Educational Policy and Implementation of Computational Thinking and Programming: Case Study of Singapore

Abstract

Many countries that recognise the importance of Computational Thinking (CT) skills are implementing curriculum changes to integrate the development of these skills and to introduce programming into formal school education. In countries such as the United Kingdom, Lithuania, Finland, Korea and Japan, initiatives and policies are made to introduce the development of CT skills and programming in the schools. This chapter provides an in-depth analysis of policies of CT in the education of one particular country, namely Singapore. We review Singapore's approach to its implementation of CT education by first describing various initiatives in Singapore for Preschool, Primary and Secondary schools. Unlike several countries that have decided to implement computing as compulsory education, Singapore has taken a route of creating interest amongst children in computing in age-appropriate ways. Singapore's pragmatic approach of relying on an ecosystem is characterised by allowing schools the choice to opt-in, nurturing students' interest in computing, upskilling teachers in computing and a multi-agency approach.

The Computational Thinking Scale for Computer Literacy Education

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“…In recent years major organizations like the World Economic Forum and the United Nations Educational, Scientific and Cultural Organization (UNESCO) acknowledged CT as part of the new literacies required for tomorrow's citizens (Scott, 2015; World Economic Forum, 2015). The global recognition of the significance of CT from an early age has led to the establishment of national K‐12 curricula, academic standards and instructional activities that instil CT skills in young learners (Guenaga et al, 2017; Kafai & Burke, 2013; Seow et al, 2019).…”

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“…The National Research Council (NRC) defined CT as one of eight practices that should be incorporated into science education (NRC, 2012). To achieve these goals, educational institutions and organizations worldwide have begun to establish national K-12 curricula, academic standards, and instructional activities to instill CT skills (Guenaga et al., 2017; Kafai & Burke, 2013; Seow et al., 2019).…”