Different Paths, Similar Pursuits - A Peer Review Process Copyright © SSLaw 1 Different Paths,...

Different Paths, Similar Pursuits - A Peer Review ProcessCopyright © SSLaw

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Different Paths, Similar PursuitsDifferent Paths, Similar Pursuits

Dr Law Song SengSingapore

Dr Law Song SengSingapore

- A Peer Review Process- A Peer Review Process


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PRESENTATION OUTLINEPRESENTATION OUTLINE

Overview of Singapore

Singapore’s National Education System

Key Features

Overview of Singapore

Singapore’s National Education System

Key Features

Background

Research Question and Methodology

Lessons From Singapore’s Perspectives

Learning Points on Methodology

Concluding Remark

Background

Research Question and Methodology

Lessons From Singapore’s Perspectives

Learning Points on Methodology

Concluding Remark


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BACKGROUNDBACKGROUND

• The Six-Nation Education Research Project (SNERP), spearheaded by Graduate School of Education, University of Pennsylvania, USA

• An international collaboration of researchers to explore the relationships between educational systems and economies in six nations:

China, Germany, Japan, Singapore, Switzerland and United States of America


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VOCATIONAL TRAINING AND EDUCATION (VTE)

VOCATIONAL TRAINING AND EDUCATION (VTE)

• VTE was one of six different projects conducted 1996-2000.Four countries: Japan, Singapore, Switzerland and USA.

• Switzerland: Prof Christoph Metzger of University of St Gallen and Dr Jean-Etienne Berset of Federal Office for Professional Education and Technology

• Japan: Prof Hidenori Fujita of University of Tokyo

• Singapore: Dr Song-Seng Law of Institute of Technical Education

• USA: Prof Robert Zemsky of University of Pennsylvania

• Outcome: “Different Paths, Similar Pursuits”, University of St Gallen, Switzerland, 2001.


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RESEARCH QUESTIONRESEARCH QUESTION

“What can participating countries learn from each other’s experiences in order to understand differences and similarities among the VTE systems in each country; to understand both the economic and social importance of VTE in each country; to translate the results of the analyses into general findings and recommendations as well a specific ones for each country; and to develop core elements for a common VTE model, as far as this effort seems feasible and reasonable?”

Copyright © SSLaw5 Different Paths, Similar Pursuits - A Peer Review Process


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UNDERLYING INTENTUNDERLYING INTENT

• To promote discussions in national and international settings that re-examine fundamental issues related to the evolution of VTE to meet national needs in an increasingly global economy

• To uncover meaningful challenges and areas for debate for the further development of VTE systems


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RESEARCH METHODOLOGYRESEARCH METHODOLOGY

• Qualitative ethnographic approach as against traditional reliance on statistical data in making cross-national comparisons

• Intensive focused group interviews captured images of differing cultures and systems amidst changing social and economic circumstances and expectations

• Mixed research group comprising policy makers, practitioners and academics in VTE


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RESEARCH METHODOLOGYRESEARCH METHODOLOGY

• Diverse stakeholder groups including students, teachers, parents, employees, employers and government officials

• Full commitment at regular meetings in comparing impressions, notes and reports

• Host country and visitor reports


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LESSONS FROM SINGAPORE’S PERSPECTIVES


• Preparing graduates for a knowledge-based economy:Importance of relevant curriculum, appropriate pedagogy and IT-rich teaching and learning environment

• Linking VTE with work experience:Making work an integral part of VTE will strengthen school-to-work transition. Value in enhancing apprenticeship schemes. Exploring other schemes with work experience


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• VTE meeting the needs of lifelong learning:Role of VTE in continual learning and upgrading. Rethink in the approach and delivery systems to promote accessibility, flexibility and recognition for returning adult learners

• Positioning VTE in the main stream of national education system:Acceptance of VTE cannot be taken for granted. Build on its strengths and promote image of VTE as a post-secondary institution within the mainstream education system. Investment in world-class facilities, staff development and quality programmes will help transform public perception and acceptance of VTE


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LEARNING POINTS ON METHODOLOGYLEARNING POINTS ON METHODOLOGY

• The qualitative ethnographic approach was crucial in the positive outcomes of the project

• Fully committed senior researchers ensured active participation and meaningful contributions to learning process

• Mutual respect, recognition, good chemistry among peers created a conducive environment for international collaboration

• Open sharing of views and information led to a deeper understanding of the differences and similarities


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LEARNING POINTS ON METHODOLOGYLEARNING POINTS ON METHODOLOGY

• The images of VTE pathways within the education systems conveyed in the most powerful ways, the underlying social and economic changes in the various communities

• A strong research methodology which enabled us to see not only the images of our own lenses but the “borrowed” lenses of our peers in an international setting

• While acting as country “hosts” during site visits, we were individually challenged to re-examine own views of existing practices and mindsets from the perspectives of “visiting” peers


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CONCLUDING REMARKCONCLUDING REMARK

“The question is no longer about the importance and value of vocational training and education. Irrespective of the different approaches, all pathways of education and training are important in building a strong and robust education system. The overall trend is moving towards increasing convergence with greater flexibility and opportunities in responding to the global economy”

- Dr Law Song Seng (2001)


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Thank YouThank YouThank YouThank You

Different Paths, Similar Pursuits - A Peer Review Process Copyright © SSLaw 1 Different Paths,...

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