Singaporean education system. Application of the teaching structures of the Singaporean teaching methodology in the lessons. Main disadvantage: numbering by heads

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If there are 40 people in the class, you will be successful.

In 2008, the consulting firm McKinsey named Singapore's school system the most efficient in the world. The international company International Institute for Management Development has announced that the Singaporean education system most of all meets the requirements that the global economy, the so-called "knowledge economy", places on school graduates.

It is possible to treat such statements in different ways. But the results of Singaporean schoolchildren speak for themselves. There are 350 schools in the city-state of Singapore. And each of them can be called successful. Singaporean schoolchildren are leaders in all international comparative studies PIRLS, TIMSS, PISA.

According to the PIRLS study, the level of functional literacy among graduates from Singapore is one of the highest in the world. Its young citizens are the best in the world in mathematics and natural sciences. And since 1995 they have been demonstrating best knowledge in the international study TIMSS.

Russia is closely watching the Singaporean school. It was from Singapore that we came up with the idea of ​​the National Teacher Growth System, which is now being tested in Russia.

Singapore has one of the youngest teaching corps in the world ( average age- less than 40 years old) and ... the largest classes: at least 40 people. The way teachers work with these classes, at first glance, contradicts what is accepted in Russia. But sometimes this contradiction is only apparent...

Feature one: design it!

At the heart of the system on which lessons are built in Singaporean schools is the communication and cooperation of students. Plus - a strictly defined algorithm.

Students get used to it kindergarten. Already there, the kids are working on joint projects. As part of this algorithm, they are taught to ask questions and even argue with caregivers.

In the Singaporean system, the lesson is built from various elements, as in the Lego constructor. In Russian translation they are called "structures". Each structure (250 in total) has rigid frames and own name. You can connect them to each other in any order. In the next lesson, the teacher scatters the structure and assembles it in a different way.

In 2013, the Ministry of Education and Science of the Republic of Tatarstan signed an agreement with the Singapore company "Educare Co-operative Limited (Educare)", which owns the copyright for this technique. Teachers from Tatarstan were offered to study according to the company's methods in Singapore. Today, teachers-tutors and hundreds of teachers-methodologists have been trained in all regions of the republic. An important detail: according to this system, lessons are conducted not only in exemplary schools in Kazan, but also in rural schools and schools in small towns. The system is used to increase the motivation of students and make lessons more fun.

Feature Two: Don't Overthink Your Lesson Plan

Educators praise the ready-made algorithm, which makes it easier to plan lessons. “It's like on a conveyor: the first, second, third task ... - say the methodologists who work with this system in Tatarstan. - Everything is decomposed into modules. At each step, the teacher is explained what to do. It is enough to enter into the plan the numbers of the structures that will be used at one time or another.

One of the requirements of the algorithm is to choose the material so that students can give the shortest answers to the question.

Everyone needs to be asked. Each child must have enough time to respond, even if the Singaporean system gives no more than 30 seconds. The optimal answer is 10-20 seconds. Time is always ticked. There must be a clock in the office.

Feature three: learn to prompt

The class is divided into pairs or groups. The teacher asks a question. Each student must answer and help his neighbor with the answer. Only under this condition will the couple or group receive a good grade from the teacher. Hints are made at the command of the teacher.

The authors of the methodology propose to divide students in the class into four levels of performance. They are seated so that they help each other. If there are 40 people in the class, groups of 8 students are formed. Do children tell each other? Very well!

The teacher becomes the moderator of the discussion. It is easier for him to check the material covered and to allocate time to explain the new.

... A lesson in mathematics in one of the schools in the city of Aznakayevo of the Republic of Tatarstan. On the interactive whiteboard tasks: "The sum of the numbers 7 and 4" or "Reduce 45 by 3." At one table, facing each other, sit four students. Everyone writes their answer. At the command of the teacher, the children exchange sheets of paper with answers. They read them to each other, then with the help of the teacher they check their solutions.

But the lessons of physics and chemistry. This is more like training for adults. Four high school students sit down at the table facing each other and begin to fulfill the task of the teacher. When the time is up, they take turns saying their answers and discussing their strengths and weaknesses.

The teacher asks the question: "What are the characteristics of the electric current?". Boys and girls from the four answer briefly, one word at a time. If the answer must be long, then one speaks and the other listens. At any time, the teacher can ask: “How did your neighbor answer my question?”. Then you don't have to make a mistake. The ability to listen to other people's answers is also important for life.

“Working with several groups of four people is both easier for the teacher and more effective for testing knowledge than frontal work with a whole class,” teachers say. “With the right timing, the teacher manages to interview the whole class: we could not afford this before.”

During the lesson, students have to think, speak, answer, complement each other, exchange opinions. The advantage of the Singaporean technique is that oral speech develops well.

“This technique is suitable for updating knowledge, for repetition, because there is a full coverage of the class,” says Gulnaz Kharisova, a physics teacher at Lyceum No. 4 in the city of Aznakayevo. - It is better to carry out such work in order to see the assimilation. But new theme, in my opinion, it is necessary to explain frontally.

Feature four: consult with a partner

Pupils and teachers had to learn the word “partner”, which is unusual for a Russian school.

A "facial partner" is someone who sits across from you. "Shoulder partner" - the one who sits next to you.

"Attention! Shoulder partners say, the teacher announces. “Now let’s listen to the opinion of partners in the face.”

... In the classroom - silence: the children are doing the task. They write down the answers on little slips of paper. At the sign of the teacher, they take their papers and scatter around the class. Students stand facing each other and raise their hands.

Raising your hand is one of the main gestures that distinguish the work in the lesson according to the Singaporean system. A hand raised at the right moment is also considered a “structure” and is called “High five”. With this gesture, they attract attention to themselves and make it clear that they are ready to speak.

Children read answers to each other, then find new pairs for themselves and share their answers with them.

“Group work is nothing new for the Russian school,” the teachers say after the lesson. - But we never tried to ensure that each member of the group, answering, contributed something of his own in response. In the Singaporean system, students are equal. Everyone has to give their own short answer."

Main disadvantage: numbering by heads

Methodists from Singapore act consistently: they number everything - from school desks to the children themselves. Children seem like wheels and cogs inside the constantly folding and crumbling cubes - the structures of the Singaporean methodology.

Schoolchildren say: if at the entrance to the classroom a tag with a number is installed on each table or there is a piece of paper on which the numbers of the sitting students are indicated: 1, 2, 3, 4 ... - then there will be a lesson according to the Singaporean system. One of the structures of the system is even called Numbered Heads Together, "numbered heads (working) together." Children are divided into fours, put face to face, each group performs its own task and exchanges opinions.

The student who enters the classroom and sits down at the table next to the number 1 must get used to the fact that in this lesson he will be "number one". Then there will be number two, number three, and so on. Each time the children sit in different places, so on different lessons they will be different numbers.

Another version of the lesson: the class is divided into even and odd numbers. "Even numbers, turn to odd ones!" the teacher says. Or: "Odd numbers, do the task." Or: "Even and odd partners exchange their tasks." Some believe that fixation on numbering is the main drawback of the Singaporean system. For this she is scolded.

But it is not for nothing that it is believed that mathematics is best taught in Singapore: in the USA there is even the concept of “Singapore Math” (Singapore Math). Many assignments in the Singapore math program can be formulated as “look and tell”. Students discuss mathematical concepts, formulate their ideas and listen to their neighbors, looking for several ways to solve a particular problem.

“Do you like being called odd numbers? - I ask schoolchildren who have just finished the lesson. "What's wrong with that?" they wonder.

“Why, the children do not study the entire lesson under numbers,” teachers from Tatarstan explain to me. “This is just one of its elements. Numbers are used at the moment when the teacher needs to rationally use the time of the lesson, for example, by distributing tasks among students. And when the children began to answer, the teacher addresses them only by name.

Doubt: Singapore or Vygotsky?

Methodists from Singapore admitted to their colleagues from Russia that they took the best that was in Russian education for their system. They just passed it through the American experience and brought it to the technology in Asia. Russian methodologists agree that the methodology is very similar to the Soviet and Russian developments of Lev Vygotsky, Daniil Elkonin and Vasily Davydov.

“In my opinion, the methodology is fundamentally no different,” Ildar Sharifullin, a history teacher, told me after the lesson. - Only English titles structures from which the lesson is built. I used the technique for a homework survey, updating what has been covered, establishing a connection between the old and new paragraphs.

I spent the middle of the lesson, intended for learning new material, according to the traditional method. Using the old methods, I would interview only two or three people in history and social science. Now everyone is working: group work is combined with individual work.

Will the knowledge gained in such lessons meet federal standards? Teachers are confident that the Singaporean methodology allows you to fully comply with the Federal State Educational Standards.

Will this methodology be implemented in other schools in Russia?

In Russia, according to the Singaporean methodology, they tried to work in Udmurtia since 2013, and in Tyumen since 2015. After that, the schools were seriously afraid that they would want to introduce the system from Singapore throughout Russia.

They won't implement.

First, we already have this too.

Secondly, we have SanPiNs, which do not allow almost anything from what the methodology is based on. For example, tables should be placed in the classroom in a strictly traditional way: they cannot be moved, children cannot be seated at a round table in class. And under the Singaporean system, the school tables are shifted in twos, with four students sitting behind them facing each other. Two of them end up with their back or side to the blackboard. The lesson does not focus on the blackboard. The center of the lesson is the children themselves. This is the basis of the "Singapore system".

Tatarstan decided to use the Singaporean system in order to improve outcomes in remote rural schools and schools with poor learning outcomes. And they got their way.

Tatyana Alekseeva, Head of the Department for the Implementation of State Programs and Projects of the Ministry of Education and Science of the Republic of Tatarstan, speaking at a conference in Moscow, said that after several years of work in the region, there were 10 times fewer graduates who did not receive a certificate.

It turned out that we already know something about the reasons for the leadership of Singaporean schoolchildren in international studies PIRLS, PISA, TIMSS. The Singapore method is great for captivating the underachievers.

Photo by Vadim Meleshko

Singapore technology as a modern teaching method

Singaporean technology as a teaching method is actively used in the Republic of Tatarstan. The structures of the Singaporean technology and uses them in the learning process. Given information about Singapore as a successful country.

The educational system of each country is unique, because in different countries education systems pursue to varying degrees different goals, and also have own history formation and development paths, depending on which they acquire unique features.

Singapore is a country education system which is surprisingly isomorphic to both logics. Education in it has strong and even traditional national foundations, but at the same time it is focused on the international labor market and on the training of world-class specialists..

Singapore is interesting at least because the education system in this country is rated as one of the best in the world. In- First, according to the PIRLS study (Progress in International Reading Literacy Study), the level of functional literacy of the population of Singapore is one of the highest in the world. In- secondly, Singaporean schoolchildren show the best results in the world in comparative international tests Knowledge of Mathematics and Science (TIMSS) since 1995. In- Thirdly, the consulting company McKinsey in 2008 called the Singaporean education system the most effective in the world, especially the organization of teacher training was noted. AT‑ Fourth, according to the results of IMD (International Institute for Management Development) research conducted in 2007, Singapore's educational system is best adapted to the requirements of the global economy. In order to understand how the Singaporean education system has been able to cope so successfully with the challenges of a changing institutional environment, it is necessary to turn to the history of its creation and development.

The founder was the British officer Sir Thomas Stamford Raffles, thanks to whose efforts, by 1825, Singapore has become a bustling and business port city. Under the rule of the English crown, the city actively developed until the start of World War II. In 1942, he was captured by Japan and was in occupation for 3.5 years. After the withdrawal of Japanese troops in 1945, the people of Singapore began to fight against the territory's colonial status. In 1959 Great Britain granted independence to the country.

Singapore became completely independent in 1965, and at this stage 45 years ago it had neither a single educational system, nor an army, nor a navy, nor what could be called a nation.

After independence, Singapore adopted a five-year educational development program (1961–1965). Priority was given to the creation of a system of universal and free primary education.

In order to improve efficiency educational process in 1979 a new educational system was adopted. It included the introduction of streaming education in primary and secondary schools, which allowed children to move up the educational ladder in accordance with their abilities. The main purpose of the streams was to provide every child with the opportunity to graduate from high school and thereby gain basic knowledge for further vocational training and employment.

The results of the introduction of the new educational system were impressive. They first appeared on school exams. If earlier about 60% of students in both primary and secondary schools failed exams in English and their native language, then in 1984 success in the exams was accompanied by almost 90% of schoolchildren. High school dropout rates have declined.

From 1985 to 1991, the Singapore government carried out a series of reforms aimed at improving educational planning, increasing its efficiency, and increasing the autonomy and flexibility of the school system.

By 1995, Singapore's educational system was producing a really high quality product. Young Singaporeans excelled in international math and science tests. In 1995 and 1999 they were the best in the TIMSS tests. At the same time, realizing the challenges of today, the Ministry of Education began to call for a transition from the paradigm of efficiency to the paradigm of realizing existing opportunities. In the 21st century the quality of education is a critical factor for the survival and prosperity of the nation, it determines the level of national wealth.

Particular attention in the educational process is paid to the subjects of the natural science cycle, mathematics and language training. However, students are involved in learning not only in the classroom. A large amount of time at school is devoted to additional activities related to the implementation of any projects, sports, creativity, etc. The entire educational process is aimed at educating leaders open to the world who are able to work in a team. Formally, the average class size in a Singaporean school is 40 people. However, looking closely at the course of a real lesson, you can see that in the process of teaching the teacher interacts more with eight groups of five people.. In each group, there is a process of communication, learning, work and the formation of the child's personality. main goal modern stage The development of the education system in Singapore is to create a stimulating environment that would motivate everyone to learn throughout life, gain new knowledge and skills, master technology, develop a spirit of innovation and entrepreneurship, be able to take risks and take responsibility and obligations.

Singapore is a country that is easy to manage. Small in size, with a high but uniform population density, convenient geographic location, it is an ideal field for integrated planning. The subordination of all educational institutions to a single body - the Ministry of Education - significantly reduced the costs of implementing and managing reforms and increased their effectiveness. The Ministry of Education is a universal body coordinating processes in the entire field of education in the country.

The Republic of Tatarstan begins its activities with Singapore in 2006. In 2012, the Smart City Kazan project is being developed.

In September, during his stay in Singapore, Rustam Minnikhanov visits one of the Singaporean schools (Hwa Chong), where the experience, methods and methodology of Educare are actively used. Then the head of the Republic of Tatarstan noted that the republic was interested in cooperation with Educare, and suggested considering the possibility of opening a branch of the company in the region.

On February 6, 2013, an agreement was signed at the Ministry of Education and Science of the Republic of Tatarstan between the Institute for the Development of Education of the Republic of Tatarstan and the Singaporean company Educare. The agreement provides for the implementation during 2013 of a project to modernize the system of methodological support for subject teachers in schools of the Republic of Tatarstan.

Within the framework of the project, advanced training courses for supervisors were held municipal departments education and directors of the IMC. In September-December, IMC specialists, under the supervision of Educare, will educate and train 10,000 school teachers in our republic.

In addition, special two-week leadership courses for school directors are organized in the spring. These courses are essential to further administrative support for teacher innovation.

In the spring of 2013, a new stage of the Educare project for teachers of pedagogical colleges of the Republic of Tatarstan was launched with the aim of including the best world methods in the basic training programs for school teachers.

Agreements have been reached between the Republic of Tatarstan and Educare on a three-year cooperation, within which up to 30,000 school teachers in Tatarstan will be trained.

Consider the course of action and some of the structures of the Singaporean technology that can be applied in training.

Teachers work hard to make our students successful. To do this, we must not only provide them with theoretical knowledge, but also teach them how to apply this knowledge in real life. In order for students to truly become successful and contribute to the development of society,they need to be trained in effective communication, collaboration and teamwork skills. They also need to master the skills of critical and creative thinking in order to generate new ideas and find solutions to the challenges they will face in a new, changed world. So, the lessons should be directed to this. As a rule, one student answers, the rest rest at this time. And when working in groups, when they move, everyone is involved in this process, they have fun and remember information easily. As a result, all students leave school with full knowledge.

The teacher sits students in fours and each student has his own number: student number 1, student number 2, 3, 4, divides them into groups depending on the level of the student. In each team, there are strong, weak and average students. When answering questions - oral or written - they express their thoughts, and, importantly, help the weak. Teaching according to this method is reduced to a kind of game in which all students take part, and where, along with consolidating the studied material and repeating what has been covered, in the process of which oral speech actively develops, a sense of respect for each other is also brought up. That is, there are no leaders, everyone is equal. The children themselves also like this method, and it helps teachers to correctly allocate time and test the knowledge of all students during one lesson. But the most important thing is that the teacher, together with the students, should look at the educational process in a different way: the teacher should practice using new structures, and the students themselves should learn to think independently, answer the questions, complementing each other, exchange opinions. This technique does not require a change in the course of the entire lesson, it provides for the use of only one or two elements of the methodology, which the teacher himself has the right to choose. Moreover, they can also be used on classroom hours, and on extracurricular activities, and even at various holidays and parties.

Lessons using Singaporeanstructures are quite interesting and informative. Working in a group of four people, paired with a partner “on the shoulder”, “on the face” can be traced in most of the structures used by teachers. They can be used at various stages of the lesson, especially when there is a repetition of homework and consolidation of the topic: when communicating with their partners, the student is forced to repeat the material several times, which contributes to its development and assimilation.

The use of teaching structures of the Singapore method at various stages of the lesson is very successful. With great pleasure they prepare questions for their classmates, communicate. Moving around the classroom during the lesson, finding a partner for cooperation has a positive impact on the entire course of learning.

Consider several structures of Singaporean technology:

1. Silence signal. The teacher, in order to attract the attention of students, raises his hand up and says Hi Five. After that, the students raise their hand and stop talking. This creates silence in the classroom.
2. Round Robin. The students sit in teams. The teacher asks a problematic question and gives time to think. After that, starting with student number 1, they verbally share their opinions until the time is up. This structure can be used in any subject. When teaching the Tatar language in a Russian-speaking group, the teacher asks a question, for example, “What republic is Tatarstan?” and the students in a circle share their answers.
3. Rally Robin. Unlike Round Robin, students share answers with shoulder partners at a certain time. For example, a teacher asks the question: “What should we do to be healthy?”. Students share their answers.
4. Mix-Pair-Share. The music is playing and the students are moving around the classroom. After the music is over, stand in pairs. The one who was left without a pair raises his hand up and looks for a pair. After that, the teacher asks a problematic question and gives time to think. Students share answers using Rally Robin or Timed Pair Share structures in pairs. This structure is repeated several times.
5. Time Pair Share. The teacher asks a problematic question and the students write down their responses on pieces of paper. Music plays and they move around the classroom. After the music ends, the students share their answers for 40 minutes with their partners. First, one student says the answers, the other thanks for the knowledge. Then they change. The structure is also repeated several times.
6. Think-Write-Round Robin. The students sit in teams. The teacher asks a problematic question and gives time to think. After the students write the answers on the sheets of paper and share the answers in a circle until the time runs out.
7. All Write Round Robin. The teacher speaks a topic or asks a multiple-choice question. Pupils say their answers in a circle. When student number 1 from the team says the answer, the other 3 students at this time write down his answer in notebooks.
8. stand-n-share. The teacher asks a question that requires multiple answers. Students write answers on paper. After that, music sounds and they move around the class and share their answers. If someone has a similar answer, mark it with a tick, write new answers on the sheets of paper. Then they thank each other.
9. Rally coach. Pupils sit in teams. This structure is carried out with shoulder partners. The teacher gives one task and one pen for two. First, one student does tasks, and the other, if he does not know, helps or praises. Then they change and continue to work in the same way.
10. Fan-N-Pick. The teacher distributes cards with questions. Student number 1 holds cards, student number 2 takes any card, student number 3 answers the question, student number 4 praises him. Thus, they continue several times, changing roles.
11. Connect-Extend-Challenge is a learning structure that helps to expand knowledge on a topic by linking it to previous experience and thinking through possible difficulties.
12. Mix-Freeze-Group is a learning structure in which participants mix to music, freeze when the music stops, and join into groups, the number of participants in which depends on the answer to a question.

We have considered only a few structures, and there are a lot of them. These educational structures are built on methods familiar to our teachers - cooperative teaching, small group work, paired learning, project activity. They are based on team forms of work, creating a psychologically comfortable, safe environment for students, using a variety of structures both for academic purposes and for class building (class association), team building (team association). The cooperative method has a well-thought-out system of teamwork, the learning process is based on the gradual and precise implementation of the instructions. This leads to discipline, attentiveness and bringing the actions performed to automatism. There is also the possibility of productive development of active forms of educational cooperation, the formation of the necessary universal educational activities defined by the Federal State Educational Standard.

The advantage of the educational structures used is that the time, place and method of action of the student is thought out, which is aimed at the result. [Magarif No. 2, February, 2014. 52-53 pages].

First of all, you need to understand the lesson, but it involves conducting one part with a new method - using one or two structures. They can be used in all lessons, as well as extra-curricular, extracurricular activities, even at various holidays, evenings.

Literature

1. T. B. Alishev, A. Kh. Gilmutdinov "The experience of Singapore: the creation of a world-class educational system" - 2010
2. Magarif №2, February, 2014 52-53 pp.

The Singaporean education system is particularly popular. Its main advantage is the smooth combination of the traditions of the Western and Eastern worlds.

Thanks to the relatively recent introduction of the British model of education, higher education institutions in Singapore are able to compete with the world's most famous universities. So, National University Singapore ranks 22nd in the ranking of the most prestigious universities in the world, and Nanyang University of Technology- 77th.

The advantage for students from other countries is that most university programs are presented on English language in view of the active introduction of Singapore into the international community. However, there are also courses in Chinese, Tamil and Malay.

Singapore education involves the passage of students 4 compulsory steps:

• Kindergarten for preschool children;
• Primary School;
• Secondary school;
• Professional education.

High school graduates can receive vocational education from the age of 17. Before entering, they must pass the “O”-level exams to prove their level of knowledge and determine which educational institutions they are eligible to enter.

The school year in Singapore is divided into 2 semesters:

1. Beginning of January - June;
2. July - December.

The university academic year depends on educational program and the university to which the student is enrolled.

Education programs

Before entering universities, students are required to go through an educational stage in undergraduate education institutions - junior colleges and central institutes. The network of junior colleges is well developed in the country and provides vocational technical education and preparation for applying to universities.

Education in junior and classical colleges lasts 2-3 years. Some of them (Innova College, National Junior College) are considered quite prestigious as an independent educational level. Their graduates have prestigious diplomas, with which you can no longer go to universities.

The system of universities in Singapore is distributed as follows:

• Technical University;
• Polytechnic universities;
• National universities;
• independent universities.

Study standards:

• Undergraduate - 3-4 years;
• Master's degree - 1-2 years;
• Doctorate degree - 2-5 years.

Most of the classes are held in the form of discussions and seminars.

Exam scores are given as follows:

• A1/A2 - the highest score;
• B3/B4 - good;
• C5/C6 - satisfactory;
• D7 - satisfactory, minimum for credit.

E8 and F9 are considered unsatisfactory scores, insufficient to enroll the subject.

Conditions for admission

Submission of applications is carried out no later than 2 months before January (the beginning of the academic year).

Graduates of grades 9-11 can only apply for undergraduate education in small and classical colleges. Universities are open only to Russian middle and senior students, as well as recent graduates.

List of required documents

All applications for training are registered in the program SOLAR (Student's Pass On-Line Application & Registration). Required data:

• Full name of the applicant;
• Day, month and year of birth;
• Nationality;
• Desired terms of study.

After submitting an application to SOLAR opens access to filling forms 16 with the following data:

• Passport data of the applicant;
• Documents of parents in case they are not citizens of Singapore, but study, live or work there;
• University address;
• Photo of the applicant.

All documents must be translated into English.

Study visa

All international students in Singapore are required to have a student visa. It can be issued by contacting the embassy of the Republic in your country.

The main requirements, in case of violation of which a visa can be withdrawn:

• Training must be at least 15 hours per week;
• The student must be present for more than 90% of class hours.

The average duration of visa processing is 4 weeks.

Cost of education

Singaporean education is considered to be relatively cheap compared to the curricula of other countries, but only for its citizens. Foreigners have to pay much more.

• Undergraduate - 10.5-31.5 thousand dollars a year;
• Master's degree - 15.5-42.5 thousand dollars a year.

In addition, international students have to pay related fees and expenses:

• Application to the immigration service on arrival in the country;
• Medical insurance;
• Student and administrative fees.

Tuition fees vary depending on the institution and course chosen.

Is it possible to get education for free

The Singapore Ministry of Education funds universities such as:

• Singapore Institute of Technology;
• Nanyang Technological University;
• Nanyang Polytechnic.

Scholarship programs regularly appear on their official websites, which provide free places for foreign students to study.

Scholarships and grants for foreigners

Scholarship programs in Singapore are provided by the following organizations:

• Ministry of Education;
• Specific universities in Singapore;
EU, NATO, UN, etc..).

On the official Internet resources of these organizations, you can familiarize yourself with the conditions of free education or its partial payment for foreigners.

Who can become a member of the grant program:

• Senior student or recent university graduate;
• A person with good command of English high level.

The scholarship applicant must:

1. Show good performance;
2. Actively participate in the social and public life of your university/city/country/other country;
3. Show good results in scientific and research activities.

• Thailand;
• Cambodia;
• Indonesia;
• Myanmar;
• Philippines;
• Vietnam;
• Laos;
• Brunei.

On average, about 12 people apply for 1 scholarship place.

Features for internship and exchange programs

Singapore offers internship and exchange study opportunities to foreigners. Most often, interns are future employees of international companies with branches in Singapore. To get a job under such a program, you need to find the official website or office of such a company and ask possible options in the administrative department.

Student accommodation options

Most higher education institutions are not equipped with campuses and dormitories for students - only the largest universities have such advantages:

• National University of Singapore;
• Nanyang Polytechnic).

The average monthly payment for a room in a student hostel is about $500. The average rent for an apartment for a Russian during the same period is $1,000-1,200.

It is also possible to stay free of charge if the student wins the grant program. The money received during the competition almost completely covers the cost of education and housing in the state.

The best universities in the country

Below is information about the prestigious higher educational institutions Singapore.

University name	original name	Official site	Short description
National University of Singapore	The National University of Singapore		The largest and oldest university in Singapore. It offers a variety of programs for study: technical, mathematical, philological, social, natural sciences, art criticism.
Nanyang Technological University		Consists of 4 colleges and 12 schools, which teach technological sciences, economics and finance, natural sciences, humanities, art history, social and information.
Nanyang Polytechnic	Nanyang Polytechnic		Includes schools and courses in business, chemistry, physics and biology, courses for engineers, information technology, design.
Temasek Polytechnic	Temasek Polytechnic		Consists of schools of computer science and IT sciences, business, information, design and social sciences, courses for engineers.
Ngy Ann Polytechnic	Ngee Ann Polytechnic		Open to applicants from business, design, production and film production, natural and social sciences, information technology, chemistry and physics.

Diverse reviews about studying

Alyona: Temasek Polytechnic's teaching methodology is not similar to the education system in its native country. Each lesson is more like a discussion, a discussion of the topic by all students in the audience, allowing them to come to their own conclusions. There are good laboratories, a lot of teaching materials and equipment - all this is of interest, forcing you to study. The main problem with this is the lack of time for part-time work.

Ivan: The peculiarity of the Singapore technology of education is to reinforce theoretical knowledge with applied ones. We often visit laboratories. But we practice not only in them, but also directly in production. To study well, here you need to study constantly. On the one hand, it develops specialization skills well. On the other hand, students have practically no free time.

Daria: For beginners, English in Singapore will be difficult to understand - the pronunciation is different from British and American. But for those who speak it sufficiently, it will be easy - English is considered the state language, so it is spoken almost everywhere.

Despite the relatively high cost of courses for foreigners, Singapore is still considered a cheaper option for studying in comparison with well-known world universities. At the same time, the quality of education in the country is at a competitive level.

For more than a decade, Singapore, along with South Korea, Taiwan, Japan, Shanghai, Hong Kong and Finland, has represented children in international competitions whose ability in mathematics and science was amazing. Singapore has become a laboratory for teaching mathematics by incorporating established international research into a highly effective teaching approach. So what exactly is the Singapore teaching method? Why is she remarkable? Find out in the article.

What is the Singapore Teaching Method?

Teaching in schools in Singapore is characterized as highly programmatic and uniform at all levels. Teaching is coherent, pragmatic and tailored to a specific purpose.

The Singaporean teaching method at school is based on a number of pedagogical traditions, both Eastern and Western. In general, teaching in Singapore mainly focuses on curriculum coverage, transferring factual and procedural knowledge, and preparing students for end-of-semester exams as well as national exams. The main requirement for students is the high results of final testing.

A Bit of History: Reforming the Singaporean Educational Model

The Asian financial crisis of the late 1990s posed a serious problem for politicians: the existing educational system and pedagogical model could not properly prepare young people for life. The then system did not meet the complex requirements that globalization put forward for young people in the 21st century, the century of economy and knowledge.

Already by 2004-2005, the Singapore government more or less determined the type pedagogical basis to which it aspired. Singapore teaching methodology in primary school, high school, and even colleges was called "Learn Less, Learn More." This structure encouraged teachers to focus on the quality of teaching and the introduction of technology into the classroom. Teachers had to not only pay attention to the number of hours deducted, the amount of material and preparation for the exam.

However, established institutional rules have long continued to encourage teachers to teach in a way that prioritizes coverage of the entire curriculum, transfer of knowledge, and preparation for the final test.

How it works now

Over time, Singapore has developed a powerful set of institutional arrangements that shape its current learning regime. Singapore has developed an education system that is centralized (despite much recent decentralization), integrated, coherent and well funded. This system is also relatively flexible and expert oriented.

In addition, Singapore's institutional arrangements are characterized by a prescribed national curriculum. High-scoring National Examinations for Primary and Secondary School Students Encourage Teachers to Cover curriculum and to teach not for the sake of writing a test for a high result, but for the sake of obtaining high-quality knowledge by children. The orientation of the curriculum not on grades, but on the overall learning outcome directly for the child is incredibly strong.

The structure of the Singaporean teaching methodology: a brief overview

Singapore authorities offer many different schools for everyone age groups and levels of academic ability, from elementary schools to colleges. Exist different ways by which the child can achieve university education or a job. However, the first steps in the education system in Singapore usually start with pre-school education. Singaporean children attend preschool until the age of six in preparation for elementary school.

After six years of primary school, children move on to secondary school. The education system in Singapore allows students to choose the direction of study at this stage. They can decide whether they want to attend a classical high school, a specialty school, an express school, or another (eg, privately funded) school that offers a similar education. Secondary education usually takes from one to three years, after which students are offered a choice of various educational institutions, including colleges, polytechnics and institutes of technical education.

Mathematics in a modern way

The Singapore method of teaching mathematics deserves special attention. There is no guarantee that the Singapore Method will make a child a math genius, but the teachers who use it believe it can help any child. The method is based on children's understanding of how numbers work and how they can be applied in real life.

Singaporean mathematics also relies heavily on visualization, which is often ignored in most Western schools. Typical methods for teaching mathematics use a concrete abstract approach. The Singaporean system involves the introduction of a golden mean between the concrete and the abstract - this approach is called pictorial.

Mathematics in the Singaporean teaching methodology - what is it and what features does it have? For example, it is interesting that the students for solving math problems often resort to the help of drawing, depicting a model of the problem posed in the problem. Instead of trying to imagine a problem in their heads and then writing out an equation to solve it, those studying mathematics in Singapore describe the elements of the problem in words.

Language learning model

The Singapore method of teaching English is to teach in this language. Students study the subject's curriculum through manuals in English, and each student's official mother tongue is Chinese for Chinese, Malay for Malays and Tamil for ethnic Tamil Indians are taught as a second language.

In addition, for those who know their native language at a higher level, it is offered as an additional examination subject. HMT - that's what the mother tongue exam is called - has higher standards and requirements for students.

Government campaigns to encourage the use official languages instead of native ones, have been largely successful, although English appears to remain the dominant language among the population. To date, many campaigns and programs have been launched to learn and use the mother tongue in Singapore.

Language learning in this country is a rather controversial topic. Although statistics show that among Singaporeans, English is becoming more and more dominant, and in their native language, the population does not achieve success. This situation leads to a separate dispute regarding the role of the mother tongue exam.

Parents worry that children who learn English as a first language and who are brought up in English-speaking families will not be able to master their native language to a large extent.

The Logic of Teaching in Singapore

The education system in Singapore is the product of a unique amalgamation of multiple historical, institutional and cultural influences. These factors explain why the education system is particularly effective in the current environment, but has limited effectiveness outside of Singapore.

About pedagogy of knowledge

So, the Singaporean teaching methodology - what is it? The Singapore teaching methodology is knowledge based on experience, valuable and relevant information. The education system in Singapore is that students must first of all have the ability to recognize, generate, represent, communicate, assert and apply the required knowledge in the light of established norms in key subject areas.

Conclusion

In the long term, this system will have a positive impact on individual and national well-being, and will help support the development of a dynamic and successful knowledge economy. Such an education system is certainly more effective than a regressive search for better international scores or indulgence in thoughtless cultural wars against modernity, not to mention long-established liberal democratic values.

The Singapore teaching methodology teaches important lessons to existing and established education systems in the world. And, we note, the West should take on the experience of Singapore in reforming the education system.

"Using the Singapore Method in Primary School Lessons"

"Whoever comprehends the new, cherishing the old, he can be a teacher"

Confucius

AT In connection with the introduction of second generation standards, the content of subject areas has been updated. Teachers can choose a program that suits their professional qualities, individual characteristics, psychological and pedagogical class capabilities.
Each teacher is looking for the most effective ways to improve the educational process, ways to increase students' motivation to study and the quality of children's education. Being in such a search, I read a lot of various pedagogical literature, watched master classes, video lessons that were posted on the portal, studied various material, and so, applied everything in practice, there were successes and failures. And so six months. I learned about the Singaporean method. And having studied the Singaporean methodology, I began to introduce elements of the Singaporean methodology into the lesson. I really liked this method the effect of using it in the lessonsand outside technology lessons Singapore method. The children have increased motivation to study the subject, they began to work more actively in the classroom. And here there is a complete enthusiasm for all students, regardless of their level of knowledge.
Therefore, the choice of the topic of work experience “Application of elements of Singaporean technologies in a modern lesson” was due to the search for new forms of work in the classroom. For me, the Singapore teaching method is learning in cooperation, only with a huge variety of teaching structures.And it was against this backdrop that this experience arose.

Relevance of experience

The relevance of my work experience is that traditional teaching methods are focused on average level readiness of students and in the new conditions do not give enough high score. Therefore, I began to introduce into my practice innovative technologies which contribute to the formation of communicative competencies in children that contribute to the success of students in modern society.

The use of Singaporean learning structures is relevant in that they:

Promote interest in the subject

Accelerate the learning process

Improve the quality of mastering the material

Provide individualization and differentiation

Encourage teacher-student collaboration

Develop communication skills

2. Conceptuality.

Modern conditions are characterized by the humanization of the educational process, the appeal to the personality of the child, the development of his best qualities, the formation of a versatile and full-fledged personality. The implementation of this task requires a new approach to the education and upbringing of children. Education should be developing, enrich the child with knowledge and ways of mental activity, form cognitive interests.

3. contradictions
During the work on the experiment, the following contradictions were identified:

The existing objective need for the formation of communicative skills in younger students and the insufficient level of formation of communicative skills of schoolchildren;

The requirements of the program to organize work in pairsand groups difficulties in organizing the process of communication in the system "student-student", "student-teacher";

Creation of optimal conditions for the formation of communicative competencies, motivation for achievement, initiative, student independence and motivation for learning among students;

Between the need for school practice in new forms, methods, means, techniques for the formation of communication skills and their insufficient development;

The need for fruitful cooperation with parents on the formation of communicative skills in younger students and insufficient training of parents in this area.

Therefore, the formation and development of communicative universal educational activities in a younger student is topical issue, the solution of which is important, both for each individual and for society as a whole.

How to solve the problem that has arisen? ... What means? ….What methods, formation technologies to use?... How to activate? ….

The presence of a theoretical base of experience

Why Singapore? - you ask. The fact is that the practice of peer learning at school has its effect on the fact that the young citizens of Singapore show the best results in the world in mathematics and science. “This system is very similar to the Soviet and Russian developments of Lev Vygotsky, Daniil Elkonin and Vasily Davydov. However, in East Asia they have been brought to technology.” Specialists from Singapore frankly admit that when creating this system, they took the best of what is available in Russia and passed through the American experience. The main thing is collective, or cooperative, education, the Vygotsky system, they themselves admit it. Singaporean teaching methods are actively studied and applied in their lessons by our colleagues from Tatarstan.

presenter pedagogical idea

One of the promising technologies in the formation of communicative UUD is learning in cooperation,where the leading pedagogical idea is to learn together, and not just do something together! The Singapore technology of education is also based on the technology of cooperation.

homegoal, which I set when starting to work on the experience is the improvement of communicative competence and the activation of students' verbal and cogitative activity.
To achieve this goal, it is necessary to solve the followingtasks :
* study methods that contribute to the formation of communicative learning activities in the classroom

manifestation of individual characteristics, the success of each;

Contribute to the formation of an active life position of everyone;

Based on the studied Singaporean technologies, to develop a system of creative teaching of the subject in everyday practice, achieving positive results in teaching speaking.

Develop teaching materials associated with successful learning.

In my practice, to achieve my goals and objectives, I use such learning structures asConers, High Five, Round Robin, Mick PaShea, SteZe Klass, Tim Cheer MIX-FREEZE-GROUP, MIX PEA SEA, QUIZ-QUIZ-TRADE, STE THE CLASS, FINK-RIGHT-ROUND ROBIN, OL RIGHT ROUND ROBIN, ROUND TABLE

I will introduce you to some of the structures of Singaporean Learning Technology.

Level of methodical substantiation

Singapore Technology Learning Structures (slides)

This technique does not require a change in the course of the entire lesson, it provides for the use of only one or two elements of the methodology, which the teacher himself has the right to choose. Moreover, they can be used both in class hours and at extracurricular activities.

1. Learning structures showing interaction student - student necessary for the development of communication and cooperation.

TIMED PEA SEA A learning structure in which two participants share detailed responses over a set amount of time.

For example:
- What did we learn in the last lesson? The one who is taller starts.
- What did we learn about the work of S.Ya. Marshak at the last lesson?

The one with the longest hair starts.
What do you think we will do in class? The one with the brightest eyes starts.

MIX PEA SEA - a learning structure in which participants mix to the music, form pairs when the music stops, and discuss the proposed topic using RELLY ROBIN (for short answers) and TIME-PEA-SHEA (for long answers).

OL WRIGHT ROUND ROBIN - "everyone write round robin" - a learning structure in which students one by one READ out their answers in a circle, and ALL other students WRITE new ideas on their sheets.

For example:

Task: Compose numbers from the given digits.

Participant No. 1 reads out all the numbers that he wrote himself and collected from friends, and the other participants listen carefully and put a tick if they have this number. If participant No. 1 reads out a new number that someone else does not have, then they continue to write it down after the second drawn line, continuing the numbering.

MIX-FRIES-GROUP - a learning structure in which participants MIX to the music, STOP when the music stops, and unite into GROUPS, the number of participants in which depends on the answer to any question.

For example:

They quietly got up, pushed the chairs, went out. (I turn on the music - the children mix to the music, I stop, they freeze, I ask - the children form a couple.

What is the side of the square if the perimeter is 8 cm (2)

How many times is 15 greater than 3 (5)

How many months make up one quarter of a year?(3)

How many hundreds are there in 423?(4)

Thank you.

Quietly they sat down in their seats.

Thank each other.

CONERS - "corners" - a learning structure in which students are distributed in different corners depending on the answer they choose and prove their choice.

For example:

Give out a card with the names of objects . Participants are divided into two groups:

- Animate and inanimate

By number of syllables:

By first letter

By number of letters

Thank each other.

TAKE OF - TOUCH DOWN (Takeoff - Touchdown) - "get up - sit down" - a learning structure for obtaining information about the class (who solved the problem in one way, two, three), as well as getting to know the class, the audience.

2. Teaching structures, showing the interaction of the student - educational material. They allow students to reflect on material, link it to previous knowledge, and reflect on acquired academic material to develop critical and creative thinking.

JOT TOTS - “write down thoughts” - a learning structure in which participants loudly pronounce a invented word on a given topic, write it down on a piece of paper and put it face up in the center of the table. Without respecting the order, each participant must fill out 4 pieces of paper, therefore, 16 pieces of paper will be in the center of the table.

For example

Each team member takes 4 pieces of paper

On each piece of paper:

Think of the correct word with the suffix -ik-

Say this word out loud to your team members and write it down on one piece of paper.

Place on the center of the table face up

Repeat steps 1-3 until you have used all the leaves

When the allotted time runs out, the team reviews the written ideas together.STÖZE CLASS - “shuffle the class” - a learning structure in which students silently move around the class in order to add as many of the participants' ideas to their list as possible.

For example

Remember and write down the agricultural occupations. (time)

Time is over. Draw a line after the last profession recorded.

Within 2 minutes you will need to collect as many answers from your friends as possible.

Objective: Meet several classmates and collect as many career options as possible.

Time is up, thank each other and take your seats. Draw a second line, now after the last number you copied from your friends.

Strategies such as silence signal, timer, managementmet, etc. are used to manage the class.

TIM CHIR - "Chant, slogan" is a short, fun exercise to lift the spirits of the audience, encourage or express gratitude.

1. Shake off laziness and fatigue.
2. Reached out to the starry distances.
3. Hid (sat down) from troubles and dangers.
4. Smiled at friends and the spring sun.
5. No noise, quietly landed at their desks

Teaching structures can be used at all stages of the lesson. I consider the use of teaching structures of the Singaporean methodology at various stages of the lesson acceptable, it is interesting for children.

Assessment in the lessons

using Singapore technology learning structures

It should be noted that the learning structures monitor the participation, mutual respect and overall involvement of students.

For reflection, you can use the so-called "chirs" - special actions, movements and words with which students thank each other, cheer each other up and charge with positive for the whole day.

"Colored Fields"

Used to create a psychologically comfortable environment in the classroom.

Algorithm:

1. Student doing written work

2. Makes notes in the margins in different colors. These colors have a semantic load (appeal to the teacher):

red - "Please check everything and correct all errors",

yellow - "Please mark all the mistakes, I will correct it myself",

blue - "Indicate the number of errors, I will find and correct them myself",

green - "I think that everything is right with me"
"Cube"

Students roll a cube with the following questions:
What was difficult?
What didn't work in class?
Why was I wrong?
What was incomprehensible?
What was interesting?
What was useful and necessary?
What worked out best? etc.
Children answer the question that they have. There can be two dice: a success dice and a failure dice. Then their child throws in turn.

Systematic work using Singaporean learning structures gives positive results:

Students show more independence;

They begin to communicate more freely, express their point of view;

There is growing interest in the subject, especially in the experimental part;

Students move away from memorization, consciously perceive information.

Thus, using the above technology, it is possible to solve the issue of increasing the motivation for learning among students and a number of issues related to the implementation of the Federal State Educational Standard.

As a result of the applied technologies, my students have achieved the following results:

the level of learning of my students has increased, the quality of knowledge in subjects has increased by 4%. (Slide)

The interest of students to participate in competitions and olympiads of various levels in the Russian language, mathematics, and the world around has increased. Over the past period, my students have become winners and prize-winners of various competitions and olympiads, such as: "Dina", "", "All-Russian Distance Olympiad for students in grades 1-4", "Festival of projects" _____ ".

(slide 15) And also I actively share my experience with colleagues at scientific and practical seminars of the school methodological association, pedagogical councils.

Conclusion

Based on the reflection of my own pedagogical experience, I made the following conclusions:

The use of the Singapore system of education helps students to open up from a new perspective, since the main thing in the lesson is the student himself and his activities, and the teacher is an assistant, mentor.

Learning structures develop the personality of each student, make him think, express himself, allow him to change the vision of the material, increase his emotional level, and therefore have a beneficial effect on body health,

Develop in the student vital qualities in our time, such as: communication, cooperation, critical thinking, creativity,

-Students are more likely to show initiative in the search for a method (methods) for solving a problem;

The psychological climate in the classroom improves.

There is a positive trend in library attendance (the number of students visiting the school library has increased 3 times);

There is a high activity of students in the implementation of projects,

The manifestation of collective creativity among students when creating educational products (creating projects, presentations, publishing newspapers, etc.);

Established good relationships with parents.

In the course of using this technique, students increase their educational and cognitive motivation, reduce the level of students' anxiety, fear of being unsuccessful, incompetent in solving any problems. ATgroup higher level of learning, efficiency of assimilation and updating of knowledge. Children learn with pleasure, they have developed adequate self-esteem. In addition, the children develop cognitive and learning interests, they ask a lot of questions, the search for answers to which is the joint activity of the teacher and students, they argue, defending their point of view, but they can also take the side of another student, if they are not right.

However, there are some difficulties or disadvantages in applying the learning structures of the Singaporean technology.

This technique must first be taught. To do this, the teacher must find time to teach the methodology in the classroom. Without this condition, group work is ineffective.

The organization of group work requires special skills and efforts from the teacher.

With ill-conceived grouping, some students can use the results of the work of stronger classmates.

This technique allows you to carry out the educational process just as effectively in the process of the lesson and in extracurricular activities. Teamwork, joint design and research activities, defending one's position and tolerant attitude to other people's opinion, taking responsibility for oneself and the team form the personality traits, moral attitudes and value orientations of the student that meet the modern needs of society, reflect (see the problem; analyze what has been done - why it worked out, why it didn’t work out, see the difficulties , errors);

Conclusion

In conclusion, it must be emphasized that any experience - successful or not so - is invaluable, as it gives us the opportunity to test everything in practice. Experience helps us stop and reflect on why we have had the experience. Experience gives us reason to move on, to try and take risks.Knowledge and application of modern trends in teaching methods allows you to make practical work teachers more interesting and diverse, will help to fulfill the main task of the teacher today - to find effective teaching aids for the quality education of children, teach them to independently obtain the necessary information, analyze the knowledge gained and apply them to solve new problems.

I believe that the experience I gained during the period of using the Singapore method brings great results because:

Organization of situations of communication in the classroom, the use of new pedagogical technologies and creativity of students in close relationship with the teacher contribute to the improvement of communicative competence and the activation of students' creativity;

Improved performance;

Students stop being passive listeners and become active participants in the learning process.

Turn on! Explore! Apply!

Thank you!