Show Less
Restricted access

Transforming Education

Global Perspectives, Experiences and Implications

Series:

Edited By Robert A. DeVillar, Binbin Jiang and Jim Cummins

This research-based volume presents a substantive, panoramic view of ways in which Australia and countries in Africa, Asia, Europe, and North and South America engage in educational programs and practices to transform the learning processes and outcomes of their students. It reveals and analyzes national and global trajectories in key areas of educational development, and enhances readers’ understanding of the nature and complexity of educational transformation in a global context. The book’s comprehensive analysis of factors associated with transforming education within globally representative geographical, cultural, and political contexts contributes to critical scholarship; its discussion of individual country findings and cross-country patterns has significant implications for educational practitioners and leaders. The volume has direct practical relevance for educational practitioners and leaders, policymakers, and researchers, as nations remain in dire need of effective ways and means to transform their respective educational systems to (1) more ably realize educational equity, (2) make learning relevant to an increasingly diverse overall student populace, (3) ensure individual and general prosperity, and (4) promote substantive global collaboration in developing the new economy.
Show Summary Details
Restricted access

CHAPTER ELEVEN: Networking and Transformation: School Leadership Programs and Practices in Singapore: Lee Hean Lim & Zhi Quan Lim

Extract

Lee Hean Lim & Zhi Quan Lim

Introduction to a 3-Decade Journey

Singapore’s educational policies are closely intertwined with school leadership program design and implementation at the National Institute of Education (NIE), an autonomous institute of the Nanyang Technological University. The Ministry of Education (MOE) has always been allocated the second-largest portion of the national budget (Ministry of Finance, 2012), reflecting the local government’s commitment to maximizing the development of human resources. School leaders have always been deemed major educational assets of this island state, which is devoid of any natural resources. Their quality development serves to position Singapore for the future. The NIE contributes to the development of these leaders “by providing a platform for them to enhance their capacity to take their schools to new heights of excellence” (Leaders in Education Programme, 2012, p. 3). Concomitantly, there has been increasing pressure on Singapore’s leaders to be accountable for student achievement in learning.

Singapore’s nationwide school leadership development programs have been evolving. Though there have been numerous program reviews and modifications, there were only two significant program changes during the period 1984–2012. From 1984 to 2000, a full-time program of one academic year’s duration, termed Diploma in Educational Administration (DEA), served to formally prepare promising in-service school educators of Singapore for school leadership. It adopted a structured and system-wide incorporation of mentoring. In 2001, DEA was ← 231 | 232 → replaced by the Leaders in Education Program (LEP), which aspiring Singapore school leaders attended...

You are not authenticated to view the full text of this chapter or article.

This site requires a subscription or purchase to access the full text of books or journals.

Do you have any questions? Contact us.

Or login to access all content.