Browsing by Author "Johannis Auri Abdul Aziz"
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- PublicationMetadata onlyCultural-historical gatekeeping: Why educational change is difficult despite the influence of technology in Singapore schoolsThe Singapore education system has attempted to integrate educational technologies since 1997, yet the trajectory of implementing this vision has been fraught with many challenges. These challenges were initially thought to be infrastructural in nature, but even with hardware in place, many remaining issues abound that were socio-cultural in nature and largely concerned with dominant instructional practices prevailing in schools. We classify these challenges as cultural-historical factors where the genesis and evolution of societal expectations and economic imperatives since nation-building started in the 1960s, underpin our theories for why change is difficult for an education system. In this chapter, we present case studies of local schools undergoing change and theorize systemic leverages, supported by evidence, that enable (or otherwise) such a process. Macro, meso, and micro points of leverage from an ecological perspective are discussed as a corrective for misalignments at the various levels of the system in order to cultivate sustainable pedagogies with technology for twenty-first-century learning. Cultural-historical gatekeepers need to be made visible in order for stakeholders in the system to be cognizant of them and their capacities. We present system-brokers who mediate and enable change in the system as a whole to enact change from the middle.
36 - PublicationOpen Access
58 79 - PublicationMetadata onlyICT-based learning innovations for the twenty-first century in Singapore: Scaling change through apprenticing and ecological leadership(Springer, 2021)
; ;Lim, Monica ;Tan, Chloe ;How, Meng Leong ;Johannis Auri Abdul Aziz ;Koh, Thiam SengICT-based learning innovations have augmented learning in many ways; however, scaling innovations are complex. Scaling in education is not a linear replication of products but an iterative process with an emphasis on the capacity of people. To provide further insights, a case study of the spread of a learning initiative in Singapore is elaborated on. The resultant findings build on a translational and scaling framework, developed by researchers at the Office of Education Research (OER), NIE. The framework, Scaling Change through Apprenticing and Ecological Leadership (SCAEL), is a context-sensitive model demonstrating the approaches that learning innovations can diffuse and spread through the multiple leadership roles of stakeholders in the ecological system.50 - PublicationMetadata onlyIntroduction: Discovering purpose and meaning in learning
This chapter sets the stage for purposeful learning. A general description of Singapore’s education system and recent policy initiatives is given to set the background of and impetus behind collecting this volume. It will explain why an emphasis on purpose is needed in education today. The theoretical foundations for purposeful learning are then described and discussed, including the 4 Life framework for purposeful learning as developed by researchers at the National Institute of Education. Related constructs such as ‘joy of learning’ and other recent related emphases in the science of learning are also elaborated upon. This all leads to a deep discussion on how purposeful learning and citizenship and character education are inextricably linked. Importantly, the chapter situates the context and theoretical underpinnings for the foregoing chapters.
9 - PublicationOpen AccessLocal evidence synthesis on fostering learning for life(National Institute of Education, Nanyang Technological University (NIE NTU), Singapore, 2022)
; ; Johannis Auri Abdul Aziz"This document synthesises 34 studies (See Annex A for a full list of projects covered.) that have assessed, developed, or evaluated ways to nurture Learn-for-Life competencies and dispositions among the diverse student population in Singapore."—Overview of the Synthesis.465 397 - PublicationMetadata onlyThe problem of integration: How schools can fill the skills gapThis chapter explains how the current education paradigm, which has its origins rooted in the First Industrial Revolution, is markedly different from the classroom where formal and informal learning takes place and which, as a classroom of today, is suited for the Fourth Industrial Revolution which is currently unfolding. Learning must be learner-centric with integrated formal and informal programmes in schools. Authenticity of learning of 21CC skills and its impact on skill transfer are issues discussed in this chapter. Purposeful learning leading to life-deep and life-wise learning, along with self-directed learning and motivation, are factors that lead to skill expertise and attainment. We discuss the current programmes in schools and how we can draw lessons from another education system. Other frontiers include leveraging on student agency, teachers as designers of learning, learner dispositions, and twenty-first century learning.
80 - PublicationMetadata onlyScaling community, conditions, culture and carryovers through apprenticing and ecological leadership: The SCAEL model(Springer, 2022)
; ;Koh, Thiam Seng ;Tan, Chloe ;Johannis Auri Abdul Aziz ;Tan, Giam Hwee ;Chong, Eric ;Tan, Minying ;Moo, EvaToh, YancyThe Singapore education system provides all schools with opportunities to innovate through educational interventions. Based on a review of research work in innovation diffusion in Singapore schools from 2013 to 2017, we have developed the SCAEL model- a context-sensitive translational and scaling framework that can translate theories to practices for sustained educational changes. SCAEL stands for 'scaling community, conditions, culture and carryovers through apprenticing and ecological leadership'. Apprenticing leadership and ecological leadership refer to leadership that facilitates professional learning and support at the peer-to-peer (apprenticing leadership) and vertical levels (ecological leadership). We use the SCAEL model to analyse recent Singapore-based education innovations that have attained substantive traction as well as recent reforms in the German education system. We also propose an iterative practical framework for school leaders for operationalising SCAEL.292 - PublicationMetadata onlySuccess, interest, embodiment, and society
In this concluding chapter, the authors tie together the various threads in the volume and discuss why our purpose in education should take a larger/wider perspective beyond grades. This emphasis is particularly important for Singapore and many other East Asian educational systems. Focusing on grades can help achieve short-term goals but an overemphasis can be detrimental to alternative future goals and intentions, with possible implications for students’ mental health and wellbeing. This chapter provides concrete recommendations for educational systems toward more meaning and purpose, including descriptions of the epistemic mindset shifts required of teachers and parents in order to play positive supportive roles.
5 - PublicationMetadata onlyTime to negotiate Singapore's meritocracy? Getting ready for the future of work and education(2022)
;Johannis Auri Abdul Aziz ;Baildon, Mark; Rajah, Jefferson K.Singapore has prospered since independence by developing its human resources under a distinctly Singaporean meritocratic system. Recent developments in public discourse, and findings from interviews with leading Singaporean personalities, however, point towards the system’s increasing undesirability. Among other problems, our study participants blame the system for worsening class divisions in society; for damaging the mental well-being of students; and for leading to a narrowing of society’s definitions of success while leaving Singaporean workers unprepared for challenges of the future economy. Our paper shows that for Singaporeans to be ready for these challenges and to find purpose and meaning in the future economy, the current meritocratic systems require reform. We argue for a new kind of political decision-making to allow Singaporean society to reorder its basic values and priorities towards a more democratic, inclusive and compassionate meritocracy.174