Directory UMM :Data Elmu:jurnal:I:International Journal of Educational Management:Vol10.Issue4.1996:
Education for living tomorrow: premisses for
developmental planning
Keng Choy Chong Se nio r Le c ture r in the Divisio n o f Po lic y and Manage me nt
Studie s, Nanyang Te c hno lo gic al Unive rsity, Singapo re
States that the foreseeable
future scenario of Singapore
suggests the need to include
premisses about the future in
school developmental planning. Outlines a futuring
process taught in Singapore
as a possible way of obtaining
such premisses. This fi ve-step
process includes a delphi
survey. Gives results from
three delphi surveys done in
Singapore at the end of the
article to illustrate the kinds
of data that school leaders
could use as premisses in
developmental planning.
The author has permission
to publish the delphi results
from Mr Leong Wing Fatt
who supervises the delphi
studies, done as part of the
Further Professional
Diploma in Education programme at the National
Institute of Education,
Nanyang Technological
University, Singapore. He
also thanks the anonymous
reviewer for helpful comments on the initial draft of
this paper.
Inte rnatio nal Jo urnal o f
Educ atio nal Manage me nt
1 0 / 4 [ 1996] 1 0 –1 4
© MCB Unive rsity Pre ss
[ ISSN 0951-354X]
[ 10 ]
Looking back from the future
Sin ga por e, 2010. Sin ga por e celebr a tes yet
a n oth er good yea r. Th e city sta te h a s been
r idin g th e w aves of h igh econ om ic gr ow th in
th e Asia -P a cifi c r e gion , a ch ievin g a str in g of
“fir sts” in m a n y a n d diver se a r ea s of h u m a n
en deavou r. Th is ga r den city h a s lon g been a
sym bol of gr ea t possibilities for sm a ll cou n tr ies. Havin g r ecen tly a tta in ed developed
cou n tr y qu a lity of life for its citizen s, th e
Repu blic n ow decla r es th a t it h a s a ch ieved its
ta r get for fr ee tr a de in th e Asia -P a cifi c
r e gion , a s spelled ou t in th e 1994 Bogor Decla r a tion of th e Asia -P a cifi c E con om ic Co-oper a tion For u m h eld in In don esia . In th e la st
deca de, Sin ga por e h a s becom e a fu lly en a bled
in for m a tion society a n d h a s been h a iled a s
th e wor ld’s fi r st fu lly n etwor k ed society – on e
in wh ich a ll h om es, sch ools, bu sin esses,
tr a n spor t system s a n d gover n m en t a gen cies
a r e in ter con n ected in a n electr on ic gr id. Th e
econ om y is a n ode in a va st globa l n etwor k of
econ om ies. It boa sts a fu lly com pu ter -liter a te
wor k for ce, em ployed in globa lly n etwor k ed
wor k pla ces. It sees itself a s a globa l city, w ith
th e wor ld a s its h in ter la n d. You n ger Sin ga por ea n s h ave exper ien ced r a pid ch a n ges in
th eir lifestyle in th is m a gica l won der la n d of
tech n ologica l a pplica tion s. Th ey ca n en joy
tr yin g on cloth es fr om th eir favou r ite stor e
w ith ou t leavin g th eir livin g r oom , m a de possible by a gia n t w a ll scr een by wh ich th e
clien t ca n view th e cloth in g a n d w a tch it
bein g “fitted” electr on ica lly on to a lifelik e
self im a ge. Stu den ts discu ss w ith th eir pr ofessor s fr om “colla bor a tive” u n iver sities loca ted
a ll over th e wor ld a n d execu tives h old video
con fer en ces w ith in vestor s in oth er cou n tr ies
r igh t fr om th eir livin g r oom by th e sa m e
gia n t w a ll scr een .
Th e sa m e tech n ology en a bles pr ofession a ls,
lik e a r ch itects, en gin eer s, law yer s, tea ch er s
a n d m edica l pr a ctition er s, to ga in a ccess to
diver se da ta ba ses a n d to dem on str a te th e
effica cy of th eir idea s a n d in n ova tion s to on e
a n oth er wor ldw ide. Sin ga por e en joys its r ole
a s a h i-tech testin g gr ou n d. A ver y su ccessfu l
exper im en t in IT-ba sed edu ca tion is ta k in g
Sin ga por e ou t of th e r igid tr a dition a l sch ool
of ch a lk a n d boa r d a n d in to a n excitin g su per
h igh w ay for m u ltim edia sch oolin g. Be gin -
n in g a s a stu den t-tea ch er wor k ben ch (STW)
pr oject in th e m id-1990s, sn ow ba llin g in n ova tive a pplica tion s of th e k ey tech n ology of
in ter a ctive m u ltim edia a llow stu den ts a n d
tea ch er s a ccess to globa l n etwor k s of com m u n ica tion , a s well a s loca l a n d in ter n a tion a l
com pu ter da ta ba ses, con ta in in g m u ltim edia
lea r n in g m a ter ia ls for r efer en ce a n d pr esen ta tion . Stu den ts a n d tea ch er s discu ss a n d
wor k togeth er on pr ojects via electr on ic
lea r n in g n etwor k s th a t lin k sch ools a n d
h om es. In cr ea sin g u se of in ter a ctive m u ltim edia tech n ology in sch ools h elps to spaw n a
n ew in du str y r ela ted to softw a r e a n d h a r dw a r e for in itia l su ppor t of STW a n d n ow
in cr ea sin gly for expor t. E du ca tor s a r e ta k in g
th e lea d a n d sh ow in g th e w ay in h elpin g Sin ga por ea n s to live, lea r n a n d wor k com for ta bly in a n “in telligen t isla n d”. Sin ga por e is
becom in g a lea r n in g n a tion , a society of
lea r n in g or ga n iza tion s w ith a popu la tion of
lea r n in g in dividu a ls.
Changing structure of school
developmental planning
Th is scen a r io of Sin ga por e in th e ea r ly
twen ty-fir st cen tu r y cou ld well be a n excer pt
fr om a n electr on ic n ew sm a ga zin e of th e yea r
2010. A Sin ga por e stu den t cou ld well be r ea din g it on th e In ter n et. Alth ou gh it exists n ow
on ly in th e m in d, lik e a ll scen a r ios of th e
fu tu r e, it is believa ble. It is believed to be
h igh ly pr oba ble in Sin ga por e, ju dgin g fr om
r ecen t a r ticles in n ew spa per s a n d
n ew sm a ga zin es. F u r th er, th e Sin ga por e gover n m en t h a s been in vestin g h eavily in lin e
w ith its in for m a tion tech n ology str a te gy[1].
Th is str a te gy is, in pa r t, a bou t r a pid developm en t of in for m a tion tech n ology th a t w ill
a ffect th e fu tu r e of sch oolin g. Th er e a r e oth er
possible exter n a l in flu en ces[2,3] on sch ools
too. How cou ld sch ool lea der s be h elped to
pla n for th e fu tu r e?
Sch ool lea der sh ip is a bou t pr epa r in g stu den ts for livin g a n d wor k in g in a fu tu r e
k n ow ledge-ba sed society a n d pr epa r in g
tea ch er s for n ew w ays of tea ch in g a n d lea r n in g. E du ca tion is a bou t h elpin g you n g
people to a ch ieve th eir gr ea test poten tia l for
wor k a n d life in th e for eseea ble fu tu r e.
Ke ng Cho y Cho ng
Educ atio n fo r living to mo rro w:
pre misse s fo r de ve lo pme ntal
planning
Inte rnatio nal Jo urnal o f
Educ atio nal Manage me nt
1 0 / 4 [1 9 9 6 ] 1 0 –1 4
Holcom b[4, p. 41] a dvoca ted a sim ila r th r u st
for sch ools in th e USA:
We m u st pr epa r e ch ildr en in ou r sch ools to
fa ce th eir fu tu r e. We m u st pr epa r e th em to
cope, a t a n a du lt level, in or der for th em to
a ssu m e th eir r espon sibilities in th e yea r
2020 a n d beyon d.
Th e offer of fu r th er decen tr a liza tion of UK
sch ool m a n a gem en t cou ld su ggest th a t
“sch ools w ill h ave to decide in dividu a lly th eir
str a te gic dir ection in th e edu ca tion a l m a r k etpla ce, iden tify th e type of sch ool th a t th ey
in ten d to becom e a n d pla n th e r a n ge of ser vices th a t th ey in ten d to pr ovide for th eir
va r iou s clien t gr ou ps”[5, p. 7]. P la n n in g is
a lw ays fu tu r e or ien ted a n d ch a n ge r ela ted[6].
Cou pled w ith th e expecta tion for r a pid
ch a n ge in Sin ga por ea n society, sch ool developm en ta l pla n n in g m u st in clu de look in g a t
fu tu r e scen a r ios of th e exter n a l en vir on m en t
of sch ools. Su ch fu tu r e scen a r ios cou ld h elp
sch ool lea der s to con ju r e in th eir m in ds “a
vision of a fu tu r e for a ll of th eir ch ildr en ”[7,
p. 14] or “som e sor t of cor por a te vision of th e
fu tu r e”[8, p. 174]. Th e cu r r en t str u ctu r e of
pla n n in g for sch ool developm en t or “sch ool
developm en t pla n n in g” m u st th er efor e give
w ay to a n ew on e th a t in cor por a tes en vir on m en t sca n n in g a s a w ay of obta in in g in pu t
da ta for fu tu r e pla n n in g. Sch ools ca n n o
lon ger look on ly a t wh a t h a s been don e by
eva lu a tin g th e exten t to wh ich pa st r esu lts
devia te fr om objectives. Sch ools m u st look
a lso a t th e en vir on m en t to u n cover sa lien t
ch a n gin g pa tter n s th a t cou ld ser ve a s a ddition a l in pu t in to th e pla n n in g pr ocess, especia lly wh en sch ools a r e becom in g self-m a n a gin g[9].
Ch a n gin g pa tter n s in th e exter n a l en vir on m en t of sch ools in clu de wh a t is ch a n gin g a n d
its dir ection of ch a n ge over tim e in to th e
fu tu r e. Th ese ch a n gin g pa tter n s dr ive evolvin g sch ool vision s. Sch ool developm en ta l
pla n n in g r efer s to a con tin u ou s cycle in th a t
th e pr eviou s pla n is bein g fed in to cu r r en t
pla n n in g for a n ew pla n , wh ich in tu r n w ill be
fed in to su bsequ en t pla n n in g for yet a n oth er
pla n . A r a pidly ch a n gin g exter n a l en vir on m en t m u st be h a r n essed by pla n n in g th a t
develops sch ools. Sch ool lea der s in Sin ga por e
th er efor e n eed to lea r n a fu tu r in g pr ocess for
obser vin g su ch sa lien t ch a n gin g pa tter n s in
th e en vir on m en t, especia lly wh en th ey h ave
in cr ea sin gly gr ea ter a u ton om y in sch ool
m a n a gem en t[10]. Befor e th a t, th ey m u st h ave
a n aw a r en ess of a fu tu r es or ien ta tion th a t
cou ld h elp th em to h elp th eir stu den ts to
pr epa r e for a for eseea ble fu tu r e wor ld of wor k
a n d life. How cou ld th ey be h elped to a cqu ir e
th is aw a r en ess?
New initiatives: scanning
environment and futuring
Th e N a tion a l In stitu te of E du ca tion of th e
N a n ya n g Tech n ologica l Un iver sity is ta k in g
th e lea d in h elpin g sch ool lea der s to develop
th e aw a r en ess of th e n eed for fu tu r in g in
pla n n in g a n d to lea r n a fu tu r in g pr ocess for
stu dyin g a n a r ea of con cer n r ela ted to sch oolin g in th e fu tu r e. Th is n ew in itia tive a im s a t
h elpin g sch ool lea der s to r eth in k th eir pla n n in g pr em isses[11] by in clu din g a ssu m ption s
a bou t th e fu tu r e. Sch ool h ea ds of depa r tm en ts
a tten din g a m a n a gem en t tr a in in g
pr ogr a m m e a t th e In stitu te a r e divided in to
gr ou ps for stu dyin g th e fu tu r e w ith th e in ten tion of wor k in g ou t a pr oa ctive pla n for th eir
sch ool depa r tm en ts. Th is pr ogr a m m e is
ca lled th e F u r th er P r ofession a l Diplom a in
E du ca tion pr ogr a m m e, by wh ich a ll h ea ds of
depa r tm en ts in Sin ga por e sch ools r eceive
th eir m a n a gem en t tr a in in g. In ou tlin e, th is
fu tu r in g pr ocess h a s five steps:
1 br a in stor m in g r ou n ds;
2 delph i su r vey;
3 fu tu r es wh eel m a ppin g;
4 cr oss-im pa ct m a tr ix a n a lysis; a n d
5 scen a r io w r itin g.
Th ese steps a r e qu ite sta n da r d in fu tu r es
r esea r ch . Th e delph i su r vey, in pa r ticu la r,
“h a s a de gr ee of scien tific r especta bility a n d
a ccepta n ce”[11, p. 186]. Deta ils of th is pr ocess
ca n be fou n d in Leon g[12] a n d th e fi ve steps
descr ibed in th is pa per a r e h igh ligh ted h er e.
In th e fir st step, th e h ea ds of depa r tm en ts
ser vin g a s r esea r ch er s ca r r y ou t a br a in stor m in g r ou n d for a list of tr en ds th a t cou ld
a ffect th e fu tu r e of edu ca tion in a given a r ea
of con cer n . Th e secon d step of th e delph i
su r vey in th e fu tu r in g pr ocess is to su bm it a
list of tr en ds gen er a ted th r ou gh br a in stor m in g r ou n ds for scr u tin y a n d feedba ck by a
pa n el of people w ith k n ow ledge a n d sta k e in
th e a r ea of con cer n . Th e delph i pa n el m em ber s a r e a sk ed to ch oose fou r m ost pr oba ble
tr en ds a n d to r a n k th em . Th e th ir d step of th e
fu tu r in g pr ocess con sists of m a ppin g a
fu tu r es wh eel, wh ich lin k s lik ely con sequ en ces of a tr en d iden tified by th e delph i
pa n el. E a ch lik ely con sequ en ce gen er a ted
becom es th e ca u sa l even t for m or e lik ely
con sequ en ces. Step fou r, cr oss-im pa ct m a tr ix
a n a lysis, con sists of deter m in in g possible
in ter a ction s a m on g th e listed lik ely con sequ en ces m a pped in th e fu tu r es wh eel in a
system a tic m a n n er
In step fi ve of scen a r io w r itin g, th e fu tu r es
wh eel a n d th e cr oss-im pa ct m a tr ix a r e u sed
a s th e ba ses for su ggestin g a n im a gin a tive
scen a r io of th e fu tu r e. Th is scen a r io, wh ich is
ba sed on a ssu m ption s a bou t th e fu tu r e
collected by th e fu tu r in g pr ocess, dr ives th e
pr oa ctive pla n s to be pr epa r ed by th e h ea ds of
depa r tm en ts for th eir sch ools. A fu tu r in g
[ 11 ]
Ke ng Cho y Cho ng
Educ atio n fo r living to mo rro w:
pre misse s fo r de ve lo pme ntal
planning
Inte rnatio nal Jo urnal o f
Educ atio nal Manage me nt
1 0 / 4 [1 9 9 6 ] 1 0 –1 4
pr ocess th a t in clu des a delph i su r vey ca n
ser ve a s a wor k a ble w ay of en vir on m en ta l
sca n n in g for bu sy sch ool lea der s in Sin ga por e. Sch ools sh ou ld in vite m em ber s of th e
com m u n ity to pa r ticipa te in sch ool developm en ta l pla n n in g a s th eir delph i pa n el m em ber s. Th ese m em ber s of th e com m u n ity ca n
give sch ool lea der s gr ou n ded pla n n in g pr em isses th a t con n ect wh a t is don e in th eir
sch ools w ith th e com m u n ity a n d th e wor ld of
wor k . Wh a t ca n sch ool lea der s lea r n fr om
delph i stu dies?
Salient changing patterns in
Singapore: results from three delphi
studies
To en d th is a r ticle, 12 pr oba ble a ssu m ption s
a bou t edu ca tion for livin g in Sin ga por e
tow a r ds th e twen ty-fir st cen tu r y a r e h igh ligh ted for r ea der s to a ppr ecia te th e k in ds of
da ta obta in a ble fr om th e a bove fu tu r in g
pr ocess for sch ool developm en ta l pla n n in g.
Th ese a ssu m ption s wer e collected by two
gr ou ps of sch ool h ea ds of depa r tm en ts in 1990
a n d a n oth er gr ou p in 1992. Altogeth er th er e
wer e 124 h ea ds of depa r tm en ts in volved. E a ch
gr ou p h a d th e h elp of on e delph i pa n el, ea ch
of wh ich selected fou r m ost pr oba ble tr en ds.
Th e th r ee delph i pa n els com pr ised a tota l of
85 people wh o wer e in vited fr om differ en t
w a lk s of life in Sin ga por e. E a ch is th er efor e
a ble to give a view of th e fu tu r e fr om a va n ta ge poin t r ela ted to a pa r ticu la r w a lk of life.
Th e follow in g 12 pr oba ble a ssu m ption s a bou t
edu ca tion for livin g in Sin ga por e tow a r ds th e
twen ty-fir st cen tu r y a r e th e r esu lts of colla bor a tive effor t of a gr a n d tota l of 209 people
in side a n d ou tside th e F u r th er P r ofession a l
Diplom a in E du ca tion pr ogr a m m e in th e
be gin n in g of th e 1990s. Th ey a r e gr ou ped
u n der th r ee h ea din gs, n a m ely:
1 tea ch in g a n d lea r n in g;
2 m a n a gem en t a n d or ga n iza tion ; a n d
3 sch oolin g a n d th e en vir on m en t.
A pa r a gr a ph for a m plifi ca tion is given w ith
ea ch a ssu m ption . Com m en ts m a de by delph i
pa n el m em ber s a n d m a jor pr em isses u sed by
h ea ds of depa r tm en ts for con str u ctin g th eir
scen a r ios of th e fu tu r e ser ve a s th e ba ses for
w r itin g th ese pa r a gr a ph s to a m plify th e 12
pr oba ble a ssu m ption s:
Teaching and learning
Th er e w ill be a h igh er level of pa r ticipa tion
in sta ff tr a in in g a n d sta ff developm en t pr ogr a m m es by tea ch er s. Tea ch er s w ill h ave to
k eep a br ea st w ith n ew tech n ologies a n d
tr en ds in edu ca tion . Th ey w ill h ave to be
aw a r e of r a pid ch a n ges a n d developm en t in
[ 12 ]
k n ow ledge a n d th eor ies a s well a s societa l
sh ifts. Th ese tea ch er s w ill be better a ble to
h elp stu den ts to a da pt a n d ch a n ge th em selves
to fa ce fu tu r e ch a llen ges. Gr ea ter a n d m or e
com pr eh en sive developm en t of h u m a n
r esou r ces w ill be in stitu ted. Sch ools w ill u se
m or e con su lta n ts. Wider a n d m or e flexible
cu r r icu la w ill be ava ila ble for stu den ts.
Gr ea ter developm en t of r esou r ces w ill be
dir ected tow a r ds in for m a tion tech n ology for
th e su ppor t of lea r n in g a n d tea ch in g. With
in cr ea sin g u se of in ter a ctive m u ltim edia
system s, th er e w ill be con com ita n t sh ift of
pr odu ction of tea ch in g m a ter ia ls to sch ools.
Mor e sh a r in g session s for tea ch er s w ill be
or ga n ized w ith in a n d a m on g sch ools. Mor e
soph istica ted softw a r e w ill be ava ila ble for
sch ool a dm in istr a tion to m a n a ge a n em er gin g electr on ic n etwor k for tea ch in g a n d
lea r n in g. Th e in cr ea sin g cost of sch oolin g
w ill en cou r a ge sch ools to seek m or e fin a n cia l
h elp fr om oth er or ga n iza tion s.
Ex plora tor y tea ch in g a n d lea r n in g tech n iqu es w ill b e u sed m ore ex ten siv ely in sch ools.
E xplor a tor y tea ch in g a n d lea r n in g m eth ods
w ill foster a closer lin k between th e sch ool
a n d th e wor ld of wor k . Oppor tu n ity for selfdir ected explor a tion w ill be in cr ea sed w ith
th e u se of in ter a ctive m u ltim edia system s
a n d w ill give stu den ts a m or e m ea n in gfu l
edu ca tion a l exper ien ce. Th is m eth od w ill be
con sider ed effective for fa cilita tin g better
com pr eh en sion of th e sch ool-wor ld lin k a ge.
Mea n in gfu l edu ca tion a l exper ien ce w ill
in cr ea se th e r eten tion r a te of k n ow ledge
a m on g stu den ts.
T h e com pu ter w ill b e w id ely u sed in tea ch in g,
lea r n in g a n d eva lu a tin g processes. Com pu ter s
w ill be w idely u sed in th e yea r 2000 in Sin ga por e. Com pu ter s w ill m a ke tea ch in g m or e
in ter estin g, excitin g a n d in ter a ctive. With th e
w idespr ea d in tr odu ction of m u ltim edia com pu ter s in to sch ools a n d th e pilotin g of th e
STW pr oject in Sin ga por e, th e u se of com pu ter s w ill ga in in cr ea sin g popu la r ity. With
in cr ea sin g pa r ticipa tion of tea ch er s in tr a in in g a n d developm en t pr ogr a m m es, th ey w ill
be well equ ipped to h a n dle th e ch a n ge. All
stu den ts w ill be com pu ter liter a te. P u pils w ill
ga in con fiden ce in th e u se of th e n ew tech n ology a n d in n ova tion s. Com pu ter s w ill becom e
a n in tegr a l pa r t of edu ca tion beca u se of ca r efu l a n d in n ova tive sch ool developm en ta l pla n n in g. Sch ools w ill pr epa r e a n ew gen er a tion of
Sin ga por ea n s for th e em er gin g h i-tech society.
Th er e w ill be a n in cr ea se in dem a n d for com pu ter h a r dw a r e a n d softw a r e a s Sin ga por ea n s
becom e better a dapted to n ew a pplica tion s of
com pu ter to wor k a n d da ily life.
T h e cu r r icu lu m w ill b e fu r th er d ev eloped to
provid e for a m ore rou n d ed ed u ca tion (e.g. fi eld
tr ips, ou td oor lesson s). Mu ch k n ow ledge w ill
Ke ng Cho y Cho ng
Educ atio n fo r living to mo rro w:
pre misse s fo r de ve lo pme ntal
planning
Inte rnatio nal Jo urnal o f
Educ atio nal Manage me nt
1 0 / 4 [1 9 9 6 ] 1 0 –1 4
be a cqu ir ed by stu den ts th r ou gh pr a ctica l
exper ien ce in field tr ips a n d ou tdoor lesson s.
Th ese gr ou p a ctivities w ill in cr ea se stu den ts’
aw a r en ess of th e r ea l wor ld beyon d vir tu a l
r ea lity a n d w ill pr ovide for th eir n eed for
gr ou p in ter a ction . A ba la n ced a n d a ll-r ou n d
edu ca tion w ill be em ph a sized a s th e a im of
th e sch ool cu r r icu lu m a n d a s a wor k in g defin ition of th e con cept of “qu a lity” edu ca tion .
T h ere w ill be greater em ph asis on problem solvin g, critical th in k in g an d decision -m ak in g
sk ills in cu r ricu lu m . Qu a lity edu ca tion w ill be
pr ovided for stu den ts to cope w ith th e
dem a n ds of a con sta n tly ch a n gin g society.
Stu den ts w ill lea r n to cope w ith r ea l life ever yday pr oblem s. Stu den ts w ill lea r n th in k in g
sk ills to en cou r a ge in telligen t beh aviou r.
Developm en t of th e m in d w ill h ave a n im pa ct
on va r iou s sph er es of a k n ow ledge-ba sed society. Ch ildr en , like th eir tea ch er s, w ill lea r n to
a dopt a fu tu r es or ien ta tion in th eir th in k in g.
Lea r n in g to lea r n w ill h elp stu den ts to ca r r y
on lea r n in g th r ou gh ou t th eir lifespa n . Rela ted
sk ills w ill en a ble a n d equ ip pu pils to loca te
a n d pr ocess k n ow ledge r ea dily for su ccess in
th eir a du lt wor k in g lives. Sin ga por ea n s w ill
lea r n to be cr ea tive, com petitive a n d pr a gm a tic, in or der to keep th e econ om y in ter n a tion a lly com petitive. Em ph a sis on th in k in g
sk ills w ill r equ ir e con sta n t u pgr a din g of
tea ch er s, a n d explor ator y tea ch in g m eth ods
a n d lea r n in g tech n iqu es w ill be u sed m or e
fr equ en tly in tea ch in g a n d lea r n in g.
Management and organization
Grea ter a u ton om y w ill b e giv en to sch ools in
a rea s su ch a s recru itm en t of tea ch ers, selection
of su b jects, cu r r icu lu m tim e a n d ex a m in a tion s
to ca ter to th e in d ivid u a l sch ool requ irem en t.
Gr ea ter a u ton om y in sch ool m a n a gem en t
w ill a llow m or e cr ea tivity a n d in itia tive in
edu ca tion . It w ill a llow ea ch sch ool to develop
in a com petitive en vir on m en t to r espon d
m or e r ea dily to th e n eeds of its en vir on m en t.
It w ill a lso a llow for a m or e con fiden t a n d
im a gin a tive gr ou p of sch ool lea der s to
develop. Gr ea ter a u ton om y in sch ool m a n a gem en t w ill pr ovide th e oppor tu n ity for sch ool
lea der s to in flu en ce th e exter n a l en vir on m en t
of th e sch ool in or der to m eet th e n eeds of
ch ildr en m or e m ea n in gfu lly. It w ill loca lize
a ccou n ta bility in sch ool m a n a gem en t a n d
w ill em power pr in cipa ls a n d “sch ool boa r ds”
for a ppr opr ia te a ction . P a r en ts w ill h ave a
gr ea ter say in th e m a k in g of sch ool policies.
Th e bu sin ess sector w ill pa r ticipa te m or e
a ctively in sch ools for a better qu a lified popu la tion .
S trea m in g w ill b e m ore fl ex ible to m eet th e
specia l n eed s of in d ivid u a l stu d en ts. Th is
flexibility w ill be possible w ith sin gle-session
sch ools a n d sm a ller cla ss size. Str ea m in g of
stu den ts by a bility gr ou p w ill be m or e flexible
to ca ter for la te developer s. E xten sive u se of
m u ltim edia in ter a ctive system s w ill h elp
tow a r ds flexible a r r a n gem en ts for tea ch in g
a n d lea r n in g. With flexible str ea m in g, specia l
in dividu a l n eeds of stu den ts w ill be m et.
Tea ch er s w ill exper ien ce gr ea ter str ess a n d
dyn a m ic sch ool a dm in istr a tor s w ill em power
th em to h elp stu den ts to a ch ieve better per for m a n ce. Th e cost of edu ca tion w ill in cr ea se,
w ith gr ea ter u se of tech n ology. Fewer stu den ts w ill dr op ou t of sch ool. Sch ools w ill
com pete w ith oth er sector s for h igh ly sk illed
per son n el a n d sch em es w ill be in pla ce for
r eta in in g tea ch er s in sch ools.
A ll sch ools w ill fu n ction a s fu ll-d ay sch ools.
Sin ga por e h a s been tr yin g ou t differ en t va r ia tion s of a sin gle session sch ool. At pr esen t,
m ost sch ools a r e oper a tin g in dou ble session s
– on e set of stu den ts a n d tea ch er s u ses th e
sch ool bu ildin g in th e m or n in g a n d a n oth er
set u ses th e sa m e fa cilities in th e a fter n oon .
Both session s of a sch ool a r e m a n a ged by th e
sa m e tea m com pr isin g a pr in cipa l, a vicepr in cipa l a n d fi ve to eigh t h ea ds of depa r tm en ts. Wh en ever possible, pr in cipa ls ten d to
favou r th e u se of sch ool fa cilities by stu den ts
a n d tea ch er s for th e wh ole day. Va r ia n ts of th e
sin gle session sch ool w ill be im plem en ted,
wh en ever possible, to fa cilita te a m or e
r ou n ded edu ca tion . Th e desir e for “qu a lity”
edu ca tion w ill pu sh for m or e va r ia n ts of fu llday sch ool. Ch ildr en w ill spen d th eir tim e
m or e m ea n in gfu lly in sch ools.
For m a l ed u ca tion in th e pr im a r y sch ool w ill
b egin a t th e a ge of fi v e yea rs. At pr esen t, stu den ts be gin a tten din g pr im a r y sch ool a t th e
a ge of six, a lth ou gh m ost of th em h ave
a tten ded k in der ga r ten cla sses befor e be gin n in g pr im a r y sch ool wor k . In th e fu tu r e,
stu den ts w ill be gin for m a l pr im a r y sch ool
wor k a t th e a ge of five in or der to lay a
str on ger fou n da tion for th e a cqu isition of
la n gu a ges a n d for ea r ly developm en t of cr ea tive a n d a n a lytica l th in k in g. Mu ch of in ter a ctive m u ltim edia softw a r e is su ita ble for
ch ildr en ’s u se in th eir for m a tive yea r s.
S ch ools w ill b e equ ipped w ith m ore
a dva n ced h igh tech n olog y fa cilities, e.g., specia l resou rce room s w ith th e la test a u d io-visu a l
equ ipm en t. Hi-tech fa cilities w ill be th e ba sic
r equ ir em en t for fu tu r e sch ools. Th ey w ill a id
th e lea r n in g pr ocess a n d w ill expedite in for m a tion pr ocessin g for stu den ts. Sin ga por e is
a lr ea dy m ovin g in th is tr en d to k eep u p w ith
th e a dva n cem en t in in for m a tion tech n ology.
Th e desir e to ga in a s m u ch in for m a tion a n d
lea r n in g in th e sh or test tim e possible w ill
dem a n d gr ea ter u se of in ter a ctive m u ltim edia equ ipm en t. Sch ools w ill n eed to h elp to
[ 13 ]
Ke ng Cho y Cho ng
Educ atio n fo r living to mo rro w:
pre misse s fo r de ve lo pme ntal
planning
Inte rnatio nal Jo urnal o f
Educ atio nal Manage me nt
1 0 / 4 [1 9 9 6 ] 1 0 –1 4
pr epa r e stu den ts for th e fu tu r e h i-tech wor k pla ce, so cla ssr oom tech n ology w ill r efl ect
a u tom a tion in th e wor k pla ce. With m or e
tr a in in g a n d developm en t cou r ses for tea ch er s a n d m or e in ten sive u se of com pu ter tech n ology in sch ools, m or e specia lized tech n ology w ill be in tr odu ced in to th e sch ools. Mor e
em ph a sis on doin g a n d exper im en tin g w ill
in cr ea se th e oppor tu n ities for even m or e
in n ova tive a pplica tion s of tech n ology in
sch ools. Th e tea ch er s’ r ole w ill sh ift m or e
fr om th e in str u ctor to th e fa cilita tor of lea r n in g, w ith m or e exten sive u se of sim u la tion s
in edu ca tion .
Schooling and the environment
T h ere w ill b e grea ter com m u n ica tion a n d coopera tion b etw een sch ools a n d in d u str ies in
th e a rea s of ca reer gu id a n ce, in d u str ia l tra in in g a n d th e d issem in a tion of in for m a tion on
ca reer oppor tu n ities. Sin ga por e w ill con tin u e
to va lu e its sca r ce h u m a n r esou r ces. Stu den ts
w ill be h elped to a ch ieve th eir gr ea test poten tia l to m a tch th e n eeds of th e n a tion . Mor e
in ter a ction a n d com m u n ica tion w ith in du str ies w ill give stu den ts a better u n der sta n din g of ca r eer oppor tu n ities. Scien ce a n d tech n ology w ill r eceive gr ea ter em ph a sis a n d
fu n din g in edu ca tion .
T h ere w ill b e m ore em ph a sis on h ea lth y
lifestyle to cope w ith problem s com m on to
d ev eloped n a tion s, e.g. d ru g abu se, stress,
ob esity, etc. Sin ga por e w ill h ave to en su r e
good h ea lth for Sin ga por ea n s in th e fa ce of
r isin g h ea lth costs, especia lly in th e fa ce of
sca r ce, h igh ly sk illed h u m a n r esou r ces. Th e
ga r den city w ill be fu r th er tr a n sfor m ed to
cr ea te a h ea lth y, livin g en vir on m en t for m in im izin g th e h a r m fu l effect of in cr ea sin g pr essu r es a n d str ess of wor k a n d livin g. Th er e
w ill be in cr ea sin g u pw a r d socia l m obility
tow a r ds m iddle- a n d u pper m iddle-cla ss.
Th er e w ill be gr ea ter dem a n d for m or e gr a ciou s livin g. Sch ools w ill con du ct
pr ogr a m m es for h elpin g th e n ext gen er a tion
to cope better w ith th e pr essu r es a n d bu r den
of a “gr eyin g” popu la tion . Th ese pr ogr a m m es
w ill a im a t h elpin g people to m a in ta in a
h ea lth y lifestyle for livin g in a pr osper ou s
cou n tr y a n d for im pr ovin g th e qu a lity of life.
E ffor ts w ill be m a de to r edu ce exploita tion
a n d to im pr ove h u m a n r ela tion sh ips a m on g
th e people.
Th e a bove 12-poin t fr a m ewor k cou ld ser ve
a s a ten ta tive set of pla n n in g pr em isses for
sch ool developm en ta l pla n n in g, bu t it sh ou ld
on ly ser ve a s th a t expected fu tu r e in wh ich
th e sch ool pla n “pr oposes to do”[13, p. 23].
P la n s sh ou ld be flexible “so th a t th e sch ool
look s a h ea d bu t r em a in s r espon sive to fu tu r e
ch a n ges in cir cu m sta n ces”[14, p. 10]. A set of
[ 14 ]
pla n n in g pr em isses gives a scen a r io of a possible fu tu r e wh ich cou ld ch a n ge over tim e, a s
th e sch ool or ga n iza tion execu tes th e pla n .
Ch a n gin g pr em isses a r e con tin u ou sly r evised
descr iption s of ch a n gin g pa tter n s in th e
exter n a l en vir on m en t of sch ools th a t dr ive
evolvin g sch ool vision s. Th is does n ot m ea n
th a t a blu r r ed vision sh ou ld su ffice. Vision s
sh ou ld be qu ite deta iled, “in or der to pr ovide
r ea l gu ida n ce in fu tu r e pr oblem solvin g”[3,
p. 41], especia lly wh en th e exter n a l en vir on m en t of sch ools is ch a n gin g r a pidly. A blu r r ed
vision cou ld n ot be sh a r ed by sch ool lea der s
a n d th eir collea gu es m ea n in gfu lly for collective th in k in g a n d fu tu r e gr ou p a ction . Th e 12poin t fr a m ewor k descr ibed a bove gives
deta ils, a lbeit ten ta tive, th a t sch ool lea der s
a n d th eir collea gu es cou ld sh a r e m ea n in gfu lly a s a gu ide for th e on goin g collective
for m u la tion of sch ool objectives a s well a s
decision on lea r n in g a n d tea ch in g str a te gies.
References
1 Sisodia , R.S., “Sin ga por e in vests in th e n a tion cor por a tion ”, Ha r va rd B u sin ess R eview , MayJ u n e 1992, pp. 40-50.
2 Mu r ph y, J . R estru ctu r in g S ch ools, Ca ssell,
Lon don , 1993.
3 Leith wood, K., Be gley, P. T. a n d Cou sin s, J . B.,
Dev elopin g Ex per t L ea d ersh ip for Fu tu re
S ch ools, Th e F a lm er P r ess, Lon don , 1992.
4 Holcom b, J .H., “F u tu r istic edu ca tion ”, In ter n a tion a l J ou r n a l of Ed u ca tion a l M a n a gem en t,
Vol. 9 N o. 1, 1995, p. 41.
5 Giles, C., “Sch ool-ba sed pla n n in g: a r e UK
sch ools gr a spin g th e str a te gic in itia tive?”,
In ter n a tion a l J ou r n a l of Ed u ca tion a l M a n a gem en t, Vol. 9 N o. 4, 1995, pp. 4-7.
6 Ha r gr eaves, D.H. a n d Hopk in s, D., T h e Em pow ered S ch ool: T h e M a n a gem en t a n d Pra ctice of
Dev elopm en t Pla n n in g, Ca ssell, Lon don , 1991.
7 Levin , H.M. a n d Lock h eed, M.E . (E ds), Effectiv e S ch ools in Dev elopin g Cou n tr ies, Th e
F a lm er P r ess, Lon don , 1993.
8 Sk elton , M., Reeves, G. a n d P layfoot, D., Dev elopm en t Pla n n in g for Pr im a r y S ch ools, Rou tledge, Lon don , 1992, p. 174.
9 Ca ldwell, B.J . a n d Spin k s, J .M., L ea d in g th e
S elf-m a n a gin g S ch ool, Th e F a lm er P r ess,
Lon don , 1992.
10 Ch on g, K.C. a n d Leon g, W.F., “Tr en ds for
sch ool m a n a gem en t fr om fu tu r in g”, S tu d ies in
Ed u ca tion a l A d m in istra tion , N o. 58, Win ter
1993, pp. 9-14.
11 Weih r ich , H. a n d Koon tz, H., M a n a gem en t: A
Glob a l Perspectiv e, McGr aw -Hill, N ew Yor k ,
N Y, 1994.
12 Leon g, W.F., A Fu tu r in g Process for M a n a gin g
S ch ools in S in ga pore, Sin ga por e E du ca tion a l
Adm in istr a tion Society, Sin ga por e, 1991.
13 West, M. a n d Ain scow, M., M a n a gin g S ch ool
Dev elopm en t: A Pra ctica l Gu id e, David F u lton
P u blish er s, Lon don , 1991.
14 Davies, B. a n d E llison , L., S ch ool Dev elopm en t
Pla n n in g, Lon gm a n , Ha r low, 1992.
developmental planning
Keng Choy Chong Se nio r Le c ture r in the Divisio n o f Po lic y and Manage me nt
Studie s, Nanyang Te c hno lo gic al Unive rsity, Singapo re
States that the foreseeable
future scenario of Singapore
suggests the need to include
premisses about the future in
school developmental planning. Outlines a futuring
process taught in Singapore
as a possible way of obtaining
such premisses. This fi ve-step
process includes a delphi
survey. Gives results from
three delphi surveys done in
Singapore at the end of the
article to illustrate the kinds
of data that school leaders
could use as premisses in
developmental planning.
The author has permission
to publish the delphi results
from Mr Leong Wing Fatt
who supervises the delphi
studies, done as part of the
Further Professional
Diploma in Education programme at the National
Institute of Education,
Nanyang Technological
University, Singapore. He
also thanks the anonymous
reviewer for helpful comments on the initial draft of
this paper.
Inte rnatio nal Jo urnal o f
Educ atio nal Manage me nt
1 0 / 4 [ 1996] 1 0 –1 4
© MCB Unive rsity Pre ss
[ ISSN 0951-354X]
[ 10 ]
Looking back from the future
Sin ga por e, 2010. Sin ga por e celebr a tes yet
a n oth er good yea r. Th e city sta te h a s been
r idin g th e w aves of h igh econ om ic gr ow th in
th e Asia -P a cifi c r e gion , a ch ievin g a str in g of
“fir sts” in m a n y a n d diver se a r ea s of h u m a n
en deavou r. Th is ga r den city h a s lon g been a
sym bol of gr ea t possibilities for sm a ll cou n tr ies. Havin g r ecen tly a tta in ed developed
cou n tr y qu a lity of life for its citizen s, th e
Repu blic n ow decla r es th a t it h a s a ch ieved its
ta r get for fr ee tr a de in th e Asia -P a cifi c
r e gion , a s spelled ou t in th e 1994 Bogor Decla r a tion of th e Asia -P a cifi c E con om ic Co-oper a tion For u m h eld in In don esia . In th e la st
deca de, Sin ga por e h a s becom e a fu lly en a bled
in for m a tion society a n d h a s been h a iled a s
th e wor ld’s fi r st fu lly n etwor k ed society – on e
in wh ich a ll h om es, sch ools, bu sin esses,
tr a n spor t system s a n d gover n m en t a gen cies
a r e in ter con n ected in a n electr on ic gr id. Th e
econ om y is a n ode in a va st globa l n etwor k of
econ om ies. It boa sts a fu lly com pu ter -liter a te
wor k for ce, em ployed in globa lly n etwor k ed
wor k pla ces. It sees itself a s a globa l city, w ith
th e wor ld a s its h in ter la n d. You n ger Sin ga por ea n s h ave exper ien ced r a pid ch a n ges in
th eir lifestyle in th is m a gica l won der la n d of
tech n ologica l a pplica tion s. Th ey ca n en joy
tr yin g on cloth es fr om th eir favou r ite stor e
w ith ou t leavin g th eir livin g r oom , m a de possible by a gia n t w a ll scr een by wh ich th e
clien t ca n view th e cloth in g a n d w a tch it
bein g “fitted” electr on ica lly on to a lifelik e
self im a ge. Stu den ts discu ss w ith th eir pr ofessor s fr om “colla bor a tive” u n iver sities loca ted
a ll over th e wor ld a n d execu tives h old video
con fer en ces w ith in vestor s in oth er cou n tr ies
r igh t fr om th eir livin g r oom by th e sa m e
gia n t w a ll scr een .
Th e sa m e tech n ology en a bles pr ofession a ls,
lik e a r ch itects, en gin eer s, law yer s, tea ch er s
a n d m edica l pr a ctition er s, to ga in a ccess to
diver se da ta ba ses a n d to dem on str a te th e
effica cy of th eir idea s a n d in n ova tion s to on e
a n oth er wor ldw ide. Sin ga por e en joys its r ole
a s a h i-tech testin g gr ou n d. A ver y su ccessfu l
exper im en t in IT-ba sed edu ca tion is ta k in g
Sin ga por e ou t of th e r igid tr a dition a l sch ool
of ch a lk a n d boa r d a n d in to a n excitin g su per
h igh w ay for m u ltim edia sch oolin g. Be gin -
n in g a s a stu den t-tea ch er wor k ben ch (STW)
pr oject in th e m id-1990s, sn ow ba llin g in n ova tive a pplica tion s of th e k ey tech n ology of
in ter a ctive m u ltim edia a llow stu den ts a n d
tea ch er s a ccess to globa l n etwor k s of com m u n ica tion , a s well a s loca l a n d in ter n a tion a l
com pu ter da ta ba ses, con ta in in g m u ltim edia
lea r n in g m a ter ia ls for r efer en ce a n d pr esen ta tion . Stu den ts a n d tea ch er s discu ss a n d
wor k togeth er on pr ojects via electr on ic
lea r n in g n etwor k s th a t lin k sch ools a n d
h om es. In cr ea sin g u se of in ter a ctive m u ltim edia tech n ology in sch ools h elps to spaw n a
n ew in du str y r ela ted to softw a r e a n d h a r dw a r e for in itia l su ppor t of STW a n d n ow
in cr ea sin gly for expor t. E du ca tor s a r e ta k in g
th e lea d a n d sh ow in g th e w ay in h elpin g Sin ga por ea n s to live, lea r n a n d wor k com for ta bly in a n “in telligen t isla n d”. Sin ga por e is
becom in g a lea r n in g n a tion , a society of
lea r n in g or ga n iza tion s w ith a popu la tion of
lea r n in g in dividu a ls.
Changing structure of school
developmental planning
Th is scen a r io of Sin ga por e in th e ea r ly
twen ty-fir st cen tu r y cou ld well be a n excer pt
fr om a n electr on ic n ew sm a ga zin e of th e yea r
2010. A Sin ga por e stu den t cou ld well be r ea din g it on th e In ter n et. Alth ou gh it exists n ow
on ly in th e m in d, lik e a ll scen a r ios of th e
fu tu r e, it is believa ble. It is believed to be
h igh ly pr oba ble in Sin ga por e, ju dgin g fr om
r ecen t a r ticles in n ew spa per s a n d
n ew sm a ga zin es. F u r th er, th e Sin ga por e gover n m en t h a s been in vestin g h eavily in lin e
w ith its in for m a tion tech n ology str a te gy[1].
Th is str a te gy is, in pa r t, a bou t r a pid developm en t of in for m a tion tech n ology th a t w ill
a ffect th e fu tu r e of sch oolin g. Th er e a r e oth er
possible exter n a l in flu en ces[2,3] on sch ools
too. How cou ld sch ool lea der s be h elped to
pla n for th e fu tu r e?
Sch ool lea der sh ip is a bou t pr epa r in g stu den ts for livin g a n d wor k in g in a fu tu r e
k n ow ledge-ba sed society a n d pr epa r in g
tea ch er s for n ew w ays of tea ch in g a n d lea r n in g. E du ca tion is a bou t h elpin g you n g
people to a ch ieve th eir gr ea test poten tia l for
wor k a n d life in th e for eseea ble fu tu r e.
Ke ng Cho y Cho ng
Educ atio n fo r living to mo rro w:
pre misse s fo r de ve lo pme ntal
planning
Inte rnatio nal Jo urnal o f
Educ atio nal Manage me nt
1 0 / 4 [1 9 9 6 ] 1 0 –1 4
Holcom b[4, p. 41] a dvoca ted a sim ila r th r u st
for sch ools in th e USA:
We m u st pr epa r e ch ildr en in ou r sch ools to
fa ce th eir fu tu r e. We m u st pr epa r e th em to
cope, a t a n a du lt level, in or der for th em to
a ssu m e th eir r espon sibilities in th e yea r
2020 a n d beyon d.
Th e offer of fu r th er decen tr a liza tion of UK
sch ool m a n a gem en t cou ld su ggest th a t
“sch ools w ill h ave to decide in dividu a lly th eir
str a te gic dir ection in th e edu ca tion a l m a r k etpla ce, iden tify th e type of sch ool th a t th ey
in ten d to becom e a n d pla n th e r a n ge of ser vices th a t th ey in ten d to pr ovide for th eir
va r iou s clien t gr ou ps”[5, p. 7]. P la n n in g is
a lw ays fu tu r e or ien ted a n d ch a n ge r ela ted[6].
Cou pled w ith th e expecta tion for r a pid
ch a n ge in Sin ga por ea n society, sch ool developm en ta l pla n n in g m u st in clu de look in g a t
fu tu r e scen a r ios of th e exter n a l en vir on m en t
of sch ools. Su ch fu tu r e scen a r ios cou ld h elp
sch ool lea der s to con ju r e in th eir m in ds “a
vision of a fu tu r e for a ll of th eir ch ildr en ”[7,
p. 14] or “som e sor t of cor por a te vision of th e
fu tu r e”[8, p. 174]. Th e cu r r en t str u ctu r e of
pla n n in g for sch ool developm en t or “sch ool
developm en t pla n n in g” m u st th er efor e give
w ay to a n ew on e th a t in cor por a tes en vir on m en t sca n n in g a s a w ay of obta in in g in pu t
da ta for fu tu r e pla n n in g. Sch ools ca n n o
lon ger look on ly a t wh a t h a s been don e by
eva lu a tin g th e exten t to wh ich pa st r esu lts
devia te fr om objectives. Sch ools m u st look
a lso a t th e en vir on m en t to u n cover sa lien t
ch a n gin g pa tter n s th a t cou ld ser ve a s a ddition a l in pu t in to th e pla n n in g pr ocess, especia lly wh en sch ools a r e becom in g self-m a n a gin g[9].
Ch a n gin g pa tter n s in th e exter n a l en vir on m en t of sch ools in clu de wh a t is ch a n gin g a n d
its dir ection of ch a n ge over tim e in to th e
fu tu r e. Th ese ch a n gin g pa tter n s dr ive evolvin g sch ool vision s. Sch ool developm en ta l
pla n n in g r efer s to a con tin u ou s cycle in th a t
th e pr eviou s pla n is bein g fed in to cu r r en t
pla n n in g for a n ew pla n , wh ich in tu r n w ill be
fed in to su bsequ en t pla n n in g for yet a n oth er
pla n . A r a pidly ch a n gin g exter n a l en vir on m en t m u st be h a r n essed by pla n n in g th a t
develops sch ools. Sch ool lea der s in Sin ga por e
th er efor e n eed to lea r n a fu tu r in g pr ocess for
obser vin g su ch sa lien t ch a n gin g pa tter n s in
th e en vir on m en t, especia lly wh en th ey h ave
in cr ea sin gly gr ea ter a u ton om y in sch ool
m a n a gem en t[10]. Befor e th a t, th ey m u st h ave
a n aw a r en ess of a fu tu r es or ien ta tion th a t
cou ld h elp th em to h elp th eir stu den ts to
pr epa r e for a for eseea ble fu tu r e wor ld of wor k
a n d life. How cou ld th ey be h elped to a cqu ir e
th is aw a r en ess?
New initiatives: scanning
environment and futuring
Th e N a tion a l In stitu te of E du ca tion of th e
N a n ya n g Tech n ologica l Un iver sity is ta k in g
th e lea d in h elpin g sch ool lea der s to develop
th e aw a r en ess of th e n eed for fu tu r in g in
pla n n in g a n d to lea r n a fu tu r in g pr ocess for
stu dyin g a n a r ea of con cer n r ela ted to sch oolin g in th e fu tu r e. Th is n ew in itia tive a im s a t
h elpin g sch ool lea der s to r eth in k th eir pla n n in g pr em isses[11] by in clu din g a ssu m ption s
a bou t th e fu tu r e. Sch ool h ea ds of depa r tm en ts
a tten din g a m a n a gem en t tr a in in g
pr ogr a m m e a t th e In stitu te a r e divided in to
gr ou ps for stu dyin g th e fu tu r e w ith th e in ten tion of wor k in g ou t a pr oa ctive pla n for th eir
sch ool depa r tm en ts. Th is pr ogr a m m e is
ca lled th e F u r th er P r ofession a l Diplom a in
E du ca tion pr ogr a m m e, by wh ich a ll h ea ds of
depa r tm en ts in Sin ga por e sch ools r eceive
th eir m a n a gem en t tr a in in g. In ou tlin e, th is
fu tu r in g pr ocess h a s five steps:
1 br a in stor m in g r ou n ds;
2 delph i su r vey;
3 fu tu r es wh eel m a ppin g;
4 cr oss-im pa ct m a tr ix a n a lysis; a n d
5 scen a r io w r itin g.
Th ese steps a r e qu ite sta n da r d in fu tu r es
r esea r ch . Th e delph i su r vey, in pa r ticu la r,
“h a s a de gr ee of scien tific r especta bility a n d
a ccepta n ce”[11, p. 186]. Deta ils of th is pr ocess
ca n be fou n d in Leon g[12] a n d th e fi ve steps
descr ibed in th is pa per a r e h igh ligh ted h er e.
In th e fir st step, th e h ea ds of depa r tm en ts
ser vin g a s r esea r ch er s ca r r y ou t a br a in stor m in g r ou n d for a list of tr en ds th a t cou ld
a ffect th e fu tu r e of edu ca tion in a given a r ea
of con cer n . Th e secon d step of th e delph i
su r vey in th e fu tu r in g pr ocess is to su bm it a
list of tr en ds gen er a ted th r ou gh br a in stor m in g r ou n ds for scr u tin y a n d feedba ck by a
pa n el of people w ith k n ow ledge a n d sta k e in
th e a r ea of con cer n . Th e delph i pa n el m em ber s a r e a sk ed to ch oose fou r m ost pr oba ble
tr en ds a n d to r a n k th em . Th e th ir d step of th e
fu tu r in g pr ocess con sists of m a ppin g a
fu tu r es wh eel, wh ich lin k s lik ely con sequ en ces of a tr en d iden tified by th e delph i
pa n el. E a ch lik ely con sequ en ce gen er a ted
becom es th e ca u sa l even t for m or e lik ely
con sequ en ces. Step fou r, cr oss-im pa ct m a tr ix
a n a lysis, con sists of deter m in in g possible
in ter a ction s a m on g th e listed lik ely con sequ en ces m a pped in th e fu tu r es wh eel in a
system a tic m a n n er
In step fi ve of scen a r io w r itin g, th e fu tu r es
wh eel a n d th e cr oss-im pa ct m a tr ix a r e u sed
a s th e ba ses for su ggestin g a n im a gin a tive
scen a r io of th e fu tu r e. Th is scen a r io, wh ich is
ba sed on a ssu m ption s a bou t th e fu tu r e
collected by th e fu tu r in g pr ocess, dr ives th e
pr oa ctive pla n s to be pr epa r ed by th e h ea ds of
depa r tm en ts for th eir sch ools. A fu tu r in g
[ 11 ]
Ke ng Cho y Cho ng
Educ atio n fo r living to mo rro w:
pre misse s fo r de ve lo pme ntal
planning
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Educ atio nal Manage me nt
1 0 / 4 [1 9 9 6 ] 1 0 –1 4
pr ocess th a t in clu des a delph i su r vey ca n
ser ve a s a wor k a ble w ay of en vir on m en ta l
sca n n in g for bu sy sch ool lea der s in Sin ga por e. Sch ools sh ou ld in vite m em ber s of th e
com m u n ity to pa r ticipa te in sch ool developm en ta l pla n n in g a s th eir delph i pa n el m em ber s. Th ese m em ber s of th e com m u n ity ca n
give sch ool lea der s gr ou n ded pla n n in g pr em isses th a t con n ect wh a t is don e in th eir
sch ools w ith th e com m u n ity a n d th e wor ld of
wor k . Wh a t ca n sch ool lea der s lea r n fr om
delph i stu dies?
Salient changing patterns in
Singapore: results from three delphi
studies
To en d th is a r ticle, 12 pr oba ble a ssu m ption s
a bou t edu ca tion for livin g in Sin ga por e
tow a r ds th e twen ty-fir st cen tu r y a r e h igh ligh ted for r ea der s to a ppr ecia te th e k in ds of
da ta obta in a ble fr om th e a bove fu tu r in g
pr ocess for sch ool developm en ta l pla n n in g.
Th ese a ssu m ption s wer e collected by two
gr ou ps of sch ool h ea ds of depa r tm en ts in 1990
a n d a n oth er gr ou p in 1992. Altogeth er th er e
wer e 124 h ea ds of depa r tm en ts in volved. E a ch
gr ou p h a d th e h elp of on e delph i pa n el, ea ch
of wh ich selected fou r m ost pr oba ble tr en ds.
Th e th r ee delph i pa n els com pr ised a tota l of
85 people wh o wer e in vited fr om differ en t
w a lk s of life in Sin ga por e. E a ch is th er efor e
a ble to give a view of th e fu tu r e fr om a va n ta ge poin t r ela ted to a pa r ticu la r w a lk of life.
Th e follow in g 12 pr oba ble a ssu m ption s a bou t
edu ca tion for livin g in Sin ga por e tow a r ds th e
twen ty-fir st cen tu r y a r e th e r esu lts of colla bor a tive effor t of a gr a n d tota l of 209 people
in side a n d ou tside th e F u r th er P r ofession a l
Diplom a in E du ca tion pr ogr a m m e in th e
be gin n in g of th e 1990s. Th ey a r e gr ou ped
u n der th r ee h ea din gs, n a m ely:
1 tea ch in g a n d lea r n in g;
2 m a n a gem en t a n d or ga n iza tion ; a n d
3 sch oolin g a n d th e en vir on m en t.
A pa r a gr a ph for a m plifi ca tion is given w ith
ea ch a ssu m ption . Com m en ts m a de by delph i
pa n el m em ber s a n d m a jor pr em isses u sed by
h ea ds of depa r tm en ts for con str u ctin g th eir
scen a r ios of th e fu tu r e ser ve a s th e ba ses for
w r itin g th ese pa r a gr a ph s to a m plify th e 12
pr oba ble a ssu m ption s:
Teaching and learning
Th er e w ill be a h igh er level of pa r ticipa tion
in sta ff tr a in in g a n d sta ff developm en t pr ogr a m m es by tea ch er s. Tea ch er s w ill h ave to
k eep a br ea st w ith n ew tech n ologies a n d
tr en ds in edu ca tion . Th ey w ill h ave to be
aw a r e of r a pid ch a n ges a n d developm en t in
[ 12 ]
k n ow ledge a n d th eor ies a s well a s societa l
sh ifts. Th ese tea ch er s w ill be better a ble to
h elp stu den ts to a da pt a n d ch a n ge th em selves
to fa ce fu tu r e ch a llen ges. Gr ea ter a n d m or e
com pr eh en sive developm en t of h u m a n
r esou r ces w ill be in stitu ted. Sch ools w ill u se
m or e con su lta n ts. Wider a n d m or e flexible
cu r r icu la w ill be ava ila ble for stu den ts.
Gr ea ter developm en t of r esou r ces w ill be
dir ected tow a r ds in for m a tion tech n ology for
th e su ppor t of lea r n in g a n d tea ch in g. With
in cr ea sin g u se of in ter a ctive m u ltim edia
system s, th er e w ill be con com ita n t sh ift of
pr odu ction of tea ch in g m a ter ia ls to sch ools.
Mor e sh a r in g session s for tea ch er s w ill be
or ga n ized w ith in a n d a m on g sch ools. Mor e
soph istica ted softw a r e w ill be ava ila ble for
sch ool a dm in istr a tion to m a n a ge a n em er gin g electr on ic n etwor k for tea ch in g a n d
lea r n in g. Th e in cr ea sin g cost of sch oolin g
w ill en cou r a ge sch ools to seek m or e fin a n cia l
h elp fr om oth er or ga n iza tion s.
Ex plora tor y tea ch in g a n d lea r n in g tech n iqu es w ill b e u sed m ore ex ten siv ely in sch ools.
E xplor a tor y tea ch in g a n d lea r n in g m eth ods
w ill foster a closer lin k between th e sch ool
a n d th e wor ld of wor k . Oppor tu n ity for selfdir ected explor a tion w ill be in cr ea sed w ith
th e u se of in ter a ctive m u ltim edia system s
a n d w ill give stu den ts a m or e m ea n in gfu l
edu ca tion a l exper ien ce. Th is m eth od w ill be
con sider ed effective for fa cilita tin g better
com pr eh en sion of th e sch ool-wor ld lin k a ge.
Mea n in gfu l edu ca tion a l exper ien ce w ill
in cr ea se th e r eten tion r a te of k n ow ledge
a m on g stu den ts.
T h e com pu ter w ill b e w id ely u sed in tea ch in g,
lea r n in g a n d eva lu a tin g processes. Com pu ter s
w ill be w idely u sed in th e yea r 2000 in Sin ga por e. Com pu ter s w ill m a ke tea ch in g m or e
in ter estin g, excitin g a n d in ter a ctive. With th e
w idespr ea d in tr odu ction of m u ltim edia com pu ter s in to sch ools a n d th e pilotin g of th e
STW pr oject in Sin ga por e, th e u se of com pu ter s w ill ga in in cr ea sin g popu la r ity. With
in cr ea sin g pa r ticipa tion of tea ch er s in tr a in in g a n d developm en t pr ogr a m m es, th ey w ill
be well equ ipped to h a n dle th e ch a n ge. All
stu den ts w ill be com pu ter liter a te. P u pils w ill
ga in con fiden ce in th e u se of th e n ew tech n ology a n d in n ova tion s. Com pu ter s w ill becom e
a n in tegr a l pa r t of edu ca tion beca u se of ca r efu l a n d in n ova tive sch ool developm en ta l pla n n in g. Sch ools w ill pr epa r e a n ew gen er a tion of
Sin ga por ea n s for th e em er gin g h i-tech society.
Th er e w ill be a n in cr ea se in dem a n d for com pu ter h a r dw a r e a n d softw a r e a s Sin ga por ea n s
becom e better a dapted to n ew a pplica tion s of
com pu ter to wor k a n d da ily life.
T h e cu r r icu lu m w ill b e fu r th er d ev eloped to
provid e for a m ore rou n d ed ed u ca tion (e.g. fi eld
tr ips, ou td oor lesson s). Mu ch k n ow ledge w ill
Ke ng Cho y Cho ng
Educ atio n fo r living to mo rro w:
pre misse s fo r de ve lo pme ntal
planning
Inte rnatio nal Jo urnal o f
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1 0 / 4 [1 9 9 6 ] 1 0 –1 4
be a cqu ir ed by stu den ts th r ou gh pr a ctica l
exper ien ce in field tr ips a n d ou tdoor lesson s.
Th ese gr ou p a ctivities w ill in cr ea se stu den ts’
aw a r en ess of th e r ea l wor ld beyon d vir tu a l
r ea lity a n d w ill pr ovide for th eir n eed for
gr ou p in ter a ction . A ba la n ced a n d a ll-r ou n d
edu ca tion w ill be em ph a sized a s th e a im of
th e sch ool cu r r icu lu m a n d a s a wor k in g defin ition of th e con cept of “qu a lity” edu ca tion .
T h ere w ill be greater em ph asis on problem solvin g, critical th in k in g an d decision -m ak in g
sk ills in cu r ricu lu m . Qu a lity edu ca tion w ill be
pr ovided for stu den ts to cope w ith th e
dem a n ds of a con sta n tly ch a n gin g society.
Stu den ts w ill lea r n to cope w ith r ea l life ever yday pr oblem s. Stu den ts w ill lea r n th in k in g
sk ills to en cou r a ge in telligen t beh aviou r.
Developm en t of th e m in d w ill h ave a n im pa ct
on va r iou s sph er es of a k n ow ledge-ba sed society. Ch ildr en , like th eir tea ch er s, w ill lea r n to
a dopt a fu tu r es or ien ta tion in th eir th in k in g.
Lea r n in g to lea r n w ill h elp stu den ts to ca r r y
on lea r n in g th r ou gh ou t th eir lifespa n . Rela ted
sk ills w ill en a ble a n d equ ip pu pils to loca te
a n d pr ocess k n ow ledge r ea dily for su ccess in
th eir a du lt wor k in g lives. Sin ga por ea n s w ill
lea r n to be cr ea tive, com petitive a n d pr a gm a tic, in or der to keep th e econ om y in ter n a tion a lly com petitive. Em ph a sis on th in k in g
sk ills w ill r equ ir e con sta n t u pgr a din g of
tea ch er s, a n d explor ator y tea ch in g m eth ods
a n d lea r n in g tech n iqu es w ill be u sed m or e
fr equ en tly in tea ch in g a n d lea r n in g.
Management and organization
Grea ter a u ton om y w ill b e giv en to sch ools in
a rea s su ch a s recru itm en t of tea ch ers, selection
of su b jects, cu r r icu lu m tim e a n d ex a m in a tion s
to ca ter to th e in d ivid u a l sch ool requ irem en t.
Gr ea ter a u ton om y in sch ool m a n a gem en t
w ill a llow m or e cr ea tivity a n d in itia tive in
edu ca tion . It w ill a llow ea ch sch ool to develop
in a com petitive en vir on m en t to r espon d
m or e r ea dily to th e n eeds of its en vir on m en t.
It w ill a lso a llow for a m or e con fiden t a n d
im a gin a tive gr ou p of sch ool lea der s to
develop. Gr ea ter a u ton om y in sch ool m a n a gem en t w ill pr ovide th e oppor tu n ity for sch ool
lea der s to in flu en ce th e exter n a l en vir on m en t
of th e sch ool in or der to m eet th e n eeds of
ch ildr en m or e m ea n in gfu lly. It w ill loca lize
a ccou n ta bility in sch ool m a n a gem en t a n d
w ill em power pr in cipa ls a n d “sch ool boa r ds”
for a ppr opr ia te a ction . P a r en ts w ill h ave a
gr ea ter say in th e m a k in g of sch ool policies.
Th e bu sin ess sector w ill pa r ticipa te m or e
a ctively in sch ools for a better qu a lified popu la tion .
S trea m in g w ill b e m ore fl ex ible to m eet th e
specia l n eed s of in d ivid u a l stu d en ts. Th is
flexibility w ill be possible w ith sin gle-session
sch ools a n d sm a ller cla ss size. Str ea m in g of
stu den ts by a bility gr ou p w ill be m or e flexible
to ca ter for la te developer s. E xten sive u se of
m u ltim edia in ter a ctive system s w ill h elp
tow a r ds flexible a r r a n gem en ts for tea ch in g
a n d lea r n in g. With flexible str ea m in g, specia l
in dividu a l n eeds of stu den ts w ill be m et.
Tea ch er s w ill exper ien ce gr ea ter str ess a n d
dyn a m ic sch ool a dm in istr a tor s w ill em power
th em to h elp stu den ts to a ch ieve better per for m a n ce. Th e cost of edu ca tion w ill in cr ea se,
w ith gr ea ter u se of tech n ology. Fewer stu den ts w ill dr op ou t of sch ool. Sch ools w ill
com pete w ith oth er sector s for h igh ly sk illed
per son n el a n d sch em es w ill be in pla ce for
r eta in in g tea ch er s in sch ools.
A ll sch ools w ill fu n ction a s fu ll-d ay sch ools.
Sin ga por e h a s been tr yin g ou t differ en t va r ia tion s of a sin gle session sch ool. At pr esen t,
m ost sch ools a r e oper a tin g in dou ble session s
– on e set of stu den ts a n d tea ch er s u ses th e
sch ool bu ildin g in th e m or n in g a n d a n oth er
set u ses th e sa m e fa cilities in th e a fter n oon .
Both session s of a sch ool a r e m a n a ged by th e
sa m e tea m com pr isin g a pr in cipa l, a vicepr in cipa l a n d fi ve to eigh t h ea ds of depa r tm en ts. Wh en ever possible, pr in cipa ls ten d to
favou r th e u se of sch ool fa cilities by stu den ts
a n d tea ch er s for th e wh ole day. Va r ia n ts of th e
sin gle session sch ool w ill be im plem en ted,
wh en ever possible, to fa cilita te a m or e
r ou n ded edu ca tion . Th e desir e for “qu a lity”
edu ca tion w ill pu sh for m or e va r ia n ts of fu llday sch ool. Ch ildr en w ill spen d th eir tim e
m or e m ea n in gfu lly in sch ools.
For m a l ed u ca tion in th e pr im a r y sch ool w ill
b egin a t th e a ge of fi v e yea rs. At pr esen t, stu den ts be gin a tten din g pr im a r y sch ool a t th e
a ge of six, a lth ou gh m ost of th em h ave
a tten ded k in der ga r ten cla sses befor e be gin n in g pr im a r y sch ool wor k . In th e fu tu r e,
stu den ts w ill be gin for m a l pr im a r y sch ool
wor k a t th e a ge of five in or der to lay a
str on ger fou n da tion for th e a cqu isition of
la n gu a ges a n d for ea r ly developm en t of cr ea tive a n d a n a lytica l th in k in g. Mu ch of in ter a ctive m u ltim edia softw a r e is su ita ble for
ch ildr en ’s u se in th eir for m a tive yea r s.
S ch ools w ill b e equ ipped w ith m ore
a dva n ced h igh tech n olog y fa cilities, e.g., specia l resou rce room s w ith th e la test a u d io-visu a l
equ ipm en t. Hi-tech fa cilities w ill be th e ba sic
r equ ir em en t for fu tu r e sch ools. Th ey w ill a id
th e lea r n in g pr ocess a n d w ill expedite in for m a tion pr ocessin g for stu den ts. Sin ga por e is
a lr ea dy m ovin g in th is tr en d to k eep u p w ith
th e a dva n cem en t in in for m a tion tech n ology.
Th e desir e to ga in a s m u ch in for m a tion a n d
lea r n in g in th e sh or test tim e possible w ill
dem a n d gr ea ter u se of in ter a ctive m u ltim edia equ ipm en t. Sch ools w ill n eed to h elp to
[ 13 ]
Ke ng Cho y Cho ng
Educ atio n fo r living to mo rro w:
pre misse s fo r de ve lo pme ntal
planning
Inte rnatio nal Jo urnal o f
Educ atio nal Manage me nt
1 0 / 4 [1 9 9 6 ] 1 0 –1 4
pr epa r e stu den ts for th e fu tu r e h i-tech wor k pla ce, so cla ssr oom tech n ology w ill r efl ect
a u tom a tion in th e wor k pla ce. With m or e
tr a in in g a n d developm en t cou r ses for tea ch er s a n d m or e in ten sive u se of com pu ter tech n ology in sch ools, m or e specia lized tech n ology w ill be in tr odu ced in to th e sch ools. Mor e
em ph a sis on doin g a n d exper im en tin g w ill
in cr ea se th e oppor tu n ities for even m or e
in n ova tive a pplica tion s of tech n ology in
sch ools. Th e tea ch er s’ r ole w ill sh ift m or e
fr om th e in str u ctor to th e fa cilita tor of lea r n in g, w ith m or e exten sive u se of sim u la tion s
in edu ca tion .
Schooling and the environment
T h ere w ill b e grea ter com m u n ica tion a n d coopera tion b etw een sch ools a n d in d u str ies in
th e a rea s of ca reer gu id a n ce, in d u str ia l tra in in g a n d th e d issem in a tion of in for m a tion on
ca reer oppor tu n ities. Sin ga por e w ill con tin u e
to va lu e its sca r ce h u m a n r esou r ces. Stu den ts
w ill be h elped to a ch ieve th eir gr ea test poten tia l to m a tch th e n eeds of th e n a tion . Mor e
in ter a ction a n d com m u n ica tion w ith in du str ies w ill give stu den ts a better u n der sta n din g of ca r eer oppor tu n ities. Scien ce a n d tech n ology w ill r eceive gr ea ter em ph a sis a n d
fu n din g in edu ca tion .
T h ere w ill b e m ore em ph a sis on h ea lth y
lifestyle to cope w ith problem s com m on to
d ev eloped n a tion s, e.g. d ru g abu se, stress,
ob esity, etc. Sin ga por e w ill h ave to en su r e
good h ea lth for Sin ga por ea n s in th e fa ce of
r isin g h ea lth costs, especia lly in th e fa ce of
sca r ce, h igh ly sk illed h u m a n r esou r ces. Th e
ga r den city w ill be fu r th er tr a n sfor m ed to
cr ea te a h ea lth y, livin g en vir on m en t for m in im izin g th e h a r m fu l effect of in cr ea sin g pr essu r es a n d str ess of wor k a n d livin g. Th er e
w ill be in cr ea sin g u pw a r d socia l m obility
tow a r ds m iddle- a n d u pper m iddle-cla ss.
Th er e w ill be gr ea ter dem a n d for m or e gr a ciou s livin g. Sch ools w ill con du ct
pr ogr a m m es for h elpin g th e n ext gen er a tion
to cope better w ith th e pr essu r es a n d bu r den
of a “gr eyin g” popu la tion . Th ese pr ogr a m m es
w ill a im a t h elpin g people to m a in ta in a
h ea lth y lifestyle for livin g in a pr osper ou s
cou n tr y a n d for im pr ovin g th e qu a lity of life.
E ffor ts w ill be m a de to r edu ce exploita tion
a n d to im pr ove h u m a n r ela tion sh ips a m on g
th e people.
Th e a bove 12-poin t fr a m ewor k cou ld ser ve
a s a ten ta tive set of pla n n in g pr em isses for
sch ool developm en ta l pla n n in g, bu t it sh ou ld
on ly ser ve a s th a t expected fu tu r e in wh ich
th e sch ool pla n “pr oposes to do”[13, p. 23].
P la n s sh ou ld be flexible “so th a t th e sch ool
look s a h ea d bu t r em a in s r espon sive to fu tu r e
ch a n ges in cir cu m sta n ces”[14, p. 10]. A set of
[ 14 ]
pla n n in g pr em isses gives a scen a r io of a possible fu tu r e wh ich cou ld ch a n ge over tim e, a s
th e sch ool or ga n iza tion execu tes th e pla n .
Ch a n gin g pr em isses a r e con tin u ou sly r evised
descr iption s of ch a n gin g pa tter n s in th e
exter n a l en vir on m en t of sch ools th a t dr ive
evolvin g sch ool vision s. Th is does n ot m ea n
th a t a blu r r ed vision sh ou ld su ffice. Vision s
sh ou ld be qu ite deta iled, “in or der to pr ovide
r ea l gu ida n ce in fu tu r e pr oblem solvin g”[3,
p. 41], especia lly wh en th e exter n a l en vir on m en t of sch ools is ch a n gin g r a pidly. A blu r r ed
vision cou ld n ot be sh a r ed by sch ool lea der s
a n d th eir collea gu es m ea n in gfu lly for collective th in k in g a n d fu tu r e gr ou p a ction . Th e 12poin t fr a m ewor k descr ibed a bove gives
deta ils, a lbeit ten ta tive, th a t sch ool lea der s
a n d th eir collea gu es cou ld sh a r e m ea n in gfu lly a s a gu ide for th e on goin g collective
for m u la tion of sch ool objectives a s well a s
decision on lea r n in g a n d tea ch in g str a te gies.
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Lon don , 1993.
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