Challenges in implementing new initiative in education

As a stakeholder, I am writing this post in response to the recent education work plan seminar which is an annual event that updates on developments and reveal new initiatives in the education landscape in Singapore.


The Ministry aims to make topics in the classroom more relevant by introducing the new initiative :  applied learning programme in all schools by 2017. 

Having served in the ministry for more than a decade, I have never doubted the intentions of any initiatives and applauded the ministry for all efforts in enhancing the quality of experience for our students in schools.  However, there are always concerns with the fidelity of implementation and that actions do not complement intentions.

In response to the new initiative on applied learning programme in all schools by 2017, I see the value of the programme in bring real-life application to what students learn in the various subjects in schools. The onus is now on all teachers to ensure that they relate what they teach to the real world. With the emphasis of equal importance on theory and practice, it will set teachers to think on how they can make the theoretical practical, and make for much more engaging sessions in the classroom. Its a good initiative.

Still, two questions arise as to how this initiative can be accomplished:

• Firstly, Are teachers currently equipped with the skills for such applied learning to take off?

It was interesting that in the recent ethical and pedagogy class where we discussed about the pedagogy of the oppressed. The oppressed, having internalized the image of the oppressor and adopted his guidelines, are fearful of freedom. (Freire, 1993) . So to add to the implementation challenge would be teachers’ comfort level and resistance for change. It isn’t going to be an easy task because majority of the teachers have never experience this way of teaching and for the lack of images and experience of their own on how this will look like, it posed as a challenge on how they can envision their future classroom in response to the new initiative. Are we demanding too much from the teachers? How much time should be given and what kind of support should be rendered to ease the change?

• Second, every new initiative in the past was always deem or perceive as additional work. Would teachers, and even school leaders question the need to devote extra time to a curriculum to implement the new initiative?

It is not just about tweaking lessons to make it work. In my opinion, this necessitate reviewing, rethinking about what we do in class and revamping the way teachers plan and conduct lessons. It calls for teachers to internalise theory and practice  in order for a seamless delivery of lessons. And to think about the timeline, between now to 2017, concerted and parallel efforts must be invested in pre and inservice teacher training to ensure all teachers are adequately equipped to execute this new initiative in their classrooms.

In the current system where grades and exam still matter, it would be natural for any teacher to want to focus more on preparing their charges to score on theoretical knowledge. In addition to the already hectic workload of teachers i.e. marking, co-curricular activities, projects etc, it is then unsure if this new initiative can be bought in so easily. Is it a matter of time that mindset can be changed, for the sake of the students or it being just another one of those short-lived, superficial initiative that do not sustain long enough for students to benefit optimally?