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Reflection: Teacher Work Attachment at CSCI

Introduction
Teachers are encouraged by the Ministry of Education to take on work attachment in
external organizations to broaden perspectives, create new learning experiences for
professional development so as to enrich their students’ learning. This is because the
Singaporean teacher faces many challenges. The education landscape is changing
quickly, to one which requires students to be holistically educated. Teachers thus serve an
increasingly important role in exposing students to real-world scenarios so as to prepare
them for the future.

The amount of curriculum time allocated by far and large has not increased much.
Teachers thus find themselves under greater pressure than before to select the right
materials from new knowledge and development that is in line with the curriculum and
deliver the information in appropriate bite-size chunks. At the same time, they are to make
sure that the chosen information and knowledge not only equip their students for the
present but will also prepare them for the future. In striving to be true to the ‘Teach Less,
Learn More’ framework, it is a constant challenge to stay pace with the developments of
the world.

Teachers are also tasked with the responsibility of infusing national identity in students
under their charge. The Singaporean teacher thus walks a thin line with the selection and
delivery, where the positioning of materials has to be appropriate to capture the students’
attention and at the same time not over glorify the world such that the Singaporean
student will be eager to leave for better pastures.

In a conversation with a foreigner from America during one of my travels, it was

Learning Points
In the course of the three week attachment (18 Nov – 8 Dec) at Civil Service College
International, three programmes took place:

TCTP with KOICA

SCP
• Effective Financial Governance (30 Nov – 9 Dec)
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There were many learning points through the various teaching pedagogies undertaken in
the three programmes:

• Formal lecturing
• Dialogues sessions
• Open discussions
• Country presentations
• Learning journeys
• Workforce Development Agency (WDA)
• Urban Redevelopment Agency (URA)
• National Computer Systems Pte Ltd (NCS)
• Republic Polytechnic (RP)

In the programmes, through formal lecturing, the framework of the government and
philosophy of our governance was communicated clearly. It allowed for insights into the
governance of Singapore and the rationale behind some policies. There were opportunities
for delegates to question and understand Singapore, which is vital for foreign diplomacy.
Seeing Singapore through the eyes of the course participants, I was filled with nationalistic
pride for the achievements of Singapore, which is admittedly sometimes easily brushed
aside by Singaporeans with no more than a cursory nod. Throughout my course of
interactions with the participants, their repeated awe for Singapore has further cemented
my belief in bringing this knowledge back to my students, to imprint in them the pride they
should have in their nation, for it should be of no less than the favourable impression
possessed by the foreign delegates.

In the course of the programme for Understanding Trade and Investment, information
about other countries was disseminated through their country presentations. Relevant
examples such as Vietnam’s plans for a petrochemical industry could be infused during
lessons in Chemistry, helping to link the curriculum to the real world. Further expansion
into national education would be possible if the teacher could structure open discussions
on the competition that Singapore would face. Another example would be the discussed
plans for hydropower in Lao PDR, a Physics teacher would be able to bring in authentic
learning for potential and kinetic energy as well as infuse it into other topics such as
electricity. Perhaps an inter-disciplinary approach could also be undertaken, bringing
subjects like Geography, History and the Sciences together. Exposure to new topics and
new elements, no matter how irrelevant they may seem can always be a starting point for
new ideas for teaching.

In a session of ‘Leading Change’ for the programme Effective Financial Governance, some
points covered were relevant as teachers are often the drivers in most school projects.
Given the variety of roles that teachers play, sometimes operative and others directive,
there is constant juggling between managing and leading change.
Teaching adults is also significantly different from teaching children. Some methodologies
were similar and others were different. Adult learners generally are more conscious of
collaborative learning and were seen to enjoy the collaborative learning strategies
employed. This could be due in part to the greater measure of prior knowledge they
possess and cognitively welcome the challenge to some of their prior
module Principles of Governance, which is often the starting session for the
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knowledge. They are also more aware that the individuals in the group all gain from the
activity and experience. I also gained much from the interactions with trainers and the
delegates who were willing to share information about their country.

During the course of the attachment, I was privileged to be involved to help host a
Vietnamese delegation from Hanoi who had approached CSCI for courses on e-
governance. Accompanying their visit to NCS, it was evident that they were still gathering
ideas. Singapore already has some experience and expertise, not only in managing but
also implementing, it was thus difficult to convey the system and structure that we had, as
it was vastly different from those which they had in mind. In their repeated request for visits
to data centers, they had some difficulty understanding that most ministries in Singapore
no longer keep their own data centre but information is shared across ministries. In the
learning journey to NCS, Singaporeans are very lucky indeed, not to have to fill in
particulars and records at each respective ministries countless of times. Knowing
Singapore has reached a stage where we can provide consultancy to countries that need
to set up similar e-governance system is a refreshing perspective indeed for something
that I have always taken for granted. Coming up with a system to manage the flow and
records of a massive amount of data is of no mean feat.

Having never been through a negotiation, I was also extremely privileged to be present
during the discussion of the contract which took place through a translator and witnessed
first-hand the difficulties that my colleagues at CSCI could experience in their job. This has
exposed me to the different requirements of work, allowing me to witness soft skills that
cannot be explicitly taught but should be cultivated. It made me realized that such skills
cannot be neglected and should be infused as far as possible by teachers, into the diverse
activities that schools have been engaging students with, to better equip them for the
future through appropriate guidance.

I was also given the opportunities to help plan for upcoming programmes and come up
with outlines which gave me a sense of what my colleagues’ jobs at CSCI entails.
Designing programmes requires flexibility and a certain level of understanding about
Singapore, the government structure as well as knowledge of different subject matters
which could range from education to urban planning. This is because programme
managers may have to explain the relevance and rationale of including certain sessions in
their programmes. They may also find themselves in an ambassador role which would
require them to be informative as well as utilize interpersonal and communication skills. I
was also exposed to the corporate style of working which is a different environment from
teaching and this has broadened my perspectives of working relationships.

Conclusion
The attachment at CSCI has allowed for a deeper insight into the framework of the
government, where we aim for a seamless approach to governance.

More should be done to emphasize on the seamless approach that many have seemed to
take for granted. The target audience was different for the programmes but presenting the
attributes Singapore has and challenges we face in a concise manner creates an intense
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impact which may be difficult to achieve through infusion. While I do concede that there
are advantages to infusion of national education, there could be greater
success in cultivating Singaporean pride in the young through the harnessing of different
strategies.

Although it is clear that no two countries will ever share the same experiences due to the
difference in history and geography, Singapore should not rest on its laurels. The
attachment at CSC has shown that the world is indeed moving ahead. In the process of
sharing our expertise for diplomacy, would it be at the risk of losing our competitive
advantage? Hearing first-hand accounts of how each country is strategizing to ensure their
economic growth, striving to improve; competition for the next generation of Singaporeans
is very real. However, a small country such as Singapore cannot afford to adopt a closed-
door policy out of fear. A culture of sharing fosters diplomacy and will help us to improve,
provided that we are willing to take up the responsibility and face up to the challenge.
CSCI thus has an important role in furthering that cause. My colleagues at CSCI have
shown themselves to be flexible and good ambassadors of the college and Singapore.
Their ready smiles, helpful nature has helped many delegates feel comfortable. These
delegates will in turn return to their countries to continue to help promote Singapore.
Perhaps my colleagues in CSCI may not even be aware of the magnitude of the
importance of their work but in my humble opinion, they have greatly broadened my
perspective from the micro to the macro level in many different ways, from curriculum
teaching, national education to managing my students and working with people. I fully
appreciate the exposure and guidance that was given and the confidence they were willing
to place in me. The experience of working in CSCI has been an enriching one due to the
culture of guidance and sharing. The immense takeaways and benefits that I have
garnered from this work attachment should be largely attributed to my colleagues who
have been excellent mentors.

It is with hope that CSCI could continue with the teacher work attachment programme as
they are in a good position to help teachers mould the future of Singapore.