Singapore is globally recognized for its excellence in education, with students consistently scoring in international assessments. Behind this success lies a deep commitment to education research, with the Singapore government’s investment in this area to ensure that its education system remains relevant and responsive to the needs of the 21st century. Singapore’s education research agenda is driven by a vision of developing students who are critical thinkers, effective communicators, and adaptable learners, ready to thrive in a rapidly changing world. In this article, Director- General of Education Ms Liew Wei Li from the Ministry of Education, Singapore shares more about the ministry’s education research agenda.

Why is it important for Singapore to invest in education research?

Singapore has a unique context and our education system has many unique features. In order for us to improve teaching, learning, curriculum, systems and our education outcomes, we have to conduct our own research in Singapore. This is essential as our country relies more on our people’s capability compared to other countries that have a wider range of resources.

The Ministry of Education (MOE) has been supporting the Education Research Funding Programme (ERFP), a research funding scheme managed by NIE’s Office of Education Research, since early 2000s. The ERFP aims to improve classroom practice, enhance student outcomes, and build organizational and teacher capacities. The new 5th Tranche (2023–2028) ERFP will start in April this year and funding is open for application to all researchers from Singapore.

Can you share more about the MOE education research agenda?

Education research is a wide field. MOE has developed an education research agenda (MERA) to signpost to researchers the areas of research which we consider strategic for Singapore and would best meet our students’ needs.

• MERA therefore takes a life course approach, encompassing the strategic priorities of four learner groups: early childhood education, general education, higher education, and adult and skills education.
• Some of the grand challenges MOE faces straddles learner groups. Hence, MERA also articulates four horizontal “life-course” research themes, in (a) teaching and learning; (b) progression and pathways; (c) ecosystem development; and (d) optimal development and wellbeing. The infographic (shown below) articulates MERA visually.

How does the seven priority research areas in the infographics complement each other in the whole framework?

The seven priority research areas further scope the useful areas to focus on within the four horizontal research themes in MERA. Advancements in these areas can provide MOE with the knowledge needed to plan, curate and deliver more engaging and effective education experiences for our learners. Even though each area focuses on one aspect of education, connections can and must be drawn between their findings, in order to make real impact, in terms of new and better practices, programmes and policies that can change the life of our learners.

What are some of the ground-level impacts that the ministry hopes to achieve from MERA?

The ultimate aim must be to help our students learn more effectively and be healthy, thriving persons in a Singapore community. To achieve that aim, the research would have to help teachers teach better in a system that is continually better organized in anticipation of the future. Our schools will also provide joyful and meaningful learning experiences, tailored to the changing cohorts and times.

How do you think NIE’s research can complement MOE’s?

NIE is MOE’s key partner in teacher training and development, and provides deep expertise in education research. NIE plays a critical role in achieving MOE’s goals in our research agenda. MOE consults NIE and taps on its reservoir of experience and capability. Close and complementary alignment of NIE and MOE’s research agendas is therefore a natural outcome.

However, the research agenda of MOE and NIE need not completely overlap. NIE is a world-renowned school of education, internationally recognized for its quality of teacher education and education research. We look to NIE for other cutting-edge and blue-sky research that will help us chart the future of education.

Any word of advice for our teachers who might be interested to start their own research work in schools?

1. Research can be viewed as a systematic process of asking good questions, finding existing answers, and gathering new evidence.
2. Ask good questions – Research is about exercising one’s curiosity muscle. I encourage our teachers to be open and curious, and be brave to ask questions. Bouncing ideas with one another can lead to better, sharper and more pertinent questions.
3. Find existing answers – We can see further if we stand on the shoulders of giants. While all of us can come up with good questions, they are most likely related to what others have asked and investigated. I encourage our teachers to read widely and deeply. Be exposed to different areas and go deeper. Just like we need to be curious to ask good questions, we also need curiosity and openness when searching for relevant existing answers. These can come from other fields, even those not directly related to education.
4. Gather new evidence by working with others – This is the step that many teachers consider real “research”. Teachers spend much time and effort to learn and apply research theories and methodologies in order to gather new evidence rigorously. I encourage teachers to work with other like-minded people. Working together has two benefits. First, it allows us to tap the expertise and knowledge of others, especially if our partners have different skills, knowledge, experience and even dispositions. Second, it allows us to focus and specialize on one area which we are most passionate about and can contribute most to. We can gather the necessary evidence, without spreading ourselves thin, and can still focus on what we find most meaningful.