Transforming education: the power of ICT policies - Commonwealth ...

expressed concerns that the fi gure was so high (Chua, 2009). The fi gure is high when compared to American youths
who spend about 13 hours per week on computer games. The authorities are concerned about this excessive
gaming among students and the effects of gaming on their psychological development.
Policy Features
Singapore introduces three successive ICT Master Plans for education since 1997. This phased approach provides
schools with concrete foci in each Master Plan and encourages the schools to make incremental progress building
on the foundations laid by the preceding Master Plans.
Before the conceptualization of the fi rst ICT Master Plan in 1997, there were many ICT-based projects. However,
these projects were not nationally driven and started on an ad hoc basis. These projects were mostly exploratory
and schools joined on a voluntary basis. One example is the AITP – Accelerated ICT Practice for primary schools.
A number of primary schools group together with the support from the Ministry of Education (MOE) to introduce
the use of computers in teaching and learning. Similarly, projects were started by a number of secondary schools,
and junior colleges (university matriculation colleges) to help students to acquire ICT skills and use technology for
teaching and learning (Wong, 1999). The National Computer Board, a government body for promoting the use of
technology for education, business and administration was also involved in a number of projects for the schools.
They supported the schools by working with various IT companies to provide the technology and skills training.
There were many pockets of innovation but there was no synergy among the projects, no systematic scaling-up of
projects and no plans for its sustainability. The Ministry of Education felt that there was a need to mount a national
programme to help school operationalize the use of technology and to get all schools involved rather than just a
pocketful of schools.
In 1997, the Prime Minister, Mr Goh Chok Tong announced a vision for Singapore’s education system – Thinking
Schools, Learning Nation – this is an important philosophy for the country’s educational system and until today,
we are referring to this phrase in our educational reforms. It is important and should not be removed.. The vision
describes a country with its citizens committed to be lifelong learners and schools to serve as the cradle for
promoting this vision through their thinking students. Schools’ programmes and initiatives shifted to help students
acquire and develop good thinking skills. One of the initiatives to help support the TSLN vision is the introduction
of the fi rst ICT Master Plan for Education. The underlying philosophy of the Master Plan is that “education should
continually anticipate the future needs of society, and work towards fulfi lling those needs.” The skills required for
the future will centre on thinking skills, learning skills and communication skills’ (MOE, 2002a).
The First ICT Master Plan for Education (MP1: 1997-2002)
Goals
There were four overarching goals in the fi rst Master Plan (Teo, 1997):
apple enhance linkages between the school and the world around it;
apple generate innovative processes in education;
apple enhance creative thinking, lifelong learning and social responsibility; and
apple promote administrative and management excellence in the education system.
Implementation Strategies
To help achieve these goals, four key dimensions were identifi ed:
Case Study: Singapore | 47