NIE Celebrates Leaders In Education Programme Graduation 2011

NIE Celebrates Leaders In Education Programme Graduation 2011

Date
Tuesday, 11 October 2011

GRADUATION CEREMONY: 13 OCTOBER 2011 AT 7.50 PM, THE REGENT SINGAPORE HOTEL, ONE CUSCADEN ROAD, SINGAPORE 249715

This year, 40 local and foreign senior educators will receive their certificates for the Leaders in Education Programme (LEP) 2011 at a graduation dinner to be held on Thursday, 13 October 2011 at The Regent Singapore Hotel. Minister for Education, Mr Heng Swee Keat will be gracing this event as Guest-of-Honour.

Conducted over a six-month period by the National Institute of Education (NIE), Singapore, the LEP is a full-time executive programme for talented educators selected by the Ministry of Education (MOE), Singapore for school leadership.

LEADERS IN EDUCATION PROGRAMME

Since its inception 11 years ago, the LEP has attracted much international attention on how Singapore prepares our school leaders before their appointment. NIE has welcomed government ministers and a host of overseas educators to observe this leadership programme. Correspondingly, LEP participants have the opportunity to take an overseas study trip to gain first-hand knowledge on education initiatives by well-established institutes and corporations in countries. For this LEP, participants visited countries such as Denmark, Norway, Germany, Sweden, and the United States.

The LEP also focuses on innovation and the creation of new knowledge, provoking the participants' thinking through a series of challenging learning experiences. These include working on a value adding project in an attachment school, seminars with international experts and an overseas study trip. The parties involved in this collaborative effort include NIE academics, MOE staff, principal mentors and industry leaders. The exposure offered by LEP serves to raise participants' leadership skills to new levels and allow them to lead their schools in impactful ways upon the completion of the programme.

For the programme, list of prizes and awards and synopses for the outstanding Creative Action Projects presented by the participants, please refer to Annexes A, B and C respectively. 

ANNEXE A

PROGRAMME

Venue: The Regent Singapore Hotel, One Cuscaden Road, Singapore 249715
Time: From 7.30 pm to 10.30 pm

6.45 PM Guests arrive

7.30 PM
Not for publication: Welcome Address by Professor Lee Sing Kong, Director, NIE

Not for publication: Address by Guest-of-Honour by Mr Heng Swee Keat, Minister for Education, Ministry of Education

7.50 PM Media arrive
Dinner commences

8.30 PM Photo opportunities:

  • Presentation of Certificates to Graduands by Mrs Tan Ching Yee, Chairperson, NIE Council and Permanent Secretary, Ministry of Education
  • Presentation of Prizes to Award Winners by Guest-of-Honour
  • Speech by Valedictorian, LEP 2011
  • Presentation of Tokens of Appreciation to Principal mentors by Director, NIE

10.00 PM End of Dinner

ANNEXE B 

PRIZES AND AWARDS

LEADERS IN EDUCATION PROGRAMME GRADUATION DINNER 2011
教育领袖课程结业典礼

Academy of Principals Prize for Leadership Learning
领导能力学习校长学会奖
This prize is awarded to the participant who exemplifies the highest level of learning through the journal in the Leaders in Education Programme.

Chia Hai Siang (Mr)

Dr Ruth Wong Medal Award

王惠卿博士奖
The Dr Ruth Wong Medal is awarded to the participant who exemplifies the highest performance in the Creative Action Project (CAP) in the Leaders in Education Programme.

Loh Hong Oon, Aaron (Mr)

The Lee Kuan Yew Award
李光耀奖
This prize is awarded to the participant who demonstrates the best overall performance in the Leaders in Education Programme.

Ser Eng Bee, Amy (Ms)
[Amy is also this year's LEP Valedictorian.] 

ANNEXE C

CREATIVE ACTION PROJECTS

PROJECT: "STAR" Arts Education Framework

By Aaron Loh - Winner of Dr Ruth Wong Medal Award
Attachment school: Marymount Convent School

Synopsis
The project had two aims. First, working with a small team of teachers from Marymount Convent School, we applied Design Thinking to develop an Arts Education Framework. Through this framework, we aimed to nurture creative, confident students with strong communication skills who would thrive in the world of the future.

Second, through the process of developing the Framework, the project also aimed to develop a core team of teachers conversant with the Design Thinking process. This would help Marymount Convent School develop the design-driven mind-set and capabilities to meet new challenges and capitalise on opportunities with robust, relevant, user-centric solutions.

PROJECT: Dream it...You are the Next Generation

By Mdm Moo Mee Koon (Mrs Catherine Chiang)
Attachment school: Geylang Methodist School (Secondary)

Synopsis
This Creative Action Project describes an exciting 21st century model of schooling for a secondary school in Singapore, in response to the geo-political, socio-economic and technological trends and drivers of change in the global world.

In 2025, a personalised teacher-student model will have replaced the current standardised industrial-age model of schooling. The progression of a secondary student will no longer be determined by age. Instead, he will learn at a pace suited to his interests, readiness and learning styles by completing three learning zones over a flexible period of 4 to 6 years – the Exploratory Zone, Global Discovery Zone and the Quest. Students will graduate after taking the new, inclusive O levels, with subjects at foundation and standard levels.

Two signature features of this progressive school are its specialism in Global Citizenship and its 21st Century Curriculum that seek to prepare the students for THEIR world, through the harnessing of technology for learning.

A pilot project was carried out at Geylang Methodist School (Secondary) to envision the 21st century school and train the teachers in integrating the Technology for Learning (TEL) plan. The teachers were excited about collaborating and planning for technology-enabled, student-centric lessons that cultivate the spirit of inquiry in students. Going forward, the school will continue to leverage on the teachers' innovative spirit and the students' natural affinity for learning with digital tools to achieve the 21st century learning outcomes.

PROJECT: Imagining The Future Of Learning: Chung Cheng 2025

By Ng Chen Kee
Attachment school: Chung Cheng High School

Synopsis
Based on current global trends, the individual in 2025 will need to thrive in an "Innovation Economy", navigate a multicultural heterogeneous neighbourhood and grapple with personal issues of character, identity and values. Leveraging on rapid advancements in technology (mobile computing devices, learning analytics, augmented reality technologies and the app revolution), this CAP project envisions the school in 2025 delivering truly student-centric, values-driven education.

Chung Cheng 2025 will have the following features:

(1) A personalized curriculum, tapping on learning analytics to empower students to construct their own learning pathways;

(2) A future-oriented non-subject-based curriculum based on themes of global relevance;

(3) Learning 3.0: leveraging on complete connectivity and collaborative learning apps to deliver learning anytime, anywhere and with anyone;

(4) A dynamic school timetable which blends formal and informal learning, face-to-face and online learning, individual and collaborative learning;

(5) Community-based Collaborative Learning, where students leverage on mobile and collaborative technologies to practice service learning in situ, working with students in other schools to construct knowledge in and for the community;

(6) Breaking Barriers Building Bonds, where video and augmented reality apps enable real-time transnational learning with students in the ASEAN countries; and

(7) Multi-professional teaching teams, where teachers and invited professionals form dynamic teaching teams to deliver specific themes in the curriculum.

This 2025 vision has been prototyped using existing technologies. An augmented reality iPhone app, called Grammar Police, is being developed to promote the use of grammatically correct English in everyday life. Students use the app to capture photographic evidence of wrong English use in the community, citing the correct use of the language in that context. The app also makes use of location-based capabilities of mobile devices to aggregate that data on a map. In aggregating user submissions and situating the learning in a social context where users rate and comment on others' submissions, this creates a community of engaged learners and serves as a platform for active discourse on context-appropriate use of the English language.

PROJECT: Bi-cultural Approach in Values Inculcation and Enhancing Cross-cultural Literacy in the 21st Century

By Pang Choon How
Attachment school: Anglo-Chinese School (Primary)

Synopsis
Values-based education has been a key element of our education system and will continue to play a pivotal role in providing the moral compass for our future generations. In the context of 21st century learning, values inculcation need to take into account social-emotional learning and 21st century competencies, in particular cross-cultural literacy which reinforces citizenship and cultural identity with a universal outlook.

Looking beyond our shores, China's growing status as a global economic and political powerhouse will mean that we need to equip students not just with the linguistics ability for effective communication but also the cultural awareness and understanding to engage their counterparts of the global workforce effectively.

This CAP is an attempt to integrate values inculcation with enhancing cross-cultural literacy using a bi-cultural approach. By drawing on the rich heritage of the Anglo-Chinese School (ACS) which began as a school offering bilingual education in 1880s, and its currents strengths on values education, a bi-cultural framework for the 21st century is proposed.

This leverages on the seven school values for ACS (P) that share similarities with fundamental values inherent in the Chinese culture. It also looks at close alignment of the espoused outcomes for ACSians – Respect for Others, Self and the Environment (ROSE), with Confucian educational beliefs in nurturing the Gentleman (君子), including self-cultivation transcending to responsibility and contribution towards the family, nation and the world. ("修身、齐家、治国、平天下")(《礼记 •大学》) .

Bi-cultural perspective and global awareness is enhanced through four key segments in a customised Civics and Moral Education (CME) curriculum that encompasses reinforcement of learning from corresponding Pastoral Care lessons, unpacking of school values in Chinese cultural context, in-context application of school values and cross-cultural appreciation and comparative study.

The CAP posits a useful frame for moulding the Anglo-Chinese Outlook for the 21st century that is critical in nurturing a new breed of bi-cultural leaders with sound moral values and right competencies to embrace opportunities and challenges of the 21st century.