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The COVID-19 pandemic has caused great disruption in schooling around the world. This has triggered me to reflect on educational change in Singapore and some related issues the pandemic has raised. Using “Timely Change, Timeless Constants” as an organizing framework, this paper examines the educational changes that are happening in Singapore and amidst such changes, the timeless constants that should be affirmed. In particular, the move towards a blended learning approach needs to help students develop the capacity for independent learning, not just replicate classroom teaching in the virtual medium. Also, despite needing to adapt very quickly to the pandemic, Singapore should continue to build its education system in a balanced and steady manner, reaffirming the important roles that school leaders, teachers and schools play in the society. Some of these points are applicable to other parts of the world.

This article analyses the Singapore government's recent attempt to make Singapore a 'Global Schoolhouse' by transforming its tertiary education sector. It examines the government's attempt to promote greater diversity and autonomy in the tertiary education landscape; it also examines the government's systems of state funding and accountability for the tertiary education sector. The article utilises a policy analysis approach to examine the development of the 'Global Schoolhouse' in Singapore. In particular, it examines a case study of the setting up and subsequent sudden pull-out of the University of New South Wales Asia (UNSW Asia) to highlight the increasing challenge faced by the government in this undertaking. Despite the government's promotion of greater diversity and autonomy in the tertiary education landscape, the government maintains centralised control through systems of accountability to, and funding from, the state. The case study of UNSW Asia shows that it is a paradoxical challenge for the government to engineer a tertiary education 'market economy' with private foreign players while maintaining centralised control over the achievement of its strategic agenda within its stipulated time frame. The study serves as a mirror to other developing countries in understanding the challenges in developing a 'Global Schoolhouse' while trying to maintain centralised control. [Author abstract, ed]

Purpose - In recent years, the new science has become popular in management literature. This involves the use of metaphors from the field of science (e.g. mathematics, chemistry, physics and biology) in the field of management. This paper aims to examine the use of new science metaphors in learning organisation (LO) discourse and research.Design methodology approach - This paper is a theoretical analysis of the use of new science metaphors in LO discourse and research. In particular, the paper illustrates the potential value of such metaphors through four examples and explores the issue of appropriate application and interpretation.Findings - This paper shows that using new science metaphors in the field of the LO can enrich the understanding and practice of LOs. However, one has to adopt a reflexive approach so that one is more critically aware of the assumptions behind their usage. This will lead to a more appropriate application and interpretation of such metaphors in context.Practical implications - Subject to careful application and interpretation, new science metaphors can be useful in helping one appreciate the intricate dynamics of change; that a lack of one's control does not imply that the situation is out of control; that the measurement of outcomes in itself affects the development of an LO; and that paradoxes are \"normal\" in the dynamics of LO development.Originality value - This paper provides an analysis of the use of four new science metaphors in LO, namely complexity and chaos, living systems, uncertainty principle and wave-particle duality. It discusses how these metaphors may enrich the understanding and practice of the LO. This paper also discusses a reflexive approach towards new science metaphor usage that encompasses four issues of separation, representation, enunciation and routinisation.

This paper describes and examines the nature and evolution of school accountability in the Singapore Education System. In particular, the different facets of school accountability are examined through a theoretical framework comprising four relatively distinct concepts of accountability as performance reporting; as a technical process; as a political process; and as an institutional process. This paper also examines the issues and challenges faced by schools as they respond to the demands of school accountability.

Purpose - The purpose of this paper is to examine the development of teacher professionalism in Cambodia and the issues and challenges in this area. Design/methodology/approach - This paper uses Hargreaves' four ages of teacher professionalism and professional learning to frame the discussion of the development of teacher professionalism in Cambodia. Findings - This paper argues that the Cambodian government aims to develop the teachers to become autonomous professionals in terms of curriculum and pedagogical improvements. However the reality is that the Cambodian teachers manifest characteristics of both the pre-professionals and autonomous professionals. This paper also examines the issues and challenges faced in the development of teacher professionalism, which are entwined in the complexities of educational reform, societal and economic development. By identifying some structural, economic and socio-cultural challenges faced by Cambodian teachers, this paper suggests that Cambodian teachers need greater teacher collaboration within a culture of trust and accountability to become collegial professionals. Originality/value - The Cambodian case study adds to the literature on the development of teacher professionalism in Cambodia and illustrates the potential of comparative and international research on teacher professionalism between Anglophonic and non-Anglophonic cultures. . [PUBLICATION ABSTRACT]

Purpose - The purpose of this paper is to examine the practice of mentoring and coaching in the Singapore education system, to show the difference in philosophy in which these two concepts have been applied and to discuss the issues and challenges involved in their implementation.Design methodology approach - This paper reviews the mentoring and coaching systems in Singapore through literature review and a critical analysis of the mentoring and coaching philosophies and schemes for the different levels of educators.Findings - This paper shows that mentoring and coaching are implemented in many areas of the professional development of educators in Singapore. These include mentoring for trainee teachers, beginning teachers, training school leaders and beginning school leaders; and coaching in the performance management system of all teachers and school leaders. However, there are inherent tensions in having an appraisal connotation in some mentoring and coaching platforms in Singapore and in encouraging critical reflective learning and innovation in mentoring and coaching.Research limitations implications - As this paper is based on literature review and analysis, it recommends empirical research around mentoring and coaching in Singapore. In particular, it recommends research in examining the impact of particular mentoring and coaching schemes within different contexts and the experiences of the participants in such schemes. It also recommends research to address the questions of whether there will be enough coaches and mentors to meet the emerging demand for mentoring and coaching in schools, as they struggle with their multiple roles in school; and whether the mentoring and coaching system in Singapore is too formalized to encourage innovation.Practical implications - This paper encourages practitioners to reflect on the inherent tensions in having an appraisal connotation in some mentoring and coaching platforms in Singapore and to embrace critical reflective learning and innovation in mentoring and coaching.Originality value - This paper is one of the few papers (and the most current) that review the mentoring and coaching systems in Singapore. It forms a basis for future empirical research in this area.

Purpose - This paper aims to discuss why there is often a gulf of difference between policy rhetoric and reality. In particular, the paper seeks to explore issues with the policy rhetoric, implementation process and the lens through which reality is perceived, explaining why these issues can open up a policy rhetoric-reality gap. This article also suggests a simple matrix framework to analyse a rhetoric-reality gap.Design methodology approach - This paper is a reflection on, and analysis of, the issue of the difference between policy rhetoric and reality. The framework of analysis involves: issues with policy rhetoric; issues with the implementation process; issues with examining reality.Findings - Although policy rhetoric always has laudable aims, the underlying dynamics of change and interaction among the various actors at different levels of the system often means that the rhetoric may be compromised in reality. However, it is also possible that even when implementation reality may not correspond closely to policy rhetoric, the adaptation of the policy allows for a better fit with the local context while allowing the policy rhetoric to retain its evocative values for an ideal state of affairs.Practical implications - Policy rhetoric-reality is not always \"evil\" and this gap can be systematically investigated.Originality value - This paper provides an explanation of the policy rhetoric-reality gap and suggests a simple matrix framework to analyse such a gap.

In times of uncertainty, university faculties have a duty to prepare school leaders to handle complexity, as the number of variables in the educational system and the interactivity of variables increase exponentially. The Leaders in Education Program (LEP) is a 6-month full-time program at the Singapore National Institute of Education (NIE, which is a part of Nanyang Technological University). The LEP aims to prepare especially selected vice-principals and ministry officers in Singapore for school leadership. The LEP is a collaborative effort between the NIE and the Ministry of Education, an example of a university–government partnership in program development. This article describes the efforts of the LEP in developing the ability of school leaders to deal with complexity. It also examines in detail one particular component of the LEP, the Creative Action Project, to illustrate how this is done in practice, and analyzes the views of participants on their learning through the project.

Purpose - To report on a case study that examines how the Learning Organisation (LO) concept can be applied in a Singapore school and the challenges that the school faces in the process.Design methodology approach - A qualitative research inquiry was adopted using ethnographic methods. Data includes in-depth face-to-face interviews, observation of meetings, informal conversations with students and parents. The study adopted an interpretive paradigm based on post-positivist theories.Findings - While the LO concept can be applied in the school context to its benefit, there can be potential cultural conflicts, ambiguities and paradoxes, as highlighted in the paper. The wider societal culture has a profound influence on how the structures, authority and relationship between subordinates and superiors in a school.Research limitations implications - Empirical data is limited to only one school in Singapore. A longitudinal study involving more schools in Singapore will generate a better sense of the benefits and challenges of LO in schools.Practical implications - Singapore schools need to address the cultural norms of hierarchy and conformity in order to fully embrace the LO concept.Originality value - There is a lack of empirical research on how the LO model can be applied in an Asian school context. This paper represents a first attempt to fill this gap and also offers some practical recommendations to schools that are aspiring to be learning schools.

This paper is a commentary regarding the journey of change in Singapore’s teacher education, in particular at the National Institute of Education (NIE). Change in Singapore’s teacher education follows closely the phases of school accountability in the education system. Although initial teacher education is centralised at the NIE, further teacher education and professional development are increasingly decentralised in the system. Despite the need to adapt very quickly to the needs of the profession, teacher education is built in a balanced and steady manner, so that there is both change and continuity over the years. The commentary also suggests three areas to consider regarding what lies ahead for teacher education in Singapore and NIE.