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

Author: Grafiati

Published: 4 June 2021

Last updated: 13 February 2022

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1

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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2

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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3

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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4

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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5

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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6

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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9

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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10

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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Sim, Jasmine B.-Y., and Murray Print. "THE STATE, TEACHERS AND CITIZENSHIP EDUCATION IN SINGAPORE SCHOOLS." British Journal of Educational Studies 57, no. 4 (2009): 380–99. http://dx.doi.org/10.1111/j.1467-8527.2009.00446.x.

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Gopinathan, S. "Religious education in a secular state: The Singapore experience." Asian Journal of Political Science 3, no. 2 (1995): 15–27. http://dx.doi.org/10.1080/02185379508434059.

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13

Yang, A., S. C. Cindy Ng, Q. Leong, et al. "Practical Astronomy Education at the National University of Singapore (NUS)." Physics Educator 01, no. 01 (2019): 1950004. http://dx.doi.org/10.1142/s2661339519500045.

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Singapore is not known for astronomy research. However, the interest in astronomy has grown since the 1990s, when more educational institutions and observatories were built to equip students with the skills and knowledge in astronomy. The National University of Singapore (NUS) currently has a strong and rigorous astronomy and astrophysics programme that leads to an astrophysics specialization within the physics B.Sc. degree as well as four general education modules in astronomy and astrophysics. As experimental data is the final arbiter of any scientific theory, we emphasize the practical aspects of astronomy in this programme. We also have a state-of-the-art observatory equipped with a robotic telescope and a planetarium for tutorials. This paper outlines the philosophy, pedagogy and approach of how our NUS team has achieved a very successful undergraduate astronomy and astrophysics for aspiring Singaporean youth.

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Koh, Koon Teck, Wenxiang Foo, Goken Sakamoto, and Adrian Low. "The Profile of Coaching and Coach Education in Singapore: Past, Present and Future." International Sport Coaching Journal 1, no. 2 (2014): 94–102. http://dx.doi.org/10.1123/iscj.2013-0027.

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The demand for certified sports coaches in Singapore is high, especially from the schools and private sectors. This trend is in line with the significant global growth of the vocation of sports coaching (Taylor & Garratt, 2013). The purpose of this paper is to provide an informal review of the state of coaching and coach education in Singapore, by addressing three main themes: (1) provide an overview of the evolution of the Singaporean coaching system since the late 1990s, (2) describe examples of identified ground up initiatives from various stakeholders within the coaching ecosystem and (3) draw conclusions from existing literature and provide suggestions on how coach education systems can be further developed. The foundation of the current coaching system was established in the late 1990s with the introduction of the National Coaching Accreditation Program (NCAP) and it is still the benchmark for the coaching practice in Singapore today. The basic NCAP is broken down to a theory and technical component which is administered by the Singapore Sports Council (SSC) and the National Sports Associations (NSAs) respectively. The SSC had embarked on various initiatives over the years to ensure that more Singaporeans have access to quality coaching.

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Silva, P., S. Khan, and L. Blessing. "STATE OF DESIGN EDUCATION IN SINGAPORE – INSIGHTS FROM DESIGN EDUCATION SUMMIT 2018." Proceedings of the Design Society: DESIGN Conference 1 (May 2020): 1805–14. http://dx.doi.org/10.1017/dsd.2020.79.

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AbstractThis study aims to understand the main issues in design education and discuss solutions. We conducted two workshops on the state of implementation of design in the Singaporean education system at the Design Education Summit, a conference for educators. We found that the main issues were the inclusion of design education within curriculum and change of stakeholder mindsets. Several solutions were discussed, such as ways to introduce design as part of the organization culture. We summarize results into action items and recommendations.

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Ng, Carl Jon Way. "Skilling the nation, empowering the citizen." Journal of Language and Politics 17, no. 1 (2017): 118–40. http://dx.doi.org/10.1075/jlp.16012.ng.

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Abstract This paper focuses on what is referred to as the SkillsFuture initiative as the most current crystallization of the Singapore government’s lifelong learning policy, and the state-sponsored discourse associated with it. Adopting a critical discourse-analytic approach, the study examines a data set that cuts across various genres and media (i.e. political speeches, Internet website, video clips), covering both linguistic and (moving) visual instantiations, involving semiotic features like pronouns, modality, image design parameters, and importantly, metaphor. The paper seeks to provide insight into the ideological foundations of Singapore’s education-labour policies as an indication of the ideal(ized) Singaporean citizen-subject promulgated by the state, and how these are semiotically instantiated in state-sponsored discourse. In so doing, the analysis also considers the contextual specificity of the neoliberal-oriented values purveyed, as the individualizing tropes of neoliberalism discursively interact with what might be considered a post-Confucian Singaporean communitarian/collective ethos.

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Gupta, Anthea Fraser. "Nirmala Srirekam PuruShotam, Negotiating language, constructing race: Disciplining difference in Singapore. (Contributions to the sociology of language, 79.) Berlin: Mouton de Gruyter, 1998. Pp. viii, 294. Hb DM 178.00." Language in Society 29, no. 2 (2000): 302–5. http://dx.doi.org/10.1017/s0047404500352046.

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Singapore has been much discussed as a highly developed, multilingual, multicultural city-state with a clearly articulated language policy, implemented by a strong government as part of its efforts at social engineering. Singapore's policies are variously derided and praised. Some of those who have written on the sociology of language in Singapore have reiterated government policy with little or no assessment of its meaning; thus one regularly reads that all children in Singapore receive education in English and in their mother tongue – a statement that cannot be understood without a grasp of what the concept “mother tongue” means in Singapore's socio-political system. PuruShotam's book comes from a group of scholars who are working with a theoretically informed perspective on language and ethnicity, which questions terminologies and seeks to understand how notions like “race,” “mother tongue,” and “language” work as social constructs. In Singapore this approach has been especially associated with the sociologists Geoffrey Benjamin, Sharon Siddique, Chua Beng Huat, and PuruShotam herself.

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Subchi, Imam, Siti Amsariah, and Ahmad Bachmid. "Discrimination among Ethnic Minorities Groups in Singapore." Insaniyat: Journal of Islam and Humanities 5, no. 2 (2021): 77–90. http://dx.doi.org/10.15408/insaniyat.v5i2.17915.

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This article analyzed the state of Singapore as a multiracial country and how Singapore issued regulations to harmonize life between different ethnicities in its society. This research used Systematic Literature Review (SLR) that allowed collecting relevant evidence on the given topic that fits the pre-specified eligibility criteria and have an answer for the formulated research questions. Data search was performed by searching the internet using databases such as Google Scholar, J store, Research Gate, Sage Journal, and Scientific Electronic Library Online (SciELO). The data source used in this research was the publication of the last 10 years. Some of the articles reviewed included minorities against Muslims, against ethnic minorities who were left behind in education and economics, and against people who failed to carry out the culture in the country of Singapore. These findings are largely consistent with the Singapore constitution, meaning that the Singaporean government provides equal treatment to all citizens. Article 152 of the Constitution of the Republic of Singapore guarantees the rights of minority communities to their religious belief and practice. However, in everyday life, there is discrimination against minorities, especially in terms of religion, culture, and social education. This research suggests enriching future research by obtaining interviews or direct questionnaires to minorities who live in Singapore.

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Rogerson, Andrew, and Simon Stacey. "Successful Ageing in Singapore." Geriatrics 3, no. 4 (2018): 81. http://dx.doi.org/10.3390/geriatrics3040081.

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Singapore has experienced rapid development in the past 50 years. This has presented unique challenges with regard to land space and a rapidly ageing population. The role of extrinsic factors in successful ageing is well documented, and places a degree of responsibility on the state and healthcare systems. Singapore has taken many proactive measures to meet this responsibility by implementing policy changes across multiple domains including housing, transport, education and research. One hospital in the north east of Singapore has undertaken a frailty screening program that aims to identify, prevent and reverse frailty at an early stage. This paper provides a review of these national and regional measures.

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Vinodhen, Vanessa. "The Development of Science Education During the Ability-Driven Phase in Singapore, 1997–2011." Asia-Pacific Science Education 6, no. 1 (2020): 207–27. http://dx.doi.org/10.1163/23641177-bja00007.

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Abstract This paper presents historical analysis of the development of science education in Singapore from 1997 to 2011 with the aim of understanding the impact of education initiatives introduced during this period known as the ability-driven phase in Singapore. To provide context for the research, the author first describes the state of governance and education in Singapore during this period and then provides an introduction to the Thinking Schools, Learning Nation vision, and two main educational initiatives: the Teach Less, Learn More initiative and the Information Technology Masterplan. Next the impact of these initiatives on science education is explored and the impact on science culture and science education in Singapore is discussed. The author concludes with a discussion about value of historical analysis examining the impact of policy on educational practice and a discussion about the implications of this research for science and science education in Singapore in the future.

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Sim, Jasmine B. Y., and Malathy Krishnasamy. "Building a democratic society: exploring Singapore students ' understandings of democracy." Asian Education and Development Studies 5, no. 1 (2016): 37–58. http://dx.doi.org/10.1108/aeds-07-2015-0033.

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Purpose – One would not commonly associate democracy with Singapore, instead scholars have often described Singapore as an illiberal democracy and an authoritarian state. At the same time, all Singaporean school students recite the national pledge of allegiance in school every morning, in which they pledge “to build a democratic society based on justice and equality”. What do students know about democracy? Are they able to distinguish the characteristics of democratic systems from non-democratic ones? The purpose of this paper is to report on Singapore students’ understandings of democracy. Design/methodology/approach – Using a qualitative instrumental case study design, 64 students from three secondary schools were interviewed and the social studies curriculum was analysed. Findings – Overall, students had poor knowledge of democracy. Consistent with a lack of knowledge of democracy, most students also showed a relatively uncritical acceptance of hierarchy and deference to authority, and held a superficial understanding of citizenship. Civics lessons through social studies, and the school environment did little to promote students’ engagement with democracy. Research limitations/implications – The authors argue that it is important that students be given the opportunities to develop a basic conceptual knowledge of democracy, as they are not capable of discriminating democratic characteristics from non-democratic ones without it. At the very least, students should know the relevance of what they pledge relative to their nation’s model of democracy, or in the absence of a clear model, be encouraged to struggle with the various existing models of democracies so that, as the future of Singapore, they might determine and adapt the ideals that they deem best for the nation. Originality/value – This paper is an original study of Singapore students’ understandings of democracy.

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Gopinathan, S. "Globalisation, the Singapore developmental state and education policy: a thesis revisited." Globalisation, Societies and Education 5, no. 1 (2007): 53–70. http://dx.doi.org/10.1080/14767720601133405.

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Wong, Ting-Hong. "Education and State Formation Reconsidered: Chinese School Identity in Postwar Singapore." Journal of Historical Sociology 16, no. 2 (2003): 237–65. http://dx.doi.org/10.1111/1467-6443.00203.

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Yek, Tiew Ming, and Dawn Penney. "Curriculum as praxis: Ensuring quality technical education in Singapore for the 21st century." education policy analysis archives 14 (October 20, 2006): 26. http://dx.doi.org/10.14507/epaa.v14n26.2006.

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Singapore, a small island city-state, has achieved notable economic advancement within 40 years since independence. It is fast becoming a global city and a knowledge society. In education and training, the Singapore system has evolved from its British roots. Macro performance indicators of participation rate, literacy rate and mean years of schooling, show that the current education system can be regarded as highly successful. The contributions of general education as well as technical education and training to the overall success of the nation are often cited. Technical education and training, which is globally perceived as having a lower status than "academic" curricula, has largely overcome its "image" problem in Singapore. Singaporeans have seemingly embraced technical education and training as an accessible, attractive mode of education, which therefore enjoys a high participation rate. The success and quality of technical education and training were affirmed when its main provider, the Institute of Technical Education, became the first educational institution in Singapore to win the Singapore Quality Award in October 2005. This paper provides a review of the contemporary education system and curriculum in Singapore with a focus on technical education and training vis-à-vis a vision of education and training in and for postmodern knowledge societies. Suggestions are made on how the technical education and training sector in Singapore can further develop and thrive in the 21st century, while continuing to be accessible and of high quality.

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Reyes, Vicente Chua. "Issues of Citizenship, National Identity and Political Socialization in Singapore: Implications to the Singapore Education System." Studies of Changing Societies 2013, no. 1 (2014): 37–59. http://dx.doi.org/10.2478/scs-2014-0174.

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AbstractThis inquiry attempts to address the question: How has the Singapore city-state used its education system in integrating three important cornerstones of nation-building? Using selected data from the National Orientations of Singaporeans Survey complemented by policy documents, this article explores three specific questions: (1) How is citizenship education pursued? (2) How is national identity forged? And (3) How is political socialization engendered? The inquiry concludes with challenges that the Singapore education system faces as it tries to address its nation-building project

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Morozova, O. Yu. "THE EDUCATION SYSTEM AND «LEGAL TECH» IN THE REPUBLIC OF SINGAPORE IN THE PERSPECTIVE OF THE FORMATION OF A SOCIETY OF KNOWLEDGE." Bulletin of the Tver State Technical University. Series «Social Sciences and Humanities», no. 3 (2020): 46–52. http://dx.doi.org/10.46573/2409-1391-2020-3-46-52.

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The article is devoted to the concept of « society of knowledge» in the context of the analysis of the 2005 UNESCO Report and the social model of the Republic of Singapore in the period from the mid-1960s to the present time. The author also analyzes the impact of IT on the progressive development of Singapore's education system, as well as the role of IT (legal tech) in the judicial system of the state.

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Abdullah, Walid Jumblatt, and Muhammad Haniff Hassan. "The Contextualisation of Islam in a Secular State: A Study of Singapore." ICR Journal 12, no. 1 (2021): 133–55. http://dx.doi.org/10.52282/icr.v12i1.821.

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Muslim minority communities throughout the world grapple with the contextualisation of Islam. Islamic religious scholars, or the ‘ulama', have to issue jurisprudential rulings in accordance with the social, political, and religious contexts in which they operate. In doing so, they simultaneously have to deal with matters pertaining to authority and legitimacy. This paper analyses the contextualisation of Islam in secular states, with specific reference to Singapore. A few arguments will be made. Firstly, the paper will tackle the theological justifications for the contextualisation of Islam. At the same time, the paper will highlight the limits of contextualisation. Secondly, the paper will focus on the secular state of Singapore, and the issue of contextualisation in the context of the Muslim minority community there. It is argued that the discourse on contextualisation in Singapore is not novel. We further contend that the socio-political context in Singapore rightly drives the discussion on contextualisation, but suggest areas of contention in such efforts. Even though the state is the most dominant actor in the country, and thus its ideologies and attitudes toward Islam are a key determinant in the faith’s contextualisation, other actors display agency in the process, too. This paper is situated within the literature on state-society and state-Islam relations.

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Ye.P., Isakova. "LANGUAGE POLICY IN THE PRESCHOOL SECTOR OF THE EDUCATIONAL SYSTEM OF SINGAPORE." Collection of Research Papers Pedagogical sciences, no. 93 (February 23, 2021): 22–31. http://dx.doi.org/10.32999/ksu2413-1865/2020-93-3.

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Studying language education in the preschool sector of a country, which is multinational and has a high quality education system, is useful in terms of implementing effective and proven means of updating and optimizing of domestic preschool education. The purpose of the article is to study and analyze Singapore’s language policy and ways of its implementation in the country’s preschool education sector. Methods. The work is based on the methodological principles of scientificity, objectivity and integrity. The research is based on such methods of scientific researches as the analysis of scientific literature and normative documents, synthesis, comparison, generalization and systematization of the received data.Research results. The main directions of the state activity on providing bilingual education in the preschool sector of Singapore, as well as unification and regulation of the functioning of Singapore’s preschool educational institutions in the field of language education are studied. It was found that the conceptual framework “Nurturing early learners”, proposed by the Ministry of Education of Singapore, allowed creating a single conceptual and methodological basis for the development of curricula in each individual preschool institution. Another focus of the Singaporean government has been turned to reducing the impact of English and Chinese dominance in the country’s preschool sector and to increasing the number of Malay and Tamil language programs in preschools for ensuring equal access to language education for all Singaporean ethnic groups by opening new kindergartens with an offer to study English and three native languages (optional).Conclusions. It was determined that the country’s bilingual policy was implemented with the pragmatic goal of uniting a multinational society and achieving economic growth, on the one hand, and preserving the national heritage, culture and traditions of the ethnic groups living in Singapore, on the other. Despite the private nature of Singapore’s pre-school education sector, the government is actively involved in regulating it, including language education, ensuring the principle of meritocracy by meeting the needs of all ethnic groups in language education at the pre-school level.Key words: language policy, language education, bilingualism, preschool education, English, native lan-guage, educational process. Дослідження особливостей мовної освіти в дошкільному секторі країни, яка є мультинаціональ-ною за складом населення і має високоякісну освітню систему, є корисним з точки зору запроваджен-ня ефективних та апробованих засобів оновлення та оптимізації вітчизняної дошкільної освіти. Мета статті полягає у вивченні та аналізі мовної політики Сінгапуру й засобів її реалізації в дошкільному секторі освіти країни. Методи. Робота ґрунтується на методологічних принципах науковості, об’єктив-ності та цілісності. В процесі дослідження застосовувалися такі методи наукових досліджень, як ана-ліз наукової літератури і нормативних документів, синтез, порівняння, узагальнення й систематизація отриманих даних.Результати дослідження. Простежено основні напрями діяльності держави із забезпечення білінгвальної освіти в дошкільному секторі Сінгапуру, а також уніфікації та регулювання діяльності закладів дошкільної освіти Сінгапуру у сфері мовної освіти. Встановлено, що запропонована Мініс-терством освіти Сінгапуру концептуальна рамка «Виховання дітей раннього віку» дала змогу створити єдину концептуальну й методологічну базу для розроблення навчальних програм в окремих закладах дошкільної освіти. Іншим напрямом діяльності уряду Сінгапуру стало зменшення наслідків домінуван-ня англійської та китайської мов у дошкільному секторі країни, збільшення кількості програм вивчен-ня малайської і тамільської мов у дошкільних закладах освіти задля забезпечення рівного доступу до мовної освіти для представників усіх етносів Сінгапуру за рахунок відкриття нових дитячих садочків із пропозицією вивчення англійської мови та трьох рідних мов на вибір.Висновки. Визначено, що білінгвальна політика країни запроваджена з прагматичною метою об’єд-нання багатонаціонального суспільства й досягнення економічного росту, з одного боку, та збережен-ня національної спадщини, культури й традицій етносів, які проживають у Сінгапурі, з іншого боку. Незважаючи на приватний характер дошкільного сектору освіти, уряд країни бере активну участь у його регулюванні та спрямовує свої зусилля на забезпечення потреб усіх етнічних груп населення в мовній освіті.Ключові слова: мовна політика, мовна освіта, білінгвізм, дошкільна освіта, англійська мова, рідна мова, навчальний процес.

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Wong, Ting‐Hong, and Michael Apple. "Rethinking the Education/State Formation Connection: Pedagogic Reform in Singapore, 1945–1965." Comparative Education Review 46, no. 2 (2002): 182–210. http://dx.doi.org/10.1086/340476.

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Wong and Apple. "Rethinking the Education/State Formation Connection: Pedagogic Reform in Singapore, 1945-1965." Comparative Education Review 46, no. 2 (2002): 182. http://dx.doi.org/10.2307/3542195.

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Tan, Jason. "The construction of femininity in a postcolonial state: girls’ education in Singapore." Asia Pacific Journal of Education 36, no. 1 (2016): 188–89. http://dx.doi.org/10.1080/02188791.2015.1127531.

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West, John, Stephen Houghton, Myra Taylor, and Phua Kia Ling. "The perspectives of Singapore secondary school students with vision impairments towards their inclusion in mainstream education." Australasian Journal of Special Education 28, no. 1 (2004): 18–27. http://dx.doi.org/10.1017/s1030011200025100.

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Students with vision impairments in Singapore are educated in segregated settings from an early age. On completing primary school these students continue their education in mainstream secondary school settings. This transition requires considerable adjustment on the part of students with vision impairments. The present research explored the social and emotional needs of students with vision impairments in mainstream secondary schools in Singapore. Data were gathered from nine students through semi‐structured interviews and casual observations. Individuals were also asked to record their experiences using a diary. Four propositions were developed. One, students with vision impairments express a need to have their feelings and abilitiesacknowledgedby significant others. Two, the initial experience of students with vision impairments is such that they have to make majoradjustmentsto adjust to their new learning environment. Three, students with vision impairments state they benefit from receivingsupport and assistancefrom their peers. Four, students with vision impairments state they benefit from theassistanceof teachers who act as a “bridge” in their social relationships with peers. The findings of this research have implications for the inclusion of students with special needs in Singapore.

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Chia, Yeow Tong. "History education for nation building and state formation: The case of Singapore." Citizenship Teaching and Learning 7, no. 2 (2012): 191–207. http://dx.doi.org/10.1386/ctl.7.2.191_1.

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Barr, Michael D. "Education, culture and the Singapore developmental state: “world-soul” lost and regained?" Asian Studies Review 40, no. 3 (2016): 469–70. http://dx.doi.org/10.1080/10357823.2016.1178088.

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Adler, Susan. "The construction of femininity in a postcolonial state: girls' education in Singapore." Discourse: Studies in the Cultural Politics of Education 35, no. 5 (2014): 749–51. http://dx.doi.org/10.1080/01596306.2014.927175.

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Chee, Ai Lian. "Education, culture and the Singapore developmental state: ‘World-Soul’ lost and regained?" Compare: A Journal of Comparative and International Education 47, no. 1 (2016): 137–38. http://dx.doi.org/10.1080/03057925.2016.1184031.

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Forsyth, Hannah. "Education, Culture and the Singapore Development State: “World Soul Lost and Regained”?" History of Education Review 45, no. 2 (2016): 256–57. http://dx.doi.org/10.1108/her-02-2016-0009.

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Tan, Jason. "Education, culture and the Singapore developmental state: “world-soul” lost and regained?" Asia Pacific Journal of Education 37, no. 2 (2017): 275–76. http://dx.doi.org/10.1080/02188791.2017.1310696.

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39

Menon, Ramakrishnan. "Should the U.S. Emulate Singapore's Education System to Achieve Singapore's Success in the TIMSS?" Mathematics Teaching in the Middle School 5, no. 6 (2000): 345–47. http://dx.doi.org/10.5951/mtms.5.6.0345.

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Since the release of the timss results, a call has been issued to emulate the curriculum, if not the educational practices, of Asian countries that have done well on the TIMSS. California has even stated that its “new” mathematics curriculum will be fashioned after the “rigorous” Singapore mathematics curriculum. Before endorsing such views, it would be instructive to look at some possible reasons that Singapore's eighth graders performed so well in the TIMSS and some possible implications. I list five possible reasons for Singapore students' success in the eighth-grade TIMSS and ask the reader to reflect on the implications to mathematics teaching and learning in the United States under “Questions to ponder.”

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Jones, David S. "Infrastructure management in Singapore: privatization and government control." Asian Education and Development Studies 4, no. 3 (2015): 299–311. http://dx.doi.org/10.1108/aeds-12-2014-0064.

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Purpose – Singapore is a small, densely populated city-state, which has become a prosperous global trading, investment and communications hub. In light of this, particular challenges have arisen in the development of its infrastructure to meet its needs. These challenges are met by harnessing private capital in the design, building, management and funding of the infrastructure. The purpose of this paper is to examine various arrangements in using private capital within key infrastructure sectors: mass rapid transit, roads, water supply, electricity generation and transmission, maritime ports and airport, ITC services, and industrial infrastructure, and to consider how full privatization, limited privatization (government-linked companies), direct government provision through statutory authorities (relying partly on private borrowing), and a mix of the above arrangements require infrastructure providers, even statutory authorities, to follow business practices. Design/methodology/approach – This paper adopts an empirical, discursive and critical approach. Findings – The Singapore government has continued to see its role as steering the economy into niche sectors where Singapore can acquire a competitive edge, and to overall facilitate economic development through active intervention. This includes, amongst other things, state-sponsored training and education, capital grants to start-ups, trade promotion, various fiscal incentives to businesses, guarantees for bank credit, etc. (Ghesquiere, 2007). This twin-pronged approach has been reflected in the development and management of the infrastructure. In line with the creation of a strong free enterprise economy, privatization and private capital has been a central feature of infrastructure investment and management. Originality/value – The paper shows how private capital can be used through privatization and borrowing from the private sector to manage the infrastructure. This may be considered an appropriate means to meet the needs of a densely populated small state which is also a global hub for trade, research, investment and communications. It also shows how the harnessing of private capital can be combined with continued government control to ensure that the infrastructure development reflects public policy and adheres to required standards.

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Nagalingam, Jayanthi. "Understanding Successful Aging: A Study of Older Indian Adults in Singapore." Care Management Journals 8, no. 1 (2007): 18–25. http://dx.doi.org/10.1891/152109807780494131.

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This qualitative study examines the factors that determine older Indian adults’ perceptions of successful aging. Comparisons are made between the Western and Singaporean notions of successful aging and care is taken to identify the differences in the definition of successful aging across gender, income, and educational levels. Finally, I analyze the role played by state policy and nongovernmental organizations (NGOs) in understanding and defining successful aging in Singapore. Concepts from Kahana, Kahana, and Kercher’s (1999) model of successful aging are used to test their degree of importance as factors associated with older Indians’ definition of successful aging in Singapore. Three variables, work status, marital status, and living arrangements, were employed to determine their influence on respondents’ perceptions of successful aging. In general, regardless of income and education, older males viewed financial stability and females indicated familial networks as key factors in successful aging.

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Baporikar, Neeta. "Role of Corporate Universities in Higher Education." International Journal of Applied Management Sciences and Engineering 2, no. 1 (2015): 30–43. http://dx.doi.org/10.4018/ijamse.2015010103.

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Learning and development has become increasingly challenging, critical, sophisticated and vital in knowledge based global economy. This trend is now accelerating in the rest of Asia and the Middle East. Corporations such as Infosys in India, Huawei in China, Singapore Airlines in Singapore and Etisalat in the United Arab Emirates have well-established corporate universities/learning centers. Other Asian and Middle Eastern corporations, both large and small, are following suit and allocating huge resources to strengthen their learning and development function. As corporate universities make new waves, the days of viewing them as training departments with fancy names are gone. Besides, the corporate university movement has become truly global in scope with them becoming sophisticated and highly visible world over. Using published research and the author's own work, this paper explores the current state of the corporate university and role of corporate university in higher education.

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Ho, K. C. "International Higher Education Ambitions and Regional Migration Supports." TRaNS: Trans -Regional and -National Studies of Southeast Asia 2, no. 2 (2014): 163–82. http://dx.doi.org/10.1017/trn.2014.9.

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AbstractHigher education in East Asia is at an important historical juncture where its flagship universities are locked in a race to internationalise. In this restructuring, international students become a critical element in university and national strategies, as a key resource to strengthen university research and to augment the skilled labour force of a country. This article examines the issue of student migration at three scales. First, an idea of the regional magnitude of student movements is determined by examining inbound and outbound movements of students moving out of their home countries to study abroad within Pacific Asia (East and Southeast Asia). Second, by using Singapore as a case study, the paper examines the role of state policy in the internationalisation of higher education. We see how state and university policies shape the new work of flagship universities. And third, by drilling down further and using a survey sample of National University of Singapore international students, the main body of the paper examines the process of decision making, the elements which attract students to Singapore, their adjustment process, and their plans after graduation. This paper argues that the internationalisation of education brings about a powerful set of influences to the host society particularly when there are policies facilitating foreign students and their insertion into the host economy and society. Far from being a small temporary minority locked away in ivory towers, foreign students become the focus of policy, a talent that is sourced, a pillar supporting the economy, the hope of new marriage formation and the arrest the fertility decline, and an essential ingredient in the resultant multicultural society.

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Thimm, Viola. "“I can give you money but there is no use. The best thing I [can] give you is education.” Negotiating Educational Migration and Gender in a Chinese Malaysian family." TRaNS: Trans -Regional and -National Studies of Southeast Asia 4, no. 1 (2015): 65–84. http://dx.doi.org/10.1017/trn.2015.25.

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AbstractOver the past two decades, Singapore has steadily become a popular destination for migrants. While the reasons for migrating to Singapore are many and contextual, labour and education have been the primary driving factors for attracting migrants from around the world to Singapore. Although a popular migrants’ destination, education and migration policies in Singapore are often gendered, and are negotiated along and across other axes of identification and differentiation such as ethnicity and ideas of ‘modernity’. This article analyses gendered educational migration from Malaysia to Singapore focusing particularly on how educational migration leads to female self-transformation. Specifically, I argue that social actors negotiate educational migration within their gendered family constellations. The article first contextualises the empirical material by illustrating socio-historical processes in Singapore and Malaysia. In the next sections, I discuss my ethnographic methods and examine a brief history of the state of research in gender and educational migration. In conclusion, I offer a significant contribution to the growing and important body of scholarship on gender and transnational families by illustrating how gender is negotiated in migration using the case of a single Chinese woman's migration journey to becoming a ‘modern woman’.

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Mok, Ka Ho. "When state centralism meets neo-liberalism: managing university governance change in Singapore and Malaysia." Higher Education 60, no. 4 (2010): 419–40. http://dx.doi.org/10.1007/s10734-009-9307-9.

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Ho, Li-Ching. "‘Freedom can only exist in an ordered state’: harmony and civic education in Singapore." Journal of Curriculum Studies 49, no. 4 (2016): 476–96. http://dx.doi.org/10.1080/00220272.2016.1155648.

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Wong, Ting-Hong. "Comparing state hegemonies: Chinese universities in postwar Singapore and Hong Kong." British Journal of Sociology of Education 26, no. 2 (2005): 199–218. http://dx.doi.org/10.1080/0142569042000294174.

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48

Shaimerdenova, Assel, and Jean-Claude Garcia-Zamor. "Influence of Human Capital on Economic Growth: A Comparative Analysis of Education Development in Kazakhstan, South Korea, Singapore and Malaysia." Journal of Public Administration and Governance 7, no. 3 (2017): 30. http://dx.doi.org/10.5296/jpag.v7i3.11521.

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This research paper aims to conduct a comparative analysis of human capital in Kazakhstan and South Korea, Singapore, and Malaysia. In 1997 the president of Kazakhstan announced in his "Program for Strategic Development of Kazakhstan until 2030" that the country by 2030 will be one of the developed countries in the world such as the “Asian Tigers” - South Korea, Singapore, and Malaysia. Thus, the research paper seeks to determine the level of economic development and human capital of Kazakhstan compared with those countries. The paper discusses the situation in South Korea, Singapore and Malaysia in order to find directions for economic improvements in Kazakhstan through developing human capital. After reviewing the education development of Korea, Singapore and Malaysia and the state of the economy and education in Kazakhstan, it concluded that it is crucial for Kazakhstan to develop its human capital in order to turn the country into a diversified, highly productive economy and to reach its goal of joining the top-30 developed countries in the world.

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Wong, Ting‐Hong. "Education and state formation reappraised—Chinese school identity in postwar Singapore and Hong Kong." International Studies in Sociology of Education 17, no. 1-2 (2007): 63–78. http://dx.doi.org/10.1080/09620210701433761.

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Wong, Ting-Hong. "Knowledge, control and critical thinking in Singapore: state ideology and the politics of pedagogic recontextualization." Curriculum Journal 28, no. 2 (2017): 300–301. http://dx.doi.org/10.1080/09585176.2017.1308092.

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