Due to the lack of natural resources, Singapore has placed particular emphasis on human resources, especially the cultivation of scientific literacy among teenagers, since its independence. Through a series of measures, Singapore has achieved remarkable results in science and technology education in both formal and informal Settings, which offers certain inspirations for the science and technology education of teenagers in our country.

The main practices of Singapore in conducting science and technology education for teenagers

With the rapid economic development, the educational goal in Singapore has shifted from "focusing on academic performance" to "focusing on ability and how to lead a good life". In 1997, the Ministry of Education of Singapore proposed to establish "Thinking School, Learning Nation" (TSLN) in order to change the education system that only values academic performance. This program emphasizes the cultivation of students' critical thinking, creativity, and information and communication technology capabilities. In 2004, Singapore further moved away from the exam-oriented education system and proposed the "Teach Less, Learn More" (TLLM) program on the basis of TSLN, emphasizing that the teaching focus is on the quality of teaching and learning. The aim is to cultivate students' innovative spirit and provide them with a more colorful life.

▲ Figure 1 "Applied Learning Program" course

The "Applied Learning Program" is carried out in the school education system

The curriculum policy of schools in Singapore lays a solid foundation for science and technology education for teenagers. In the school education system, the "Applied Learning Programme" (ALP) has now become an important vehicle for cultivating students' scientific literacy in Singaporean secondary schools. Its themes can be roughly divided into two categories: humanities and science and engineering (STEM), with STEM including aviation, robotics, etc. The ALP course can be jointly developed and implemented by schools and numerous social institutions, and its course objectives can be set as specific implementation goals based on the macro goals set by the Ministry of Education and the actual needs of the school. In addition, approximately 60% of secondary schools have chosen and implemented ALP courses related to STEM, which has greatly enhanced the scientific literacy and interest in science of teenagers.

Promote the construction of educational informatization

From 1997 to 2015, Singapore established its leading position in the global field of educational technology through a four-phase plan for the development of educational informatization (see Table 1) [2], and also provided technical support for the informatization environment of both in-school science education and out-of-school technology education [3]. The integration of education and technology meets the needs of Singapore's work - and skill-centered education system.

Attach importance to the construction of science centers and other popular science venues

In addition to information technology laying the foundation for science and technology education for teenagers, Singapore has unique experience in the implementation of science and technology education work. By learning from Nordic countries, Singapore has realized the importance of informal environments and gradually expanded educational venues from schools and tutorial classes to informal Settings such as communities, zoos, and science and technology museums. The community and the school have gradually established connections. Special ponds have been set up within the community to enable urban students to understand the ecological environment of tropical regions and cultivate ecologically conscious Singaporean citizens. In 1977, Singapore established the Singapore Science Centre, which has now become the most important science popularization management institution and activity venue in Singapore, receiving over one million visitors each year. [4] The Singapore Science Centre has created an extremely attractive science popularization environment, hoping to promote Singaporeans' curiosity and creativity in science and technology through pleasant experiences, thereby contributing to the development of Singapore's human resources. The exhibition content is closely integrated with the science curriculum of primary and secondary schools. In the "Experience the Earth" exhibition area, students can understand the system composition of the Earth and establish the connection between altitude and contour lines through experience activities such as shaping landscapes with sand and watching real-time terrain projections. In 2014, the Singapore Science Centre established a dedicated Children's Science Centre, focusing on enriching the learning of children aged 18 months to 8 years. To encourage teenagers to participate more in science and technology activities, the Singapore Science Centre has implemented a ticket membership system for primary and secondary school students. For only 12 Singapore dollars (approximately 60 RMB) per year, students can participate in the centre's activities for free at any time. [5]

▲ Figure 2 "Experience the Earth" exhibition area AR hourglass

▲ Figure 3 shows some of the partners of the Singapore Science Centre

Scientific research departments, universities, enterprises and other entities actively participate in science and technology education for teenagers

The Singapore Technology Centre not only focuses on exhibition design but also frequently collaborates with organizations such as the Agency for Science, Technology and Research (A*STAR), the DSO National Laboratory, and the Infocomm Development Authority (IDA) to host competitions and projects that meet the needs of different age groups and scientific skills levels. For instance, the Singapore Science Festival, jointly held by the Singapore Science Centre and the Agency for Science, Technology and Research every year, showcases the role that science, engineering, technology and mathematics play in shaping our lives and the future. Secondary school students who excel in STEM will be awarded the "Young Engineer Award" jointly presented by the Singapore Science Centre and the School of Electrical and Electronic Engineering of Singapore Polytechnic to encourage them to study STEM.

In addition to national institutions attaching great importance to science and technology education for teenagers, private institutions and social groups are also actively involved in popular science work. For instance, the Ship Shell Company and the Singapore Science Centre have established the NXplorers platform, which releases one theme each year to encourage young people to develop sustainable solutions. The participation of all parties has made popular science work no longer just the responsibility of the government, but a matter for the entire society, integrating science and technology education into daily life.

In addition, science and technology education for teenagers in Singapore also focuses on cultivating their practical operation abilities. In 2014, with the support of the Ministry of Education of the People's Republic of China, the Singapore Science Centre specifically established the STEM Inc department as a bridge connecting the ALP courses on campus and the real STEM industry. Through this department, students can get in touch with STEM industries and careers in the real world at an early stage, stimulating their interest in STEM.

Singapore has recognized the significance of scientific literacy and has implemented a series of programs to cultivate talents with high scientific literacy. However, at present, there are still problems with workforce education in Singapore. First of all, there is a significant loss of talent in the fields of science and engineering. By analyzing the employment situation of engineering degree graduates in Singapore in recent years, it is found that many engineering graduates choose to work in banking or management due to salary considerations [6]. Secondly, college students also face serious gender differences in their choice of science majors. In 2010, among the graduates of engineering science, information technology and architecture, the proportion of women was 21%, 36% and 44% respectively [7].

Implications for the Science and Technology Education of Teenagers in Our country

The educational administrative model and educational cultural background of Singapore are quite similar to those of our country. There is a tradition of "top-down" policy implementation and promulgation. The implementation of science and technology education in Singapore has certain inspirations for the ongoing science and technology education work for teenagers in our country.

High salaries and policies to protect women's employment can attract more tech professionals

The loss of scientific and technological personnel in Singapore has important implications for our country to attract scientific and technological talents for employment. First of all, the status and treatment of scientific and technological talents should be enhanced. China cannot attract technology workers merely by relying on wages and other benefits (such as insurance, housing subsidies, and housing provident funds). In addition to salary, implementing female protection policies in the training and recruitment of scientific and technological personnel also helps women choose science and engineering majors.

Continuous policy implementation can promote the sustainable development of science and technology education for teenagers

The development of science and technology education for teenagers cannot be achieved in one step. Instead, different implementation policies should be adjusted and formulated based on the actual scientific literacy of teenagers at different stages and the social demand for talents. China should also constantly adjust and improve its science and technology education strategies both inside and outside schools in accordance with the development status of youth science and technology education at each stage and the changes in society's demand for talents. The implementation of such continuous and gradual policies is conducive to promoting the sustainable development of science and technology education.

Building an ecological environment for science and technology education can create an atmosphere where teenagers actively learn science and technology

Youth science and technology education in Singapore is the result of the joint efforts and support of all parties. The Ministry of Education provides support for schools to form partnerships with communities, related industries, and higher education institutions. Connections with industries or various community sectors will enable students to have a richer experience and link the world outside of school with the knowledge and skills they have learned. Creating a comprehensive and collaborative educational ecological environment plays a significant role in the effective and smooth implementation of science and technology education for teenagers. Students are members of society, and the formation of their scientific literacy is influenced by various factors such as family, school and society.

References

[1] Roberto Santiago de Roock & Mark Baildon (2019) My Skills Future for Students, STEM Learning,  and the Design of Neoliberal Citizenship in Singapore, Cognition and Instruction, 37:3, 285-305.

[2] Chai Jinhuan Research and Implications of Singapore's Education Informatization Development Strategy [J] China Educational Technology Equipment, 2020 (02) : 134-136.

[3] LAN Lining A Review and Analysis of the Current Situation of Educational Informatization in Singapore [J] China Education Informatization, 2015 (7) : 36-41.

[4] Singapore science centre, https://www.science.edu.sg/about-us/about-science-centre-singapore.

[5] Nai Zhiyun. Popular science work in Singapore [J] Chinese Popular Science Theory, 2008 (7).

[6] Heng, Janice. “Fresh Graduates Banking on Finance Sector for Jobs” [EB/OL]. The Straits Times, 2013.

[7] Shujuan, Judith Lin. “Gender Differentials in Fields of Study among University Graduates,  2010.” Statistics Singapore Newsletter, March 2012

The original text was published in the special column of the 11th issue of "China Science and Technology Education" in 2021. Author: Shen Mingxiu (School of Teacher Education, East China Normal University). Members of the China Association of Youth Science and Technology Instructors can click "Read the Original Text" to log in to the magazine's official website and browse the full text for free.