Fostering Adaptivity Through Systemic Reform: Transforming Education Through the Framework of Preparing Student Abilities and Competencies Through Education in Singapore (PACES)

Abstract

Progress in information and communications technologies (ICT) over the past two decades has precipitated significant changes in the understanding of social interaction, learning, life, and work. Yet, present day educational systems still seem mired in practices more suited to the early twentieth century, and it is not only the content, but equally the design of these systems that has failed to keep pace with modern day demands. In order for teachers and students to reach optimal capacity, therefore, new literacies, pedagogies, and assessment tools less tightly coupled with the past must form the basis of a process by which the gap between theory and application can be bridged. This chapter discusses the basis, description, and application of a proposed framework intended to guide educational practices towards fostering more adaptive dispositions among learners in Singapore. The PACES framework aims to integrate the essential skill-sets and values, supporting environment, and outcomes into a coherent approach. It considers how each of the components of knowledge, skills, and personal characteristics and mind-sets and their permutations can be applied in order to provide an adequate learning and teaching environment, so that students are sufficiently prepared for real-world situations and challenges.

Appendices

Appendices

Appendix 13.1. Framework and Overarching Rubrics for Preparing Students for the Twenty-First Century Workforce

K: Knowledge
Digital-age literacy (Basic literacies as a basis for understanding of higher academic content)	1. Basic	Possesses working knowledge, appreciation, and understanding in/of basic literacies:  English and other language(s) – communicates in a contextually-appropriate manner
		Mathematics – performs arithmetic, mathematical reasoning and problem-solving
		Arts, Social Sciences, and Humanities – relates them to activities of the 21st century
	2. Scientific	Possesses working knowledge, appreciation, and understanding in/of scientific concepts:
		Questions everyday experiences and finds answers
		Describes and explains natural phenomena
		Understands scientific articles in the popular press and converses intelligently on these subjects
		Identifies scientific issues underlying national and local decisions and expresses scientifically and technologically informed positions
		Poses and evaluates arguments on evidence and applies conclusions appropriately
	3. Entrepreneurial	Possesses working knowledge, appreciation, and understanding in/of financial, economic, and business concepts:
		Makes personal economic choices and relates these to the role of the economy in society
		Enhances career options
		Evaluates benefits and the limitations of resources, using this knowledge to make informed choices as consumers, producers, savers, investors, and citizens
		Identifies economic incentives that affect behaviour
		Understands how price is influenced by competition, trade barriers, shortages, surpluses, and the interaction between buyers and sellers
		Describes the roles of public and private economic institutions
		appreciates the basics of income and its distribution, interest rates, inflation, unemployment, investment, and risk
		Evaluates the benefits and costs of alternative public policies, and assesses who benefits and who bears the costs.
		Appreciates the value of entrepreneurialism and the roles of small and large businesses in the economy
	4. ICT/Technological	Possesses working knowledge, appreciation, and understanding in/of technology systems:
		Complies with ethical and legal issues regarding the access and use of it
		Models positive use of technology
		Uses technology effectively to:
		Increase productivity
		Reach beyond the classroom and communicate information and ideas effectively
		Identify and solve problems in real-world contexts, and access, manage, integrate, evaluate, and create information
		Evaluate information critically:
		Determines what is known and is needed for problem-solving
		Identifies and prioritises sources based on credibility and relevance
		Access information effectively:
		Identifies and retrieves relevant information; uses technology to enhance searching
		Revises ineffective information-gathering strategies
		Understands how information retrieved does (not) address the original problem
		Evaluates information in terms of credibility and social, economic, political, legal, and ethical implications
		Uses technology to facilitate evaluation
		Use extracted information accurately and effectively:
		Applies information to accomplish a specific purpose
		Manages the flow of information from a variety of sources
		Presents information clearly and persuasively using technology tools and the media
		Evaluates the processes and products of these activities, including social consequences
	5. Media and Visual	Possesses working knowledge, appreciation and understanding in/of media information and technology:
		Analyses why media messages are constructed
		Critically examines these messages
		Explains why individuals interpret messages differently, how values and points of view are included or excluded, and how media can influence beliefs and behaviours
		Assesses and complies with ethical/legal issues regarding the access and use of media
		Uses appropriate media creation tools
		Effectively utilises appropriate expressions and interpretations in diverse environments
		Visuals in electronic media:
		Exercises sensitivity and awareness of emotional, psychological, physiological, and cognitive influences in perceptions of visuals
		Uses representational, explanatory, abstract, and symbolic images
		Be an informed viewer, critic, creator, and consumer of visual information
		Be an expressive, visual thinker
	6. Global awareness	Possesses working knowledge, appreciation, and understanding in/of global issues:
		Familiarises oneself with other nations and cultures through the learning and use of appropriate languages
		Draws connections about other nations historically, politically, economically, technologically, socially, linguistically, and ecologically
		Understands that these interconnections can have positive and negative consequences
		Understands Singapore’s role in international policies and relations
		Recognises, analyses and evaluates major trends in global relations and the interconnections of these trends with their local and national communities
		Understands national cultural differences that impact interpretation of events at the global level
		Understands the impact of ideology and culture on national decisions regarding access to and use of technology
		Participates in the global society by staying current with international news
	7. Multi-cultural	Possesses working knowledge, appreciation, and understanding in/of diversity:
		Understands how:
		Cultural beliefs, values, and sensibilities affect thinking, and behaviour
		Similarities and differences in beliefs, appearances, and lifestyles arise
		Technology impacts culture
		Mainstream and non-mainstream cultures:
		Understands perspectives of other cultural groups
		Is sensitive to issues of biasness, racism, prejudice, and stereotyping
		Actively engages with/in other cultures
		Works towards becoming multi-lingual
		Communicates, interacts, and works with individuals from other cultural groups, using technology where appropriate
		Gains familiarity with, and interacts successfully in, technology environments
	8. Civics	Possesses working knowledge, appreciation and understanding in/of civic life and governmental processes:
		Participates effectively as a citizen
		Exercises the rights and obligations of citizenship at local, state, national, and global levels
		Understands local and global implications of civic decisions
	9. Health	Possesses working knowledge, appreciation and understanding in/of basic health information and services:
		Enhances health
		Adopts preventive health measures, including proper diet, exercise, risk avoidance and stress reduction
		Makes appropriate health-related decisions
		Establishes and monitors personal and family health goals
		Gains awareness of national and international public health and safety issues
S: Skills
Cognitive/Inventive Thinking (CIT)	Critical thinking, higher-order thinking, sound reasoning, and problem-solving:	Locates, evaluates, synthesises, and uses information effectively
	Includes the cognitive processes of analysis, comparison, inference/interpretation, evaluation, and synthesis applied to a range of academic domains and problem-solving contexts.	Reasons effectively:   Uses various types of reasoning (e.g., inductive)  Uses systems thinking:   Analyses how individual components interact to produce outcomes in complex systems.
		Makes judgments and decisions:
		Effectively analyses and evaluates evidence, arguments, claims, beliefs, and major alternative points of view
		Synthesises and makes connections between information and arguments
		Makes interpretations and draws conclusions based on the best analysis
		Reflects critically on experiences and processes
		Identifies essential elements and their interaction in a problem; use electronic tools to facilitate analysis
		Constructs relationships between the essential elements of a problem; extracts implications and conclusions from facts, premises, or data
		Creates and applies criteria to gauge the strengths and limitations of information, data, and solutions
		Solves problems:
		Solves different kinds of unfamiliar problems in conventional and innovative ways
		Asks questions that clarify points of view which lead to better solutions
	Adaptability/managing complexity:	Deals with change:
	Ability to modify one’s thinking, attitude, or behaviour to suit current or future environments and the ability to handle multiple goals, tasks, and inputs, while understanding and adhering to constraints of time, resources, and systems.	Adapts to varied roles, responsibilities, schedules and context  Recognises the gains that might result from change  Adapts quickly and calmly, without idealising earlier methods and ideas  Works effectively with ambiguity and changing priorities When faced with complex problems or multiple goals:  Regards problems from multiple perspectives; understands that many solutions exist and can be approached using different strategies
		Anticipates contingencies and handles them confidently
		Identifies and corrects problems as they occur; abandons ineffective strategies
		Understands, negotiates, and balances diverse views and beliefs to reach workable solutions, particularly in multi-cultural environments
		Mmanages multiple goals and sets sub-goals in service of larger ones; stays focused under pressure and keeps sight of ‘the big picture’
		Incorporates feedback effectively
		Ddeals positively with praise, setbacks, and criticism
		Uses self-management strategies to:
		Allocate time and resources
		Remain organised
		Be accountable for meeting goals
		Understand the components of relevant systems
		Reflect on past behaviours, and use these insights to help plan future endeavours
	Initiative and self-direction:	In the planning phase:
	Ability to take ownership, manage, and extend learning beyond the classroom; able to set goals related to learning, plan for the achievement of those goals, independently manage time and effort, and assess the quality of learning and products that result from the learning experience.	Sets goals with tangible and intangible criteria  Balances tactical (short-term) and strategic (long-term) goals During learning activities:  Works to reach goals  Develops interest in work  Focuses and maintains attention  Constantly self-teaches  Self-monitors performance
		Seeks help when needed
		Manages workload efficiently
		Upon completion:
		Self-evaluates work
		Reflects critically on past experiences in order to inform future progress
		Initiates processes to extend learning beyond basic mastery of skills
		Able to work independently, monitor, define, and complete tasks without direct oversight
		Able to approach learning in unique ways
		Beyond immediate/direct application
		Looks for patterns or engages in hypothesis testing
		Makes spontaneous inquiry when chancing upon a topic of relevance/interest
		Makes an active attempt to keep abreast of novel ideas and current events
	Creativity & innovation:	Exhibits creativity and innovation:
	Ability to create something original, whether personally (original to the individual) or culturally (where the work adds significantly to a domain of culture as recognised by experts). It may occur as a result of students using real-world tools to solve or communicate about real-world problems. These products include communications in any media, synthesis of resources into more useable forms (e.g., databases, graphics), or refinement of questions that build upon what is known to advance understanding.	Uses a wide range of idea creation techniques (e.g., brainstorming)  Demonstrates originality and inventiveness, and understands real-world limits  Elaborates, refines, analyses, and evaluates ideas in order to improve and maximise creative efforts  Demonstrates expertise in at least one domain Able to implement innovations:  Acts on creative ideas to make a tangible and useful contribution to the field in which the innovation will occur  Able to produce relevant, high-quality products:  Ensures that content is accurate, balanced, carefully researched, well-documented  Uses a variety of media (text, video, audio) and technology tools to add value to products
		Integrates and applies technological, information, and visual literacies to generate ‘knowledge products’ with significance beyond the classroom
		Understands the utility of created products and how they meet the demands of the problem
		Has internal standards for high-quality products, routinely uses these standards to evaluate products and the processes that led to them
Effective Communication (EC)	Teamwork & collaboration:	Personally:
	Ability to have cooperative interaction between individuals working together to solve problems, create novel products, or master content in technologically mediated environments, and in face-to-face situations.	Takes on different roles and tasks within the group to accomplish shared ends  Open and honest with ideas, concerns, and values  Leads and follows in a wide variety of situations  Reflects on group interactions after collaborative activities, and uses experiences to make future collaboration more productive
		Interpersonally:
		Develops, implements, and communicates ideas to others effectively; articulates thoughts and ideas using oral, written, and non-verbal communication skills in various forms and contexts
		Commits to a shared goal and accepts responsibility for group work; exercises willingness to make necessary compromises to the goal
		Aligns goals during collaborative activities
		Uses communication for a range of purposes (e.g., to inform, instruct, motivate, and persuade)
		Works to match tasks to team member abilities, expanding team membership when necessary
		Shares personal resources with other group members
		Listens respectfully and objectively to decipher meaning; offers constructive feedback
		Iteratively designs and redesigns solutions through debate, disagreement, discussion, research, and development
		Communicates effectively in diverse and multi-lingual environments
		Works effectively with diverse teams by being open to diverse perspectives, and incorporates group input and feedback
	Interpersonal and social skills:	Knows when to listen and when to speak
	Ability to read and manage emotions, motivations, and behaviours during social interactions, or in a social-interactive context.	Respectable, professional Is aware of and manages emotions, strengths, and limits Understands and positively manages the emotions of others: empathises; is sensitive to their needs and to the forces that shape the way they feel and behave; enhances their strengths and abilities
		Manages conflict effectively; constructively influences the behaviour of others; uses persuasive strategies
		Understands, negotiates, and balances diverse views and beliefs to reach solutions
		Respects cultural differences and works effectively with people from different backgrounds
		Leverages social and cultural differences to create new ideas and increases both innovation and quality of work
	Effective use of real-world tools:  Able to effectively use real-world tools – hardware, software, networking – to communicate, collaborate, solve problems, accomplish tasks.	Understands the value of tools for a particular field and is comfortable using these tools Enhances learning through both general and specific technology tools Uses real-world tools of field practitioners as a bridge between the theory and practice
	Interactive communication:	When selecting modes of interaction:
	Able to generate meaning through exchanges using contemporary tools and processes, in situations that are dependent/independent of technology.	Considers features, conventions, and etiquette of interactive electronic environments  Chooses media and processes appropriate to purpose and audience  Seeks out and interacts with virtual communities of interest
		During interaction:
		Uses a range of expression (voice, video, etc.) to maximise the impact of a medium or online environment
		In synchronous modes, is comfortable with immediacy of interaction, engaging in appropriate give-and-take, effectively interpreting and providing emotional cues to enhance communications
		Manages high-volume communication efficiently and effectively
		Listens well, seeks mutual understanding, welcomes full sharing of information, and considers others’ views
		Exhibits personally responsible behaviour, especially in situations of anonymity
Management (M)	Leadership	Able to:
	Ability to guide and lead others.	Use interpersonal and problem-solving skills to guide others toward a goal
		Leverage strengths of others to accomplish a common goal
		Inspire others to reach their very best by example
		Demonstrate integrity and ethical behaviour in using influence and power
	Prioritising, planning, and managing for results:  Ability to organise to efficiently achieve the goals of a specific project.	Able to:  Set and meet goals despite obstacles  Prioritise, plan, manage work  Frame meaningful questions
		Anticipate obstacles and plan accordingly
		Sustain interest and effort
		Cause others to act in accordance with a plan
		Utilise time and resources efficiently and effectively
		Monitor progress effectively throughout the implementation
		Multi-task
		Self-evaluate
		Be accountable for results
		Cooperate effectively with teams
		Present oneself professionally and with proper etiquette
		Participate actively and reliably; is punctual
		Work positively and ethically
P: Personal characteristics & mind-sets
Moral character	Qualities that enable us to be our best ethical selves. These characteristics enable:	Empathy Fairness/justice Trustworthiness
	Tending and befriending others	Generosity
	Building healthy communities  Protection against excesses  Forging of connections to the larger universe and providing meaning	Compassion Forgiveness Humility Prudence
		Self-regulation, self-control
		Active citizenship/responsibility (personal, social, civic)
		Loyalty and teamwork
		Able to love
		Altruism
		Social intelligence
		Appreciation of beauty and excellence
		Gratitude
		Optimistic
		Adaptive humour and playfulness
		Spiritual
Performance character:	Qualities that enable us to achieve our highest potential in any performance context. These characteristics:	Leadership (inspire, coach, direct, delegate) Has goals and ambitions Takes initiative/is proactive Diligent Conscientious
	Enable leadership
	Involve one’s capacity to acquire and use knowledge effectively
	Allow one to accomplish goals in the face of challenges
	Enable resilience and protect against stress
		Self-disciplined
		Independent
		Displays courage, confidence
		Perseveres
		Has integrity
		Displays curiosity
		Has love for learning
		Flexible and adaptable
		Creative
		Open-minded
		Persuasive
		Perspectives
		Wise
		Assertive and decisive, but able to compromise
		Balances collaboration and competition
		Can conform but challenges traditions appropriately
		Handles conflicts and criticisms effectively
		Demonstrates emotional intelligence
Ability to assess the situation
Considers the scope and interprets problems and contexts from multiple perspectives
Ability to select KSP based on assessment
Chooses appropriate elements from KSP to respond to the situation
Proficiency in using the selected set of KSP in the situation
Addresses the situation or problem well (including accuracy, efficiency, creativity)

Appendix 13.2. The Assessment of Service Learning

Phases	Examples of critical skill-sets needed	Examples of desired outcomes taken from the overarching rubrics based on the needs of the situation and students’ developmental age
Planning Students brainstorm and plan as a team, with the teacher facilitating and bringing in overall structure.	(CIT) Critical thinking, higher-order thinking, sound reasoning, & problem-solving	Student(s) should be able to:  Recognise when information is needed  Locate, reason, and evaluate forms of information  Synthesise information effectively
		Make judgments and decisions
		Solve problems in conventional and innovative ways
		Identify and pose significant questions that clarify various points of view and lead to better solutions
	(EC) Teamwork and Collaboration	At an individual level, student(s) should be able to:
		Take on different roles and tasks within the group to accomplish shared ends
		Be open and honest with ideas and concerns
		Lead and follow
		Reflect on group interactions after the activity and apply experiences in future collaborations
		At a team/interpersonal level, students should be able to:
		Develop, implement and communicate ideas to team members, teacher and to the participating company effectively
		Articulate thoughts and ideas using oral, written, and non-verbal communication skills in various forms and contexts
		Commit to a shared goal and accept responsibility for group work toward that goal; exercise flexibility and willingness to be helpful in making necessary compromise to accomplish the common goal
		Align own goals to those of others
		Use communication for a range of purposes (e.g., instruct, inform, motivate, and persuade)
		Share personal understandings and resources with other group members
		Listen effectively and respectfully and objectively to decipher meaning, and offer constructive feedback
		Iteratively design and redesign solutions through debate, disagreement, discussion, research, and development
		Communicate effectively in a diverse and multi-lingual environment
		Work effectively and respectfully with diverse teams by being open and responsive to new and diverse perspectives, and incorporate group input and feedback into work
Learning phase Attachment to green energy company	(CIT) Initiative and self-direction	Student(s) should be able to:  Work to reach goals associated with the service learning experience, and those set in the planning phase
		Develop interest in work and activities they are engaged in
		Focus and maintain attention
		Constantly self-teach
		Self-monitor performance
		Seek help when needed
		Utilise and manage workload efficiently
		Self-evaluate work
		Use prior experience in new situations
		Initiate processes to extend learning
		Work independently
		Approach learning in unique ways
	(EC) Interpersonal and social skills	Student(s) should be able to:
		Know when to listen and when to speak
		Conduct oneself in a respectable and appropriate manner
		Be aware of – and manage – own emotions, strengths, limits, and behaviour during social interactions
		Understand and manage the emotions of others in face-to-face and virtual environments
		Manage conflicts effectively by devising win-win solutions, listening well, and using effective communication and persuasive strategies
		Understand, negotiate, and balance diverse views and beliefs to reach workable solutions, particularly in a multi-cultural environment
		Demonstrate respect for cultural differences and work effectively with people from a range of social and cultural backgrounds
		Leverage social and cultural differences to create new ideas and increase innovation and quality of work
Application Concepts acquired from the attachment are applied to complete the project	(CIT) Creativity and Innovation	Student(s) should be able to:  Exhibit creativity and innovation through the use of a wide range of idea creation techniques (brainstorming, mind-mapping, etc.)
		Demonstrate originality and inventiveness in work and ideas, and understand real-world limits
		Elaborate, refine, analyse, and evaluate own ideas in order to improve and maximise creative efforts
		Implement innovations
		Produce relevant, high-quality products by ensuring accurate, balanced, researched and well-documented content
		Use a variety of media and technology tools to add value to the products
		Integrate and apply technology, information, and visual literacies to generate products
		Create knowledge products that have significance beyond the classroom walls
		Understand the utility of the products created and how they meet the needs of the original problem
	(EC) Interactive Communication	Student(s) should be able to:
		Consider features, conventions, and etiquette of interactive electronic environments in choosing modes of interaction
		Select media and processes that are appropriate to purpose and audience
		Use a range of expressions (voice, video, text, image, etc.) to maximise the impact of a medium
		Be comfortable with the immediacy of interaction, engage in appropriate give-and-take and effectively interpreting and providing emotional cues to enhance communication
		Manage high volume of communication (electronic and non-electronic) efficiently and effectively
		Listen well, seek mutual understanding, welcome sharing of information, and consider others’ views before commenting
		Exhibit personally responsible behaviour, especially in situations of anonymity