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Abstract. With an increasingly diverse Singapore population, there is a need to consider if Singapore teachers are sufficiently equipped with the relevant skills and knowledge to cater to the needs of a more diverse student population.
Building a Multicultural Singapore. Singapore’s location on the crossroads of trade between the East and West, has drawn a diverse mix of people here for hundreds of years. Our multi-racial and multi-religious identity began long before we attained independence as a nation.
Singapore’s common values transcend race, language or religion. How these values are articulated and expressed through our Singapore identity has evolved, even as the country held steadfast to the national pledge to be “one united people” regardless of background since its independence.
29 paź 2015 · Between the 1850s and 1950s, the major ethnic groups were left to their own devices to mobilize resources and develop their own community organization to look after the welfare and religious needs of its members—including building temples and mosques, hospitals and setting up vernacular schools.
As a city-state, Singapore constitutes an urban nation, or urban city-state—and an urban school system—that is employing educational policy and programs to successfully enhance social cohesion and advance social mobility among its multicultural citizenry.
Singapore is a multi-ethnic, multi-lingual, multi-cultural society, primarily comprised of citizens of Chinese, Malay, and Indian descent, with foreigners accounting for nearly 30% of the total residential population.
This paper explores how the Singapore education system addresses these disparate goals through its national social studies curriculum for second-ary schools, particularly through its use of international case studies. The Singapore social studies curriculum also serves as an interesting case study of how a national social studies curriculum
