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A World-Class Vocational Technical Education System In Time For The Future - The Singapore Experience

Study Visit by the World Bank and African Education Policy Makers. A World-Class Vocational Technical Education System In Time For The Future - The Singapore Experience. Dr Law Song Seng Director & Chief Executive Officer Institute of Technical Education, Singapore 22 Jun 2006.

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A World-Class Vocational Technical Education System In Time For The Future - The Singapore Experience

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  1. Study Visit by the World Bank and African Education Policy Makers A World-Class Vocational Technical Education System In Time For The Future - The Singapore Experience Dr Law Song Seng Director & Chief Executive Officer Institute of Technical Education, Singapore 22 Jun 2006

  2. PRESENTATION OUTLINE • Part I - Development of Vocational and Technical Education (VTE) in Singapore Before Formation of ITE (1964 – 1992) • Part II - ITE Today: Strategic Responses to Transform VTE in a Global Economy (1992 – 2006) 2

  3. Part I - Development of VTE Before Formation of ITE (1964 – 1992)

  4. PHASES OF SINGAPORE’S DEVELOPMENT 1980s-90s 2000s 1960s-70s Independence & Early Industrialisation Globalised and Diversified Economy Economic Restructuring (1980s) Newly-Industrialised Economy (1990s) Factor-Driven Economy Investment-Driven Economy Innovation-Driven Economy Labour Intensive Knowledge Intensive Capital Intensive A World-Class Vocational Technical Education System In Time For The Future – The Singapore Experience 4 4

  5. LABOUR-INTENSIVE ECONOMY (1960s – 1970s) Independence & Early Industrialisation (1960s – 1970s) • Singapore’s Economic and Manpower Strategies • Create employment through industrialisation • Attract foreign investment for export-oriented and labour-intensive manufacturing • Ensure workforce has basic skills to support labour-intensive manufacturing activities (eg. ship repairing, turning and fitting, sheet metal work, radio & TV maintenance and repair) 5

  6. VTE STRATEGIES FOR LABOUR-INTENSIVE ECONOMY (1960s-1970s) > Basic Skills Training for Early Industrialisation • 1964 : Setting up of First Vocational Institute within the School System (Balestier Trade School was reorganised into Singapore Vocational Institute) • 1968 : Formation of Technical Education Department (TED) under Ministry of Education (MOE) • 1969 : Transfer of Apprenticeship Schemes from Ministry of Labour to TED Precision Engineering course open to girls at Pasir Panjang VI Metal Fabrication and Metal Machining at Singapore Vocational Institute (SVI) Singapore Vocational Institute Visit to Industry by TED’s Director Balestier Trade School 6

  7. VTE STRATEGIES FOR LABOUR-INTENSIVE ECONOMY (1960s-1970s) > Structured Pre-Employment Skills Training for Rapid Industralisation • 1973 : Formation of Industrial Training Board (ITB) • 1973 : Implementation of National Trade Certificate (NTC) at 3 levels: semiskilled (NTC-3), skilled (NTC-2) and master craftsman (NTC-1) • Wide range of courses to support emerging industries (eg. Electrical and Electronics, Metal and Mechanical Engineering, Heavy-duty Diesel and Motor Vehicle Mechanics) • Setting up of Joint Government Training Centres (GTC) by Economic Development Board (EDB) (eg. Tata-GTC, Rollei-GTC and Philips-GTC) Motor Vehicle Mechanics at Singapore VI Heavy-duty Diesel Mechanics at Bukit Merah VI Mechanical Servicing at Geylang Serai VI Fashion Art & Tailoring at Baharuddin VI Tata-Government Training Centre 7

  8. CAPITAL-INTENSIVE ECONOMY (1980s) Economic Restructuring (1980s) • Singapore’s Economic and Manpower Strategies (1980s) • Restructure economy into higher value-added, high technology and more capital-intensive industries (eg. petrochemicals, biotechnology, aerospace, information technology, as well as manufacturing services like testing, financing, warehousing and purchasing) • Ensure the workforce has the skills to support the move towards more capital-intensive industries 8

  9. VTE STRATEGIES FOR CAPITAL-INTENSIVE ECONOMY (1980s) > Mass Skills Training and Workforce Development Vocational & Industrial Training Board (VITB) • 1979 : Amalgamation of ITB with Adult Education Board to form Vocational & Industrial Training Board (VITB) • Expanded range and higher-level NTC-2 Courses • 1981 : Introduction of Businesscourses [Certificate in Business Studies (CBS)] • 1981: Setting up of Centre of Vocational Training within VITB to build expertise in curriculum development, training of trainers and instructional media development Mechanical Engineering (ITC) Electrical Engineering (ITC) Electronics Instrumentation (NTC) Mechanical Drafting (NTC) CBS (Secretarial Practice) 9

  10. VTE STRATEGIES FOR CAPITAL-INTENSIVE ECONOMY (1980s) > Mass Skills Training and Workforce Development • 1983 - 1991 : Introduction of new national training programmes aimed at mature workers with little education or technical training • 1990 : Introduction of New Apprenticeship Systemto strengthen institutional training component BEST Class in Mathematics MOST Course in Electrical Engineering Apprenticeship off-the-job training at Precision Optics Centre 10

  11. CAPITAL-INTENSIVE ECONOMY (1990s) Newly-Industrialised and Developed Economy (1990s) • Singapore’s Economic & Manpower Strategies (1990s) • Emphasis on both the manufacturing and service sectors, encouragement of local enterprises to diversify, upgrade and develop into strong export-oriented companies and promotion of regional investments • Develop manpower needed for the push to high technology and knowledge-intensive products and services 11

  12. VTE STRATEGIES FOR KNOWLEDGE-INTENSIVE ECONOMY (1990s) > Upgrading Vocational Education and Training for Knowledge-Intensive Economy • New education policy of minimum 10 years’ general education • 1992 : Upgrading of VTE to post-secondary level through the formation of Institute of Technical Education (ITE) (A network of 10 ITE Training Institutes) Inauguration Ceremony of the ITE ( 31 Mar 1992) ITE MacPherson ITE Headquarters ITE Bedok ITE Clementi A World-Class Vocational Technical Education System In Time For The Future – The Singapore Experience 12 12

  13. Part II - ITE Today (1992 – 2006)

  14. UNIQUENESS OF ITE • Focusing on career-based vocational and technical education • Catering to lower 25% - 30% of secondary school cohort • Responding to dynamic changes and challenges impacting VTE 14

  15. Mission To create opportunities for school leavers and adult learners to acquire skills, knowledge and values for lifelong learning in a global economy Vision A Global Leader in Technical Education Values • Integrity • Teamwork • Excellence • Care THE ITE HEARTBEAT 15

  16. ITE AS A POST-SECONDARY INSTITUTION Universities Degree National University of Singapore Nanyang Technological University Singapore Management University University Polytechnics Junior Colleges Institute of Technical Education • Diploma • Nanyang • Ngee Ann • Republic • Singapore • Temasek OtherTrainingProviders/Labour Market Master Nitec General Certificate of Education (Advanced Level) HigherNitec Post-Secondary MINISTRY OF EDUCATION Nitec (25%) (40%) (25%) (10%) Secondary Special ( 4 Years ) Secondary Express ( 4 Years ) Secondary Normal ( 4 / 5 Years ) Secondary Primary Primary ( 6 Years ) 16

  17. 1) Developing a Relevant and Responsive VTE System • Integrated and Holistic Strategic Planning Model • Responsive “One ITE System, Three Colleges” Governance Model 2) Creating a Unique “Hands-on, Minds-on, Hearts-on” ITE College Education • Practice-Oriented Curriculum Model (Hands-on) • Process-Oriented Pedagogic Model (Minds-on) • Holistic Student Development (Hearts-on) 3) Enhancing the Attractiveness of ITE • Innovative Experience ITE Programme • Creative Rebranding of ITE ITE’S STRATEGIC RESPONSES TO TRANSFORM VTE IN A GLOBAL ECONOMY 17

  18. Developing a Relevant & Responsive VTE System

  19. INTEGRATED AND HOLISTIC STRATEGIC PLANNING MODEL Key Strategic Challenges • Relevance • Responsiveness • Resilience Leadership (with Consultation) (A) Long-term Strategic Plan • Mission, Vision, Values • Goals, Strategies & Programmes (B) Annual Corporate Work Plan (D) Establishment / Individual Work Plan • Annual Corporate Theme • Corporate Programmes & KPIs • Programmes & KPIs (C) Annual Functional Plans Establishment Budget Plan Corporate Budget Plan Mid-term & Year-end Performance Reviews Mid-term & Year-end Performance Review Corporate Level Establishment / Individual Level DEPLOYMENT 19

  20. RESPONSIVE “ONE ITE SYSTEM, THREE COLLEGES” GOVERNANCE MODEL Yishun New ITE College Central (2011) ITE College West(Main Campus) New ITE College West (2009) Ang Mo Kio Bukit Batok Bishan Tampines ITE Headquarters Clementi ITE College West (Balestier Main Campus) ITE College East (2005) Bedok Dover ITE College Central (MacPherson Main Campus) ITE Headquarters College Development Plan Legend ITE Headquarters ITE College East ITE College West ITE College Central MRT Route – Simei Ave (2005) – Choa Chu Kang (2009) – Ang Mo Kio Ave 5 (2011) ITE College East ITE College Central(Main Campus) 20

  21. FIRST REGIONAL COLLEGE - ITE COLLEGE EAST (JAN 2005) Beauty Therapy Training Centre General View Multi-media Centre Centre for Healthcare Simulation Training (METI Laboratory) Official Opening by Prime Minister (Mar 06) Business & Admin Blocks ITE 77th Street Inc. Retail Training Centre ITE-Microsoft Info-CommCentre of Technology Outdoor Sports Facilities Digital Media Lifestyle 21

  22. Creating a Unique “Hands-on, Minds-on, Hearts-on” ITE College Education

  23. ITE’S “HANDS-ON, MINDS-ON, HEARTS-ON” COLLEGE EDUCATION “HANDS-ON” Bio-Chemical Technology Nursing “MINDS-ON” “HEARTS-ON” HOLISTIC LEARNING ENVIRONMENT Robotics Digital Media Design Community Service ITE SAFE Home Project Education Outcomes Market-relevant, Enterprising and Adaptable Graduates for a Global Economy Lifelong Learners for Lifelong Employability Successful Graduates 23

  24. Life Skills 15% Electives 5% Core 80% PRACTICE-ORIENTED CURRICULUM MODEL Core 8 Modules Electives 2 Modules (Specialisation or outside Specialisation) Life Skills Modules 8 Modules (Examples: Communication, Thinking & Problem-Solving, Sports and Wellness, Career Development & Planning, Customer Service) The curriculum of a typical course comprises 70% practical training and 30% theoretical lessons 24

  25. PROCESS-ORIENTED PEDAGOGIC MODEL LEARNER Technical, Methodological & Social Competencies EXPLORE PLAN PEPP MODEL PERFORM PRACTISE 25

  26. HOLISTIC STUDENT DEVELOPMENT < The New Paper (2 Feb 05) Global Education Programme The Straits Times (17 Dec 04) < Community Service Project in Vietnam ITE SAFE Home Programme Co-curricular Activities to Develop Students’ Talents and Interests Real Work @ ITE (ITE 77th Street Inc. Retail Training Centre) 26

  27. Enhancing the Attractiveness of ITE

  28. Two-Day Learning Adventure for Secondary 2 and 3 students (ITE potential customers) • Projects • Automated Warehousing Systems (Core) • “I Can Save Lives” (Elective) • “Street Smart” (Elective) • “Robot Racer” (Elective) • “Internet Relay Chat (IRC) On The Go” (Elective) INNOVATIVE EXPERIENCE ITE PROGRAMME “IRC On The Go” “I Can Save Lives” “Street Smart” “Robot Racer” CCA Tours Automated Warehousing Systems 28

  29. Advertisements at MRT Gantries CREATIVE REBRANDING OF ITE “Thinking Hands Create Success” BrandingCampaign MRT Advertisements Bus Advertisements 29

  30. Thank You

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