新加坡教育改革迈向全面成果（英）

THE COMPREHENSIVE LEARNING DIAGNOSIS1Executive summarySingapore is a city-state in South-east Asia of about 710 square kilometers and inhabited by 5.64 million people of Chinese, Malay, Indian, and Eurasian background. Since independence in 1965, the country’s democratically-elected government has remained politically stable, allowing for long-term education policy planning. Without natural resources, 1 This case study is a companion to “Transforming education for holistic student development: Learning from education system (re)building around the world” (Datnow et al., 2022), a summary report that explores the work of building and rebuilding education systems to support holistic student development in six education systems in Singapore, Ireland, Chile, Canada, India, and the United States and in one cross-national system (the International Baccalaureate). While different in many ways, the seven systems bear remarkable similarities in their efforts to (re)build education systems—each is working in policy contexts pressing for academic quality and equity, while also facing additional incentives to support holistic student development.human capital development through education has been a significant policy priority over the decades, including the establishment of the sole teacher-training National Institute of Education (NIE). A distinctive characteristic of the Singapore education system is the close tripartite relationship among the Ministry of Education (MOE), NIE, and Singapore schools, which enables systemic changes to spread throughout the school system and provides an ongoing avenue for feedback and continuous improvement.1 SINGAPORE’S EDUCATIONAL REFORMS TOWARD HOLISTIC OUTCOMES(UN)INTENDED CONSEQUENCES OF POLICY LAYERINGDR. DENNIS KWEK, DR. JEANNE HO, AND DR. HWEI MING WONGCASE STUDY | MARCH 2023DENNIS KWEK, is center director, Centre for Research in Pedagogy and Practice at the National Institute of Education, Nanyang Technological University, Singapore.JEANNE HO is senior teaching fellow at the Centre for Research in Pedagogy and Practice at the National Institute of Education, Nanyang Technological University, Singapore.HWEI MING WONG is senior education research scientist at the Centre for Research in Pedagogy and Practice at the National Institute of Education, Nanyang Technological University, Singapore.SINGAPORE’S EDUCATIONAL REFORMS TOWARD HOLISTIC OUTCOMES2The government centralizes policy control and infrastructures to create an efficient system, making high-quality public education available to all under the Compulsory Education Act 2000, while simultaneously decentralizing the system to develop schools into learning organizations that are continuously improving with minimal governmental intervention. In line with increased school autonomy, there was a shift from a centralized external appraisal system by a team of inspectors toward schools self-appraising with rubrics-based, formative performance measures.Education in Singapor