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The role of school leadership in Singapore's future‐ready school reform
Author(s) -
Ng David Foo Seong,
Wong Choun Pei
Publication year - 2020
Publication title -
european journal of education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.577
H-Index - 45
eISSN - 1465-3435
pISSN - 0141-8211
DOI - 10.1111/ejed.12392
Subject(s) - context (archaeology) , graduation (instrument) , public relations , pedagogy , situated , political science , sociology , engineering ethics , engineering , computer science , geography , mechanical engineering , archaeology , artificial intelligence
In this paper, we propose that successful education needs to fulfil three purposes while being cognisant of time and context: (a) learning, (b) lifework and (c) well‐being. An education system is successful if it can develop future‐ready individuals who will continue to learn beyond graduation, take on future lifework, and thrive in a changing society and environment. The future is context‐situated and context‐dependent. We have chosen to examine the economic, social and environmental context of Singapore to provide insight on the values, skills and knowledge that are required of future‐ready learners according to the three purposes. We have compared the trajectories of other high‐income nations with those of Singapore. Traditional teaching and learning practices no longer serve us well in the new realities that emerge. Education practices need to evolve in tandem to meet the demands of the 21st century. The roles that school leaders play include creating teaching and learning environments where these practices can be implemented. In our review of leadership practices and concepts, we have found that it is important for school leaders to question existing assumptions of teaching, learning and leadership practices in order to advance the development of 21st century skills, knowledge, values, and habits in learners.