Using the guitar example as an analogy, each guitar interior (studrent) comes in different patterns and quality but the skills of the guitar player (teacher) results in the quality of music (learning) being played.

Jason said the more pattern (complex) on the inner side of the board, nicer sound right?

my reflection/analogy: the more complex or problematic students are when they are in schools, the better they may turn out to be after graduation?

the more complex the school gets, the better the education

it just needs more effort

The President of Singapore Cebu School enthusiastically hosts educators from Singapore and abroad, driven by the principle of paying it forward. She recognizes the value of the school visits she experienced in Singapore during her school's early days and aims to provide similar opportunities for others. This reciprocal approach to education has inspired me to explore how schools can empower students to take ownership of pay-it-forward initiatives and the role teachers play in nurturing this mindset.

I thought the concept of pay it forward is different from service learning or VIA. Cos in service learning, there is the idea of give through serving, and take through learning. Pay it forward is more analogous to the concept of just give...don't take, like what Prof Ng PT advocates 😆 🤣 😂

Similar to Singapore, even in developing countries like, Philippines have difficulties in attracting the youth to such labor intensive industries

They hope to encourage more to join them through collaboration with the Furniture association to get interns.

These teachers are under the supervision of their mentor who is always with the class alongside their other trainee teachers who are planning their own lessons. Such a setup may be welcomed by some of us when we were trainee teachers as our fellow trainee teachers can provide moral support during our lessons and can help to be a critical friend who can provide feedback on our lessons.

From my lesson observation of a grade 2 class, I was greeted by one of the students who came up to me and took my hand and placed it on her forehead. She uttered 'bless you teacher'. I also encountered the trainee teachers in the class who bent down with respect as they passed infront me. These acts of respect are somewhat similar to what we have in the malay culture.

As a country, Singapore and Cebu share many similarities too.

• Both have been 'found and colonized' in the past.

• Experienced the Japanese occupation of World War 2.

• Land reclamation to support the city port. Deeper waters for ships to dock.

• Centre of trade (Convergence pt)

• Population size (5 million)

• English as the main language

• Values education weaved in lessons

However, even with many similarities, Cebu and Singapore have progressed differently.

• Slums coexisting with housing in the city

• 1st world vs 3rd world

• Issue of corruption

• Overcrowded schools and disparity in the quality of education in the private schools vs public schools.

  
  

Cebu is very much aware of their similarities with Singapore and also the differences in progress so much so that they mooted a plan for a 'Singapore like Cebu'. They aim to mimic Singapore's infrastructure and education in order to attempt to achieve similar success in future.

Furniture and Guitar Factory: Esther, Nurul

and Lilian

Singapore Cebu Schools: Yuh Koon & Ching Chin

Cebu Normal University: Frankie & Kian Wee

Sirao Gardens: Leng

Culture & Tourism: Adam & Kok Leong

Adaptation of Singapore Curriculum

SSC had intentionally and strategically adapted Singapore Curriculum at the elementary and Secondary 1 and 2 levels. This adaptation has faced challenges in Curriculum tweaking, modifications, integration and alignment, all in all to achieve the end outcome (GCSE)

Customization of High Quality Education

Essentially, the adaptation is also to seek buy in from parents and learners with an established and high quality Singapore Curriculum..Relating this to Singapore context, while we have a National Curriculum across subject disciplines, how can we as Curriculum leaders contextualise our respective curriculum in this 21st century educational landscape?

Cultural Incoporation in Curriculm

In SSC context, they have also integrated the Phillippines cultural aspect (for eg incorporation of Phillippines cultural games/sports) in their Curriculum. How should we as Curriculum leaders incorporate the cultural or heritage related contents in our academic curriculum?

Values Enculturation (Growth Mindset , Grit, Resilience) through Curriculum

In particular, learners in SSC are enculturated and conditioned that they can do difficult things through the approach of making thinking visible in the implementation of the Curriculum. Henceforth, the growth mindset, grit and resilience dispositions are developed through the learning intentions and instructional practices.

And that brings us to the question of how we Curriculum leaders can infuse moral values and civics in our design and implementation of the our curriculum?

What are we changing?

Often it is said Change is a constant. What is that fundamental change we are referring to? Are they changes in Beliefs, values, mindsets, processes, structures or strategies etc?

Timeless Change

In Ohmn Cebu, there is no big machineries or any form of technologies. What we see is aged skilled workers diligently and delicately hand-weaving pieces and pieces of rattan furniture, at the most 50 of such furniture daily. Day in day out, year in yearout, time less change despite the challenges of employing young skilled workers, lack of financial resources and funding, as well as structured skills and development schemes or programs.

Timely Change- Technological Change.

If Ohmn had the access to different forms of machineries technology, the productivity level will be enhanced to a certain extent. Relating in an educational context, classroom practitioners in Singapore had a repertoire of technologies, immersive and emerging AI inclusive, how can we middle managers ensure that timely Change and maintain that sense of conviction and commitment towards education and learning notwithstanding the challenges and Discomfort experienced.

Art and Science of Change Leadership

How can we ensure we do our best in everything we do or rather everything we Change?

Visiting the Alegre Guitar Factory in Cebu was an eye-opening experience that offered a glimpse into the rich tradition of musical craftsmanship. The factory’s dedication to handcrafting both guitars and ukuleles highlights the artistry and skill that define their reputation. It was fascinating to observe how raw materials like wood (like our students) are transformed (like the process of moulding our students) into beautiful instruments (future gem of our nation) through intricate processes such as carving, sanding, and assembly (21CC competencies and pedagogy)

What stood out to me was the balance between preserving traditional craftsmanship and integrating modern techniques to maintain high-quality standards. The attention to detail in both guitars and ukuleles, from sound tuning to design, ensures that each instrument has its own unique character. The ukulele, in particular, has gained popularity worldwide, and seeing how it is crafted alongside the classic guitar was inspiring.

The visit not only deepened my appreciation for the craftsmanship involved but also for the cultural significance these instruments hold in Cebuano musical heritage.

1. Description: During my visit to SSC, I had the opportunity to observe a Grade 11 biology class where students were engaged in a debate on the pros and cons of Golden Rice. The students, divided into two teams, discussed the scientific, ethical, and societal impacts of genetically modified crops, specifically Golden Rice. Despite the debate format, I noticed how students from opposing teams were affirming each other’s contributions, fostering a respectful and encouraging atmosphere. It was evident that collaboration, even in competition, was highly valued.

2. Feelings: I felt inspired by the dynamic of the class. The students demonstrated a strong sense of maturity and respect, which created a positive learning environment. The fact that they affirmed each other’s points, even when disagreeing, showed a high level of emotional intelligence and an emphasis on constructive debate. I was impressed by the teacher’s ability to cultivate a space where differing opinions were encouraged but handled with care.

3. Evaluation: The experience was highly positive. It was encouraging to witness how SSC integrates the growth mindset into classroom activities. The debate allowed students to voice their opinions freely while also learning to appreciate opposing perspectives. This respectful interaction fostered deeper critical thinking, as students were not merely arguing to win but were reflecting on their own viewpoints. I believe that this collaborative debate format is an excellent tool for developing scientific literacy and critical analysis, especially when dealing with complex, real-world issues like genetically modified organisms (GMOs).

4. Analysis: This classroom experience reflects the SSC’s approach of adaptation and customisation in education. By adapting the Singaporean rigorous academic framework to suit local contexts, SSC creates a learning environment that encourages deeper understanding of global issues. The debate on Golden Rice was a clear example of this—students were not only discussing the scientific aspects but also the cultural, ethical, and social implications. This comprehensive approach to education fosters a growth mindset, encouraging students to see challenges from multiple perspectives.

5. Conclusion: In conclusion, the visit reaffirmed that SSC prioritises not just academic excellence but also emotional intelligence and respectful collaboration. The structure of the debate and the way students supported each other reflect the school’s emphasis on growth, adaptation, and customised learning experiences. These qualities help prepare students for complex real-world challenges, where understanding different perspectives is crucial.

6. Action Plan: For my own teaching practice, I plan to incorporate more structured debates and peer affirmation strategies to foster critical thinking and emotional intelligence which are important skills in affective relationship building. Encouraging students to affirm opposing viewpoints, as seen at SSC, can create a more inclusive and constructive learning environment. I will also consider adapting content to address both local and global issues, ensuring that students develop both intellectual and emotional skills essential for future success.

This visit has inspired me to rethink how I can further promote a growth mindset and respectful learning culture in my own classroom.

Concrete Experience: During the visit, I learned about Mata Technologies' core focus on using IT solutions to enhance business efficiency. What stood out, however, was their social enterprise initiative. Their "Sandbox Innovation Foundation" provides a platform for nurturing young IT talent by offering real-world problem-solving opportunities in a supportive, innovative environment. This incubator helps local talent develop essential skills, preparing them to contribute meaningfully to the IT sector and their communities.

Reflective Observation: Reflecting on the experience, I was deeply impressed by the company’s commitment to both technological innovation and social responsibility. While many companies focus solely on profit, Mata Technologies integrates a long-term, community-focused approach by investing in talent development. I noticed that their initiatives benefit not just the company but also the broader Cebuano community, creating a cycle of empowerment and sustainable growth.

Abstract Conceptualisation: This experience led me to think about how businesses can merge innovation with social responsibility. Mata Technologies illustrates how a business can solve practical problems for clients while also investing in the future workforce. Their "Sandbox Innovation Foundation" acts as a bridge between education and employment, offering a model that both drives business growth and creates social impact.

Active Experimentation: This visit made me consider how I can encourage similar dual-purpose initiatives in my own context. Whether through mentoring programmes or partnerships with educational institutions, finding ways to develop talent while achieving organisational goals could lead to sustainable growth and greater social value. Additionally, adopting a mindset that looks beyond immediate business goals toward long-term community impact would align with Mata Technologies’ exemplary model of corporate responsibility.

Using Driscoll’s "What? So What? Now What?" model of reflection, I will explore my visit to Sirao Garden (Sirao means "burning" in Greek.

What?
Sirao Garden, also known as Little Amsterdam, was initially developed in 2010 when the caretaker of Elena Sy-Chua planted Celosia flowers on a 5,000 square meter plot to sell during All Saints and All Souls Day. What started as a simple flower-growing initiative has transformed into a stunning tourist destination, drawing visitors with its vibrant floral displays and scenic views. The garden is now widely known for its resemblance to the tulip fields in Amsterdam.

So What?
The visit revealed how a small, local initiative can evolve into something larger with vision and adaptation. The caretaker’s decision to plant Celosia was practical, but over time, the garden’s beauty gained attention and created a sustainable tourism site. This shows how resourcefulness, even with modest beginnings, can have a broader impact on the local economy by attracting tourism.

Now What?
Reflecting on this, I’m inspired by the idea of growth through adaptive thinking. The success of Sirao Garden demonstrates the importance of seeing potential beyond immediate goals. For my own initiatives, focusing on long-term adaptability and recognising the broader impact of small-scale efforts, no matter how small, could create opportunities for sustainable growth in my own work and community projects.

Inform:
The philosophy of focusing on one core area has helped Ohmm establish itself as a leader in outdoor furniture production. Their refusal to diversify into other products enables them to hone their skills and resources, ensuring consistency and excellence. By concentrating on craftsmanship, they create a product that stands out in the market for its quality and attention to detail.

Confront:
Reflecting on this approach, I realised that many organisations, including my own, often struggle with trying to meet too many objectives simultaneously. The pressure to "be everything to everyone" can dilute focus and lower standards. Ohmm's model challenges this by showing how a laser focus on a single goal can lead to mastery and success, even in a competitive market.

Reconstruct:
This visit has prompted me to reconsider how I approach my work. Instead of trying to excel in numerous areas, I should concentrate my efforts on mastering fewer, high-impact tasks. By applying this level of focus and eliminating distractions, I can elevate the quality of my work and foster deeper expertise, ultimately driving better outcomes for my organisation.

Inform:
These sites offer a window into Cebu’s layered history, with strong Spanish colonial influences on religion, architecture, and governance. Magellan’s Cross and the Basilica stand as enduring symbols of Catholicism’s hold on the city’s identity. The fort speaks to Cebu’s strategic role during the Spanish period, while the museum traces Cebu’s place in the wider Philippine historical context. Carbon Market and Colon Street highlight the intersection of the city’s commercial development with its cultural heritage. Both places maintain their historical essence, while also functioning as vibrant hubs for trade and commerce today.

In contrast, Singapore’s heritage reflects its British colonial past, with key landmarks like Fort Canning, St. Andrew’s Cathedral, and the National Museum of Singapore playing similar roles in telling the story of Singapore’s colonial and post-colonial history. Singapore’s modernity is visible everywhere, with its heritage often coexisting in close proximity to futuristic urban landscapes.

Confront:
This reflection highlights similarities and differences between Cebu and Singapore’s approach to preserving their heritage. Both cities place importance on maintaining historical landmarks to connect with their colonial past. However, there is a stark contrast in how these cities have integrated modernisation with heritage. In Cebu, places like Carbon Market and Colon Street retain a more organic connection to the past, functioning as living spaces where history and daily life intermingle. The old streets are bustling with vendors, while traditional market life continues uninterrupted by rapid development.

In Singapore, on the other hand, heritage and modernity often stand side by side, but with a more curated and deliberate approach. Historical buildings are preserved amidst the futuristic skyline of Marina Bay Sands, and the cultural sites are well-maintained to fit into Singapore’s broader urban development plan. While Singapore’s heritage sites remain essential to its national identity, they are often framed within a modernised, globalised context, emphasising efficiency and forward-looking progress.

The difference in pace of development between the two cities is also noteworthy. Cebu’s urban growth, while advancing, feels more gradual and intertwined with its historical narrative. In contrast, Singapore’s rapid modernisation means that the lines between past and present are sometimes more distinctly drawn.

Reconstruct:
This visit to Cebu has deepened my understanding of how cities can preserve heritage while balancing modernisation. Cebu’s more organic connection between past and present reflects a slower-paced urban evolution, where history is not just preserved in museums or landmarks but continues to live in everyday spaces like markets and streets. Singapore’s approach is more structured and deliberate, with a clear emphasis on integrating heritage into its fast-paced growth and global aspirations.

For my own professional context, this reflection on heritage preservation reminds me of the importance of maintaining a balance between progress and cultural preservation. Whether in education or leadership, recognising and valuing historical roots while embracing modernity can foster a more grounded and holistic approach to growth. The Cebu experience inspires me to think about ways to ensure that heritage is not merely preserved as static monuments but is actively integrated into the lived experience of people and communities.

Both Cebu and Singapore offer valuable lessons in how to honour history while moving forward, and I hope to apply these insights to my work, particularly in encouraging a deeper appreciation for cultural context in today’s fast-paced, modern world.

Inform:
This visit underscored the CCCI’s role as a bridge between the business community and policymakers. The chamber facilitates dialogue, provides platforms for networking, and advocates for policies that support economic growth. One of the key takeaways from the exchange was CCCI’s desire to emulate Singapore’s model of success, especially in areas of innovation, infrastructure, and regulatory efficiency. The chamber sees Singapore as a model of urban and economic planning that balances local and global interests, and they aspire to use similar strategies to drive Cebu’s growth. The fact that CCCI represents such a diverse range of sectors shows its wide-reaching influence and the potential it holds to spearhead change.

Confront:
Reflecting on this, I realised how CCCI’s aspirations to adopt Singapore’s model are ambitious, yet challenging. While Singapore’s success story offers valuable lessons in economic development, Cebu operates in a different socio-political and economic context. The challenges Cebu faces, such as infrastructure gaps and resource limitations, differ significantly from those of Singapore. While Singapore’s success is built on strategic foresight, strong governance, and innovation, Cebu will need to consider how best to adapt these elements within its local realities. I also recognised the difficulty in adopting a model that worked in a highly centralised, smaller city-state and applying it to a more decentralised, regionally diverse city like Cebu.

Reconstruct:
The CCCI’s approach, however, inspired me to think about the importance of learning from successful models while customising them to fit local needs. For Cebu, the Singapore success story is an aspirational guide but not a blueprint. This reflection makes me appreciate the nuanced approach the chamber is taking in studying Singapore’s model—recognising that it requires adaptation to work in a Philippine context. Moving forward, I see the value in this strategy of learning from global best practices, yet tailoring them to fit the local context.

In my own professional practice, I can apply this lesson by seeking out successful models from other contexts but carefully evaluating how they might be adapted to meet the specific needs of my environment. Whether in leadership or educational initiatives, recognising the importance of contextual flexibility is crucial for sustainable growth.

Inform:
This visit illuminated the role of ILS as a training ground for future educators. The integration of student teachers into active teaching roles with the support of mentor teachers and senior student advisers reflects a hands-on approach to teacher preparation. The lesson I observed showed how student teachers are given autonomy in classroom management and instructional delivery, with the guidance of their mentors ensuring they are on the right path. The competitive nature of the school’s enrolment adds another layer of challenge, as student teachers are tasked with educating a group of high-achieving and motivated students. I am also full of admiration that the student teachers make do with whatever little resources they have to conduct the class.

Confront:
Reflecting on this experience, I was impressed by the structure of the teacher training programme at CNU. The opportunity for student teachers to lead classes under direct supervision allows them to develop practical skills early in their training. However, I wondered about the pressures that come with teaching in such a competitive environment, both for the students and the student teachers. While the hands-on approach is invaluable, it also places considerable demands on student teachers who are still developing their pedagogical skills. Additionally, I noticed how class sizes—around 40 students—can make it difficult to personalise learning, especially for less experienced teachers.

Reconstruct:
The observation at CNU has given me a deeper understanding of the challenges and opportunities in teacher education. The support system in place for student teachers at ILS is commendable, as it promotes real-world experience while ensuring guidance from mentors. However, moving forward, I think it would be beneficial for student teachers to have additional opportunities to teach smaller classes, which would allow for more individualised instruction and feedback. This would also help them develop classroom management skills without the overwhelming pressure of large class sizes. In my own professional context, I can apply these insights by advocating for balanced teaching opportunities for trainee educators—ensuring they experience both the demands of large classes and the nuances of smaller group instruction to better prepare them for diverse teaching environments.

If there was a genie, we hope that businesses has a say in how education is shaped.

Erika Dell Sancho, CEO of MATA Technologies

So What?

What is the purpose of education? In the words of Confucius, it is to inculcate values, impart skills and inspire knowledge. Erika's call for businesses to be involved in education is a sound reminder that education needs to impart skills to students, and in particular, relevant skills.

What she said left a deep impression in me. It foregrounds to me the fact that Singapore's MOE has been putting much efforts in engaging industries to ensure the skills that are intended to be taught in schools remains relevant to the industry demands. This is the essence of what our 21CC "Swiss roll" is all about. Without such effort, there will be much wastage of effort in training and development of our workforce.

Now What?

It is important that as KPs, we make aware to our teachers what the 21CC is all about, otherwise it is easy for teachers to slip back to the habit of teaching to the test. Teachers need to know, and be reminded constantly, that education is teaching for the future (future job, & not just exam in the near future).

S

I am intrigued initially to the idea of ILS in CNU. My immediate thought was that students' learning would be very disrupted, as they experience different teachers teaching the same subject every now and then. Hence, parents will not want to enrol their children into the school.

Turns out that students actually compete to enter the school, as CNU is deemed to develop one the most competent teachers in the region. Ultimately, CNU is able to choose the brightest students in the area for enrolment.

So What?

ILS made me wonder: will these brightest students be even brighter, if they were not made to experience changing set of teachers?

Also, I sincerely wonder how teachers are able to access their value-addedness, given there is no standardised testing throughout the nation. Moreover, since they receive the brightest students in the area, it will be natural that the brightest students will graduate from the school.

Then What?

This encounter made me realise the purpose and advantage of standardised testing, despite much negative sentiments attached to it. Furthermore, it illuminates the purpose of education: not to produce bright students, but rather, to edify all students, regardless of their starting point. Apparently, regardless of nations, teachers are often misguided by the notion of "producing the brightest" students".

It is important that, as KP, we focus our conversation on "value-addedness", and not how many "A" students we produce.

Foreigners seem to rever the SG brand of education in the Philippines. I am pleasantly surprised to learn that there are schools both in Manila & Cebu that models the SG curriculum.

Even our teachers are revered in these institutions. I am sincerely flattered that we are asked to provide the teachers feedback for their lessons.

So What?

For SG education to travel that far, it testifies the productive work that the whole MOE has been putting in. International tests like PISA, TIMSS has placed us on a good standing, and many researchers and policy makers have cast their spotlight on us. The invisible hands are really the teachers, researchers and policy makers. I think it is important for SG teachers to be aware of our silent influence in our neighbouring countries, and have faith in the decisions that are made at different levels of the system.

Then What?

As KP, we ought to shed light on this fact to our department. Often, when changes are rolled out MOE-wide, teachers question the need. Teachers will need more conversations about our high standing, not to delve in complacency, but rather to find the motivation to move with the changes, and have confidence of the changes. We, as KP, will need to be the conversation starters. Otherwise, we can easily spiral into conversations of challenges & despair.