Directory UMM :Data Elmu:jurnal:I:International Journal of Educational Management:Vol10.Issue4.1996:

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Inte rnatio nal Jo urnal o f Educ atio nal Manage me nt 1 0 / 4 [1996] 1 0 –1 4

Education for living tomorrow: premisses for

developmental planning

Keng Choy Chong

Se nio r Le c ture r in the Divis io n o f Po lic y and Manage me nt Studie s , Nanyang Te c hno lo gic al Unive rs ity, Singapo re

States that the foreseeable future scenario of Singapore suggests the need to include premisses about the future in school developmental plan-ning. Outlines a futuring process taught in Singapore as a possible way of obtaining such premisses. This fi ve-step process includes a delphi survey. Gives results from three delphi surveys done in Singapore at the end of the article to illustrate the kinds of data that school leaders could use as premisses in developmental planning.

Looking back from the future

Sin ga p or e, 2010. Sin ga p or e celeb r a t es yet a n ot h er good yea r. T h e cit y s t a t e h a s b een r id in g t h e w aves of h igh econ om ic gr ow t h in t h e Asia -P a cifi c r e gion , a ch iev in g a st r in g of “fi r s t s” in m a n y a n d d iver s e a r ea s of h u m a n en d eavou r. T h is ga r d en cit y h a s lon g b een a sy m b ol of gr ea t p oss ib ilit ies for s m a ll cou n -t r ies. H av in g r ecen -t ly a -t -t a in ed d evelop ed cou n t r y q u a lit y of life for it s cit izen s, t h e Re p u blic n ow d ecla r es t h a t it h a s a ch ieved it s t a r get for fr ee t r a d e in t h e As ia -P a cifi c r e gion , a s s p elled ou t in t h e 1994 Bogor Decla r a t ion of t h e As ia P a cifi c E con om ic Coop er a -t ion For u m h eld in In d on es ia . In -t h e la s -t d eca d e, Sin ga p or e h a s b ecom e a fu lly en a bled in for m a t ion s ociet y a n d h a s b een h a iled a s t h e wor ld ’s fi r st fu lly n et wor k ed societ y – on e in w h ich a ll h om es, s ch ools, bu s in ess es, t r a n s p or t sy s t em s a n d gover n m en t a gen cies a r e in t er con n ect ed in a n elect r on ic gr id . T h e econ om y is a n od e in a va s t glob a l n et wor k of econ om ies. It b oa s t s a fu lly com p u t er -lit er a t e wor k for ce, em p loyed in glob a lly n et wor k ed wor k p la ces. It s ees it self a s a glob a l cit y, w it h t h e wor ld a s it s h in t er la n d . You n ger Sin ga -p or ea n s h ave ex-p er ien ced r a -p id ch a n ges in t h eir lifes t y le in t h is m a gica l won d er la n d of t ech n ologica l a p p lica t ion s. T h ey ca n en joy t r y in g on clot h es fr om t h eir favou r it e st or e w it h ou t leav in g t h eir liv in g r oom , m a d e p os-sible by a gia n t w a ll scr een by w h ich t h e clien t ca n v iew t h e clot h in g a n d w a t ch it b ein g “fi t t ed ” elect r on ica lly on t o a lifelik e self im a ge. St u d en t s d is cu s s w it h t h eir p r ofes-sor s fr om “colla b or a t ive” u n iver s it ies loca t ed a ll over t h e wor ld a n d execu t ives h old v id eo con fer en ces w it h in vest or s in ot h er cou n t r ies r igh t fr om t h eir liv in g r oom by t h e s a m e gia n t w a ll scr een .

T h e s a m e t ech n ology en a bles p r ofes sion a ls, lik e a r ch it ect s, en gin eer s, law yer s, t ea ch er s a n d m ed ica l p r a ct it ion er s, t o ga in a cces s t o d iver s e d a t a b a ses a n d t o d em on s t r a t e t h e effica cy of t h eir id ea s a n d in n ova t ion s t o on e a n ot h er wor ldw id e. Sin ga p or e en joy s it s r ole a s a h i-t ech t est in g gr ou n d . A ver y su cces sfu l exp er im en t in IT-b a s ed ed u ca t ion is t a k in g Sin ga p or e ou t of t h e r igid t r a d it ion a l sch ool of ch a lk a n d b oa r d a n d in t o a n excit in g s u p er h igh w ay for m u lt im ed ia s ch oolin g. Be gin

-n i-n g a s a st u d e-n t -t ea ch er wor k b e-n ch (STW) p r oject in t h e m id 1990s, sn ow b a llin g in n ova -t ive a p p lica -t ion s of -t h e k ey -t ech n ology of in t er a ct ive m u lt im ed ia a llow st u d en t s a n d t ea ch er s a ccess t o glob a l n et wor k s of com m u -n ica t io-n , a s w ell a s loca l a -n d i-n t er -n a t io-n a l com p u t er d a t a b a ses, con t a in in g m u lt im ed ia lea r n in g m a t er ia ls for r efer en ce a n d p r esen -t a -t ion . S-t u d en -t s a n d -t ea ch er s d is cu s s a n d wor k t oget h er on p r oject s v ia elect r on ic lea r n in g n et wor k s t h a t lin k s ch ools a n d h om es. In cr ea sin g u se of in t er a ct ive m u lt im e-d ia t ech n ology in s ch ools h elp s t o sp aw n a n ew in d u s t r y r ela t ed t o soft w a r e a n d h a r d -w a r e for in it ia l s u p p or t of STW a n d n o-w in cr ea sin gly for exp or t . E d u ca t or s a r e t a k in g t h e lea d a n d sh ow in g t h e w ay in h elp in g Sin ga p or ea n s t o live, lea r n a n d wor k com for t -a bly in -a n “in t elligen t isl-a n d ”. Sin g-a p or e is b ecom in g a lea r n in g n a t ion , a societ y of lea r n in g or ga n iza t ion s w it h a p op u la t ion of lea r n in g in d iv id u a ls.

Changing structure of school

developmental planning

T h is scen a r io of Sin ga p or e in t h e ea r ly t w en t y -fi r st cen t u r y cou ld w ell b e a n excer p t fr om a n elect r on ic n ew sm a ga zin e of t h e yea r 2010. A Sin ga p or e st u d en t cou ld w ell b e r ea d -in g it on t h e In t er n et . Alt h ou gh it exist s n ow on ly in t h e m in d , lik e a ll s cen a r ios of t h e fu t u r e, it is b eliev a b le. It is b elieved t o b e h igh ly p r ob a ble in Sin ga p or e, ju d gin g fr om r ecen t a r t icles in n ew sp a p er s a n d

n ew sm a ga zin es. F u r t h er, t h e Sin ga p or e gov -er n m en t h a s b een in vest in g h eav ily in lin e w it h it s in for m a t ion t ech n ology st r a t e gy [1]. T h is st r a t e gy is, in p a r t , a b ou t r a p id d evelop -m en t of in for -m a t ion t ech n ology t h a t w ill a ffect t h e fu t u r e of sch oolin g. T h er e a r e ot h er p ossible ext er n a l in fl u en ces[2,3] on sch ools t oo. H ow cou ld sch ool lea d er s b e h elp ed t o p la n for t h e fu t u r e?

Sch ool lea d er sh ip is a b ou t p r e p a r in g st u -d en t s for liv in g a n -d wor k in g in a fu t u r e k n ow led ge-b a sed societ y a n d p r e p a r in g t ea ch er s for n ew w ay s of t ea ch in g a n d lea r n -in g. E d u ca t ion is a b ou t h elp -in g you n g p eop le t o a ch ieve t h eir gr ea t est p ot en t ia l for wor k a n d life in t h e for es eea ble fu t u r e. The author has permission

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Educ atio n fo r living to mo rro w: pre misse s fo r de ve lo pme ntal planning

Inte rnatio nal Jo urnal o f Educ atio nal Manage me nt 1 0 / 4 [1 9 9 6 ] 1 0 –1 4

H olcom b [4, p. 41] a dvoca t ed a sim ila r t h r u s t for s ch ools in t h e USA:

We m u s t p r e p a r e ch ild r en in ou r sch ools t o fa ce t h eir fu t u r e. We m u s t p r e p a r e t h em t o cop e, a t a n a d u lt level, in or d er for t h em t o a s su m e t h eir r esp on sib ilit ies in t h e yea r 2020 a n d b eyon d .

T h e offer of fu r t h er d ecen t r a liza t ion of UK sch ool m a n a gem en t cou ld s u gges t t h a t “s ch ools w ill h ave t o d ecid e in d iv id u a lly t h eir st r a t e gic d ir ect ion in t h e ed u ca t ion a l m a r k et -p la ce, id en t ify t h e t y -p e of s ch ool t h a t t h ey in t en d t o b ecom e a n d p la n t h e r a n ge of ser -v ices t h a t t h ey in t en d t o p r o-v id e for t h eir va r iou s clien t gr ou p s ”[5, p. 7]. P la n n in g is a lw ay s fu t u r e or ien t ed a n d ch a n ge r ela t ed [6]. Cou p led w it h t h e exp ect a t ion for r a p id ch a n ge in Sin ga p or ea n societ y, s ch ool d evel-op m en t a l p la n n in g m u s t in clu d e look in g a t fu t u r e s cen a r ios of t h e ext er n a l en v ir on m en t of s ch ools. Su ch fu t u r e s cen a r ios cou ld h elp sch ool lea d er s t o con ju r e in t h eir m in d s “a v is ion of a fu t u r e for a ll of t h eir ch ild r en ”[7, p. 14] or “s om e sor t of cor p or a t e v ision of t h e fu t u r e”[8, p. 174]. T h e cu r r en t st r u ct u r e of p la n n in g for s ch ool d evelop m en t or “sch ool d evelop m en t p la n n in g” m u s t t h er efor e give w ay t o a n ew on e t h a t in cor p or a t es en v ir on -m en t s ca n n in g a s a w ay of ob t a in in g in p u t d a t a for fu t u r e p la n n in g. Sch ools ca n n o lon ger look on ly a t w h a t h a s b een d on e by eva lu a t in g t h e ext en t t o w h ich p a s t r es u lt s d ev ia t e fr om ob ject ives. Sch ools m u s t look a lso a t t h e en v ir on m en t t o u n cover s a lien t ch a n gin g p a t t er n s t h a t cou ld s er ve a s a d d i-t ion a l in p u i-t in i-t o i-t h e p la n n in g p r ocess, esp e-cia lly w h en s ch ools a r e b ecom in g self-m a n a g-in g[9].

Ch a n gin g p a t t er n s in t h e ext er n a l en v ir on -m en t of s ch ools in clu d e w h a t is ch a n gin g a n d it s d ir ect ion of ch a n ge over t im e in t o t h e fu t u r e. T h ese ch a n gin g p a t t er n s d r ive evolv -in g s ch ool v is ion s. Sch ool d evelop m en t a l p la n n in g r efer s t o a con t in u ou s cycle in t h a t t h e p r ev iou s p la n is b ein g fed in t o cu r r en t p la n n in g for a n ew p la n , w h ich in t u r n w ill b e fed in t o s u b s eq u en t p la n n in g for yet a n ot h er p la n . A r a p id ly ch a n gin g ext er n a l en v ir on -m en t -m u st b e h a r n essed by p la n n in g t h a t d evelop s s ch ools. Sch ool lea d er s in Sin ga p or e t h er efor e n eed t o lea r n a fu t u r in g p r ocess for ob s er v in g su ch sa lien t ch a n gin g p a t t er n s in t h e en v ir on m en t , es p ecia lly w h en t h ey h ave in cr ea s in gly gr ea t er a u t on om y in sch ool m a n a gem en t [10]. Befor e t h a t , t h ey m u s t h ave a n aw a r en es s of a fu t u r es or ien t a t ion t h a t cou ld h elp t h em t o h elp t h eir s t u d en t s t o p r e p a r e for a for es eea ble fu t u r e wor ld of wor k a n d life. H ow cou ld t h ey b e h elp ed t o a cq u ir e t h is aw a r en ess?

New initiatives: scanning

environment and futuring

T h e N a t ion a l In st it u t e of E d u ca t ion of t h e N a n ya n g Tech n ologica l Un iver sit y is t a k in g t h e lea d in h elp in g sch ool lea d er s t o d evelop t h e aw a r en ess of t h e n eed for fu t u r in g in p la n n in g a n d t o lea r n a fu t u r in g p r ocess for st u dy in g a n a r ea of con cer n r ela t ed t o sch ool-in g ool-in t h e fu t u r e. T h is n ew ool-in it ia t ive a im s a t h elp in g sch ool lea d er s t o r et h in k t h eir p la n -n i-n g p r em isses[11] by i-n clu d i-n g a ss u m p t io-n s a b ou t t h e fu t u r e. Sch ool h ea d s of d e p a r t m en t s a t t en d in g a m a n a gem en t t r a in in g

p r ogr a m m e a t t h e In st it u t e a r e d iv id ed in t o gr ou p s for st u dy in g t h e fu t u r e w it h t h e in t en -t ion of wor k in g ou -t a p r oa c-t ive p la n for -t h eir sch ool d e p a r t m en t s. T h is p r ogr a m m e is ca lled t h e F u r t h er P r ofession a l Dip lom a in E d u ca t ion p r ogr a m m e, by w h ich a ll h ea d s of d e p a r t m en t s in Sin ga p or e sch ools r eceive t h eir m a n a gem en t t r a in in g. In ou t lin e, t h is fu t u r in g p r ocess h a s fi ve st e p s:

1 b r a in st or m in g r ou n d s; 2 d elp h i su r vey ;

3 fu t u r es w h eel m a p p in g;

4 cr oss-im p a ct m a t r ix a n a ly s is; a n d 5 s cen a r io w r it in g.

T h ese st e p s a r e q u it e st a n d a r d in fu t u r es r esea r ch . T h e d elp h i su r vey, in p a r t icu la r, “h a s a d e gr ee of scien t ifi c r esp ect a b ilit y a n d a cce p t a n ce”[11, p. 186]. Det a ils of t h is p r ocess ca n b e fou n d in Leon g[12] a n d t h e fi ve st e p s d es cr ib ed in t h is p a p er a r e h igh ligh t ed h er e. In t h e fi r s t s t e p, t h e h ea d s of d e p a r t m en t s ser v in g a s r esea r ch er s ca r r y ou t a b r a in -st or m in g r ou n d for a li-st of t r en d s t h a t cou ld a ffect t h e fu t u r e of ed u ca t ion in a given a r ea of con cer n . T h e s econ d s t e p of t h e d elp h i su r vey in t h e fu t u r in g p r oces s is t o su b m it a lis t of t r en d s gen er a t ed t h r ou gh b r a in st or m -in g r ou n d s for scr u t -in y a n d feed b a ck by a p a n el of p eop le w it h k n ow led ge a n d st a k e in t h e a r ea of con cer n . T h e d elp h i p a n el m em -b er s a r e a sk ed t o ch oos e fou r m ost p r o-b a -ble t r en d s a n d t o r a n k t h em . T h e t h ir d st e p of t h e fu t u r in g p r ocess con sist s of m a p p in g a fu t u r es w h eel, w h ich lin k s lik ely con -seq u en ces of a t r en d id en t ifi ed by t h e d elp h i p a n el. E a ch lik ely con seq u en ce gen er a t ed b ecom es t h e ca u sa l even t for m or e lik ely con seq u en ces. St e p fou r, cr oss-im p a ct m a t r ix a n a ly sis, con sis t s of d et er m in in g p ossible in t er a ct ion s a m on g t h e list ed lik ely con se-q u en ces m a p p ed in t h e fu t u r es w h eel in a sy st em a t ic m a n n er

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p r ocess t h a t in clu d es a d elp h i s u r vey ca n ser ve a s a wor k a ble w ay of en v ir on m en t a l sca n n in g for bu s y s ch ool lea d er s in Sin ga -p or e. Sch ools s h ou ld in v it e m em b er s of t h e com m u n it y t o p a r t icip a t e in s ch ool d evelop m en t a l p la n n in g a s t h eir d elp h i p a n el m em -b er s. T h ese m em -b er s of t h e com m u n it y ca n give s ch ool lea d er s gr ou n d ed p la n n in g p r e-m is s es t h a t con n ect w h a t is d on e in t h eir sch ools w it h t h e com m u n it y a n d t h e wor ld of wor k . Wh a t ca n sch ool lea d er s lea r n fr om d elp h i s t u d ies ?

Salient changing patterns in

Singapore: results from three delphi

studies

To en d t h is a r t icle, 12 p r ob a ble a ss u m p t ion s a b ou t ed u ca t ion for liv in g in Sin ga p or e t ow a r d s t h e t w en t y fi r s t cen t u r y a r e h igh -ligh t ed for r ea d er s t o a p p r ecia t e t h e k in d s of d a t a ob t a in a ble fr om t h e a b ove fu t u r in g p r ocess for s ch ool d evelop m en t a l p la n n in g. T h es e a s s u m p t ion s w er e collect ed by t wo gr ou p s of s ch ool h ea d s of d e p a r t m en t s in 1990 a n d a n ot h er gr ou p in 1992. Alt oget h er t h er e w er e 124 h ea d s of d e p a r t m en t s in volved . E a ch gr ou p h a d t h e h elp of on e d elp h i p a n el, ea ch of w h ich s elect ed fou r m ost p r ob a ble t r en d s. T h e t h r ee d elp h i p a n els com p r ised a t ot a l of 85 p eop le w h o w er e in v it ed fr om d iffer en t w a lk s of life in Sin ga p or e. E a ch is t h er efor e a ble t o give a v iew of t h e fu t u r e fr om a va n -t a ge p oin -t r ela -t ed -t o a p a r -t icu la r w a lk of life. T h e follow in g 12 p r ob a ble a ss u m p t ion s a b ou t ed u ca t ion for liv in g in Sin ga p or e t ow a r d s t h e t w en t y -fi r s t cen t u r y a r e t h e r es u lt s of colla b o-r a t ive effoo-r t of a go-r a n d t ot a l of 209 p eop le in sid e a n d ou t sid e t h e F u r t h er P r ofes sion a l Dip lom a in E d u ca t ion p r ogr a m m e in t h e b e gin n in g of t h e 1990s. T h ey a r e gr ou p ed u n d er t h r ee h ea d in gs, n a m ely :

1 t ea ch in g a n d lea r n in g;

2 m a n a gem en t a n d or ga n iza t ion ; a n d 3 s ch oolin g a n d t h e en v ir on m en t .

A p a r a gr a p h for a m p lifi ca t ion is given w it h ea ch a s s u m p t ion . Com m en t s m a d e by d elp h i p a n el m em b er s a n d m a jor p r em iss es u s ed by h ea d s of d e p a r t m en t s for con st r u ct in g t h eir scen a r ios of t h e fu t u r e s er ve a s t h e b a ses for w r it in g t h ese p a r a gr a p h s t o a m p lify t h e 12 p r ob a ble a ss u m p t ion s:

Teaching and learning

T h er e w ill b e a h igh er level of p a r t icip a t ion in s t a ff t r a in in g a n d s t a ff d evelop m en t p r o-gr a m m es by t ea ch er s. Tea ch er s w ill h ave t o k ee p a b r ea s t w it h n ew t ech n ologies a n d t r en d s in ed u ca t ion . T h ey w ill h ave t o b e aw a r e of r a p id ch a n ges a n d d evelop m en t in

k n ow led ge a n d t h eor ies a s w ell a s societ a l sh ift s. T h ese t ea ch er s w ill b e b et t er a ble t o h elp st u d en t s t o a d a p t a n d ch a n ge t h em selves t o fa ce fu t u r e ch a llen ges. Gr ea t er a n d m or e com p r eh en sive d evelop m en t of h u m a n r esou r ces w ill b e in st it u t ed . Sch ools w ill u se m or e con su lt a n t s. Wid er a n d m or e fl exible cu r r icu la w ill b e ava ila ble for s t u d en t s. Gr ea t er d evelop m en t of r es ou r ces w ill b e d ir ect ed t ow a r d s in for m a t ion t ech n ology for t h e su p p or t of lea r n in g a n d t ea ch in g. Wit h in cr ea sin g u s e of in t er a ct ive m u lt im ed ia sy st em s, t h er e w ill b e con com it a n t sh ift of p r od u ct ion of t ea ch in g m a t er ia ls t o sch ools. Mor e sh a r in g session s for t ea ch er s w ill b e or ga n ized w it h in a n d a m on g sch ools. Mor e sop h ist ica t ed soft w a r e w ill b e ava ila ble for sch ool a d m in ist r a t ion t o m a n a ge a n em er g-in g elect r on ic n et wor k for t ea ch g-in g a n d lea r n in g. T h e in cr ea sin g cost of s ch oolin g w ill en cou r a ge sch ools t o seek m or e fi n a n cia l h elp fr om ot h er or ga n iza t ion s.

E x p lora tor y tea ch in g a n d lea r n in g tech -n iqu es w ill b e u sed m ore ex te-n siv ely i-n sch ools.

E xp lor a t or y t ea ch in g a n d lea r n in g m et h od s w ill fost er a closer lin k b et w een t h e sch ool a n d t h e wor ld of wor k . Op p or t u n it y for self-d ir ect eself-d exp lor a t ion w ill b e in cr ea seself-d w it h t h e u s e of in t er a ct ive m u lt im ed ia sy st em s a n d w ill give st u d en t s a m or e m ea n in gfu l ed u ca t ion a l exp er ien ce. T h is m et h od w ill b e con sid er ed effect ive for fa cilit a t in g b et t er com p r eh en sion of t h e s ch ool-wor ld lin k a ge. Mea n in gfu l ed u ca t ion a l exp er ien ce w ill in cr ea se t h e r et en t ion r a t e of k n ow led ge a m on g st u d en t s.

T h e com p u ter w ill b e w id ely u sed in tea ch in g, lea r n in g a n d ev a lu a tin g p rocesses. Com p u t er s

w ill b e w id ely u sed in t h e yea r 2000 in Sin ga -p or e. Com -p u t er s w ill m a k e t ea ch in g m or e in t er est in g, excit in g a n d in t er a ct ive. Wit h t h e w id esp r ea d in t r od u ct ion of m u lt im ed ia com -p u t er s in t o sch ools a n d t h e -p ilot in g of t h e STW p r oject in Sin ga p or e, t h e u se of com p u t-er s w ill ga in in cr ea sin g p op u la r it y. Wit h in cr ea sin g p a r t icip a t ion of t ea ch er s in t r a in -in g a n d d evelop m en t p r ogr a m m es, t h ey w ill b e well eq u ip p ed t o h a n d le t h e ch a n ge. All st u d en t s w ill b e com p u t er lit er a t e. P u p ils w ill ga in con fi d en ce in t h e u se of t h e n ew t ech n ol-ogy a n d in n ova t ion s. Com p u t er s w ill b ecom e a n in t e gr a l p a r t of ed u ca t ion b eca u se of ca r efu l a n d in n ova t ive sch ool d evelop m en t a l p la n -n i-n g. Sch ools w ill p r e p a r e a -n ew ge-n er a t io-n of Sin ga p or ea n s for t h e em er gin g h i-t ech societ y. T h er e w ill b e a n in cr ea se in d em a n d for com -p u t er h a r dw a r e a n d soft w a r e a s Sin ga -p or ea n s b ecom e b et t er a d a p t ed t o n ew a p p lica t ion s of com p u t er t o wor k a n d d a ily life.

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b e a cq u ir ed by st u d en t s t h r ou gh p r a ct ica l exp er ien ce in fi eld t r ip s a n d ou t d oor les son s. T h es e gr ou p a ct iv it ies w ill in cr ea se s t u d en t s’ aw a r en es s of t h e r ea l wor ld b eyon d v ir t u a l r ea lit y a n d w ill p r ov id e for t h eir n eed for gr ou p in t er a ct ion . A b a la n ced a n d a ll-r ou n d ed u ca t ion w ill b e em p h a s ized a s t h e a im of t h e s ch ool cu r r icu lu m a n d a s a wor k in g d efi n -it ion of t h e con ce p t of “q u a l-it y ” ed u ca t ion .

T h ere w ill b e grea ter em ph a sis on pr oblem -solvin g, cr itica l th in k in g a n d d ecision -m a k in g sk ills in cu r r icu lu m . Qu a lity edu ca tion w ill be

pr ovided for stu den ts to cope w ith th e dem a n ds of a con sta n tly ch a n gin g society. Stu den ts w ill lea r n to cope w ith r ea l life ever y-day pr oblem s. Stu den ts w ill lea r n th in k in g sk ills to en cou r a ge in telligen t beh aviou r. Developm en t of th e m in d w ill h ave a n im pa ct on va r iou s sph er es of a k n ow ledge-ba sed soci-ety. Ch ildr en , lik e th eir tea ch er s, w ill lea r n to a dopt a fu tu r es or ien ta tion in th eir th in k in g. Lea r n in g to lea r n w ill h elp stu den ts to ca r r y on lea r n in g th r ou gh ou t th eir lifespa n . Rela ted sk ills w ill en a ble a n d equ ip pu pils to loca te a n d pr ocess k n ow ledge r ea dily for su ccess in th eir a du lt wor k in g lives. Sin ga por ea n s w ill lea r n to be cr ea tive, com petitive a n d pr a gm a tic, in or der to k eep th e econ ogm y in ter n a -tion a lly com petitive. E m ph a sis on th in k in g sk ills w ill r equ ir e con sta n t u pgr a din g of tea ch er s, a n d explor a tor y tea ch in g m eth ods a n d lea r n in g tech n iqu es w ill be u sed m or e fr equ en tly in tea ch in g a n d lea r n in g.

Management and organization

Grea ter a u ton om y w ill b e giv en to sch ools in a rea s su ch a s recru itm en t of tea ch ers, selection of su b jects, cu r r icu lu m tim e a n d ex a m in a tion s to ca ter to th e in d iv id u a l sch ool requ irem en t.

Gr ea t er a u t on om y in sch ool m a n a gem en t w ill a llow m or e cr ea t iv it y a n d in it ia t ive in ed u ca t ion . It w ill a llow ea ch s ch ool t o d evelop in a com p et it ive en v ir on m en t t o r es p on d m or e r ea d ily t o t h e n eed s of it s en v ir on m en t . It w ill a lso a llow for a m or e con fi d en t a n d im a gin a t ive gr ou p of sch ool lea d er s t o d evelop. Gr ea t er a u t on om y in sch ool m a n a ge-m en t w ill p r ov id e t h e op p or t u n it y for s ch ool lea d er s t o in fl u en ce t h e ext er n a l en v ir on m en t of t h e s ch ool in or d er t o m eet t h e n eed s of ch ild r en m or e m ea n in gfu lly. It w ill loca lize a ccou n t a b ilit y in sch ool m a n a gem en t a n d w ill em p ow er p r in cip a ls a n d “sch ool b oa r d s” for a p p r op r ia t e a ct ion . P a r en t s w ill h ave a gr ea t er s ay in t h e m a k in g of s ch ool p olicies. T h e bu s in ess sect or w ill p a r t icip a t e m or e a ct ively in s ch ools for a b et t er q u a lifi ed p op u -la t ion .

S trea m in g w ill b e m ore fl ex ible to m eet th e sp ecia l n eed s of in d iv id u a l stu d en ts. T h is

fl exib ilit y w ill b e p ossible w it h sin gle-session sch ools a n d sm a ller cla s s size. St r ea m in g of st u d en t s by a b ilit y gr ou p w ill b e m or e fl exible t o ca t er for la t e d evelop er s. E xt en s ive u se of m u lt im ed ia in t er a ct ive s y st em s w ill h elp t ow a r d s fl exible a r r a n gem en t s for t ea ch in g a n d lea r n in g. Wit h fl exible st r ea m in g, sp ecia l in d iv id u a l n eed s of s t u d en t s w ill b e m et . Tea ch er s w ill exp er ien ce gr ea t er st r ess a n d dy n a m ic sch ool a d m in ist r a t or s w ill em p ow er t h em t o h elp st u d en t s t o a ch ieve b et t er p er -for m a n ce. T h e cost of ed u ca t ion w ill in cr ea se, w it h gr ea t er u se of t ech n ology. Few er st u -d en t s w ill -d r op ou t of sch ool. Sch ools w ill com p et e w it h ot h er sect or s for h igh ly sk illed p er son n el a n d s ch em es w ill b e in p la ce for r et a in in g t ea ch er s in sch ools.

A ll sch ools w ill fu n ction a s fu ll-d a y sch ools.

Sin ga p or e h a s b een t r y in g ou t d iffer en t va r ia -t ion s of a sin gle session sch ool. A-t p r esen -t , m ost sch ools a r e op er a t in g in d ou ble session s – on e set of st u d en t s a n d t ea ch er s u ses t h e sch ool bu ild in g in t h e m or n in g a n d a n ot h er set u s es t h e sa m e fa cilit ies in t h e a ft er n oon . Bot h s ession s of a sch ool a r e m a n a ged by t h e sa m e t ea m com p r isin g a p r in cip a l, a v icep r in ciicep a l a n d fi ve t o eigh t h ea d s of d e icep a r t -m en t s. Wh en ever p os sible, p r in cip a ls t en d t o favou r t h e u s e of sch ool fa cilit ies by st u d en t s a n d t ea ch er s for t h e w h ole d ay. Va r ia n t s of t h e sin gle s ession sch ool w ill b e im p lem en t ed , w h en ever p os sible, t o fa cilit a t e a m or e r ou n d ed ed u ca t ion . T h e d esir e for “q u a lit y ” ed u ca t ion w ill p u sh for m or e va r ia n t s of fu ll-d ay sch ool. Ch illl-d r en w ill sp en ll-d t h eir t im e m or e m ea n in gfu lly in sch ools.

For m a l ed u ca tion in th e p r im a r y sch ool w ill b egin a t th e a ge of fi v e yea rs. At p r esen t , st u

-d en t s b e gin a t t en -d in g p r im a r y s ch ool a t t h e a ge of six, a lt h ou gh m ost of t h em h ave a t t en d ed k in d er ga r t en cla ss es b efor e b e gin -n i-n g p r im a r y sch ool wor k . I-n t h e fu t u r e, st u d en t s w ill b e gin for m a l p r im a r y sch ool wor k a t t h e a ge of fi ve in or d er t o lay a st r on ger fou n d a t ion for t h e a cq u isit ion of la n gu a ges a n d for ea r ly d evelop m en t of cr ea t ive ea n d ea n ea ly t icea l t h in k in g. M u ch of in t er -a ct ive m u lt im ed i-a soft w -a r e is su it -a ble for ch ild r en ’s u se in t h eir for m a t ive yea r s.

S ch ools w ill b e equ ip p ed w ith m ore a d v a n ced h igh tech n olog y fa cilities, e.g., sp e-cia l resou rce r oom s w ith th e la test a u d io-v isu a l equ ip m en t. H i-t ech fa cilit ies w ill b e t h e b a sic

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p r e p a r e s t u d en t s for t h e fu t u r e h it ech wor k -p la ce, s o cla s sr oom t ech n ology w ill r efl ect a u t om a t ion in t h e wor k p la ce. Wit h m or e t r a in in g a n d d evelop m en t cou r ses for t ea ch er s a n d m or e in t en sive u s e of com p u t er t ech -n ology i-n s ch ools, m or e s p ecia lized t ech -n ol-ogy w ill b e in t r od u ced in t o t h e s ch ools. M or e em p h a s is on d oin g a n d exp er im en t in g w ill in cr ea s e t h e op p or t u n it ies for even m or e in n ova t ive a p p lica t ion s of t ech n ology in sch ools. T h e t ea ch er s’ r ole w ill s h ift m or e fr om t h e in s t r u ct or t o t h e fa cilit a t or of lea r n -in g, w it h m or e ext en sive u s e of sim u la t ion s in ed u ca t ion .

Schooling and the environment

T h ere w ill b e g rea ter com m u n ica tion a n d co-op era tion b etw een sch ools a n d in d u str ies in th e a rea s of ca reer gu id a n ce, in d u str ia l tra in -in g a n d th e d issem -in a tion of -in for m a tion on ca reer op p or tu n ities. Sin ga p or e w ill con t in u e

t o va lu e it s s ca r ce h u m a n r es ou r ces. St u d en t s w ill b e h elp ed t o a ch ieve t h eir gr ea t es t p ot en -t ia l -t o m a -t ch -t h e n eed s of -t h e n a -t ion . Mor e in t er a ct ion a n d com m u n ica t ion w it h in d u s t r ies w ill give st u d en t s a b et t er u n d er st a n d in g of ca r eer op p or t u n it ies. Scien ce a n d t ech -n ology w ill r eceive gr ea t er em p h a s is a -n d fu n d in g in ed u ca t ion .

T h ere w ill b e m ore em p h a sis on h ea lth y lifestyle to cop e w ith p r oblem s com m on to d ev elop ed n a tion s, e.g. d ru g ab u se, stress, ob esity, etc. Sin ga p or e w ill h ave t o en su r e

good h ea lt h for Sin ga p or ea n s in t h e fa ce of r isin g h ea lt h cos t s, esp ecia lly in t h e fa ce of sca r ce, h igh ly sk illed h u m a n r es ou r ces. T h e ga r d en cit y w ill b e fu r t h er t r a n s for m ed t o cr ea t e a h ea lt h y, liv in g en v ir on m en t for m in im izin g t h e h a r im fu l effect of in cr ea sin g p r es -su r es a n d st r es s of wor k a n d liv in g. T h er e w ill b e in cr ea sin g u pw a r d s ocia l m ob ilit y t ow a r d s m id d le- a n d u p p er m id d le-cla s s. T h er e w ill b e gr ea t er d em a n d for m or e gr a -ciou s liv in g. Sch ools w ill con d u ct

p r ogr a m m es for h elp in g t h e n ext gen er a t ion t o cop e b et t er w it h t h e p r es s u r es a n d bu r d en of a “gr ey in g” p op u la t ion . T h ese p r ogr a m m es w ill a im a t h elp in g p eop le t o m a in t a in a h ea lt h y lifest y le for liv in g in a p r os p er ou s cou n t r y a n d for im p r ov in g t h e q u a lit y of life. E ffor t s w ill b e m a d e t o r ed u ce exp loit a t ion a n d t o im p r ove h u m a n r ela t ion sh ip s a m on g t h e p eop le.

T h e a b ove 12-p oin t fr a m ewor k cou ld s er ve a s a t en t a t ive set of p la n n in g p r em iss es for sch ool d evelop m en t a l p la n n in g, bu t it s h ou ld on ly s er ve a s t h a t exp ect ed fu t u r e in w h ich t h e sch ool p la n “p r op os es t o d o”[13, p. 23]. P la n s s h ou ld b e fl exible “so t h a t t h e s ch ool look s a h ea d bu t r em a in s r es p on s ive t o fu t u r e ch a n ges in cir cu m st a n ces ”[14, p. 10]. A s et of

p la n n in g p r em isses gives a scen a r io of a p os-sible fu t u r e w h ich cou ld ch a n ge over t im e, a s t h e sch ool or ga n iza t ion execu t es t h e p la n . Ch a n gin g p r em isses a r e con t in u ou sly r ev ised d escr ip t ion s of ch a n gin g p a t t er n s in t h e ext er n a l en v ir on m en t of s ch ools t h a t d r ive evolv in g s ch ool v ision s. T h is d oes n ot m ea n t h a t a blu r r ed v ision sh ou ld s u ffice. Vision s sh ou ld b e q u it e d et a iled , “in or d er t o p r ov id e r ea l gu id a n ce in fu t u r e p r oblem solv in g”[3, p. 41], esp ecia lly w h en t h e ext er n a l en v ir on -m en t of sch ools is ch a n gin g r a p id ly. A blu r r ed v ision cou ld n ot b e sh a r ed by s ch ool lea d er s a n d t h eir collea gu es m ea n in gfu lly for collec-t ive collec-t h in k in g a n d fu collec-t u r e gr ou p a ccollec-t ion . T h e 12-p oin t fr a m ewor k d escr ib ed a b ove gives d et a ils, a lb eit t en t a t ive, t h a t sch ool lea d er s a n d t h eir collea gu es cou ld sh a r e m ea n in g-fu lly a s a gu id e for t h e on goin g collect ive for m u la t ion of sch ool ob ject ives a s w ell a s d ecis ion on lea r n in g a n d t ea ch in g st r a t e gies.

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