ASIA PACIFIC 3e International School
ith very few exceptions, local children are not allowed to attend international schools at primary level in Singapore – unless they have an international passport or their parents have returned after working overseas for two years or more. Therefore, demand for places at international schools is essentially from expatriates, and it is directly affected by the size of the expatriate community.
W of
The Singapore government, which maintains tight control international-school
provision, releases land for school
development when it foresees sufficient need for more places. At present, there is a demand for more expats in the
country. The government has a goal of 6.9 million inhabitants by 2030 (the population currently stands at 5.6 million), and the indigenous population alone will not achieve this goal. As a result, more multinationals and skilled expats look set to be enticed into Singapore over the next few years. In the meantime, school choice and availability are good. The number of English-medium international schools continues to grow. The International School Consultancy (ISC), which researches the global international schools market, indicates that the number of schools in Singapore has increased by more than 250 per cent since 2005. There is a current total of 83 schools for pre-school, primary and secondary age, with more than 59,000 children attending. Of these schools, 20 per cent have more than 1,000 students. When it comes to the teaching and learning approach
of Singapore’s international schools, 7 per cent are US- oriented and 37 per cent offer International Baccalaureate programmes, but the most popular learning and teaching approach is British, with 45 per cent of the schools offering a UK curriculum and/or examinations.
DEVELOPMENTS AND CURRICULUM OPTIONS
2014.
Dulwich College opened in Bukit Batok in August Headmaster
Nick Magnus explains that British
independent education enjoys a strong reputation in Singapore because of its rounded approach to students’ academic and character development. “We offer an enhanced English National Curriculum tailored to the needs of our international students, which leads, in time, to the IGCSE examinations. We intend, subject to the necessary approvals, to offer students in Years 12 and 13 a challenging academic qualification which is fully recognised by, and gives access to, top universities worldwide,” he says. “Our approach blends Eastern academic rigour with a Western understanding of developing the whole child that is very appealing to our cosmopolitan student population and parents. I think it also helps that we keep hold of what we consider essential attributes, such as politeness, service and good manners.” Mr Magnus outlines why the school, which attracted more than 900 students in its first year, has appealed to so many parents. “We provide a challenging academic environment that goes beyond the boundaries of the classroom to stimulate and encourage an independent spirit and enquiring mind through invigorating sports and performing-arts programmes. “One aspect that appeals to our parents is our focus on Mandarin. Part of the appeal here is our dual-language approach in English and Mandarin, which involves teaching our DUCKS (Dulwich kindergarten) classes in both languages. This breeds an easy familiarity with, and understanding of, both languages in students from an early age, providing both linguistic and cognitive benefits for children.”
Keep Informed |
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