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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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Zonts, Jacob Michael. "The United States Growth over 16 Years of Student Correct Responses on the TIMSS: Are We Really That Far Behind?" BYU ScholarsArchive, 2013. https://scholarsarchive.byu.edu/etd/3730.
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National rank on international assessments, as measured in Trends in International Mathematics and Science Study (TIMSS), gives a limited view of the data presented. This study used average scale score data from the TIMSS (1995, 1999, 2003, 2007, 2011) that were then disaggregated based on content domains (i.e., number, algebra, measurement, geometry, data, earth science, life science, physical science, biology, physics, and chemistry). These data were graphed to show the growth of the U.S. national average scale scores in comparison to three top scoring countries (i.e., Hong Kong, Japan, and Singapore), and three other post-industrial countries similar to the U.S. (i.e., England, Italy, and Australia) It was found that the eastern nations outperformed the western nations on science math question for the fourth and eighth grade. The gap between eastern and western nations grew from the fourth to eighth grades. For fourth- and eighth-grade science content domains, Singapore outperformed all other nations except in earth science where all nations were evenly matched. Additionally, percent correct statistics from the 2011 TIMSS Released Items were disaggregated based on subject (i.e., science and mathematics) and cognitive domain (i.e., knowing, applying, and reasoning). The released item scores, based on cognitive domain, were then averaged and the U.S. averages were compared with the averages of the above mentioned nations, using a series of t-tests. Singapore scored significantly higher in all categories except fourth-grade science cognitive domains knowing and applying. Hong Kong scored significantly higher in fourth- and eighth-grade mathematics cognitive domains knowing and applying and eighth-grade mathematics cognitive domain reasoning. Japan scored significantly higher in eighth-grade mathematics cognitive domains applying and reasoning as well as science cognitive domain applying. These findings suggest that the U.S. is lagging behind in some content domains and cognitive domains, but not all. The current study informs teachers, administrators, and policy makers of the specifics areas the U.S. needs improvement.
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Sie, Kok Hwa Brigitte. "Singapore, a modern asian city-state relationship between cultural and economic development /." [Nijmegen? : s.n.], 1997. http://catalog.hathitrust.org/api/volumes/oclc/39954650.html.
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Manns, Jeffrey David. "Limiting Leviathan : civil society and the state in Singapore." Thesis, University of Oxford, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.395228.
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Chew, Wendy Poh Yoke. "Consuming femininity : nation-state, gender and Singaporean Chinese women." University of Western Australia. School of Humanities, 2007. http://theses.library.uwa.edu.au/adt-WU2007.0135.
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My research seeks to understand ways in which English-educated Chinese women in cosmopolitan Singapore bolstered their identity while living under the influences of Confucian values, patriarchal nation-building and racial concerns. My thesis examines women who have themselves been lost in translation when they were co-opted into the creation of a viable state after 1965. Often women are treated as adjuncts in the patriarchal state, particularly since issues of gender are not treated with the equality they deserve in the neo-Confucian discourse. This thesis takes an unconventional approach to how women have been viewed by utilizing primary sources including Her World and Female magazines from the 1960s and 1990s, and subsequent material from the blogosphere. I analyze images of women in these magazines to gain an understanding of how notions of gender and communitarianism/race intersect. By looking at government-sponsored advertising, my work also investigates the kind of messages the state was sending out to these women readers. My examination of government-sponsored advertisements, in tandem with the existing mainstream consumer advertising directed at women provides therefore a unique historical perspective in understanding the kinds of pressures Singaporean women have faced. Blogging itself is used as a counterpoint to show how new spaces have opened up for those who have felt constricted in certain ways by the authorities, women included. It would be fair to say that women?s magazines and blogging have served as ways for women to bolster their self worth, despite the counter-argument that some highly idealized and unhealthy images of women are purveyed. The main target group of glossy women?s magazines is English-educated women readers who are, by virtue of the Singapore?s demographics, mostly Chinese.
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Chiang, Ming Shun. "Jostling for space : church and state in Singapore since independence." Thesis, University of Cambridge, 2015. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.709065.
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Reynolds, Justin Michael. "Singapore Math| A Longitudinal Study of Singapore Math in One School District from 2007 to 2012." Thesis, Lindenwood University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3728017.
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<p> For the last several years, Americans have fallen behind in the area of mathematics when compared to their peers in industrialized countries around the world. Singapore, on the other hand, was at the top of the world rankings in mathematics in the last four Trends in International Math and Science Study (TIMSS) assessments taken by fourth and eighth graders every four years. This project focused on the impact of the Singapore Math program on two cohorts of students by utilizing their Missouri Assessment Program (MAP) scores from the mathematics subtest. The first cohort, A, was comprised of students who were in third, fourth, and fifth grade during the first years of the implementation of the Singapore Math program in 2007, 2008, 2009, and compared with students in Cohort B who were exposed to the math program since first grade, as intended by the publisher. The students of Cohort B were in third, fourth, and fifth grade in 2010, 2011, and 2012, respectively. Data were also analyzed to see if the program had a correlation with a decrease in gender, ethnic, or socioeconomic (SES) achievement gaps when compared to Cohort B. Three tests were given in order to triangulate the results of the MAP test: difference in means by way of a <i>z</i>-test for a difference in means, a comparison of students scoring proficient and advanced through the utilization of a z-test for difference in proportions, and an <i>F</i>-test for difference in variance in MAP scores. </p><p> Results of the study yielded mixed results. While there was not a significant statistical difference in achievement between Cohort A and B in third, fourth, or fifth grade, there was evidence to support that the subgroups that were included in the study (female students, Black students, and students with Free and Reduced Lunch status) performed commensurately with their peers in Cohort B.</p>
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Yau, Lau Cho. "Management accounting in education : stakeholder perceptions in Singapore." Thesis, University of Leicester, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.410777.
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Wijeysingha, Vincent ReneÌ. "A political economy of state social policies in Singapore, 1959 to 1997." Thesis, University of Sheffield, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.246914.
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Quek, Chwee Geok. "A national study of scientific talent development in Singapore." W&M ScholarWorks, 2005. https://scholarworks.wm.edu/etd/1550154146.
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Sin, Song-Chiew James, University of Western Sydney, and of Performance Fine Arts and Design Faculty. "Arts, culture and museum development in Singapore." THESIS_FPFAD_XXX_SinSongChiew_ J.xml, 1997. http://handle.uws.edu.au:8081/1959.7/240.
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This thesis discusses some aspects of the exhibition designer's role in state museums and galleries. It draws on the author's experiences in Singapore and his observations as a student living in Sydney. Museum exhibition designers are servants of the state. They help create public culture and promote a version of history. But if one is to understand the ways in which designers create meaning (and serve their employer's interests) we need to identify the 'vocabulary' and 'grammar' that they have at their disposal. To this end, the thesis outlines the variables that they work with and argues that they need to understand their employer's ideologies and history. The design vocabulary and grammar that the exhibition designer works with to create meaning in bridging understanding needs to be commensurate with the knowledge of history and the primary ideologies of the state which he/she serves. Singapore's recent interest in arts and heritage museums as part of a larger desire for regional economic and cultural survival and pre-eminence needs to be identified with the evolution, interconnectedness and ambitions of Singapore's arts and cultural organisations. In conjunction, some of the implications of Singapore's Arts and Heritage Policy need to be unpacked. A brief but concise comparative history of Sydney, Australia is made for the arts, cultural and museum comparison between Australia and Singapore. The exhibition designer's vocabulary and grammar can then be used to evaluate four exhibitions in Sydney and Singapore. This dissertation addresses the issues of 'Asian-ness' , modernisation without westernisation and the state's desire to meet the challenges which global communication systems place upon Singapore citizen's welfare. The dissertation is very art focused. It discusses all display objects as though they were paintings and works of fine art<br>Master of Arts (Hons)
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Reaume, Hannah Colette. "Administering and Implementing the Singapore Mathematics Curriculum at a Learning Center." Thesis, Walden University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3605560.
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<p> A learning center in the southeastern part of the United States used the Singapore mathematics curriculum (SMC) to support student learning of a wide range of mathematics skills. However, a study had yet to be conducted to gain an understanding about the administration and implementation of the program. This case study was conceptually based on constructivist pedagogical theory, where learning is constructed between the teacher and students. The research questions explored how the learning center staff administered and implemented the SMC. Data for this study were collected through multiple in-depth interviews and observations of 2 educators at the learning center. These data were analyzed through typological and inductive analyses in order to discover the underlying meaning of the data. The typologies for this study were bar modeling, textbooks, workbooks, teacher edition, activities, and games. The findings that were derived from these analyses focused on 10 themes, which became the basis of a professional development training project. These themes focused on bar modeling, manipulatives, and stages of learning: concrete, pictorial, and abstract, place value, number bonds, visualization, mastery, and games. The project will support positive social change by increasing educators' insight into how to administer and implement the SMC in order to improve student mathematics achievement.</p>
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Chen, Sin-lok Angela, and 陳仙樂. "A comparison of citizenship education in Hong Kong and Singapore." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31951880.
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Chen, Sin-lok Angela. "A comparison of citizenship education in Hong Kong and Singapore." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B2035373X.
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Chee, A. L. "Character education in Singapore : bridging economic discontinuities, maintaining political continuities." Thesis, University College London (University of London), 2018. http://discovery.ucl.ac.uk/10050296/.
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Character Education (CE) is an amorphous subject. It has been recontextualised in various forms, depending on the goals of particular programmes as well as the prevailing ideology. CE is therefore, by definition, political. Using Bernstein’s ‘pedagogic device’ as a conceptual tool, this thesis critically analyses how a neoliberal-developmental state (where a strong authoritarian State single-mindedly pursues economic development) recontextualises CE. The purpose of this study is twofold: first, to explore Singapore’s conception of CE and second, to investigate how CE has been differentiated in the mainstream and gifted education programme (GEP) in two Primary schools. It involves critically analysing how CE has been recontextualised by both the Ministry of Education (MOE) and the two Singapore schools. By framing my analysis around the complexity and multiplicity of factors involved when different pedagogic agents interpret, translate, recontextualise and enact CE as an education policy, the criteria for the prioritisation of knowledge/skills/values comes to the fore. Unlike other studies which adopt an a priori conception of CE, I have used a naturalist-interpretive approach and employed multiple data collection methods. These approaches and methods allow a triangulation of my empirical findings. In terms of policy, this study reveals that the MOE’s decision for mainstream CE to be taught in the Mother Tongue languages has resulted in the provision of two starkly different discourses being transmitted to mainstream and GEP students. The didactic and communitarian orientation of the mainstream CE curriculum coexist in direct contrast with the GEP curriculum which emphasizes student needs and individuality. Additionally, the untapped ‘relative autonomy’ in the two schools studied suggest a subliminal acceptance of State-defined good citizenry. I argue that CE and the values it promotes aim to socialise students into accepting the changing neoliberal economic realities, specifically the declining levels of social mobility and increasing levels of inequality. These findings raise questions about CE’s potential to impart critical thinking and to nurture strong and independent individuals, or at the very least, serve as a provocation to think and act in relation to a precarious future.
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Nair, Susan. "Implementing the English language syllabus (secondary level) : the Singapore experience." Thesis, University of Hull, 1997. http://hydra.hull.ac.uk/resources/hull:5464.
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[From the introduction]: This study attempts to illuminate the processes of planned change. More specifically, it examines the difficulties of implementing a revised English language syllabus in the context of Singapore's educational, cultural, socio-economic and political frameworks. It considers, too, those who plan change, the assumptions and models which inform their work, and the impact of their actions. A broad view, then, is taken of syllabus implementation as part of a larger pattern of systems, individuals and events which needs to be understood before a formal implementation programme begins (Kennedy, 1988). It is recognised that a knowledge of the successes and pitfalls of previous change efforts should inform the work of syllabus writers and implementors. So, this is a historical study, a diachronic comparison of two implementation exercises, separated by a decade.
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Reaume, Hannah Colette. "Administering and Implementing the Singapore Mathematics Curriculum at a Learning Center." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/1106.
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A learning center in the southeastern part of the United States used the Singapore mathematics curriculum (SMC) to support student learning of a wide range of mathematics skills. However, a study had yet to be conducted to gain an understanding about the administration and implementation of the program. This case study was conceptually based on constructivist pedagogical theory, where learning is constructed between the teacher and students. The research questions explored how the learning center staff administered and implemented the SMC. Data for this study were collected through multiple in-depth interviews and observations of 2 educators at the learning center. These data were analyzed through typological and inductive analyses in order to discover the underlying meaning of the data. The typologies for this study were bar modeling, textbooks, workbooks, teacher edition, activities, and games. The findings that were derived from these analyses focused on 10 themes, which became the basis of a professional development training project. These themes focused on bar modeling, manipulatives, and stages of learning: concrete, pictorial, and abstract, place value, number bonds, visualization, mastery, and games. The project will support positive social change by increasing educators' insight into how to administer and implement the SMC in order to improve student mathematics achievement.
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Victor, Suzann, University of Western Sydney, of Performance Fine Arts and Design Faculty, and School of Design. "The Image Stammers." THESIS_FPFAD_SD_Victor_S.xml, 1999. http://handle.uws.edu.au:8081/1959.7/454.
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Bodies, burdened with narratives and inscribed by laws, function as signifiers of the State propaganda and nationalisms that supercede the Individual. The Image Stammers discredits the seamless fusion of the body-politic of the Singapore state with that of the Individual. This paper looks at the State as its singular source of artistic stimulation and seeks to dislodge the ventriloquised voice of that State acting upon the art object and its producer, so as to liberate the image from the singular meaning the State imposes. To do this, the analysis in this paper intervenes in the State and its organ, the media, in their attempt to imprison the reality of the performance image so as to reverse the silence that has been demanded of the artist. By reinstating this voice into the visual work the author has produced in this text, based on theories of 'internalised' Orientalism discussed by Geraldine Heng and Janadas Devan, as well as notions of abjections in the work of Elizabeth Grosz anfd Julia Kristeva, this paper attempts to strip the State of its veneer of 'purity' to expose an underside that subjects female bodies to forms of nationalism which are now more codified than ever. This paper foregrounds textual and visual embodiment as a testimony of lived experience which may further entrench, notions of Singapore as an authoritarian state. The Image Stammers bears no pretension of objectivity nor a 'politically safe and correct' one within the context of this paper, but instead, strewns fragments of subjectivity throughout its textual landscape. It seeks to overturn the 'impurity' of the abject (signified by performance art and contemporary artists) as defined, loathed and expelled by the State, into the power of resistance and maintenance of the integrity of the Individual. The Image Stammers retrieves the abject as markers of the limits of State power to become signifiers of resistance for its reconstitution into allies of the artist<br>Faculty of Performance, Fine Arts and Design
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Wong, Bing-kwan Francis. "A comparative study of environmental education curriculum in Guangzhou, Hong Kong and Singapore /." Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk/hkuto/record.jsp?B22401052.
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Goh, Kai Kok Sunny. "Chinese Indonesians pursuing Higher Education in Singapore : A Grounded Theory Approach." Thesis, University of Leicester, 2011. http://hdl.handle.net/2381/9281.
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This study generates a substantive theory of how Chinese Indonesian undergraduates adapt themselves in a Singapore private university. This thesis adopts an interpretivistic perspective and engages grounded theory research methodology. The principal source of information is a series of in-depth individual and focus group interviews with a group of 20 participants, supplemented by their diary accounts of their study activities over a week-long period. The first major outcome of this study is the generation of the theory of Selective Accommodation that describes how these international students apply various social-psychological strategies based on their perceptions of their sojourn in a foreign country and on their future intentions. Their accommodation distinctiveness, on the one hand, is a response to the perceived political persecution they face as minorities in their home country and to their acquired Indonesian culture. On the other hand, their accommodation strategies are also facilitated by Singapore’s vision of becoming a global educational hub. The result was the derivation of five accommodation categories of push factors, pull factors, pliability, study mechanisms and future direction. The second major outcome that arises from the grounded theory approach is the development of a typology of Chinese Indonesians based on how they react to the five categories during their three-year tertiary courses. This typology consists of four Ideal Types of accommodation, namely ambassadors, adherents, achievers and apathetics. In short, this study provides a fresh perspective on how foreign students adapt to life on foreign soil in their own unique ways. At the same time, it has implications for the development of theory, practice and educational research in cross border student migration.
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Kumar, Prem. "Participation, nonparticipation & dropout in adult basic education : the Singapore experience." Thesis, University of Surrey, 1994. http://epubs.surrey.ac.uk/770206/.
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This study, the first of its kind in Singapore, attempted to explore and examine the reasons for participation, nonparticipation and dropout. The research is focused on two adult basic education (ABE) programmes that are offered on a national scale, viz., Basic Education for Skills Training (BEST) and Work Improvement through Secondary Education (WISE). The reasons for participation, nonparticipation and dropout were explored from the perspective of the teachers, organisations and workers, who formed the main sample population. The research was guided by the following questions: 1) What are the profiles of the BEST & WISE teachers?, 2) What are the experiences of the teachers?, 3) What are the reasons for the participants enroling in these programmes?, 4) What are the profiles of organisations participating in these programmes?, 5) What are the issues and perspectives of these organisations in relation to the BEST & WISE programmes?, 6) What are the reasons that have 'caused' the participants to cease attending classes before the end of the course term and also for not taking the BEST & WISE examinations?, 7) Why are some workers reluctant to participate in the BEST & WISE courses and also in other continuing education programmes? Againstt his backdrop,t he thesisi s organiseda s follows: Chapter 1 lays the foundation, and examines the factors which might have affected participation, nonparticipation and dropout. It presents the nature of the BEST and WISE programmes and their rationale. Definitions of ABE are examined and the context under which ABE occurs in Singapore is then explored. ABE is also discussed from an organisational context. The rationale and significance of the study, the research questions and the definitions in relation to this research are presented. In Chapter 2, a literature riew of the inquiry is undertaken. Chapter 3 discusses the philosophical basis for the research approach and analyses the methods used to collect the data (methodological triangulation was used (questionnaire surveys, interviews (semistructured/unstructured), telephone surveys) that involved all the teachers, a sample population of the organisations, participants, nonparticipants and dropouts. This chapter also discusses the ethical considerations that were taken into account, and presents an overview of the research approach through the design of a conceptual framework. The data gathered from the BEST & WISE teachers are presented in Chapter 4 which includes a heuristic model that was used in the analysis of the BEST & WISE programmes, while Chapter 5 presents it from the perspective of the participating organisations. Chapter 6 provides an analysis of the data gathered from the participants, dropouts and nonparticipants. Chapter7 concludes with a summary, the limitations of the study, the conclusions and implications considered to be of relevance and value to the collaborating organisation of this study, in particular, the Technical Institute of Education, researchers, practitioners, curriculum designers, policy makers,amongst others,and for future research.
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Narayananayar, Vijayan. "Polytechnic education in Singapore : an exploration of pedagogies for a polytechnic." Thesis, University of Sheffield, 2017. http://etheses.whiterose.ac.uk/18425/.
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Polytechnic education in Singapore is currently going through a watershed period. The redesign of economic development in Singapore is necessitating changes to many institutions and establishments within the county. Polytechnic education that nurtures 45% of each school-going cohort to be job-ready upon graduation is emerging as a critical player in these changes. The establishment of SkillsFuture Council and various national level reports with particular reference to polytechnic education are signposts of the watershed period. Polytechnics, with an astute focus on applied study orientation since their inception, have served the needs of the Singapore economy well. Over the past five decades, polytechnics have gained a reputation of preparing job-ready graduates for industry. Pedagogy plays a crucial role in the process of nurturing polytechnic graduates for the demands of the industry. However, the scarcity of published research on polytechnic education and pedagogies indicates a need for research in this area. Hence, my research is focused on reviewing current pedagogical practices and clarifying the developments required for the impending changes affecting polytechnic education in Singapore. Adopting a constructivist conceptual framework, the study sought evidence for Polytechnic pedagogical needs through interviews with staff, i.e. the key stakeholders. The principal findings from my study highlights a need: (i) for clarity of definition and the principles underpinning pedagogy for Polytechnic; (ii) to emphasise the role of constructivist principles in aiding future pedagogy development for the polytechnic; (iii) to prepare students for workplace learning; (iv) to do an in-depth profile of polytechnic students; (v) to renew the graduate profile of polytechnic graduates; and (vi) to encourage educational research and the establishment of professional learning communities within the polytechnic.
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Leong, Wai Yee Jane. "The formation of identities and art museum education : the Singapore case." Thesis, Durham University, 2009. http://etheses.dur.ac.uk/1347/.
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Baey, Grace H. Y. "Borders and the exclusion of migrant bodies in Singapore's global city-state." Thesis, Kingston, Ont. : [s.n.], 2010. http://hdl.handle.net/1974/5671.
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Woo, Boon Seong. "Lecturers' engagement with digital pedagogy in a polytechnic in Singapore." Thesis, University of Sussex, 2019. http://sro.sussex.ac.uk/id/eprint/82080/.
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This study is located at a polytechnic within the higher education sector in Singapore. As a young nation state, Singapore's transformation from a mud-flat swamp to a metropolis can be attributed to its intensive and purposeful investments in education and technology. As Singapore celebrated her golden jubilee and reflected on her achievements in 2015, she has also laid the foundation for her progress and prosperity in the Asian Century by embarking on three future-oriented initiatives which continue to emphasise the importance of education and technology. Recent education reforms such as the SkillsFuture initiative and Singapore's aspiration towards building a Smart Nation have placed polytechnics at the centre of the action. To support these national initiatives, polytechnic lecturers have to increase the online learning components in their courses, deploy more micro-learning modules and learn to use learning analytics platforms. As one who has worked within the higher education sector for the past 20 years - as a lecturer, technology service provider, educational developer - I have witnessed the unquestioning optimism of education leaders in the apparent transformative power of technologies. Technology implementations within Singapore's higher education context is appealing as it is related to the notions of progress, development, and the preparation of her citizens for an imagined technology-rich future. However, taking such a perspective will obscure the complex interactions between the technological and the social, political and cultural contexts, and introduce certain silences into any discussion involving education and technology. My study aims to explore and interrogate the silenced and the hidden realities in the subterranean world of digital pedagogy: how various discourses shape the identity and the practices of the lecturers in the polytechnic; how changes being made at the macro-level of the system affect the doing and being of lecturers in the polytechnic. I will achieve this aim by addressing the following research questions: • How are lecturers constructed as they engage in the technology imperative? • In what ways are lecturers affected as they engage in the technology imperative? • How are pedagogical practices enacted in the online space? I review the literature to highlight the dominant discourses that promote the use and integration of technology in higher education with the aim of unravelling the power relations between different actors and how their agendas may re-constitute the identities and re-define the work of lecturers. I take an anti-essentialist methodological stance as I do not seek to find one universal truth, but I seek to understand how multiple meanings are produced and how such productions interact with issues relating to power and privilege. Through the use of semi-structured interviews with 8 lecturers, I seek to unpack the immediate and everyday practices where neoliberalism is installed and realised in professional work and lives. I draw from Foucault's concepts of power, governmentality and discipline in my analysis and ask how the generated data relate to patterns of power. By analysing the interviews through this approach, I am able to examine how the power that is invested in social practices (both discursive and non-discursive) and through a process of discursive formation affects the production of knowledge and subject positions. My findings reveal that lecturers are differently constructed by the dominant discourses of technology use in education. Some have come to own the discourse and see themselves as agents of change in these reforms. Others are more tentative and have expressed some forms of resistance. The production of ambivalent subjectivities can also be observed as neoliberal policies worked through the hard disciplines of measurement and visibility and the softer entreaties of self-management and self-improvement. This results in lecturers having to pay a high price of academic labour and occupational stress. I have also discovered that diverse forms of pedagogical practices were carried out when lecturers moved their courses online. These varied outcomes were caused by a confluence of different contexts and mechanisms. This study offers a unique insight into how national and institutional policies developed by a highly technocratic and pragmatic state have come to govern the rationalities and practices of lecturers in one institution. I conclude by reviewing the ethical aim of my study and propose how higher education needs to engage with critical pedagogy. I aim to identify spaces within my professional work context where alternatives to the pragmatic and the rational may be imagined, discussed and enacted.
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Cheng, Yi'En. "Restructuring of education, youth, and citizenship : an ethnographic study of private higher education in contemporary Singapore." Thesis, University of Oxford, 2015. http://ora.ox.ac.uk/objects/uuid:d7ee615b-6d54-4ce5-a518-0f47d69e3c5a.
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In spite of widespread critiques about the neoliberalisation of higher education and its production of citizenship in relation to the market, transformation of students into profit-maximising individuals, and the vitalisation of a self-enterprising subjectivity, many of these claims remain under-examined with respect to cultural production. The objective of this research is to explore the neoliberal production of middle-class citizenship through the lens of educated non-elite local youth in Singapore. By combining geographical, sociological and anthropological insights about education and youth, I develop a theoretically informed ethnographic case study to examine how this segment of young people reproduce themselves as middle-class citizens. The research is based on eleven months of fieldwork at a local private institute of higher education, where I hanged around, talked to, and observed Singaporean young people between ages 18 and 25 studying for their first degree. The ethnographic materials are written up into four substantive papers, demonstrating the ways in which educated non-elite Singaporean youth in private higher education engage with state disseminated ideas around neoliberal accumulation and human capital formation. I argue that these students draw on class-based sensibilities and feelings to produce vibrant forms of normativities, subjectivities, and politics that pose a challenge to dominant assumptions of a "hollowed out" citizenship under neoliberalism. The research makes two overall interventions in geographic and social scientific writings about neoliberal restructuring of higher education and its implications for youth citizenship. First, it cautions against a straightforward claim that neoliberal technologies of control have extended market values into citizenship subjectivity and, with it, the erosion of progressive political projects. Second, it provides a much-needed analysis of middle-class citizenship formation among young people caught at the losing end of a diversifying educational landscape.
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Corbeil, Annick. "The experiences of international students in transnational higher education programs in Singapore." online access from Digital Dissertation Consortium access full-text, 2006. http://libweb.cityu.edu.hk/cgi-bin/er/db/ddcdiss.pl?MR16398.
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Wong, Bing-kwan Francis, and 黃秉坤. "A comparative study of environmental education curriculum inGuangzhou, Hong Kong and Singapore." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31241190.
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Tan, Penny Peng Leng. "Music education in the knowledge-based economy of Singapore : designing a music curriculum framework for neighbourhood secondary schools." University of Western Australia. Graduate School of Educationd%695 Electronic theses, 2008. http://theses.library.uwa.edu.au/adt-WU2008.0240.
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Education in Singapore is seen as a key instrument to equip the next generation with resources to meet the needs of a Knowledge-Based Economy in a globalize world. The goal of this study is to develop a Music Education Curriculum Framework consistent with a Knowledge-Based Economy (KMCF) for Singapore neighborhood secondary schools. It provides the general context of music education in Singapore and conducts research to reveal the perspectives of key cross-sector stakeholders in music education, namely: The Ministry of Education (MOE) music and curriculum planning and development officers, National Institute of Education music academics, principals, general classroom music teachers and over 600 students. The curriculum framework will focus on the desirable qualities of Knowledge-Based Economy (KBE), particularly creativity, innovation, risk-taking, entrepreneurship and lifelong learning which have been strongly emphasized by the Singaporean government. In the light of their vision of thinking Schools, Learning Nation, the Ministry of Education is repositioning and reorienting the education system by implementing numerous initiatives and policies. The intention is to foster flexibility and diversity in a broad-based and holistic education, but the main focus to date has been on information technology, problem-solving and core subjects rather than on the creative aspects of the arts. By surveying students, this research aims to find out to what extent students find their music lessons satisfactory and whether their perspectives is compatible with those of other stakeholders. Students generally do not take music seriously, and the public perception is that a music career is limited to performing and teaching. The model curriculum framework will indicate further related careers, and the personal growth that comes through a genuine engagement with music. The Ministry of Education controls the school curriculum, structure of education, examinations, teacher qualifications and conditions of service. In 2005 it initiated a Teach Less, Learn More initiative which promoted student engagement. However, despite the rhetoric of classroom-based, teacher-owned and school-driven learning, it did not consult teachers or students and therefore failed as a vital learning organization which involved all participants in deciding future directions. For Senge (1994, p.13), a learning organization is a place where people are continually discovering how they create their reality. The curriculum design is an example of an example of an open system which this thesis addresses the issue of providing a structured programme flexible enough to adapt to contextual needs while providing the standards and outcomes needed in a competitive knowledge-based economy. This thesis makes its original contribution to knowledge by applying an open system model from organisational theory to a conventional music curriculum.
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Field, Elliot R. "Thinking outside the triangle collusion and rivalry between transnational corporations and the state in Batam, Indonesia /." Ohio : Ohio University, 2006. http://www.ohiolink.edu/etd/view.cgi?ohiou1149640149.
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Cheung, K. C. C. "Institutions, state-society relations, and the development of the information technology industry : Hong Kong and Singapore." Thesis, University of Cambridge, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.597591.
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The institutions on which this project focuses are state institutions, namely, the organisation of power of the state and the governing regime and social institutions, namely the shared social meanings and perceptions. The main research question is how such state-society relations impact on the development trajectory of the IT industry of a place. It introduces a combined use of the historical and sociological institutional approaches to analyse the findings from two empirical case studies, namely, the development of the IT industry of Hong Kong and Singapore. These two city-states are chosen owing to their similarities in cultural and colonial backgrounds and their stark differences in political and social institutions.106 in-depth interviews with IT policy makers, firm owners, practitioners and other important IT players have been conducted in Hong Kong and Singapore in order to gauge the interaction between institutions and actors in the state and society. My case studies illustrate how social and state actors respond to the state and social institutions; and illuminates how such responses can affect their attitudes at work. The findings of these case studies suggest these actors’ attitudes can directly impact on the making of IT policy and influence the development path of the IT industry. This dissertation proposes the following argument. State institutions can directly determine the state autonomy and capacity to reallocate financial and human resources in industrial development and the effectiveness of the IT industrial policy. These state institutions also engender certain kinds of social institutional environments and shape the nature of the state-society relations. Such state-society relations influence actors’ innovative behaviour at work which ultimately conditions the development trajectory of the IT industry of a place.
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Pereira, Alexius A. "The Singapore entrepreneurial state in China : a sociological study of the Suzhou Industrial Park (1992-1999)." Thesis, London School of Economics and Political Science (University of London), 2001. http://etheses.lse.ac.uk/1643/.
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This study examines the Singapore government's Suzhou Industrial Park project between 1992 and 1999. It argues that the Singapore governments' strategies can be explained as those of a 'transnational entrepreneurial state' participating in the global game of industrial production. As an interventionist government, it sought to realize financial profits in China to supplement economic growth in Singapore. The project involved two strategies designed to enhance the project's competitive advantages. Firstly, it introduced the competitive strategy to supply high quality secondary factors of production - such as industrial infrastructure and bureaucratic administration - to industrial transnational corporations seeking to locate in China. Secondly, it utilized the collaborative strategy to encourage complementary collaboration with the China government and several industrial transnational corporations. During the Construction Phase (1992-1994), both strategies were successfully implemented, enhancing the competitiveness of the Suzhou Industrial Park. During the Take-Off Phase (1994-1996), many industrial transnational corporations had responded positively to these competitive advantages and chose to locate their operations at the Suzhou Industrial Park. During the Adjustment Phase (1997-1998), the Suzhou Industrial Park lost competitiveness because of external factors such as the impact of the Asian Financial Crisis and also because of intense competition from other industrial estates in China. In the Disengagement Phase (1999), the Singapore transnational entrepreneurial state chose to withdraw from the project for economic and political reasons. This study concludes that the Singapore government differed from the archetypal interventionist state because of endogenous and exogenous factors. It became a transnational entrepreneurial state because by its resources and motivations, and its own assessment of its economic and political conditions. This study also found that the outcome of its strategies were not just dependent on how they were implemented but also on the actions of other agents, including collaborators and competitors, and the influence of the external environment.
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Luo, Yu-Ling. "The state, market and identity politics : a comparative analysis of urban redevelopment in Singapore and Taipei." Thesis, University College London (University of London), 1998. http://discovery.ucl.ac.uk/1317928/.
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Singapore and Taipei both have witnessed the re-orientation of urban redevelopment policy in their historical centres since the mid-1980s. The new planning policy has two important aspects. One is the re-invention and re-interpretation of historical and spatial icons, which are often associated with the ideological construction and moral regulation of the nation-state. The other is the state intervention in the production of the built environment, which involves the rejection of an intensive use of land, and the preference of a controlled-growth in historical urban centres. This alternative paradigm does not only encounter the reclaim of the historical built environment once is neglected, but a legacy of the entire economic, social and symbolic systems that are designed for pursuing growth and development. There is a dilemma which concerns the apparent contradiction between the use of land resources to foster economic growth and the necessity to preserve physical structure for political and symbolic purposes. This thesis attempts to explore the interplay of economic interest, political power and national identity in the transformation of Singapore and Taiwan in the post-1980 era, through analysing policies and consequences of the re-invention and re-investment in historical urban centres. This thesis provides a historic perspective of the structural setting in which the complicated relationship between the nation-state, the economy and society is constructed. It identifies a set of causal relations which have created specific conditions shaping the logic of urban policy, the planning regime, the property market and cultural practice in both countries. This thesis also reveals how the internal dynamics and conflicts of these structural and institutional factors, together with the historical and spatial development of the locality, have produced direct or indirect impacts on the policy decision-making process, the formulation of planning strategies, and the implementation of these strategies. At the end, this thesis suggests that the interplay between economic interest, political power and national identity in this planning process, is a meaningful relationship and not just a historical coincidence. By considering this planning process as the outcome of an endless negotiation between these different and conflicting forces, this thesis sheds light on the nature and the transformation of the nation-building process in two different spatial situations and historical contexts.
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Foo, See Liang. "A comparative study of accounting systems in Indonesia and Singapore." Thesis, University of Hull, 1988. http://hydra.hull.ac.uk/resources/hull:3796.
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Accounting systems are affected by historical, political, social and economic factors. Singapore and Indonesia were chosen for this study because there is very little written about accounting in either country. Singapore was under the British for nearly 150 years and the Indonesians were ruled by the Dutch for over 350 years. Besides these different colonial influences, both countries are different economically, politically and socially. This thesis traces the development of the accounting system, namely, corporate reporting, government accounting, capital market, accounting profession, accounting education and management accounting, in Indonesia and Singapore. It explains the influences that brought about these developments and analyses the features that distinguish the two systems. It is very common for developing countries to adopt foreign accounting systems. In the case of ex-colonies, the tendency has been for them to follow the practices of their colonial masters and to be influenced by the latter even after independence because of their longstanding relationships. However, the degree of reform after independence varies among countries. This study found that for Singapore, the process of adaptation and reform since independence has been dynamic, though, within the historical framework inherited from her colonial period, and there have been continued efforts to improve her accounting system to meet local requirements, and at the same time keep up with developments overseas, not only in the UK but also other developed countries such as the US, Australia, Canada and New Zealand. In the case of Indonesia, major reforms in accounting are slow and in many areas, inadequately coordinated. Reform to the commercial code, adopted from the Dutch in 1848 has been stagnant to the extent that it virtually remains intact. At the other extreme, the Jakarta stock exchange, which was established in 1977 with US support, adopted US accounting and reporting practices. The consequences of the lack of control and co-ordination gave rise to sub-standard accounting practices and the emergence of dualism in accounting training, education and practice. For example, the training and education of accounting technicians follow the Dutch system, whereas at the tertiary level, namely at State universities, the American-oriented approach with a heavy emphasis on financial reporting and auditing is taught. While it is desirable for a developing country to follow and keep up-to-date with accounting practices in developed countries, the blind transplant of foreign systems will yield negative results if the questions of compatibility and the recipient country's needs are not adequately considered. In this regard, Singapore and Indonesia present two contrasting examples on how each country handled the issues of accounting development. Finally, we have learned from this thesis the importance for developing countries to adapt and improvise accounting systems to suit their particular needs, and that purely relying on foreign assistance is inadequate to ensure the success of any national accounting development programme.
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Yeo, Kim Lian. "Mothers' involvement and children's achievement and conduct in Singapore primary schools." [Bloomington, Ind.] : Indiana University, 2007. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3277957.
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Thesis (Ph.D.)--Indiana University, Dept. of Counseling and Educational Psychology, 2007.<br>Source: Dissertation Abstracts International, Volume: 68-09, Section: B, page: 6367. Adviser: Jack A. Cummings. Title from dissertation home page (viewed May 8, 2008).
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McNeill, Michael Charles. "Sport specialisation in a Singapore secondary school : a case for legitimisation." Thesis, Loughborough University, 1999. https://dspace.lboro.ac.uk/2134/32918.
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This evaluation study of a curriculum innovation in sport specialisation was conducted in Singapore from 1994 to 1997. The longitudinal design provided scope for a comprehensive analysis of the school, the staff, the pupils and the implementation of the sports programme, known as the Sports Class. The use of qualitative as well as quantitative paradigms enabled data to be triangulated within the inquiry, which added security to the interpretation of the subjective data. Surveys, interviews and non-participant observations provided the qualitative data whilst established, validated inventories from the field produced the scientific data. A control/experimental group design was selected as a means of removing any maturational data that might have interfered with the results. The study examined the implementation of the programme as an innovation from its inception and provided formative feedback to the school from its findings through annual reports. As background research, the study considered the historical development of sport in Singapore from its colonial past through to its current status as a 'developing' nation to better understand the dominant values for sport within the culture. Elitism, gender and a pre-occupation with fitness were notions that initially directed the investigation. The study also examined the level of intrinsic motivation and assessed the task and ego profiles of the players in the programme. As well as assessing the programme outcomes against the original goals prescribed by the Principal, the study sought out unanticipated effects that made an impact on the school. The study addressed the influence this elitist initiative had on physical education from an egalitarian perspective. The study found that the programme had been successful in improving sporting as well as academic success, two of the original goals, but found that modifications made to the programme design impaired the final structure that created concerns about the future success of the initiative.
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Linhardt, Frederick J. "Missouri vocational education : the state of the State, 1994 /." free to MU campus, to others for purchase, 2002. http://wwwlib.umi.com/cr/mo/fullcit?p3052193.
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Fulton, Robert William. "Postsceondary developmental and remedial education : perspectives of state legislature education chairpersons and state higher education executive officers /." Full text (PDF) from UMI/Dissertation Abstracts International, 2000. http://wwwlib.umi.com/cr/utexas/fullcit?p9992793.
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Lee, Tong Nge. "The internationalization of Singapore universities in a globalised economy : a documentary analysis." Thesis, University of Leicester, 2013. http://hdl.handle.net/2381/27814.
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This study traces the internationalization of Singapore universities from a historical and developmental perspective. The main Research Question is: “Why and how have Singapore universities internationalized since the beginning of nationhood in the early 1960’s to the globalized economy of today?” It seeks an in-depth understanding of (a) the meanings of internationalization, (b) the rationales for it; and (c) the approaches to it - from the Singapore government’s and universities’ perspectives. The study is located within the interpretative paradigm with a qualitative research approach using documentary analysis as the sole data collection method. The focus is on the three publicly-funded universities, namely NUS, NTU and SMU in Singapore. Being publicly-funded, the rationales for internationalising and the strategies used are more likely to be influenced by governmental policies and direction. Relevant sources examined include published government and university documents available from university libraries, web-sites and government archival records. Among the key findings are - that the internationalization of Singapore universities is inevitable given 21st century globalization and knowledge-based economies; and the government’s tight instrumental interdependence between education and economic development. The term ‘internationalization’ of universities is interpreted as ‘going global’ by the government; and ‘to be a global university’ by the three case universities. Singapore‘s universities are used as key ‘instruments’ to foster and attract talent, both local and foreign – to overcome a scarcity of skilled labour. Hence, the ‘internationalization’ of Singapore universities aims to – produce ‘world ready’ graduates, enhance ‘global competitiveness’, and talent augmentation (attracting foreign talent). Some of the Internationalization strategies adopted by the government and universities are unique. Two analytical models of internationalization of universities are developed from the study as its theoretical contribution.
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Wong, Mei-fong, and 王美芳. "Language policies and their effects on mother tongue education in HongKong and Singapore." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1991. http://hub.hku.hk/bib/B31950127.
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Usher, Mark Peter. "Government of water, circulation and the city : transforming Singapore from tropical 'backwater' to global 'hydrohub'." Thesis, University of Manchester, 2015. https://www.research.manchester.ac.uk/portal/en/theses/government-of-water-circulation-and-the-city-transforming-singapore-from-tropical-backwater-to-global-hydrohub(85ab4081-be00-4d17-a6ae-401ca854ab26).html.
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This thesis will revisit Michel Foucault's original arguments on the ‘urban problem’ and the concomitant question of circulation, which I contend has been disassociated from more general renderings of his concept of governmentality. Throughout the 1970s, and particularly during his lectures at the Collège de France, Foucault would regularly return to the problem of urban circulation; how it has been conceived, calculated and distributed. Foucault would ponder the ways that material infrastructures have canalised people and resources, and naturalised their complex coexistence, in the interests of urban economic restructuring and state aggrandisement. Here, the ‘question of water’ was not only incidental to Foucault’s analytics of government but absolutely integral. Indeed, according to Foucault, whether flowing through rivers, canals, pipes, pumps, sewers or fountains, or stagnating in swamps, marshes and ditches, water has required the especial attention of town planners attempting to optimise the contentious process of urbanisation. Using Singapore as a case study, I will consider how the circulation of water has been administered under the three technologies of power identified by Foucault, with the greater emphasis put on discipline and security. The overarching argument will be that the modern state was consolidated and subsequently decentralised through the material configuration of drainage infrastructure, reservoirs and distribution systems, where governmental programmes have been co-produced with the technological networks of water circulation. Although disciplinary techniques had initially been found effective in terms of pollution control and flood alleviation, counterproductive consequences of concrete modernism quickly emerged requiring a greater uptake of security mechanisms, where government would be increasingly exercised through practices of exposure rather than enclosure. Mosquitoes were now thriving in the subterranean network of drains, valuable land was being wastefully converted into dormant storm canals, whilst people had become socially and emotionally disconnected from water. Released and revalorised, water now serves as a mobile technology of government which can penetrate and pervade the urban form and the everyday life of its inhabitants, centrifugally unleashing the potency of water flows and human desire whilst facilitating Singapore’s transformation into a global city. With its methodological nominalism and commitment to concrete practices, I argue that once reoriented around the urban problem, Foucault’s analytics can advance environmental politics debates by demonstrating that government is a mundanely material process orchestrated through the everyday infrastructure of water management. In so doing, I also shift the emphasis from the urbanisation of nature to the naturalisation of the urban, of circulation and the art of government itself.