CEO`s Message - Council for Private Education

CLASS NOTES
Participate, Corroborate and Collaborate towards a Higher Quality PE Sector
CEO’s Message
It gives me great pleasure to introduce the CPE’s inaugural CLASS NOTES as we
celebrate our fourth anniversary in December.
Since our inception in 2009, the CPE has sought to develop a close working relationship with
our stakeholders so that together we can build a trusted and well-regarded private education
sector. Class Notes is our latest effort in engaging the industry and we look forward to your
contributions in sharing best practices, initiatives and experiences that would help to uplift the
professional standards and quality of the entire sector.
In this first issue, we will be focusing on ‘Professional Development’. This is an area where
there are tremendous opportunities to raise the competencies of our academic staff. Looking
at the data acquired from the 2012 Annual Returns which I shared during April’s Private
Education Conference, we see that although 85% of our 17,500 teachers hold at least a
bachelor’s degree and years of industry experience, only one-third of all teachers have some
form of pedagogical training. Spending on teacher training accounted for only 0.4% of sector
revenues, and about 40% of private education institutions (PEIs) did not invest in any training
at all.
Based on our assessment of the data, there is certainly room for improvement. We would like
to encourage both teachers and PEIs to focus on continuous review and upgrading, and we
hope that this issue would provide some useful information to help you along.
The experience Dr Chew-Hung Chang shared in his article about his passion for lifelong
learning could serve as an inspiration for all. Dr Chang progressed from being a student
to teacher then to teacher educator. He believes that professional development is the way
forward for the education sector. Or perhaps reading about the upcoming professional
competency framework would give your organisation something to look forward to. Apart from
helping PEIs measure staff competencies and improving the recruitment process, the same
framework can act as a tool for staff to chart their career paths and training plans.
Taking it further, a staff development framework within your institution can provide you with a
blueprint to achieve the desired quality standards. SIM Global Education has shared with us
how its staff development framework is adding value to its academic staff and helping them
become more confident and effective lecturers.
And if you are looking at upgrading your pedagogical knowledge and instructional skills, there
is the Specialist Diploma in Applied Learning and Teaching offered at Republic Polytechnic,
which can be a good starting point. Since its launch it has been well received by participants
who hail from diverse backgrounds.
We believe that investing in professional development will ultimately create a win-win
situation for all stakeholders in private education. There are significant benefits that each
PEI stands to gain from having a strong team; one which attracts and retains students by
delivering quality education and providing excellent student support services. For teachers,
professional development enhances their skillset in course delivery and student engagement.
For students, an improvement in academic outcomes can better prepare them for their
chosen careers. All these will directly impact the overall quality of the private education
sector; one that transforms lives.
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Turning Industry Experts into Good Teachers
The Singapore Institute of Management Global Education (SIM GE) shares how its
Academic Staff Development Framework prepares lecturers to deliver a quality
education to students. As most lecturers are drawn from the industry, this framework
complements their domain knowledge with the skills to become confident,
professional and effective lecturers.
Getting Started
SIM GE welcomes new academic staff by starting them on their journey to become
professional lecturers who can share their rich industry knowledge with students effectively.
Under the Academic Staff Development Framework, these new lecturers will join an
orientation programme to learn more about SIM GE’s mission, vision and unique core
values. Once they are familiar with the culture of quality education, they will obtain important
information about the programmes they will be teaching and the desired outcomes and
requirements of their respective partner universities. The orientation will also get them
accustomed to the facilities and the audio-visual equipment that they will be using.
In addition, SIM GE offers a series of workshops to impart the skills that help them teach
with confidence. Facilitated by experienced lecturers, the workshops aim to share practical
approaches to teaching that are underpinned by sound theories in SIM GE’s unique context.
Developing Continuously
Recognising the benefits of continuous learning, SIM GE helps lecturers to sharpen their
teaching competencies by offering a course developed jointly with the National Institute of
Education.
This programme – which is targeted at lecturers who have taught with SIM GE for several
years – seeks to enhance their knowledge and pedagogical skills and challenge them to
reflect upon key underlying educational philosophies, pedagogy and their own teaching
experience. Successful participants receive a certificate and further strengthen their academic
practice.
All lecturers are also encouraged to keep up in their own professional development in their
respective domain areas. To supplement their own efforts, SIM GE organises regular domainarea workshops and seminars under its Professional Competency Development seminar
series where industry experts and academics are invited to share insights into the latest
developments in their particular fields. Lecturers are free to attend any of these workshops
and seminars.
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Where possible, these training programmes are scheduled in multiple slots, including
weekends, to provide more convenient choices for busy lecturers. By doing so, SIM GE is
addressing several challenges faced by its lecturers. Many lecturers, especially part-time
lecturers, have difficulty taking time off their regular work hours for training. In addition, as
lecturers have varied teaching schedules, it is often difficult to find common time slots to
schedule training classes.
Further feedback from lecturers also shows that a small number of lecturers perceive training
programmes as opportunity costs as they are not paid for their attendance. Some lecturers
have also shared their views from teaching in other institutions that they do not understand
the relevance of continuous training. To mitigate these concerns, SIM GE recognises their
efforts to attend training programmes in their personal records. It also conducts regular
surveys to understand their training needs better and to provide for more specially tailored
programmes that they will find compelling to attend.
Supporting Each Other
While one-off training sessions can address specific knowledge and competency gaps, an
on-going support system within the academic community ensures continuous enhancement in
teaching approaches. This support can come in the form of regular classroom observations,
round-table sharing sessions or other platforms. Best practices are also shared via a
bi-annual newsletter with contributions by selected lecturers who are known for exemplary
teaching.
The highlight of each year is the annual Education Conference where education experts are
invited to share on new developments in the field. Breakout sessions at the Conference allow
the lecturers to reflect on and consider how these possible new approaches could be adapted
for their own classrooms.
To further support and develop the lecturers, SIM GE identifies and trains a team of
experienced lecturers to be mentors and coaches. Lecturers can call upon these mentors
and coaches to help in performance management by sitting in to observe classes, providing
guidance for improvements and organising support activities. The newer lecturers have found
the guidance and coaching by this team particularly useful during the first year of teaching.
Being Rewarded and Recognised
Quality teaching and loyal service do not go unrecognised at SIM GE. There are recognition
and incentive schemes to honour the contributions and dedication of the lecturers in their
work to teach their students well. The lecturers are appreciated for their years of service via
Lecturer Service awards for each five-year period that they have been actively teaching.
Deserving lecturers who have demonstrated consistent exemplary teaching, a genuine
concern for their students’ learning, and willingness to enhance their own competencies
through regular participation in the training courses are accorded the prestigious Teaching
Excellence Award.
Benefitting Students
SIM GE reviews and enhances its Academic Staff Development Framework constantly to
ensure that all lecturers receive adequate training and support to focus on delivering their
courses to the best of their capabilities. Ultimately, a strong academic team – coupled with
the other aspects of a nurturing and vibrant learning environment, holistic development and
rigorous quality processes in administration – will ensure that students gain the full benefits of
a quality education at SIM GE and can go on to make their mark in their chosen careers and
contribute towards the betterment of society.
This article is contributed by Dr Aaron Tan, Director (Teaching & Learning Division), Singapore
Institute of Management Global Education.
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Specialist Diploma in Applied Learning and Teaching
Private education teachers, curriculum developers and assessors can receive formal
certification for upgrading their skills and knowledge at Republic Polytechnic.
The Specialist Diploma in Applied Learning and Teaching (SDALT) at Republic Polytechnic
provides a professional upgrading opportunity for educators from diverse fields to enhance
their pedagogical knowledge and instructional skills. It also helps them improve the design of
their lessons and the assessment of their students’ performance.
As a formal training programme developed by educators for educators, it focuses on what
participants require in order to be effective teachers, curriculum developers and assessors in
the 21st century. Participants gain insights into current educational trends, such as e-learning
technologies, and updated research findings on teaching methodologies, curriculum design
and assessment frameworks.
Relevant and Engaging Programme
In the teaching-related modules, participants explore how to vary their instructional
approaches to make their lessons more interactive, fruitful and enjoyable. In the curriculum
and instructional design-related modules, participants engage in developing curriculum and
lesson activities that foster critical thinking and self-directedness, laying the foundation for
developing students who can innovate rather than merely replicate and regurgitate. In the
assessment-related modules, participants discover how to ensure that their assessment
instruments and approaches are reliable, valid and fair.
With its emphasis on using learner-centred principles, the programme will resonate with
educators across diverse fields – from pre-schools to tertiary-level institutions – who cater
to different student demographics, from children to adolescents to working adults at different
career stages. In addition, the programme uses an interactive approach to better cater to its
adult participants, building from the combined professional experiences of the facilitators and
fellow participants.
Concepts are thus not lectured and delivered in a vacuum. Rather, they are meaningfully
contextualised in varied professional settings through facilitated discussions. In this way,
participants are guided and empowered to establish a personal understanding of the learning
concepts, which in turn enhances their ability to make connections and apply the concepts in
practice.
Beyond developing skill competencies, SDALT also emphasises the cognitive and affective
dimensions of learning to support educators in motivating and developing their students
holistically, rather than focusing on task performance. It therefore addresses programmes where
assessments may not necessarily be confined just to certifying the attainment of particular skills.
These could include programmes which need to assess a range of abilities for advancement or
programmes which use assessment as a motivational strategy in the classroom.
Valuable Learning and Networking Experience
To date, more than 150 educators have signed up for SDALT and 78 graduated in 2013.
Through evaluation feedback received over the course of the programme, participants have
also shared that they found the course relevant to their needs as education professionals.
“SDALT provides the necessary teaching and assessment skills and ensures educators are
equipped with an appropriate training methodology and quality teaching practices,” said
Pan Phay Shan, Principal Lecturer of TMC Academy, in a Sunday Times Special Report
on 21 July 2013. “Teaching 21st century learners is more challenging than before. Having
the knowledge in the subject matter is not enough – using the right teaching tools and
methodology is just as important.”
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In the same report, MD Malik Abdul Kadir, Head of the Law Programme, SAA Global
Education, also shared that he valued the opportunity to learn from peers and trainers.
“The group participation, the sharing of expertise and knowledge, the comprehensive
materials and tools of teaching and learning that were shared were clearly worth the time and
effort,” he said. “The facilitators were professional, calm and collected despite the pressure
and surely knowledgeable and informative.”
SDALT is a 280-hour programme conducted typically over 10 months on a part-time modular
basis to accommodate the work schedules of educators ranging from full-time educators to
those employed as adjunct trainers. The programme complements, and does not overlap
with, existing competency-based pedagogy courses such as the Singapore Workforce Skills
Qualifications (WSQ), Advanced Certificate in Training and Assessment (ACTA) and Diploma
in Adult and Continuing Education (DACE). From October 2013, two SDALT modules –
‘Learner-Centred Teaching’ and ‘Instructional Design’ – enjoy two-way credit exemptions with
their corresponding modules from DACE.
Frequently-asked Questions
What are the minimum entry requirements?
A participant needs to have a recognised polytechnic diploma or university degree with at
least two years of relevant working experience in teaching and/or curriculum development in
the education industry. The working experience ensures that classroom discussions, sharing
and activities are informed by practice and reflect pertinent professional issues.
What can participants do to prepare for this programme? What has helped past and
present participants do well?
Participants who do well typically approach the programme with open minds. They are
prepared to reflect on their practices and participate actively in discussions. This helps in
their understanding and eventual demonstration of how the lesson concepts are applied to
different education contexts.
Where are the lessons held?
Lessons are predominantly conducted in class at the Republic Polytechnic campus, with
some conducted remotely via e-learning.
What is the attendance requirement?
Participants are required to achieve 50% attendance for each module in order to pass the
module.
How is the assessment conducted?
Assessment is conducted using various combinations of individual coursework assignments
and written examinations. In six of the eight modules, written examinations account for 60%
of the module grade. In the remaining two modules, coursework assignments are the primary
assessment mode of choice.
How is registration for this programme conducted?
You may register to attend one of the course previews. The course preview is conducted by
Republic Polytechnic to provide an overview of the programme coverage, entry requirements
and funding available. You can sign up for the programme at the end of the course preview or
submit your application online.
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How many intakes of SDALT are there in a year?
There are at least two intakes of the SDALT each year. Interested participants can attend the
course preview conducted by Republic Polytechnic and register for the programme after that.
For more information on the latest updates to the SDALT programme, please visit Republic
Polytechnic’s website or email [email protected].
I have a DACE certificate. How can I register for module exemption?
There are two SDALT modules that enjoy two-way exemptions with modules from DACE.
SDALT DACE
PDC 1 Module 3:
C3: Incorporate Learning Theories and Approaches for
<=>
Learner-centred Teaching Adult Learning
PDC 2 Module 2:
Instructional Design <=>
C5: Apply Instructional Design to Create Courseware
To qualify for module exemption, you will need to submit your DACE certification when you
register for SDALT. There is no administration charge for the submission. Eligible participants
will have their course fees pro-rated accordingly. For more information, please download the
course brochure or email [email protected].
What is the course fee?
This programme is highly subsidised by the government for Singaporeans and Singapore
permanent residents. For information on the latest course fees, please download the course
brochure.
SDALT Modules
Post-Diploma Certificate in Teaching Practices:
• Principles of Learning
• Effective Communication for Teaching and
Learning
• Learner-centred Teaching
• Teaching with Technology
Post-Diploma Certificate in Curriculum Design
and Assessment:
• Curriculum Design and Evaluation
• Instructional Design
• Principles of Assessment and Test Design
• Conduct and Review of Assessment
A participant may register for an individual
Post-Diploma Certificate and receive the
funding applicable to Singaporeans and
Singapore permanent residents, upon meeting
the funding eligibility criteria. However, he or
she will need to complete both Post-Diploma
Certificates within two years to be awarded the
full SDALT certificate.
Am I eligible for Ministry of Education funding?
Singapore citizens and permanent residents pursuing their first specialist or advanced
diploma are entitled to 85% and 60% funding respectively from the Ministry of Education.
Singapore citizens pursuing their subsequent specialist or advanced diploma can enjoy a
further 70% Ministry funding, provided more than five years have lapsed since their first one.
What is the subsidy for Singaporean participants sponsored by their small- and
medium-sized enterprise employers?
First timers receive a 90% subsidy for polytechnics’ academic continuing education and
training programmes, covering part-time diplomas, advanced diplomas and specialist
diplomas. They are also granted absentee payroll of 80% of their basic hourly salary, capped
at $7.50 per hour, for such programmes.
Can I teach in Ministry of Education schools after completing SDALT?
No. This programme does not provide accreditation for applicants who wish to become
education officers with the Ministry of Education.
This article is contributed by Mr Lim Fun Siong, Senior Manager (Academy for Continuing
Education@RP) and Mr Alvin Tay, Academic Staff (Centre for Educational Development),
Republic Polytechnic
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Competency Framework for the Industry
Private education institutions can look forward to a new competency framework to
support their professional development efforts.
The Singapore Association for Private Education (SAPE) and the Institute for Adult Learning
(IAL) are co-developing an industry-wide competency framework, which private education
institutions can use as a professional development and career planning tool.
“SAPE wanted to create this competency framework, in partnership with IAL, to provide
the industry with a clear direction ahead in the next phase of professional development,”
said Mr Edmund Tham, Executive Director of SAPE. “We hope it will help private education
institutions enjoy higher levels of productivity and quality and for professionals in the industry
to grow in their personal capacity.”
An institution will be able to map its existing in-house staff competencies against this
framework, identify gaps and plan for further training and development. In addition, the
framework can help in the recruitment process by matching potential job applicants’
qualifications and skill sets to the competencies needed at each level and function within the
institution.
The framework can also be used as an effective career planning and professional
development tool for individuals. Regardless whether they are lecturers or training
administrators, staff members may refer to the framework to understand their roles and the
competencies needed to do their jobs better. They can then attend training programmes or
events to upgrade or reinforce their skill sets.
Raising Quality Standards
Including both academic and non-academic staff functions, the framework also covers professional
values and ethics, business governance and quality, and people management skills.
“The new competency framework will help to ensure skill relevance and adaptability in the
private education sector,” explained Mr Anderson Ee, Deputy Director of Programme Planning
and Partnership at IAL. “Qualified academic supervisors and teachers can better instruct
students in various fields; and well-trained administrators and managers can better define
structures for programme development, assessment and performance review.”
Ultimately, having highly skilled professionals will help private education institutions achieve
higher levels of work efficiency, quality and professionalism, he said.
Work in Progress
The project is currently in its first phase. This is where the framework is being adapted and
contextualised from IAL’s existing Training and Adult Education Professional Competency
Model used in continuing education and training.
The new competency framework will consist of two categories, namely ‘Lecturing’ and
‘Curriculum Management’. IAL is also ensuring that the framework will be aligned to EduTrust
requirements.
In the first phase, IAL engaged industry stakeholders, including SAPE members. Established
in 2012, SAPE has some of the largest and best-known private education institutions, such
as SIM Global Education, Kaplan, MDIS, PSB Academy, James Cook Institute of Higher
Learning, SMF Institute of Higher Learning, East Asia Institute of Management, ERC Institute,
TMC Academy, Informatics Academy, Lithan Hall, and Beacon. About half of all four-year
EduTrust institutions are currently SAPE members.
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In the second phase, IAL plans to populate the modified framework with some of the local and
global programmes it conducts or facilitates. Then it will move into the development phase to
map competencies to cover the different ‘Lecturing’ and ‘Curriculum Management’ skill trees.
Finally, IAL will suggest training courses, including Workforce Skills Qualifications courses,
which may be relevant in attaining the different qualifications within each skill tree.
When completed, the framework is expected to benefit 332 private education institutions with
an enrolment of about 227,000 local and foreign students in over 5,800 different courses.
(data as at December 2012).
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Institute for Adult Learning (IAL): Training and Adult Education Professional
Competency Model
The IAL Training and Adult Education Professional Competency Model will be used as a basis
for the new framework. The ‘Adult Education’ and ‘Training Management’ categories will be
adapted for the new framework.
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With the Competency Framework, you can:
• Identify competencies needed for the
institution to succeed
• Plan for staff training and professional
development
• Recruit employees with the right skill sets
• Project individual employees’ career paths
• Benchmark quality standards
As continuing education and training professionals often take on multi-faceted roles within
their organisations, IAL’s model defines skill sets for individual professionals and shows the
linkages between different skill sets.
IAL’s model also provides individuals with the choice to go ‘deeper’ into each category by
building on industry-specific competencies or ‘wider’ by focusing on inter-mobility skills such
as strategic planning and business negotiation.
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Lifelong Learning: A Personal View of a Teacher Educator
As Associate Dean for Professional Development at the National Institute of Education
(NIE), Dr Chew-Hung Chang champions the need for teachers to embrace lifelong
learning. Here, he provides a critical reflection from his personal vantage point as a
teacher educator.
John Dewey was perhaps most well-known as an advocate for progressive education.
He once said that education is not preparation for life; education is life itself. As a teacher
educator and university academic, I strongly believe that I am in a position to contribute to
education through enabling lifelong learning.
But even John Dewey’s motivations were made and shaped by the social milieu of his time. In
order to reflect on what has shaped my proposition, the personal experiences and historical
antecedence that culminated in my current position as an administrator of professional
development programmes, must be examined. The question of how I have contributed to
lifelong learning will be examined by reflecting on my personal journey from being a student
to being an educator.
Looking Back
As a child, I was told that there is only one thing that can never be taken away from me by
people – knowledge. I have since come to respect people who create and share knowledge
with others. This, I consider to be the most meaningful thing a person can do in his or her
life. Being a teacher has been an ambition for as long as I can remember. The gratification I
get as I observe that wonderment of discovery and enlightenment when someone has learnt
something new from me is the fundamental motivation for becoming a teacher.
As an undergraduate, I would work as a relief teacher during my vacations. The experience
was rewarding and affirming for my conviction to become an educator, shaping to a large
extent the scope for my doctoral studies. It was unsurprising then that I became a teacher
educator after obtaining my PhD.
Having been a teacher educator for 15 years now, my contribution to education has moved
from being at the frontline of the classroom to teacher preparation and teacher professional
development, embracing the lifelong learning spirit in the process. As I became increasingly
involved in teacher professional development, I affirmed my appreciation of the instrumental
role it plays in teacher professionalism. Working at the National Institute of Education
(NIE) is what I consider to be the most beneficial aspect in understanding what teacher
professionalism is about. At the same time, I have become attuned to the myriad changes in
the education landscape as I make sense of these changes in my work.
Changing Landscape
In context, the state and the education system in Singapore enjoy a relationship of mutualism.
The government has always regarded human capital as key to its ambitious projections for
brisk economic expansion. Thus, effectively honing this base is crucial to ensure that growth
achieved through the years will not be wasted by its next generation of managers. As the
state directs and supports the initiatives of the sector, the latter provides the human capital
necessary to meet the demands of an increasingly competitive knowledge-based economy.
Central to ‘making it all happen’ are Singaporean teachers who are at the forefront of
educating the citizenry. Teacher competence is an indispensable element, and one pathway
that has been identified to contribute significantly to the overall performance of Singapore’s
educators is continuous professional development. Indeed, the high-quality teachers and
school leaders have become the cornerstone of the education system, according to OECD.
They are a major reason for the high performance of the workforce and consequently the
achievements of the nation.
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Notable results of these institutional measures are best reflected in TIMMS and PISA ratings.
Not only is the high premium accorded to the system earned the state international respect
but, serendipitously, also created a burgeoning business opportunity for venture capitalists.
Riding on the positive reputation of the Singaporean brand, businesses are increasingly being
interested in uncovering niche markets to take advantage of.
Other countries now desire Singaporean textbooks, best practices and style of teacher
education. Experts and education practitioners in Singapore are being sought out to train and
transfer knowledge overseas to their counterparts.
Teacher Education in Singapore
Coming back to the central question raised in this article of how I have contributed to lifelong
learning, it is important to consider the role that I play as the Associate Dean for Professional
Development at NIE.
There are three main areas of my work, namely Programme Creation, Programme
Development and Programme Management. In Programme Creation, I identify the training
needs of our stakeholders, whether it is for school teachers or for other educators, through
understanding developments in the various sectors of the education industry. This then feeds
into the Programme Development phase in which programmes are designed to meet these
needs. Finally, a team of professionals in my office, coordinating the academic, logistical and
administrative processes, manages the programmes.
In order to design and implement programmes that are relevant, we need to understand
the needs of our stakeholders well. To this end, I have undertaken a research project
to determine the factors that encourage or constrain teachers to pursue professional
development activities.
Existing published research tells us that teachers engage in professional development
to improve student learning, to learn how to manage school and system-related changes
and to respond to the vocational need to professionalise. Though most are convinced that
professional development is important, they may feel constraints such as lack of time,
inconveniences experienced such as disruption of teaching routine, the added burden of extra
workload, unsupportive superiors, inadequate funding as well as their own disinterest.
However, there is a need to consider the teacher as an active agent capable of making a
decision on whether or not to take part in a professional development activity. Is this decisionmaking based solely on the belief of the teacher or are there other factors that determine the
translation of such belief into behavior? The project is still ongoing, and I invite the reader to
visit my website for updates as the study progresses.
‘Being’ Education
In closing, my journey from being a student to a teacher educator has been marked by
several important milestones in my contribution to lifelong learning. To begin with, my
personal philosophy about teaching and learning has guided my own education towards
becoming a teacher educator. As an educator, I have had the opportunity to hone my craft
with both pre-service and in-service teachers, enacting the teaching for lifelong learning
process. As an administrator, I have the opportunity to design, manage and implement
programmes that enable and empower lifelong learning.
In referring back to the quotation from John Dewey at the opening of this article, education for
me is undeniably life itself. Indeed, this reflection has allowed me to realise that my life thus
far is not just about ‘doing’ things in and for education, but I have the pleasure to know that
my life journey is about ‘being’ education.
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Upcoming Event
CPE Industry Seminar on Organisational Enablers: Quality Assurance in Education
Date:
Friday, 17 January 2014, 1-5pm
Venue:
Auditorium (Level 3)
2, Bukit Merah Central, Singapore 159835
Objective
To enhance organisational capabilities in quality assurance and share best practices in organisational excellence.
Programme Highlights
• Valuing Academic Quality in ITE
- Mr Soh Sze Wei, Institute of Technical Education
• Process Improvement leading to Quality Excellence
- Mr Too Meng Ken, Singapore Quality Institute
• Total Quality Management in University Education – Perspective from a PEI and a University within the SIM Group
- Associate Professor Lew Sin Chye, SIM University
• Translating Strategy into Outcomes: The Curtin Singapore Experience
- Professor Robert Evans, Curtin Education Centre
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Past Events
CPE Industry Seminar on Teaching & Learning Enablers:
Measuring and Enhancing Student Learning & Outcomes
The inaugural CPE Industry Seminar held on 30 Aug 2013 was attended by close to 400 participants from the private education sector. The seminar
provided a platform for stakeholders to network and share best practices on teaching and learning enablers. Experts from the Australian Council for
Educational Research (ACER), Republic Polytechnic, McGraw-Hill Education and Nanyang Polytechnic were invited to share their experiences and
work on enhancing student learning and outcomes. The Infocomm Development Authority (IDA), which recently launched the Sectoral Productivity
Call-for-Collaboration (CFC), was also invited to share details of the CFC and to encourage private education institutions to enhance their teaching
and learning capabilities by adopting relevant ICT platforms.
Seminar was held @ Auditorium, 2 Bukit Merah Central
“Measuring and Enhancing Student Learning & Outcomes:
A Problem-based Learning Perspective” by Ms Rachel Ong
from Republic Polytechnic.
“Personalising the Learning Experience: Using Adaptive
Learning to Improve Student Performance” by Ms
Angeline Poh from McGraw-Hill Education and Ms Vanaja
Manivasager from Nanyang Polytechnic
Q&A Session
Q&A Session
Q&A Session
Industry briefing on the Sectoral Productivity Call For
Collaboration by Ms Catherine Chong from the IDA
“Enhancing the value of assessment to improve learning
outcomes” by Associate Professor Hamish Coates and Dr
Sarah Richardson from ACER
Networking tea session
Group photo of emcee and speakers