Lessons for South Africa from Singapore's Gifted Education -- A Comparative Study

Autor/inn/en	Milne, Annari; Mhlolo, Mike
Titel	Lessons for South Africa from Singapore's Gifted Education -- A Comparative Study
Quelle	In: South African Journal of Education, 41 (2021) 1, Artikel 1839 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Milne, Annari) ORCID (Mhlolo, Mike)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-0100
Schlagwörter	Comparative Education; Cross Cultural Studies; Foreign Countries; Educational Quality; Gifted; Educational Policy; Educational Practices; Academic Achievement; Academic Standards; Difficulty Level; Political Influences; Inclusion; Elementary Secondary Education; Achievement Tests; Mathematics Achievement; International Assessment; Mathematics Tests; Science Achievement; Science Tests; Equal Education; Excellence in Education; Theory Practice Relationship; Barriers; Rural Areas; Curriculum Development; Singapore; South Africa; Trends in International Mathematics and Science Study + Suchen Sie Ihr Suchwort? Vergleichende Erziehungswissenschaft; Cultural comparison; Kulturvergleich; Ausland; Quality of education; Bildungsqualität; Begabter, Hoch Begabter; Politics of education; Bildungspolitik; Bildungspraxis; Schulleistung; Schwierigkeitsgrad; Political influence; Politischer Einfluss; Inklusion; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Lernerfolg; Theorie-Praxis-Beziehung; Rural area; Ländlicher Raum; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Singapur; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Since 1999 South African learners have participated in various international studies but sadly the learners have continued to perform dismally, which brings to question the quality of their education. Meanwhile, Singaporean students have been among the top achievers in all these competitions. Many comparative studies have been done between different nations and Singapore, but in few, if any, of these studies the focus has been on comparisons regarding gifted education. Singaporean policies and practices on gifted education generally prioritise a commitment to engaging learners from all ability levels with appropriately challenging curricula and instruction. In this article we report on a comparative study between the Singaporean and South African education systems. Three frames, (a) political context (b) curriculum structure and (c) loose coupling shaped the analysis. Results show that both countries had similar challenges at the point of independence from colonial rule and yet, they responded differently to those challenges. Singapore implemented inclusive education driven by excellence while South Africa's inclusive education is driven by equity without excellence. South Africa has a one-size-fits-all curriculum, whereas Singapore has alternatives that create multiple pathways for learners to reach their full potential. Although gifted education is being proposed in current South African pronouncements, there is no evidence of coherence in terms of its implementation. Meanwhile, Singapore has a coherent system that ensures their policies move from theory into practice. All these are lessons that South Africa can learn. (As Provided).
Anmerkungen	Education Association of South Africa. University of Pretoria, Centre for the Study of Resilience, Level 3, Groenkloof Student Centre, Department of Educational Psychology, Faculty of Education, George Storrar Road and Lleyds Street, Pretoria 0001, South Africa. Web site: http://www.sajournalofeducation.co.za/index.php/saje/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01