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· Coming from a polytechnic where use of technology in class is very prevalent, where there is paperless teaching, a teacher shared that she want her learner to think and discuss, to rephrase and create.

·  Another teacher also shared that there is the need to advocate no use of technology at times for the learners as well.

· A member shared as well that during his tertiary education he did not use any writing devices, even exam required the use of computer.

· It was shared that although technology advancement is rapid, even for Chat GPT, teachers are required to teach students skills such as the use of tone. Learners of the 21 century need to learn to adapt,  modify and use knowledge, analyse data or information or facilitate the use of technology to analyse data, evaluate an article?

· We all agree that technology development is growing at so fast a rate that there is so much more that we teachers can do and learn to prepare our students for the future.

· Aim for Education is to prepare students for the future, a teacher shared that when internet just started Singapore had a spot in the world top 10 for internet users. However, after a few years, it fell behind. Are Singapore Schools lagging behind on the use to technology in education. This teacher cited an example : Why are we still teaching students to collect data and sketch or draw graphs on paper? He sees the need for Singapore Schools System to catch up and equip students with the skills that are used in the real world. He would like to see a change in the mode of exam in near future.

· We moved on to share some of the possible limitations for the education system rate of technology adoption. Limitations such as time and training provided for teachers in term of e-pedagogy. Although it is one of the focus of PD training, there is also the CCE, students mental health training which are also in the PD pipeline. Another limitation shared is the mode of examination which is still mainly paper and pen.

· Another teacher shared that it is easier to upgrade technology facilities, the more difficult part is actually the adoption and effective use of technology. She attended the sharing session on the use of escape room. It was highlighted in the session that its usage has to be moderated to make it interesting and effective too!

· We discussed the issue of inappropriate use of data and technology on student as well such as viewing students their facial emotion to provide follow-up for counselling and attention span. Two teachers also shared articles that they have read on use of monitoring headbands on students and  products presentation by AI vendors to monitor high risk counselling cases.
It was shared that there is already existing algorithm, that can be use to analyse the emotion state of emotion of a person through camera.
Participants discussed the pro and cons and ethical use of technology.

· Self regulation, reflection were shared as important skills to impart to students and we need to put these skills in for our teaching considerations.

· A PE teacher shared the use of technology to teach HBL PE.

· One teacher shared that there are different kind of technology – Knowledge Acquisition Technology, Processing Technology and there is a group of learners that with the use of technology enhance their learning and growth tremendously. It also calls for deep processing of information or knowledge.

· It was highlighted by one of the facilitators. It calls for the teacher professional judgement to consider which part of lesson can be enhanced with the use of technology! A multimodal approach tapping on teachers’ professional experiences, with research based supporting evidence and infrastructure/systemic support is the way to go!

· All participants are broken into smaller subject based groupings to share their personal teaching experiences using of technology in their subject areas as well as some of their concerns.

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Sls acts as an all in one platform

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Touchscreen function allows teacher to demonstrate and show concepts more effectively 

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Touchscreen function allows teacher to demonstrate and show concepts more effectively 

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Google workspace has range of tools which help teaching and learning.

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Essential tech grateful for is etextbook. Provides easy access

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Sharing - break into smaller subject groups (Share a memorable/interesting experience that you have in terms of harnessing technology in your classroom)

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Sharing - break into smaller subject groups (Share a memorable/interesting experience that you have in terms of harnessing technology in your classroom)

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3) What are some strategies you have to harness technology/ cope with technological changes? (Can be successful or still be a work in progress?)

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3) What are some strategies you have to harness technology/ cope with technological changes? (Can be successful or still be a work in progress?)

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2) What are some of the challenges you face when using technology in your classroom? 

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2) What are some of the challenges you face when using technology in your classroom? 

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Q1) What are some technologies that you believe may change the future of education? How do you think a 'classroom of the future' will look like?

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Q1) What are some technologies that you believe may change the future of education? How do you think a 'classroom of the future' will look like?

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4. Do you think student-centric pedagogy works for all subject disciplines ? Are there instances when student-centric pedagogy is a no-no? 

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4. Do you think student-centric pedagogy works for all subject disciplines ? Are there instances when student-centric pedagogy is a no-no? 

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3. What is the teacher’s role in a student-centric classroom? What are some challenges in implementing student-centric instruction? 

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3. What is the teacher’s role in a student-centric classroom? What are some challenges in implementing student-centric instruction? 

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2. What are some characteristics of student-centric pedagogy ? Why is student-centric pedagogy important

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2. What are some characteristics of student-centric pedagogy ? Why is student-centric pedagogy important

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Suggested by Mrs. Tan Chen Kee (Keynote)

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Suggested by Mrs. Tan Chen Kee (Keynote)

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Can we not fit into the big picture? Can we be co-creators instead?

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What are our expectations of students who graduate from Independent Schools? How well are we doing in nurturing our future citizens

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What are our expectations of students who graduate from Independent Schools? How well are we doing in nurturing our future citizens

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Is it true that Independent Schools promote elitism and cause more social divide? What can be done to address these concerns?

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Is it true that Independent Schools promote elitism and cause more social divide? What can be done to address these concerns?

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How have Independent Schools (in general) been exercising their autonomy? What areas of potential have they not tapped on? 

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How have Independent Schools (in general) been exercising their autonomy? What areas of potential have they not tapped on? 

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If every school is a good school, are independent schools still relevant in the future? Why or why not?

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If every school is a good school, are independent schools still relevant in the future? Why or why not?

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Q4 为了培养未来的领导，全校的活动和课程应如何做出改变？How should school-wide programmes and curriculum change in order to shape future leaders? 

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Q4 为了培养未来的领导，全校的活动和课程应如何做出改变？How should school-wide programmes and curriculum change in order to shape future leaders? 

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Q3 要培养未来的领导，我们在课堂上可以做些什么？What can we do in the classroom to nurture our future leaders? 

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Q3 要培养未来的领导，我们在课堂上可以做些什么？What can we do in the classroom to nurture our future leaders? 

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Q2 要成为未来的好领导，应拥有哪些素质？What are some qualities that would make a good future leader? 

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Q2 要成为未来的好领导，应拥有哪些素质？What are some qualities that would make a good future leader? 

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Q1 在后疫情时代，当前的领导人面临哪些挑战？What are some challenges current leaders face in a post pandemic world? 

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Q1 在后疫情时代，当前的领导人面临哪些挑战？What are some challenges current leaders face in a post pandemic world? 

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5. What are some other soft skills that our students need to learn in order to assess their own learning effectively? 

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5. What are some other soft skills that our students need to learn in order to assess their own learning effectively? 

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4. What are some concerns or issues that teachers have with student self assessment? 

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4. What are some concerns or issues that teachers have with student self assessment? 

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3. How do you think teachers can better prepare students to give effective peer feedback? 

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3. How do you think teachers can better prepare students to give effective peer feedback? 

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2. What are some challenges of giving and receiving peer feedback in peer assessment? 

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2. What are some challenges of giving and receiving peer feedback in peer assessment? 

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1. What is the value of peer assessment? Is there any tried and tested strategy that have worked well for you?

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1. What is the value of peer assessment? Is there any tried and tested strategy that have worked well for you?

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5. What causes mental health issues among students and teachers in Singapore? What needs to change radically in our education system in order to improve our well-being? 

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5. What causes mental health issues among students and teachers in Singapore? What needs to change radically in our education system in order to improve our well-being? 

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4. What assumptions do we teachers make when approaching students' mental health? How are our expectations similar or different from students' ?

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4. What assumptions do we teachers make when approaching students' mental health? How are our expectations similar or different from students' ?

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3. Do you think all teachers should be formally trained in basic counselling skills to support student well-being? Why or why not? 

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3. Do you think all teachers should be formally trained in basic counselling skills to support student well-being? Why or why not? 

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2. Who should be responsible for students' mental health - family, school, self, others?

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2. Who should be responsible for students' mental health - family, school, self, others?

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1. What is the relationship between student well-being and student performance? Does one necessarily lead to the other? 

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1. What is the relationship between student well-being and student performance? Does one necessarily lead to the other? 

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What are essential tech (for teaching) to have, you are grateful to have, and/or strongly advocate?

What are some current tech you're using that you wish to have alternatives to? (i.e. Wishlist)

What are some challenges in using tech in the classroom? How might we overcome this?

What are some ideas for teachers to harness tech better for teaching in the classroom?

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1、What is your understanding of “student-centric pedagogy”? Can you share some examples of student-centred approaches? 

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1、What is your understanding of “student-centric pedagogy”? Can you share some examples of student-centred approaches? 

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The Independent Schools Scheme was introduced by the BackgroundWith less bureaucracy, independent schools would have the flexibility to tailor programmes that would help students reach their full potential. As an alternative model for education, independent schools would also provide a point of reference for comparing and evaluating the performance of the present education system. Initiatives that had been successfully introduced in independent schools could then be also applied to government schools. In addition, DPM Goh noted that with increased standardisation among schools, some premier schools had lost some of their unique identity over the years. The Independent Schools scheme would help these schools preserve and cultivate their traditions and characters. DPM Goh expressed his belief that the innovation brought by independent schools would help achieve the ministry's aim of excellence in schools and bring about improvements in education for the 21st century. He also gave the assurance that deserving students would be given financial assistance to study at independent schools.Similar views from the government were voiced the following year. In July 1986, then Minister for Education Dr In the months that followed, feedback was sought from educators, parents and members of the public. While some were in favour of independent schools, others were concerned about the affordability of quality education and job security for teachers.The then principal of Raffles Institution, Eugene Wijeysingha, was among those who responded positively to the idea. He stated his support through a paper titled "A Development Programme for Raffles" where he noted that the bureaucracy of centralised education could hinder creativity and the experimentation of new ideas. He also put forward a new management model for Raffles Institution based on a board of governors overseeing an independent school.At the Schools' Council meeting in January 1987, Dr Tony Tan reiterated the government's plan to shift educational innovation from the ministry to schools. He challenged schools to transform from being implementers to initiators of change. Tan cited a study on private schools in America that contended that private schools were more successful than public ones because they were governed by market forces and hence more responsive to the needs and demands of parents and students who were consumers of educational services.In addition to gathering public feedback, Tan also led a group of 12 principals on a study tour of 25 leading schools in Great Britain and the United States in November to December 1986. Findings from the trip were collated in a report titled "Towards Excellence in Schools" in February 1987.Accordingly, the report recommended that local principals be given more freedom in the running of schools, particularly in matters such as teacher selection and curriculum development. It also recommended that principals of independent schools, if they were set up, should be appointed by the governing board of the school. The board should comprise responsible members from various professional fields, academia and the alumni, so that the school could benefit from their range of expertise. The report also advocated that teachers be given more room to develop teaching programmes and select textbooks.Both the report and the Independent Schools scheme were discussed during the budget debate in parliament on 19 March 1987. While the recommendations were supported, some parliamentarians were concerned that less well-off students would not be able to enrol in independent schools due to their higher school fees, thus engendering a culture of elitism. There were also questions if independent schools were necessary to achieve excellence in schools. Others felt that the report placed too much emphasis on the principal as the main agent to achieve excellence in schools.The ministry also set up guidelines on the degree of autonomy that these schools could exercise. While schools had the flexibility to decide on curriculum, they still had to adhere to national educational policies such as bilingualism, moral education and national examinations. They also had to be managed by a board of governors appointed by the school community with the approval from the minister of education. The scope of the board's responsibilities included the appointment of principals with concurrence from the director of education, approval of budgets, overseeing major financial decisions and changes in school policies, setting of school fees and staff salaries, hiring, promotion and sacking of staff as well as expulsion of students. Aside from these areas, the principal would have extensive autonomy in the running of the school, particularly in the selection and deployment of teaching staff, pupil admission and curriculum changes made in consultation with staff and the board.Implementation and aftermathTo pave the way for more schools to become independent,More schools turned independent in the years that followed: However, the scheme came under public criticism when school fees of independent schools began escalating. In 1990, school fees were raised from $25 to $50-$100 to meet the cost of hiring more teachers due to smaller class sizes and to provide better facilities and more varied educational programmes.The framework for autonomous schools was unveiled by then Minister of Education In 1994, the following six schools became the first autonomous schools: Victoria School, Anderson Secondary, Bukit Panjang Government High, Convent of the Holy Infant Jesus ( (Singapore: Prentice Hall, 1997), 279-95. (Call no. RSING 370.95957 EDU), 14 January 1987, 16. (From NewspaperSG), 30 May 1985, 1. (From NewspaperSG), 23 July 1986, 16. (From NewspaperSG), vol. 9 (Singapore: Gale Asia, 1981-1987), 547-69. (Call no. RSING 959.5705092 LEE), 8 March 1987, 10. (From NewspaperSG), 5 November 1986, 30. (From NewspaperSG), 8 October 1986, 10. (From NewspaperSG), 9 February 1987, 8. (From NewspaperSG) (Singapore: Ministry of Education, 1987). (Call no. RSING 371.20095957 TOW), 2 September 1987, 16. (From NewspaperSG), 16 January 1990, 25. (From NewspaperSG), 4 January 1989, 14. (From NewspaperSG), 2 September 1989, 1. (From NewspaperSG), 15 January 1992, 1. (From NewspaperSG), 3 November 1989, 25. (From NewspaperSG), 11 September 1990, 3. (From NewspaperSG), 21 September 1990, 32. (From NewspaperSG), 29 December 1991, 11. (From NewspaperSG), 19 July 1991, 1. (From NewspaperSG), 1 April 1993, 2. (From NewspaperSG), 18 July 1993, 1. (From NewspaperSG), 31 July 194, 1. (From NewspaperSG), 2 March 1995, 19. (From NewspaperSG) Ministry of Education in 1987 to give selected leading schools greater autonomy in the management of its own affairs, such as staff recruitment and salaries, curriculum, textbooks, school programmes, pupil admission and fee structures. This step to liberalise education was intended to give schools the latitude to spearhead innovative educational programmes that would develop students' creative and critical thinking skills, in the face of a competitive and fast-changing future economy. In January 1988, St Joseph's Institution, Anglo-Chinese School and the Chinese High School (now Hwa Chong Institution) became the first schools to turn independent.
The idea of independent schools was first mooted in May 1985 by then First Deputy Prime Minister Goh Chok Tong. Speaking at the Founder's Day celebrations of Raffles Institution and Raffles Junior College, DPM Goh disclosed that the Ministry of Education would be forming a committee to explore the feasibility of giving some schools greater autonomy. He then explained how independent schools could mitigate the limitations of standardised education. While Singapore's centralised system of education had been successful in producing achievement-oriented students, it had been less effective in encouraging creativity and developing critical and enquiring minds. ³ 1 This initiative to diversify the education landscape was a pioneering move after three decades of centralised control since the enactment of the Education Ordinance of 1957. Tony Tan spoke in favour of a bottom-up approach to foster creativity and innovation in schools during his speech at the Nanyang Technological Institute Students' Union Forum. He also stressed the need for educational policy to adapt to economic changes. ⁴ During the National Day rally in August 1986, then Prime Minister ⁶ The minister of education also met with principals from schools deemed to possess the prerequisites for going independent, which included well-established institutions with capable principals, experienced teachers, strong alumni networks and a responsible board of governors or school management committee. 7 Lee Kuan Yew further urged six of the best schools to privatise as a government monopoly in education meant a lack of competition and diversity. ⁸ ⁵ ² ⁹
¹⁰ Among the wide-ranging recommendations made in the report was the establishment of independent schools. The report noted that the headmasters of these successful overseas schools, appointed by a reliable and autonomous board, were given latitude when governing school affairs.
Towards excellence in schools
¹¹

¹²

Establishment of independent schools ¹⁴
The government's decision on independent schools was announced by Dr Tony Tan at the Pre-U seminar on "Towards Excellence in Schools" in June 1987. Three schools, Anglo-Chinese School, St Joseph's Institution, Chinese High School, were selected to join the Independent Schools scheme from 1988. School and miscellaneous fees for independent schools were raised from $9.50 to $25, with financial assistance provided to needy students. To give these schools a head start, the government would provide a grant of $2,500 per student, which was the annual cost of educating a secondary school student. ¹³
Following the announcement, the three schools set up endowment funds with a target to raise $10 million to help needy students and fund school programmes. The government gave its support by pledging a donation of up to $1 million on a dollar-for-dollar basis and also granting tax exemptions on donations. ¹⁵
¹⁶ the School Board (Incorporation) Act, which defined the roles and responsibilities of the board, was enacted on 1 January 1990. ¹⁷
Methodist Girls' School and Singapore Chinese Girls' School in 1989, ¹⁸ Raffles Institution in 1990, ²¹ The following year, another round of increases brought fees up to $70-$200. ²² Many expressed their dismay that quality education was becoming more expensive.
Introduction of autonomous schools
In December 1991, then Senior Minister of State (Trade and Industry) Lim Boon Heng broached the subject of an alternative model to independent schools where schools could still enjoy more autonomy while maintaining normal school fees. ²⁵ The concept of autonomous schools was announced by then Prime Minister Goh Chok Tong in July 1992 at the opening of the new Raffles Institution building in Lee Yock Suan in parliament in March 1993. Operating under the concept of limited independence, these schools were to receive 10 percent more government funding that they could use to offer elective subjects and hire part-time coaches and administrative support staff who would then free teachers up to plan and teach enrichment programmes such as computer-based lessons, field trips and special projects. However, unlike independent schools, the additional funds could not be used to reduce class sizes. School fees would be pegged at $15 to $32, higher than the normal fees of $12 to $14, but still much lower than the fees charged by independent schools. The principal would also have more say in staff selection. Autonomous schools were to be the economic and social bridge between independent schools and government and government-aided schools. ²⁷ Bishan. He revealed that he had asked the Ministry of Education to identify two to three government schools to become autonomous government schools. Autonomous government schools would have the flexibility of introducing innovations in curriculum while keeping school fees affordable. This move was in line with the government's long term plan to decentralise administration and provide more options in education. These schools would also provide competition to independent schools. Toa Payoh), Dunman High and River Valley High School. ²⁸ This was followed by another six schools in 1995 ²⁹ and six more in 1996. ³⁰ ²⁶ ²³ Against this backdrop, the ministry asked
Victoria School and Dunman High to defer their plans to become independent. ²⁴ ¹⁹ as well as Nanyang Girls' School and Raffles Girls' Secondary School in 1993.
²⁰

In 2000, there were 18 autonomous schools in operation. Then Minister for Education Teo Chee Hean announced that the autonomous school model had been successful in providing quality education. Henceforth, secondary schools with good results, good community ties and a sound education programme could apply to become autonomous. 1. Jason Tan, S. Gopinathan and Ho Wah Kam, Education in Singapore: A Book of Readings2. " Focus Must Shift from Ministry to the Schools," Straits Times3. Paul Jacob, " Bold New Idea to 'Free' Schools," Straits Times, 30 May 1985, 1; Peng Ailian, "
Plan to Examine 'Independent Schools' Idea," Business Times4. " Towards a More Creative and Innovative Society," Straits Times, 23 July 1986, 14; "
Education to Keep Up with Economic Changes: Dr Tan," Business Times5. "Speech at the National Day Rally at Kallang Theatre ,"The Papers of Lee Kuan Yew: Speeches, Interviews and Dialogues6. Ben Davidson, "
Government to Seek Views on Independent Schools," Straits Times, 15 September 1986, 1; " Your Move, Schools Told," Straits Times, 9 October 1986, 11; Valerie Lee, " Dr Tan Identifies 4 Main Issues," Straits Times, 7 March 1987, 11; Valerie Lee, " Don t Rush In, Say the 'Cautionists'," Straits Times7. " Going Solo: Top Aided Schools on the Move," Straits Times8. " 'Best Submission I've Received for a Long Time' - Says Dr Tony Tan," Straits Times9. " Focus Must Shift10. " Dr Tan Off to Britain, US,"
Straits Times, 30 November 1986, 16; Valerie Lee, " Schools: Bold Steps Mooted,"
Straits Times, 8 February 1987, 1; Valerie Lee, " What Principals Saw and What They Recommended," Straits Times11. Ministry of Education, Singapore, Towards Excellence in Schools12. Parliament of Singapore, , vol. 49 of Official Reports - Parliamentary Debates (Hansard), 19 March 1987, cols. 587-62. 13. " Three Schools to Go Independent Next Year," Straits Times, 23 June 1987, 1 (From NewspaperSG); Ministry of Education, Singapore, Towards Excellence in Schools14. " Three Schools to Go Independent Next Year"; Ministry of Education, Singapore, Towards Excellence in Schools15. Valerie Lee, " Three Independent Schools to Set Up Endowment Funds," Straits Times16. " Bill to Pave Way for Independent Schools," Straits Times
17. School Boards (Incorporation) Act, Cap 284A, The Statutes of the Republic of Singapore, rev. ed., 2013. 18. Lim Yeen Fong, " Optimism as 2 Girls' Schools Go Solo,"
Straits Times19. Chua Chong Jin, " RI Goes Independent from Next Year," Straits Times20. Sandra Davie, " 2 Schools Told to Put Off Plans to Go Independent," Straits Times21. Ng Wei Joo, "
RI and 5 Independent Schools to Raise Fees Next Year," Straits Times22. Sandra Davie, " 5 Independent Schools Raise Fees,"
Straits Times23. " MP Criticises Fee Rise," Business Times, 6 November 1989, 22; "
Unfair to Give Independent Schools Higher Subsidies. MP," Straits Times, 16 November 1989, 3; " Adopt Changes at a Moderate Pace, MP Tells Independent Schools," Straits Times
, 18 November 1989, 25; " Govt Will Not Interfere with Independent Schools' Fee Hikes," Straits Times, 30 November 1989, 19; Rohaniah Saini, " Too Much, Too Sudden for Some Parents,"
Straits Times, 11 September 1990, 3; " Paying More for More," Straits Times24. Davie, " 2 Schools Told to Put Off Plans to Go Independent25. " Boon Heng Calls for Schools that Are Not Independent but Have More Autonomy," Straits Times26. Warren Fernandez, " Govt Schools to Get More Freedom: PM," Straits Times27. " Autonomous Schools: Monthly Fees of $15-$32," Straits Times, 12 March 1993, 29; " Gearing Up for Autonomy," Straits Times28. " 6 Schools to Go Autonomous," Straits Times29. Leong Chan Teik, " Six More Secondary Schools Will Go Autonomous,' Straits Times
30. " 6 More Autonomous Schools," Straits Times31. M. Nirmala, " More Autonomous Schools," Straits Times Further resources

Eng Thye Jason Tan, . (1996). Independent Schools and Autonomous Schools in Singapore: A Study of Two School Privatization Initiatives Aimed at Promoting School Innovation(Ph.D diss., State University of New York, 1996). (Call no. RSING 371.02095957 TAN)

H. H. B. Lim, "Educational Reforms in Singapore - Thoughts on Decentralisation and Independent Schools," Jason Tan, S. Gopinathan and Ho Wah Kam, eds., J. Tan, "Education in the Early 21st Century: Challenges and Dilemmas," in In Da Cunha, D. (Ed.) J. Tan, "Education in Singapore: Sorting Them Out?" in John Yip Soon Kwong and Sim Wong Kooi, eds., Commentary 8, nos. 1-2 (September 1989), 75-81. (Call no. RSING 300.5 C)

Education in Singapore: A Book of Readings (Singapore: Prentice Hall, 1997), 279-95. (Call no. RSING 370.95957 EDU)

Singapore in the New Millennium: Challenges Facing the City-State, ed., Derek da Cunha (Singapore: Institute of Southeast Asian Studies, 2002), 154-86. (Call no. RSING 959.57 SIN-[HIS])

Management of Success: Singapore Revisited, ed., Terence Chong (Singapore: Institute of Southeast Asian Studies, 2010), 288-08. (Call no. RSING 959.57 MAN)

Evolution of Educational Excellence: 25 Years of Education in the Republic of Singapore (Singapore: Longman Singapore, 1990), 24-27. (Call no. RSING 370.95957 EVO)

The information in this article is valid as at September 2018 and correct as far as we are able to ascertain from our sources. It is not intended to be an exhaustive or complete history of the subject. Please contact the Library for further reading materials on the topic.

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The Independent Schools Scheme was introduced by the Ministry of Education in 1987 to give selected leading schools greater autonomy in the management of its own affairs, such as staff recruitment and salaries, curriculum, textbooks, school programmes, pupil admission and fee structures.