in a postcolonial state: Girls' education in Singapore. Cambria Press, 2013.

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Tactical globalization: Learning from the Singapore experiment. Peter Lang, 2010.

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Selvaratnam, V. Innovations in higher education: Singapore at the competitive edge. The World Bank, 1994.

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Quek, Guan Cheng. Can school children be taught to think creatively?: The creativity policy for Singapore education. Edwin Mellen Press, 2009.

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Quek, Guan Cheng. Can school children be taught to think creatively?: The creativity policy for Singapore education. Edwin Mellen Press, 2009.

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Low, Linda. Economics of education and manpower development: Issues and policies in Singapore. McGraw-Hill Book, 1991.

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Quek, Guan Cheng. The government's creativity policy for Singapore education: Can school children be taught to think creatively. Edwin Mellen Press, 2009.

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Singapore's new education system: Education reform for national development. Institute of Southeast Asian Studies, 1988.

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Confucianism as political discourse in Singapore: The case of an incomplete revitalization movement. Dept. of Sociology, National University of Singapore, Republic of Singapore, 1992.

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Book chapters on the topic "Education and state - Singapore"

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Chia, Yeow-Tong. "Education and the Developmental State: The Importance of Culture." In Education, Culture and the Singapore Developmental State. Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137374608_1.

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Chia, Yeow-Tong. "Education, the Colonial State and the Crisis of Merdeka." In Education, Culture and the Singapore Developmental State. Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137374608_2.

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Chia, Yeow-Tong. "The Crisis of Historical Amnesia and the “National Education” Response." In Education, Culture and the Singapore Developmental State. Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137374608_6.

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Chia, Yeow-Tong. "Crisis of National Survival: The Sudden Birth of a Republic and the Rise of the Developmental State." In Education, Culture and the Singapore Developmental State. Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137374608_3.

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Chia, Yeow-Tong. "The Crisis of “Deculturalization” and the Invention of “Asian Values”." In Education, Culture and the Singapore Developmental State. Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137374608_4.

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Chia, Yeow-Tong. "The Crises of Legitimacy and National Identity and the Intensification of Asian Values: From Religious Knowledge to “Shared Values”." In Education, Culture and the Singapore Developmental State. Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137374608_5.

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Chia, Yeow-Tong. "The Crisis of National Security and Social Cohesion: National Education Institutionalized in Curriculum." In Education, Culture and the Singapore Developmental State. Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137374608_7.

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Chia, Yeow-Tong. "Final Thoughts on the “World-Soul” of Singapore: Education, Culture and the Making of the Developmental State." In Education, Culture and the Singapore Developmental State. Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137374608_8.

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Tan, Jason Eng Thye. "Higher Education in Singapore: The Policy State and Governance." In Transformations in Higher Education Governance in Asia. Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-9294-8_7.

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Chiong, Charleen. "The ontology of governance in Singapore." In Families, the State and Educational Inequality in the Singapore City-State. Routledge, 2021. http://dx.doi.org/10.4324/9781003125419-2.

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Conference papers on the topic "Education and state - Singapore"

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Nye, Abigail, Catherine Morris, and Mary Cusack. "75 Reversal of stunting in holistic healthcare-education programme in Odisha state, India." In RCPCH Conference Singapore. BMJ Publishing Group Ltd, 2021. http://dx.doi.org/10.1136/bmjpo-2021-rcpch.46.

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Kaiser, Ann D. "A modular approach to using the engineering design process in secondary science curriculum: Experiences in Singapore and the United States." In 2014 IEEE Frontiers in Education Conference (FIE). IEEE, 2014. http://dx.doi.org/10.1109/fie.2014.7044428.

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Motenko, Boris N., Boris A. Ermakov, and Boris Berezin. "Solid state lasers for field application." In Singapore, edited by Soon Fatt Yoon, M. H. Kuok, and Donald E. Silva. SPIE, 1991. http://dx.doi.org/10.1117/12.26106.

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Andrew, Odirichi, Ifeoma Egbuonu, Ngozi Ojinnaka, Thecla Ezeonu, and Obumneme Ezeanosike. "188 Nomogram of peak expiratory flow rate values for adolescents in a state in Southeast Nigeria." In RCPCH Conference Singapore. BMJ Publishing Group Ltd, 2021. http://dx.doi.org/10.1136/bmjpo-2021-rcpch.102.

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Samanta, G. K., and M. Ebrahim-Zadeh. "Tunable, Continuous-Wave, Solid-State Source for the Blue." In 2008 IEEE PhotonicsGlobal@Singapore (IPGC). IEEE, 2008. http://dx.doi.org/10.1109/ipgc.2008.4781496.

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Balasubramaniam, Asvini, Naomi Richardson, Karishma Tailor, Anmol Landa, Jonti Cole, and Rania Khan. "28 Assessing the effectiveness of nutrition-focussed workshops in supplementing primary school education." In RCPCH Conference Singapore. BMJ Publishing Group Ltd, 2021. http://dx.doi.org/10.1136/bmjpo-2021-rcpch.20.

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Wang, Ye, Xiaogang Pan, Jing Chen, Xiaoxiao Han, and Jianlong Li. "Acoustic inversion with a modified state-space model using ROMS." In Global Oceans 2020: Singapore - U.S. Gulf Coast. IEEE, 2020. http://dx.doi.org/10.1109/ieeeconf38699.2020.9389306.

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"Developing Cognitive Competencies in a Blended Learning Environment in Higher Education." In March 2017 Singapore International Conferences. EAP, 2017. http://dx.doi.org/10.17758/eap.eph317010.

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Candy, J. V., K. A. Fisher, J. E. Case, and T. W. Goodrich. "Multichannel Spectral Estimation: A State-Space Approach to Ocean Acoustic Processing." In Global Oceans 2020: Singapore - U.S. Gulf Coast. IEEE, 2020. http://dx.doi.org/10.1109/ieeeconf38699.2020.9389347.

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Brekke, Edmund Forl, Audun Gullikstad Hem, and Lars-Christian Ness Tokle. "The VIMMJIPDA: Hybrid state formulation and verification on maritime radar benchmark data." In Global Oceans 2020: Singapore - U.S. Gulf Coast. IEEE, 2020. http://dx.doi.org/10.1109/ieeeconf38699.2020.9389007.

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Reports on the topic "Education and state - Singapore"

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Hice, Chelsey. English Education In Thailand and Singapore: Differences in English Education, Use and Identity. Portland State University Library, 2016. http://dx.doi.org/10.15760/honors.310.

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Leon, Warren. Final Scientifc Report - Hydrogen Education State Partnership Project. Office of Scientific and Technical Information (OSTI), 2012. http://dx.doi.org/10.2172/1034309.

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Agnew, Julie, and Joshua Hurwitz. Financial Education and Choice in State Public Pension Systems. National Bureau of Economic Research, 2013. http://dx.doi.org/10.3386/w18907.

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Lawrence, Steven Lawrence. Moving Education Reform Forward: Grantmakers Reflect on a Convening with State and Local Government Education Leaders. Foundation Center, 2011. http://dx.doi.org/10.15868/socialsector.13583.

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Hodge, Emily, Serena Salloum, and Susanna Benko. How State Education Agencies Can Support College and Career Ready Standards. Consortium for Policy Research in Education, 2017. http://dx.doi.org/10.12698/cpre.2017.pb17-3.

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Du, Rui-Rui. Development of a Demagnetization Refrigerator for Solid State Research and Education. University of Utah, 2006. http://dx.doi.org/10.2172/895147.

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Baicker, Katherine, and Nora Gordon. The Effect of Mandated State Education Spending on Total Local Resources. National Bureau of Economic Research, 2004. http://dx.doi.org/10.3386/w10701.

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Chatterji, Aaron, Joowon Kim, and Ryan McDevitt. School Spirit: Legislator School Ties and State Funding for Higher Education. National Bureau of Economic Research, 2018. http://dx.doi.org/10.3386/w24818.

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Blekhman, David. HYDROGEN AND FUEL CELL EDUCATION AT CALIFORNIA STATE UNIVERSITY, LOS ANGELES. Office of Scientific and Technical Information (OSTI), 2011. http://dx.doi.org/10.2172/1025719.

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Ward, James Dean, Elizabeth Davidson Pisacreta, Benjamin Weintraut, and Martin Kurzweil. An Overview of State Higher Education Funding Approaches: Lessons and Recommendations. Ithaka S+R, 2020. http://dx.doi.org/10.18665/sr.314511.

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