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Science Education during Survival-Driven Phase (1959-1978)
Inclusion of science in the primary school curriculum. Gradual switch of the medium of instruction from English and the vernacular to English only. Availability of specialized training in science teaching through the Institute of Education and Popularizing science learning through Science Fair, Quiz Bee, and Science Centre -
Bilingualism
The learning of a second language was made compulsory in all primary schools, and the policy was extended to all secondary schools in 1966. The decision on bilingualism was not just for the achievement of social cohesion in a largely plural society (at least, during the early 1960s). English language was seen as a primary utilitarian tool in Singapore’s effort to make the world its marketplace. -
Universal Primary Education
With careful planning, budgeting and ensuring that there were sufficient teachers, universal primary education was attained by mid-1960s. -
A new system
An education system that would support the development of a literate and technically trained workforce was introduced. Every child needed to have at least 6 years of education from the age of six - without discrimination of race, language, sex, wealth or status. -
Universal Secondary Education
Due to the rapid construction of schools, universal lower secondary education was achieved. There were places in secondary schools for all those leaving the primary school system and qualifying for another four years of secondary education. In terms of types of education, an English-stream education had greater monetary pay offs to society than other vernacular-stream education. -
Science Education during Efficiency-Driven Phase (1979-1996)
Introduction of Science in Primary 3. Teacher proofing of curriculum through local production of textbooks and teaching guides. Setting up of science garden (primary) and science laboratories (secondary) in schools. Greater curriculum time allotment for laboratory-based activities.Inclusion of science practical tests in national exams and Engagement of students in non-formal science activities. -
The Goh Report: From Quantity to Quality
Singapore's economy started to prosper, and the focus of Singapore's education system shifted from quantity to quality. More differentiation for pupils with different academic abilities were implemented, such as revamping vocational education under the new Institute of Technology and splitting of the Normal stream in secondary schools into Normal (Academic) and Normal (Technical) streams.The Gifted Education Programme was also set up to cater to more academically inclined students -
New Education System (NES)
New Education System (NES) was introduced in January 1979. The NES provided for three streams in both primary and secondary school, to allow pupils to progress at a pace more suited to their abilities. Slower primary pupils were allowed up to eight years to complete primary education, while secondary pupils could take up to five years to acquire the General Certificate in Education (GCE) “Ordinary” Level and a further three years for the “Advanced” Level. -
TIMSS
Efficiency-driven education was producing positive outcomes. Singapore’s youth performed exceptionally well in international mathematics and science tests -
Science Education during Ability-Driven Phase (1997-2011)
Revision of science syllabi. Integration of new developments in computing technology, telecommunications, biotech, nanotech, and clean energy. Emphasis on hands-on and more openended investigations. Establishment of specialised schools. Additional resources for science teaching/learning. Introduction of school-based science practical assessment -
Thinking Schools, Learning Nation
The Singapore education system started to change into an ability-driven one after then Prime Minister Goh Chok Tong outlined his "Thinking Schools, Learning Nations" vision. Under this policy, more emphasis was given to national education, creative thinking, collaborative learning as well as ICT literacy. Schools became more diverse and were given greater autonomy in deciding their own curriculum and developing their own niche areas. -
Integrated Programme
The Integrated Programme was announced on 30th December. It was first implemented in Hwa Chong Institution, Nanyang Girls' High School, Raffles Girls School and Raffles Institution in 2004. It is a scheme that allows high-performing students in secondary schools in Singapore to skip the GCE O-level examination and proceed to sit for the GCE A-level examination, International Baccalaureate (IB), or an equivalent examination, after six years of secondary education. -
Innovation and Enterprise
The key focus for MOE in the coming years is therefore to nurture a spirit of Innovation and Enterprise among students and teachers in schools. -
Teach Less, Learn More
The first thrust is to give teachers and school leaders more space and support so that they can focus on improving the quality of interaction with their students, both in the classroom and beyond. To prepare students for life, more than for examinations, teaching must be aimed at touching their hearts and engaging their minds. -
Science Education during Student-Centric, Values-Driven Phase (2011-present)
Emphasis on authentic and practiceoriented learning. Bridging academic knowledge to work settings. Inclusion of 21st century competencies in revised curriculum. Implementation of the Applied Learning Programme (ALP) and Broadening partnership with industry, community, institutions of higher learning, and/or professional training bodies.
