Tiểu luận tài chính công singapores education

Singapore's Education helps human and economic development (Total 19 pages) Intro 2.1 Reform 2.2 Policies 2.3 Index Challenges Lessons Conclusion Phương Phương Linh Phương: Chất lượng lđ (2,5 trang) Linh: HDI khác (2,5 trang) Linh Linh Phương Intro (1 trang): https://www.oecd.org/countries/singapore/46581101.pdf Referring to an outstanding economic and educational development in Asia, we can not help but mention a beautiful country - Singapore Holding the story of miraculous development, Singapore is now among the top pioneers not only in economics but also in education To Singapore, human is the most vital and important factor in its economic success Human development and human education are the secrets of Singapore's strong economic and political rise, making it one of the four Asian dragons in the region with a leading economy in the halfcentury A young country, but soon rose to the "Asian dragon" after only 50 years of "milling" spectacular that the whole world to admire But more than ever, people and the government of Singapore understand that maintaining and promoting the results achieved is not the story of 50 years but beyond Talking about Singapore- an island nation with just over 700 square kilometers and a population of only 5.5 million, people always think of this country's mysterious story in which it transformed from a "swamp land " to one of the most developed countries in the world in just 50 years Singapore economy is a developed economy, in the direction of capitalist economy Government intervention in the economy is minimized Singapore has an open business environment, low corruption, high financial transparency, stable prices, and one of the highest GDP per capita in the world (GDP 297 billion USD in 2016, GDP/capita 53 billion USD IN 2015) Singapore was once a British colony in 1819 and became an important gateway to shipping in Southeast Asia In 1959, Singapore gained its self-control In 1963, Singapore declared independence from Great Britain and merged with other former British territories to form Malaysia However, just two years later, in 1965, Lee Kuan Yew made a dare decision of separating Singapore from Malaysia to establish his own country Singapore is one of Asia’s great success stories, transforming itself from a developing country to a modern industrial economy in one generation During the last decade, Singapore’s education system has remained consistently at or near the top of most major world education ranking systems Overview When Singapore became independent in 1965, it was a poor, small (about 700 km2), tropical island with few natural resources, little fresh water, rapid population growth, substandard housing and recurring conflict among the ethnic and religious groups that made up its population At that time there was no compulsory education and only a small number of high school and college graduates and skilled workers Today, Singapore is a gleaming global hub of trade, finance and transportation Its transformation “from third world to first” in one generation is one of Asia’s great success stories (Yew, 2000) From Singapore’s beginning, education has been seen as central to building both the economy and the nation The objective was to serve as the engine of human capital to drive economic growth The ability of the government to successfully match supply with demand of education and skills is a major source of Singapore’s competitive advantage Other elements in its success include a clear vision and belief in the centrality of education for students and the nation; persistent political leadership and alignment between policy and practice; a focus on building teacher and leadership capacity to deliver reforms at the school level; ambitious standards and assessments; and a culture of continuous improvement and future orientation that benchmarks educational practices against the best in the world According to the Economist Intelligence Unit (EIU), released on September 19, Singapore's leading education system prepares the best skills for the future work of students aged 15- 24 Of the 35 countries surveyed by the EIU, Singapore ranks fifth in the world, after New Zealand, Canada, Finland and Switzerland Japan is the second best Asian country in this index with seventh place Rankings of 35 nations' educational preparation for future students on a 100-point scale Countries are categorized as good, fair, average and needing improvement Photo: Channel News Asia Regarding education policy, the EIU rated Singapore the best in the world, followed by New Zealand and Canada Educational policy rating Photo: Channel News Asia The key to Singapore's excellence in the educational system is its efficient staff, focused on building skills for the future of students and students rather than providing a traditional learning environment Regarding teaching environment, Singapore ranks eighth in the world, behind Japan (fourth) and South Korea (fifth) Singapore was rated as one of the best performing education systems in a 2007 McKinsey study of teachers (Barber and Mourshed, 2007), and was rated first in the 2007 IMD World Competitiveness Yearbook (IMD, 2007) for having an education system that best meets the needs of a competitive economy At the higher education level, the National University of Singapore was ranked 34th in the world and 4th in Asia in the Times Higher Education Supplement Rankings of World Universities in 2010 (Times Higher Education Supplement, 2010) Lacking other resources, human resources were and still are seen as the island republic’s most precious asset Education was seen, from the beginning, as central to building both the economy and the nation Its job was to deliver the human capital engine for economic growth and to create a sense of Singaporean identity The economic goals of education have given education policy a very pragmatic bent and a strong focus on scientific and technical fields Singapore’s education system has evolved over the past 40 years in tandem with the changing economy How has this little country which is not even 50 years old, evolved from a backwater undeveloped economy into a world economic and educational leader in such a short period of time? Body 3.1 Reform (5 trang): https://www.oecd.org/countries/singapore/46581101.pdf http://www.fedea.net/politicaseducativas/The_Education_System_in_Singapore_The_Keyto_its_Success.pdf 3.1.1 Before: Survival-driven phase: 1959 to 1978 According to then Prime Minister Lee Kuan Yew, the aim of Singaporean education in its early days was to “produce a good man and a useful citizen” This first phase of education has been dubbed the “survival-driven” phase In the late 1950s, 70% of GDP was from port and warehousing activities This was not enough to sustain, let alone grow, the economy which was suffering from high population growth and significant unemployment The government decided that there was a need to expand the industrial base and, because of the small size of the domestic market, to make it export-oriented It set about trying to attract foreign manufacturers who needed low-skilled labor (e.g textiles, garments, wood products), both to provide jobs and to gain expertise Prior to independence, only the affluent were educated At independence, most of Singapore’s two million people were illiterate and unskilled Therefore the focus of this “survival” period was on expanding basic education as quickly as possible Schools were built rapidly Teachers were recruited on a large scale The schools that had been established by different ethnic groups were merged into a single Singaporean education system A bilingual policy was introduced so that all children would learn both their own language and English A textbook agency was created to provide textbooks The expansion was so rapid that universal primary education was attained in 1965 and universal lower secondary by the early 1970s By the end of the “survival-driven phase”, Singapore had created a national system of public education However, the quality of education was not very high In the early 1970s, out of every 000 pupils entering primary grade one, only 444 reached secondary grade four after 10 years And of these, only 350 (35% of the cohort) gained three or more passes in O-level examinations A significant report by Dutch economic advisor Dr Albert Winsemius estimated that every year between 1970 and 1975, Singapore would be short of 500 engineers and 000 technical workers and would have a severe shortage of people with management skills (Lee, et al., 2008) The oil crisis of 1973 and the increasing competition from other Asian countries for low-skilled, labourintensive industry led to a growing realisation that Singapore’s comparative advantage was eroding and that it needed to evolve to a higher-skill economy However, a large number of policy changes and changes of ministers for education caused confusion Teacher morale was low and there was considerable attrition Although there were attempts to expand vocational education, it had low status and was viewed as a dumping ground In 1979, a watershed education report highlighted the high dropout rates and low standards and ushered in the next phase of reform (Goh, 1979) 3.1.2 During: Efficiency-driven phase: 1979 to 1996 During this phase of education, the focus shifted The government’s economic strategy was to move Singapore from a third-league, labour-intensive economy to a second-league, capital and skill-intensive country So in January 1979, a new education system was introduced Singapore moved away from its earlier one-size-fits-all approach to schooling that would create multiple pathways for students in order to reduce the drop-out rate, improve quality and produce the more technically-skilled labour force needed to achieve the new economic goals Streaming (tracking) based on academic ability was introduced, starting in elementary schools, with the goal of “enabling all students to reach their potential while recognising that all students not grow academically at the same pace” (Ho Peng, interview conducted for this report) Students could have more time, for example, to complete different stages of schooling The multiple pathways included three types of high school: i) academic high schools, which prepared students for college; ii) polytechnic high schools that focused on advanced occupational and technical training and that could also lead to college; and iii) technical institutes that focused on occupational and technical training for the lowest fifth of students As Singapore sought to attract companies with a more sophisticated technological base (e.g silicon wafers, computers), a major goal of this second phase was to produce technical workers at all levels Concerned about the low status of blue-collar jobs, from 1992 Singapore invested significantly in the Institute for Technical Education (ITE) With a number of campuses around the city, the ITE provides highquality technical and vocational education, with high-tech facilities and amenities that are comparable to those of modern universities elsewhere Each technical field is advised by industries in that sector to keep it current with changing demands and new technologies New programmes can be built for multinational companies looking to locate in Singapore There has been strong market demand for ITE graduates, and it is possible for the top graduates from the ITE to go on to polytechnics and then to university As a result of these changes, the image and attractiveness of vocational education vastly improved At the top end of the technical workforce, the number of university and polytechnic places was also expanded during this period to increase the pool of scientists and engineers 3.1.3 After: Ability-based, aspiration-driven phase: 1997 to the present day By the early 1990s, the efficiency-driven education system had yielded clear results But, as became clear during the Asian financial crisis of 1997, the world economy was shifting to a global knowledge economy The competitive framework of nations was being redefined and national progress would increasingly be determined by the discovery and application of new and marketable ideas The growth of the global knowledge economy required a paradigm shift in Singapore’s education system towards a focus on innovation, creativity and research A key instrument as Singapore intentionally navigated towards the global knowledge economy has been the government Agency for Science, Technology and Research (A* Star), which provides generous funding for research and aims to attract top scientists and scientific companies One million foreign nationals with scientific, technical or managerial skills have been encouraged to work in Singapore in international corporations and in higher education Singapore’s three universities, and especially the National University of Singapore and Nanyang Technological University, have research partnerships with leading universities around the world with a focus in selected fields, including bioinformatics, information sciences and medical technologies At the school level, Singapore created a new educational vision, “Thinking Schools, Learning Nation” This major milestone in Singapore’s education journey recognised Prime Minister Goh Chok Tong’s belief that “A nation’s wealth in the 21st century will depend on the capacity of its people to learn” (Goh, 1979) “Thinking Schools represented a vision of a school system that can develop creative thinking skills, lifelong learning passion and nationalistic commitment in the young Learning nation is a vision of learning as a national culture, where creativity and innovation flourish at every level of society” (Lee et al., 2008) Major changes were also made in the management of schools Moving away from the centralized top-down system of control, schools were organized into geographic clusters and given more autonomy Greater autonomy for schools also led to a laser-like focus on identifying and developing highly effective school leaders who can lead school transformation IT Master Plans: To exploit the potential of information and communication technology to give students access to new information sources and make anytime, anywhere learning possible National Education: Designed to better acquaint students with their own history, to strengthen civic commitments, and protect and defend Singapore’s core values In 2004, Prime Minister Lee Hsien Loong introduced the idea of “Teach Less, Learn More” as the next step under the Thinking Schools, Learning Nation umbrella Its aim was to open up more “white space” in the curriculum to engage students more deeply in learning Despite the system’s widely-recognized successes, learners were still seen as too passive, overloaded with content, driven to perform, but not necessarily inspired Teach Less, Learn More aims to “touch the hearts and engage the minds of learners by promoting a different learning paradigm in which there is less dependence on rote learning, repetitive tests and instruction, and more on engaged learning, discovery through experiences, differentiated teaching, learning of lifelong skills, and the building of character through innovative and effective teaching approaches and strategies.” (Ho Peng, interview conducted for this report) Further moves in this direction were made in 2008 with an envisioning exercise that led to Curriculum 2015 According to Ho Peng, Director General of Education in the Singapore ministry of Education, this review asserted that the Singapore education system had strong holding power and important strengths in literacy, mathematics and science, and that these should remain However, it needed to better on the soft skills that enable future learning 3.1.4 Current situation In Singapore’s education system today, students receive six years of primary education, and four to five years of secondary education, followed by two years at junior college, polytechnic or the Institute for Technical Education Singapore has shifted from a rigid system to a more flexible and responsive system, a system of ladders and bridges Singapore’s Education Reforms Diversified Secondary Structure Singapore’s secondary system provides different tracks and subjects to meet a range of abilities and needs Some 30% of less academically inclined students take vocational and technical subjects, and schools build close links to institutes of technical education and polytechnics Although Singapore is small, it is a country of advanced education, ranked 8th in the world and topped in Asia, surpassing educational and economic powers such as Japan, Korea and Taiwan (Universitas21 Scores Ranking 2016) Regardless of the level of study in Singapore, students are taught in a different way, focusing on personality training, thinking rather than forcing students to follow a certain pattern In addition, the understanding of the teacher also influences the thought of the parents, helping to reduce the pressure on students from primary school, enabling them to grow in the most natural way 3.2 Key features in Singapore's Education system (5 pages) 3.2.1 Significant Budget spending and generous Financial Assistance: http://www.singaporebudget.gov.sg/budget_2017/BudgetSpeech/RevenueExpenditure/RevenueExp enditureEstimates The Mission Statement of Singapore's Ministry of Education claims "We will provide our children with a balanced and well-rounded education, so as to help them discover their talents and realise their full potential, and nurture them into committed citizens" (http://www.singaporebudget.gov.sg/data/budget_2017/download/27%20MOE%202017.pdf) Since the founding of the republic, the high value placed on education as the key to economic development and national cohesion in a country with no natural resources is evident in the statements of Singapore’s senior leaders But the statements about “nurturing every child” are not just political rhetoric They have been accompanied by willingness at each stage to invest considerable financial resources in education, a big deal of government budget has been poured into the existing educational system in Singapore for further operation and development To be more specific, education spending rose to 3.3% of GDP in 2013 (latest data from World Bank: "World Development Indicators 2013." Washington, D.C http://data.worldbank.org/) http://www.singaporebudget.gov.sg/data/budget_2017/download/27%20MOE%202017.pdf In 2017, public spending on education is estimated to take up approximately 20% of total government expenditure (second only to defence), which means up to 13m USD dollars is for education operating and development (Source: https://www.oecd.org/countries/singapore/46581101.pdf) (Source: http://www.singaporebudget.gov.sg/data/budget_2017/download/05%20Government %20Expenditure%202017.pdf) Besides, the Ministry of Education provides financial assistance to needy Singapore Citizen students in Government, Government-aided schools and Institutes of Higher Learning (IHLs) so that all Singaporeans, regardless of their financial background, can benefit from the public best opportunities in education It also provides subsidy for school fees to Singapore Citizen students from lower and middle income families in Independent Schools, except Singapore Sports School, Northlight School, Assumption Pathway School, Crest Secondary School, Spectra Secondary School and School Of The Arts which have their own financial assistance schemes (Source: https://www.moe.gov.sg/education/financial-assistance) For Singapore Citizens studying in Government and Government-aided schools, MOE Financial Assistance Scheme (MOE FAS) provides a significant financial assistance for them A student is eligible for MOE FAS if he or she meets either of the following criteria: Gross Household Income (GHI) not exceeding $2,500 per month OR Per Capita Income (PCI) not exceeding $625 per month The introduction of PCI will enable students from larger families to benefit from financial assistance PCI is computed by dividing the gross household income by the number of members in the household The Table below provides information about the benefits under MOE FAS: Academic Level Item Primary Secondary Junior College/ Pre-U Full waiver of $6.00 per month Full waiver of $13.50 per month School Fees x Standard Miscellaneous Fees Full waiver of $6.50 per month Full waiver of $5.00 per month Full waiver of $10.00 per month Textbooks Free Free X School Attire Free Free X Bursary X X $750 Transport (From April 2015) Students taking School Bus: 50% of school bus fares Students taking public transport: $120 transport credit per annum Students taking public transport: $120 transport credit per annum Source: https://www.moe.gov.sg/education/financial-assistance/moe-financial-assistance-scheme For Singapore Citizens in independent schools, they can apply for assistance under the MOE Independent School Bursary (IBS) scheme The student needs only satisfy either the Gross Household Income (GHI) or the Per Capita Income (PCI) criterion As can be seen from the table below, the scheme provides a variety of bursary packages ranging from 100% to 33% subsidy of school fee and miscellaneous fees according to students' monthly GHI from not exceeding $2,500 to $6,001 - $7,200, respectively Monthly Gross Household Income Per Capital Income Benefits (from 01 April 2015) - 100% subsidy of school fee and miscellaneous fees - Free textbooks and school attire at Not exceeding $2,500 Not exceeding $625 - Secondary level; $750 bursary at Junior College level $120 transport credit per annum (for students taking public transport) Full subsidy for exam fees3 $2,501 - $4,000 $626 - $1,000 90% subsidy of school fee and miscellaneous fees $4,001 - $5,000 $1,001 - $1,250 70% subsidy of school fee and miscellaneous fees $5,001 - $6,000 $1,251 - $1,500 50% subsidy of school fee and miscellaneous fees $6,001 - $7,200 $1,501 - $1,800 33% subsidy of school fee and miscellaneous fees 3.2.2 Focusing on Human Development 3.2.2.1 The Desired Outcomes of Education - https://www.moe.gov.sg/education/education-system/desired-outcomes-of-education Source: https://www.moe.gov.sg/education/education-system The Desired Outcomes of Education (DOE) are attributes that educators aspire for every Singaporean to have by the completion of his/ her formal education These outcomes establish a common purpose for educators, drive Singapore's educational policies and programmes, and allow policy-makers to determine how well the education system is doing The person who is schooled in Singapore Education system embodies the Desired Outcomes of Education He/ she has a good sense of self-awareness, a sound moral compass, and the necessary skills and knowledge to take on challenges of the future He/ she is responsible to their family, community and nation; appreciates the beauty of the surrounding world, possesses a healthy mind and body, and has a zest for life In sum, according to the DOE, he/she is: • a confident person who has a strong sense of right and wrong, is adaptable and resilient, knows himself/ herself, is discerning in judgment, thinks independently and critically, and communicates effectively; • a self-directed learner who takes responsibility for his/ her own learning, who questions, reflects and perseveres in the pursuit of learning; • an active contributor who is able to work effectively in teams, exercises initiative, takes calculated risks, is innovative and strives for excellence; and, • a concerned citizen who is rooted to Singapore, has a strong civic consciousness, is informed, and takes an active role in bettering the lives of others 3.2.2.2 The key stage outcomes: The DOE are translated into a set of developmental outcomes for each key stage of Singaporean education system The Key Stage Outcomes spell out what the Education Service aspires to develop in the students through Primary, Secondary, and Post-Secondary education Each educational level builds upon the previous stages and lays the foundation for subsequent ones For example, primary school students start by learning to know and love Singapore In doing so, their belief in Singapore will be strengthened and they will understand what matters to Singapore by secondary school They will grow to be proud of Singapore and understand our country within the global context at the post-secondary level There are eight outcomes at each key stage Taken together, the Key Stage Outcomes make explicit what are aspired to develop in the young so as to lay the strong foundations for them to thrive and achieve success in life as contributing members of society 3.2.3 Human resource management which matches the demands of the system: The high quality of Singapore’s workforce today is the result of deliberate policy actions, especially dating from the 1990s onwards Since then, high-quality teachers and school leaders have formed the cornerstone of the education system and are a major reason for its high performance Rather than focusing on just one element, Singapore has developed a comprehensive system for selecting, training, compensating and developing teachers and principals, thereby creating tremendous capacity at the point of education delivery Key elements of that system are described below: • Recruitment: Prospective teachers are carefully selected from the top one-third of the secondary school graduating class, by panels that include current principals Strong academic ability is essential, as is commitment to the profession and to serving diverse student bodies Prospective teachers receive a monthly stipend that is competitive with the monthly salary for fresh graduates in other fields They must commit to teaching for at least three years Interest in teaching is seeded early through teaching internships for high school students; there is also a system for mid-career entry, which is a way of bringing real-world experience to students • Training: All teachers receive training in the Singapore curriculum at the National Institute of Education (NIE) at Nanyang Technological University They take either a diploma or a degree course depending on their level of education at entry There is a close working relationship between NIE and the schools, where all new teachers are mentored for the first few years As NIE’s primary purpose is training all Singapore teachers, there are no divisions between arts and sciences and education faculties Besides, NIE has put in place a matrix organizational structure whereby programme offices (e.g office for teacher education) liaise with individual academic groups in drawing up initial teacher training programmes As such, there is a stronger focus on pedagogical content and greater synergies among modules within each programme • Compensation: The Ministry of Education keeps a close watch on occupational starting salaries and adjusts the salaries for new teachers to ensure that teaching as seen as equally attractive as other occupations for new graduates Teacher salaries not increase as much over time as those in private sector jobs, but there are many other career opportunities within education for teachers Teaching is also regarded as a 12-month position There are retention bonuses and high-performing teachers can also earn significant amounts in performance bonuses • Professional development: In recognizing the need for teachers to keep up with the rapid changes occurring in the world and to be able to constantly improve their practice, they are entitled to 100 hours of professional development per year Courses at the NIE focus on subject matter and pedagogical knowledge and lead towards higher degrees or advanced diplomas Each school also has a fund through which it can support teacher growth, including developing fresh perspectives by going abroad to learn about aspects of education in other countries Teacher networks and professional learning communities encourage peer-to-peer learning and the academy of Singapore teachers, was opened in September 2010 to further encourage teachers to continuously share best practices • Performance appraisal: Like every other profession in Singapore, teachers’ performance is appraised annually by a number of people and against 16 different competencies Included in this enhanced Performance management System is teachers’ contribution to the academic and character development of the students in their charge, their collaboration with parents and community groups, and their contribution to their colleagues and the school as a whole Teachers who outstanding work receive a bonus from the school’s bonus pool This individual appraisal system sits within the context of great attention to the school’s overall plan for educational excellence, since all students in Singapore have multiple teachers, even in primary school • Career development: Throughout Singapore, talent is identified and nurtured rather than being left to chance After three years of teaching, teachers are assessed annually to see which of three career paths would best suit them – master teacher, specialist in curriculum or research or school leader Teachers with potential as school leaders are moved to middle management teams and receive training to prepare them for their new roles Middle managers’ performance is assessed for their potential to become vice principals, and later, principals Each stage involves a range of experience and training to prepare candidates for school leadership and innovation • Leadership selection and training: Singapore has a clear understanding that high-quality teaching and strong school performance require effective leaders Singapore’s approach to leadership is modeled on that found in large corporations The key is not just the training programme, but the whole approach to identifying and developing talent This differs from the US or UK approach, for example, in which a teacher can apply to train as a principal or school head, and then apply for a position in a school In Singapore, young teachers are continuously assessed for their leadership potential and given opportunities to demonstrate and learn, for example, by serving on committees, then being promoted to head of department at a relatively young age; some are transferred to the ministry for a period After these experiences are monitored, potential principals are selected for interviews and go through leadership situational exercises If passing these, they go to NIE for six months of executive leadership training, with their salaries paid The process is comprehensive and intensive and includes an international study trip and a project on school innovation Only 35 people per year are selected for the executive leadership training Singapore is very confident that they consistently have the best possible leaders for their schools and that there is a wide range of inputs into their selection Principals are transferred between schools periodically as part of Singapore’s continuous improvement strategy • Civil service: Finally, another critical aspect of the human resource capacity of the Singapore system is the civil service Singapore has an extremely competent civil service, including in the ministry of education Top civil servants are carefully selected, welltrained (many at the best universities in the world), pragmatic, hard-working and wellpaid They have a global outlook, paying attention to education developments around the world, and are accustomed to using data and evidence in decision making They have clear responsibility for the efficiency and effectiveness of the Singapore education system To sum up, teaching has developed into a competitive and well-regarded occupation It is also now considered to be an honor to be a teacher in Singapore 4.3 Index (5 trang) 4.3.1 Singapore’s HDI value and rank: (Source: http://hdr.undp.org/sites/all/themes/hdr_theme/country-notes/es/SGP.pdf) Singapore’s HDI value for 2015 is 0.925— which put the country in the very high human development category—positioning it at out of 188 countries and territories The rank is shared with Denmark Between 1990 and 2015, Singapore’s HDI value increased from 0.718 to 0.925, an increase of 28.8 percent Table A reviews Singapore’s progress in each of the HDI indicators Between 1990 and 2015, Singapore’s life expectancy at birth increased by 7.2 years, mean years of schooling increased by 5.8 years and expected years of schooling increased by 4.8 years Singapore’s GNI per capita increased by about 127.8 percent between 1990 and 2015 Figure below shows the contribution of each component index to Singapore’s HDI since 1990 The human development progress, as measured by the HDI, can usefully be compared to other countries For instance, during the period between 1990 and 2015 Singapore, Brunei Darussalam and Hong Kong, China (SAR) experienced different degrees of progress toward increasing their HDIs Singapore’s 2015 HDI of 0.925 is above the average of 0.892 for countries in the very high human development group and above the average of 0.720 for countries in East Asia and the Pacific From East Asia and the Pacific, countries which are close to Singapore in 2015 HDI rank and to some extent in population size are Brunei Darussalam and Hong Kong, China (SAR), which have HDIs ranked 30 and 12 respectively 4.3.2 HUMAN CAPITAL INDEX The 2013 Human Capital Index (HCI), ranked by the World Economic Forum, ranks Singapore as the third-largest country in the worlds and the most successful country in Asia in exploiting human resources Singapore is highly valued thanks to its high labor participation rate, human capital's skills and the ability to attract talented people The World Economic Forum (WEF) assesses human resource development in four categories: accessibility and equity from primary education to tertiary education; physical and mental health of people during their maturity; Human resources oriented on the basis of experience, talent, training and skills; And finally, environmental factors such as laws and infrastructure Singapore has developed a system of vocational colleges, large-scale universities and encouraged companies to train human labor for the country In addition to investing heavily in education and training, Singapore is also considered one of the countries with policies to attract high quality human capital, especially the most talented in the world This country also sees attracting talents as a top priority Singapore government has developed a policy of employing migrants, or the policy of recruiting foreign talent as population levers to offset the shortage of indigenous labor Well-trained and well-qualified human resources abroad are actively and systematically recruited to complement the limited areas of human resources in the country These people are assisted to reside in Singapore The Singapore Government exempts international students from visas, does not require financial proof, reasonable tuition fees, modern learning environments, and diverse training disciplines Thus, as a country that comes up from a low starting point and gains many impressive achievements that the whole world must admit It can be said that Singapore has made it possible to use talents to become a national brand, thus creating the traction and retention of people to serve the cause of national development Singapore's human resource development strategy is seen as a model for countries in the region as well as in the world 2.3.3 Labour Productivity among the highest in the world: The data of the beside list comes from The Conference Board and Eurostat GDP is measured in purchasing power parity, normalized to 2013 US dollar (comparable to a 2013 international dollar) It is calculated from 2005 EKS PPP estimates from Penn World Tables (PWT 7), updated with GDP deflator changes Work is measured as hours worked during the year in employee and selfemployment jobs To be more specific, the following exhibit summarizes the trends in labour productivity growth for the overall economy from 2009 to 2014 Actual Hours Worked (AHW) in Singapore has varied over the period of 2009 to 2014, in line with the economic cycle AHW per worker in the economy rose by 1.5 per cent in 2010, along with the economic recovery It then declined by 3.6 per cent on a cumulative basis between 2010 and 2014 The decline in AHW per worker over this period was observed across all sectors of the economy In fact, the fall in AHW per worker was driven predominantly by a fall in hours worked by full-time local employees A shift in employment patterns towards a greater reliance on part-time local employees also contributed to this trend Consequently, growth in labour productivity, as measured by real value-added (VA) per AHW, has been higher than the growth in real VA per worker at the overall economy level Real VA per AHW increased at a compounded annual growth rate (CAGR) of 2.9 per cent from 2009 to 2014, as compared to the 2.5 per cent recorded for real VA per worker It also increased by a CAGR of 1.3 per cent over the four years from 2010 to 2014, higher than the 0.3 per cent per annum for real VA per worker Similar trends were observed across all sectors in the economy The higher rates of growth based on real VA per AHW reflect the fall in AHW per worker, as well as the greater reliance on part-time local employees Exhibit: Real VA and Labour Productivity Growth, % Source: https://www.mti.gov.sg/MTIInsights/Pages/Trends-in-Actual-Hours-Worked-and- Implications-on-Labour-Productivity.aspx Challenges (1 trang) 3.1 Parent's obsession with top schools and academic results: Working hard and wanting to well in examinations are not the issue, but the obsession over wanting perfect grades is the issue in the existing Singapore's education system This can be blamed for parents By obsessing over perfect scores, parents are turning the education system into a lethal battlefield where only the affluent who can afford extra tuition has the upper hand Besides, parents are always obsessed with placing their children in a top school Parents have not yet understood that no matter how much they push their children, it is important to put them in schools that will support their studying styles and talents Parents in Singapore pressure their children to well on tests so they can get into the best schools There is a lot of pressure on students and teachers to produce top scores Preschool children bring home spelling homework and stress over trying to get into elite schools like the Henry Park Primary School Parents take part in lotteries to get their children into top school and breakdown if they don’t succeed Some kids carry backpacks filled up to 10 textbooks, each weighing 700 to 800 grams, Kids carry so many heavy textbooks some school introduced portable electronic devices in the pre-iPad early 2000s—with digitalized textbooks and screens they can write on—to lighten their load 3.2 Children's stress and suicides: As a result of the pressure from parents and schools, children in the Lion City experience high stress levels from primary school It’s arguable whether the perfect scores produce adults who are critical thinkers or merely rote learners, and concerns have been expressed about a lack of development in behavioral and social skills In 2015, there were a reported 27 suicides among 10- to 19-year-olds in Singapore, double that of the previous year and the highest for more than a decade, according to the Samaritans of Singapore In May 2016, an 11-year-old boy jumped to his death from the 17th floor of a flat block, fearful of sharing his exam results with his parents It was the first time the child had failed a subject (http://www.scmp.com/lifestyle/families/article/2111822/downsides-singapores-education-systemstreaming-stress-and) Although primary-school children in Singapore spend an uncommon amount of time dealing with homework and extracurricular tuition, the benefits are questionable “There is hard evidence proving that below high school, homework does not have a positive impact on learning,” Sisson says, citing the example of Finland, which takes a holistic approach to education Finnish students have little or no homework, and there is no private tuition culture in the country 3.3 A system that favors the affluent and tuition culture: Under the Direct School Admission (DSA), schools reserve places for students who have achievements and talents in sports, arts, and other programs Parents who are well off can afford to nurture their children when they are younger to prepare them for this exercise This results in the playing field being unbalanced Children who are naturally talented but does not have the means to nurture it will lose out Another problematic issue is the tuition culture Parents in Singapore not hesitate to send their children to private tuition these days One of the negative trends is that parents are putting in top dollar to ensure their children’s academic success According to a speech by Chan Chun Sing to the St Gallen Symposium Singapore Forum (Source: http://www.channelnewsasia.com/news/singapore/singapore-must-not-become-a yardsticksociety chan-chun-sing-8213094?view=DEFAULT), he said “I spoke to group of parents who said the system was too difficult, too rigid, too much tuition… So I asked, ‘Will you stop sending your son to tuition?’ And they said yes, they will stop if their neighbors stop first.” In 2001, AFP reported: “A recent survey showed parents in Singapore spent S$320 million (US$185 million) a year, or about S$1 million dollars a day, on extra tuition to boost the academic performance of their children But another survey found that 33 percent of 9-12 year-olds considered life not worth living because of the fear of academic failure [Source: Agence France Presse, March 2, 2001] Seah Chiang Nee wrote in The Star, “The preoccupation with the paper chase is a national trait During recessions, the government often increased the education budget rather than reduce it At home, families spend tens of thousands of dollars a year for special tuition or extra classes for their children The word tuition is probably the first word a Singaporean kid hears as soon as he or she learns to walk And as he grows up, it seldom leaves him; even undergraduates here get tuition [Source: http://factsanddetails.com/southeast-asia/Singapore/sub5_7c/entry-3771.html Seah Chiang Nee, The Star, July 30, 2011] Lessons for developing countries and Vietnam (1 trang) 4.1 Human resource development priorities http://tapchitaichinh.vn/nghien-cuu trao-doi/traodoi-binh-luan/bay-bai-hoc-tu-nguoi-lang-gieng-singapore-69262.html Singapore is smaller than Hanoi and many other cities in the region, with a population of just over million (including immigrants and overseas students) As an island nation without any natural resources, even fresh water is also bought from Malaysia but they have the technology to produce clean water from waste water, storm water and very modern sea Land, sand and gravel must also be purchased from abroad for construction materials They have only the property that is human, so they attach special importance to human resources, talent Thanks to the education and training facilities, good living conditions and good working conditions, Singapore has attracted many talented people from all over the world to come here to live and work Singaporeans are well-educated and can be seen in bright, clever and elegant faces Singapore has made a great effort to create a "golden" generation, a human resource that can continue to grow Singapore stronger, more solid Vietnam has the view: "To build socialism requires a socialist person," Singapore has the same viewpoint: people are the factors that create the world, the decisive factor for all successes The Lee Kuan Yew asserted, "Who wins in human strategy will triumph in economic strategy." 4.2 Alignment of the education system to economic development goals https://www.oecd.org/countries/singapore/46581101.pdf The strong link between education and economic development in Singapore has kept investment in education a central priority, made education policies highly pragmatic, led to high-quality mathematics and science and also to world-class vocational/technical education – an area where most countries fail it has also kept education dynamic, expecting to change as conditions change rather than being mired in the past While the tightness of the link may not be possible in less planned economies, bringing together economic and education policy makers, business and education leaders to continually assess changes in economic conditions and how education and economic development could better work together would strengthen both 4.3 Adaptation of proven practices from abroad https://www.oecd.org/countries/singapore/46581101.pdf the design of Singapore’s education system owes a lot to lessons from other parts of the world focused and universal use of international benchmarking and, more recently, signi cant funds for research, have enabled Singapore to move up the value chain and foster a culture in which it never stands still this system recognises the rapidity of change around the world and has the capacity and inclination to learn and adapt Singapore fosters a global outlook for everyone – teachers, principals, and students – who are expected to have “global awareness and cross-cultural skills” and to be “future-ready” in the words of tan chorh chuan, President of the national university of Singapore, Singaporeans must be ready to “scale new heights in a changed world.” While the speci c details of Singapore’s education system remain particular to Singapore, the lessons from its education journey to excellence can be generalised for other settings Success requires a clear vision and belief in the centrality of education for students and the nation; persistent political leadership and alignment between policy and practice; a focus on building teacher and leadership capacity to deliver reforms at the school level; ambitious standards and assessments; broad support in the population; and a culture of continuous improvement and future orientation that benchmarks educational practices against the best in the world Conclusion (0,5-1 trang) From a standing start in 1960, this small country has steadily advanced to the point at which it is now widely recognised as having one of the world’s leading economies and most advanced and successful education systems Singapore’s leaders were determined from the beginning not just to attract foreign business investment with low-cost labour, but to raise incomes in Singapore as rapidly and widely as possible It is obvious that education and training had to be key elements in their strategy Along with massive economic development and an advanced education system, Singapore still has to confront with major issues relating to parent’s obsession, students’ suicide rates and social inequality… Therefore, Singapore should keep its priority in human resource development and education, learn from abroad experiences and combine its educational objectives with economic goals However, in general, to many other developing countries, Singapore has become an exemplified nation for them to follow in the process of boosting economic performance and human development  ... Outcomes of Education - https://www.moe.gov.sg /education/ education-system/desired-outcomes-of -education Source: https://www.moe.gov.sg /education/ education-system The Desired Outcomes of Education. .. Singaporean education system The Key Stage Outcomes spell out what the Education Service aspires to develop in the students through Primary, Secondary, and Post-Secondary education Each educational... learning 3.1.4 Current situation In Singapore’s education system today, students receive six years of primary education, and four to five years of secondary education, followed by two years at junior