Science, social responsibility, and education: The experience of Singapore during the COVID-19 pandemic

URI
Thumbnail Image
Type
Book chapter
Citation
Tan, O. S., & Chua, J. (2021). Science, social responsibility, and education: The experience of Singapore during the COVID-19 pandemic. In F. M. Reimers (Ed.), Primary and secondary education during Covid-19 (pp. 263–281). Springer. https://doi.org/10.1007/978-3-030-81500-4_10
Author
Tan, Oon Seng 
•
Chua, Jallene Jia En
Abstract
In this chapter we first outline how the pandemic unfolded United Kingdom before highlighting the key thinking and strategies Singapore adopted in policy responses towards the crisis. The two key principles of Singapore’s approach, science, and social responsibility, contributed greatly to its success in handling the public health crisis. This chapter will elaborate on these principles and examine how these policies were carried out in the educational realm. We look at how Singapore relied on its strengths of proactive rational planning and execution to facilitate the transition to home-based learning (HBL) and the subsequent re-opening of schools. Concomitant with policies to address health and well-being for all students were strategies to ensure continuity of learning, student engagement, and innovation in the new learning environment. The use of online learning portals such as the Student Learning Space enabled all students from primary to pre-university levels to have equal access to quality curriculum resources. Professional development and preparation of teachers pertaining to facilitating new modes of learning were as important as implementation measures. Given the unexpected impact of the pandemic and the need for scalability there were also many challenges to ensure equitable access and holistic well-being for vulnerable groups of students. Looking forward, we discuss the implications of the pandemic on Singapore’s education scene, such as how it elevated core issues related to curriculum, pedagogy, and design of learning environments. We talk about opportunities for some of these issues to be addressed in policy and research, and how doing so can better build an adaptable education system for the twenty-first century.
Date Issued
2021
ISBN
9783030814991 (print)
9783030815004 (online)
Publisher
Springer
DOI
10.1007/978-3-030-81500-4_10