„A country’s performance in PISA is […] unrelated to the use of standardised testing. Among countries and economies that perform near the top in science, the use of mandatory standardised tests is widespread in Beijing-Shanghai-Jiangsu-Guangdong (China), Singapore and the United Kingdom, but relatively uncommon in Germany, Korea and Switzerland.“

OECD (Hrsg.), „„PISA in Focus“, Nr. 79, Dezember 2017, S. 4

„Umgerechnet gut 780 Millionen Franken setzt die Branche im Jahr um – in einem Land mit gerade mal 5,5 Millionen Einwohnern.“

Luzerner Zeitung online am 26. August 2017

„Während im Schnitt der OECD-Länder 66 Prozent der Schüler angaben, Angst vor schlechten Noten zu haben, fürchten sich in Singapur 86 Prozent der Befragten davor. 76 Prozent der Singapurer berichteten, dass sie – selbst wenn sie gut vorbereitet sind – Angst vor Tests und Prüfungen haben. Im OECD-Schnitt sagten das nur 55 Prozent der Kinder.“

Luzerner Zeitung online am 26. August 2017

„73 Prozent der Singapurer Kinder verbringen über 40 Stunden die Woche in einem Klassenzimmer, 25 Prozent sogar über 60 Stunden.“

Luzerner Zeitung online am 26. August 2017

„Teachers in Singapore enjoy high respect from society. This is not only due to the cultural context but also to policies that have underscored the importance of education in society and promoted the status of teaching as a career.“

Univ.-Prof. Dr. Linda Darling-Hammond u. a., „Empowered Educators“ (2017), S. 45f

„In Finland, teaching is the top-choice profession for college students. Teaching is highly ranked in Singapore as well, and there is a very low attrition rate, less than 3 % annually.“

Univ.-Prof. Dr. Linda Darling-Hammond u. a., „Empowered Educators“ (2017), S. 53

„When asked whether pupils respect teachers, just over 40 per cent of respondents either ‘tended to disagree or strongly disagreed’ in the UK. In comparison, only around 15 per cent and 5 per cent of respondents in China and Singapore respectively said pupils did not respect teachers.“

Migration Advisory Committee (Hrsg.), „Partial review of the Shortage Occupation List“ (2017), S. 45

„Where teacher pay is higher relative to other occupations (such as in Finland and Singapore), recruitment is higher of more highly educated teachers.“

Migration Advisory Committee (Hrsg.), „Partial review of the Shortage Occupation List“ (2017), S. 45

„Singaporean schools offer a programme called Learning Support for Maths (LSM), for students who do not have the basic numeracy skills and knowledge needed to follow the mathematics curriculum at school. Selected students who are identified through a diagnostic test at the beginning of the first grade have extra classes with a specialist teacher for four to eight sessions per week.“

OECD (Hrsg.), „Educational Opportunity for All“ (2017), S. 85

„Singapore […] tries to recruit candidates from the top third of the secondary school graduating class and offers them attractive working conditions, such as a competitive monthly stipend during the training period.“

OECD (Hrsg.), „What do we know about teachers’ selection and professional development in high-performing countries?“ (2017), S. 4

Singapur: „60 % of high school, and 80 % of primary school age students receive private tuition, 40 % of pre-schoolers receive private tuition, Pre-schoolers, on average, attend two hours private tuition per week, while primary school aged children are attending, on average, at least three hours per week.”

www.atimes.com am 18. Dezember 2016

„Besonders präsent ist Nachhilfeunterricht in der Republik Korea, in Singapur und Kasachstan, wo am Ende der Grundschulzeit mehr als die Hälfte der Kinder außerschulischen Nachhilfeunterricht nutzt.“

Dr. Karin Guill u. a., „Außerschulischer Nachhilfeunterricht am Ende der Grundschulzeit“, in Dr. Heike Wendt u. a., „TIMSS 2015. Mathematische und naturwissenschaftliche Kompetenzen von Grundschulkindern in Deutschland im internationalen Vergleich“ (2016), S. 248

In Deutschland sind es 9,6 %; Österreichs Daten fehlen, weil Österreichs Unterrichtsministerin aus TIMSS 2015 ausgestiegen ist.

„In Australia, Canada, Hong Kong (China), Ireland, Israel, Malta, New Zealand, Singapore, Thailand, the United Kingdom, the United States and Viet Nam, at least three in four students receive instruction in at least one subject in an ability-grouped class.“

OECD (Hrsg.), „PISA 2015 Results (Volume II): Policies and Practices for Successful Schools (2016), S. 176

„In Chile, Peru and Singapore, students spend more than five hours in regular mathematics lessons, whereas in Austria, Bulgaria, Croatia and Montenegro students spend less than half of that time in mathematics class.“

OECD (Hrsg.), „PISA 2015 Results (Volume II): Policies and Practices for Successful Schools (2016), S. 211

„In Singapore, teachers have 20 % fewer teaching hours for the first three years of teaching and also receive mentoring support.“

OECD (Hrsg.), „Netherlands 2016 – Foundations for the Future“ (2016), S. 110

„Ability grouping is relatively widespread across OECD countries, with more than 70 % of students attending schools whose principal reported that students are grouped by ability for mathematics classes. Over 95 % of students in Australia, Ireland, Israel, Kazakhstan, Malaysia, New Zealand, the Russian Federation, Singapore and the United Kingdom attend such schools.“

OECD (Hrsg.), „Equations and Inequalities“ (2016), S. 99

„In school systems with hierarchical tracks, as they are common in some European countries (e.g., Germany, Luxembourg, Switzerland, Austria), but also in Korea, China, Brazil, Russia, and Japan, tracking does take place at the school level. In these school systems, students are allocated by teachers to different schools with different curricula and different final degrees on the basis of their achievements and interests in primary school.“

Prof. Dr. Florian Klapproth, „Do Algorithms Homogenize Students’ Achievements in Secondary School Better Than Teachers’ Tracking Decisions?“ in „Educatrion Policy Analysis Archives“, 23(62), 2015, S. 3

„In Singapore, teachers are in front of students only about 12-17 hours a week – and when they aren’t teaching, they often form their own research groups to solve problems of practice.“

Univ.-Prof. Dr. Barnett Berry u. a., „Teacher Leadership“ in Jelmer Evers u. a., „Flip the System“ (2015), S. 217

„Singapore offers the top one-third of the secondary school graduating class a monthly stipend when they choose teacher education at university. The payment is comparable to the monthly starting salary for graduates in other fields, and in exchange they must commit to teaching for at least three years.“

OECD (Hrsg.), „Education Indicators in Focus 21“ (April 2014), S. 4

Singapur: „Prospective teachers are carefully selected from the top one-third of the secondary school graduating class.“

OECD (Hrsg.), „Lessons from PISA for Korea“ (2014), S. 141

Singapur: „The Ministry of Education keeps a close watch on occupational starting salaries and adjusts the salaries for new teachers to ensure that teaching is seen as equally attractive as other occupations for new graduates.“

OECD (Hrsg.), „Lessons from PISA for Korea“ (2014), S. 142

„The highest-performing educational systems recruit their teachers from the top third of each cohort of graduates (top 5 % in Korea, 10 % in Finland and 30 % in Singapore and Japan).“

OECD (Hrsg.), „Lessons from PISA for Korea“ (2014), S. 193

„Die ostasiatischen Spitzenreiter in den jüngsten internationalen Schulstudien wie Hongkong, Korea oder Singapur bieten sogar vier oder mehr Tracks (Schulformen) an, was indirekt auch den PISA- und TIMSS-Erfolg deutscher Bundesländer mit gegliederten (Sekundar-)Schulsystemen erklärt.“

Univ.-Prof. Dr. Kurt Heller, „Gymnasium in Niedersachsen“ 3/2013, S. 20

„The East Asian countries, including Singapore, Korea, Hong Kong SAR, Chinese Taipei, and Japan excel in mathematics from assessment cycle to assessment cycle, and the Russian Federation and Finland are top performers in reading.“

IEA (Hrsg.), „TIMSS and PIRLS 2011: Relationships among reading, mathematics, and science achievement at the fourth grade“ (2013), S. 14

„Only Singapore had more than half of its students reach the high benchmark in all three subjects, and only two more countries, Chinese Taipei and Finland, had at least half of their fourth grade students reach the high benchmark in each subject separately.“

IEA (Hrsg.), „TIMSS and PIRLS 2011: Relationships among reading, mathematics, and science achievement at the fourth grade“ (2013), S. 5

Von Österreichs 10-Jährigen erreichten nur 18 % in allen drei Bereichen den „high benchmark“ (= 550 Punkte); beim Lesen waren es 39 %, in der Mathematik 26 % und in den Naturwissenschaften 42 %.

„The Singaporean fourth grade students showed a particular strength in mathematics, with 78 percent reaching the high benchmark, although achievement was also very good in science (68 %), and in reading (62 %).“

IEA (Hrsg.), „TIMSS and PIRLS 2011: Relationships among reading, mathematics, and science achievement at the fourth grade“ (2013), S. 20

Von Österreichs 10-Jährigen erreichten in Mathematik nur 26 % den „high benchmark“ (= 550 Punkte); in den Naturwissenschaften waren es 42 %, beim Lesen 39 %.

„The Singapore education strategy specifically highlights parent involvement as integral to academic success, saying ‚we can only succeed in our mission with the full support and confidence of parents and the community.‘“

IPPR (Hrsg.), „Oceans of Innovation“ (2012), S. 43

Singapur: „Initial education provides teachers with high subject content knowledge that is the equivalent of specialist degrees. For example, mathematics teacher graduates receive the equivalent mathematics education as a student in a straight mathematics degree at other universities.“

Ben Jensen, „Learning from the best school systems in East Asia“ (2012), S. 52

Singapur: „Nach einem vierjährigen gemeinsamen Unterricht werden in der 5. und 6. Klasse die Schüler in einer Orientierungsstufe nach ihrer Leistungsfähigkeit getrennt unterrichtet.“

Univ.-Prof. Dr. Peter Brenner, „Das Gymnasium in Bayern“ (April 2011), S. 31

„Singapore’s Primary School leaving Examination at the end of Year 6 is not just one more standardized test. It carries astonishingly high stakes. Pupils’ scores affect the status of the secondary school they or their parents might be able to choose and the stream (or track) that they will be assigned to.”

Univ.-Prof. Dr. Andy Hargreaves u. a., „The global fourth way“ (2011), S. 74

„Singapore moved away from its earlier one-size-fits-all approach to schooling that would create multiple pathways for students in order to reduce the drop-out rate, improve quality and produce the more technically-skilled labour force needed to achieve the new economic goals. Streaming (tracking) based on academic ability was introduced, starting in elementary schools.“

OECD (Hrsg.), „Strong Performers and Successful Reformers in Education“ (2011), S. 162

Singapur: „Prospective teachers receive a monthly stipend that is competitive with the monthly salary for fresh graduates in other fields. They must commit to teaching for at least three years.“

OECD (Hrsg.), „Strong Performers and Successful Reformers in Education“ (2011), S. 169

„The world’s top performing school systems – Singapore, Finland and South Korea – make a different choice. They recruit, develop and retain what this report will call ‚top third+‘ students as one of their central education strategies, and they’ve achieved extraordinary results.“

McKinsey (Hrsg.), „Closing the Talent Gap: Attracting and Retaining Top Third Graduates to a Career in Teaching“ (2010), S. 5