Toward a Better Future

Lee, Sing Kong; Goh, Chor Boon; Fredriksen, Birger

doi:10.1596/978-0-8213-7375-0

Cited by 80 publications

(8 citation statements)

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“…After independence, in the 1970s, new solutions were sought to address the main weaknesses of the system: high drop-out rates in primary and secondary education, and low levels of literacy (Lee, 2008;Norrudin, 2018;Soon, 1988;Turnbull, 2009;Wilson, 1978). The New Education System (NES), introduced in 1979, implemented three tracks both in primary and secondary schools according to students' academic ability, so that they could learn at different paces according to their needs, and maximise their chances of reaching their full potential and obtaining jobs.…”

Section: Singaporementioning

confidence: 99%

Dire Straits-Education Reforms: Ideology, Vested Interests and Evidence

Gomendio¹

2023

Preprint

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This work is licensed under an Attribution-NonCommercial 4.0 International (CC BY-NC 4.0). This license allows you to share, copy, distribute and transmit the text; to adapt the text for non-commercial purposes of the text providing attribution is made to the authors (but not in any way that suggests that they endorse you or your use of the work). Attribution should include the following information:

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Section: Singaporementioning

confidence: 99%

Dire Straits-Education Reforms: Ideology, Vested Interests and Evidence

Gomendio¹

2023

Preprint

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“…The explicit consideration of age-cohort–specific human capital in economic growth regressions helped to resolve past ambiguities ( 11 ). In the context of Singapore, its economy displayed the fastest rates of economic growth when the better-educated young cohorts entered the working ages ( 37 ).…”

Section: The Demography Of Educational Attainment and Skill Changes Omentioning

confidence: 99%

Skills-adjusted human capital shows rising global gap

Lutz

Reiter

Özdemir

et al. 2021

Proc. Natl. Acad. Sci. U.S.A.

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Human capital, broadly defined as the skills acquired through formal education, is acknowledged as one of the key drivers of economic growth and social development. However, its measurement for the working-age populations, on a global scale and over time, is still unsatisfactory. Most indicators either only consider the quantity dimension of education and disregard the actual skills or are demographically inconsistent by applying the skills of the young cohorts in school to represent the skills of the working-age population at the same time. In the case of rapidly expanding or changing school systems, this assumption is untenable. However, an increasing number of countries have started to assess the literacy skills of their adult populations by age and sex directly. Drawing on this literacy data, and by using demographic backprojection and statistical estimation techniques, we here present a demographically consistent indicator for adult literacy skills, the skills in literacy adjusted mean years of schooling (SLAMYS). The measure is given for the population aged 20 to 64 in 185 countries and for the period 1970 to 2015. Compared to the conventional mean years of schooling (MYS)—which has strongly increased for most countries over the past decades, and in particular among poor countries—the trends in SLAMYS exhibit a widening global skills gap between low- and high-performing countries.

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“…Collectively, the components of the theoretical framework operating in an interdependency state are grounded in the practical curriculum with the sole purpose to improve academic motivation/achievement among lowincome Black males. ' Lee and Fredriksen (2008) asserted that Singapore's transformation from a developing to a developed nation understood how to compensate for limited resources by investing heavily in human capital and establishing a close link between economic productivity and education. Yusef and Nabeshima's (2012) observation of the use of this model in Singapore, Finland, and Ireland noted how rapidly these nations grew over a decade by adopting an approach of harnessing the potential of human capital, technologies and maximizing adequate investment in physical assets.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…Through a qualitative approach and a historical design, the findings developed a curriculum approach grounded in Social Learning Theory, Human Capital Theory, and Career development Theory. The theoretical framework embodies and incorporates the practical approach found in (Yusuf & Nabeshima, 2012) and (Lee & Fredriksen, 2008) and could improve academic achievement among the group.…”

mentioning

confidence: 99%

Practical Curriculum Approach

Crutchley

2021

Journal of Education

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For decades, the achievement gap between low-income Black males and other groups is sufficiently documented and persists. This study calls for a new practical curriculum approach that provides the necessary conditions for how low-income Black males learn, stay engaged, and assist in building the capacity for positive self-efficacy. The significance of this curriculum approach would be improving academic achievement among the group, closing the gap, and facilitate long-term socioeconomic sustainability for the group that is most likely vulnerable to systemic barriers and prejudices. Through a qualitative approach and a historical design, the findings developed a curriculum approach grounded in Social Learning Theory, Human Capital Theory, and Career development Theory. The theoretical framework embodies and incorporates the practical approach found in ( Yusuf & Nabeshima, 2012 ) and ( Lee & Fredriksen, 2008 ) and could improve academic achievement among the group.

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Toward a Better Future

Cited by 80 publications

References 0 publications

Dire Straits-Education Reforms: Ideology, Vested Interests and Evidence

Dire Straits-Education Reforms: Ideology, Vested Interests and Evidence

Skills-adjusted human capital shows rising global gap

Practical Curriculum Approach

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